Teaching and Learning Processes in School Context
2nd Cycle Studies - Mestrado
Lecturing, presentation and discussion of assignments carried out by students, development of teaching and learning programs.
This course is intended to provide a specific training focused on teaching and learning at school setting. It is centered on two domains: 1) on teaching processes and 2) on students’ learning processes.
At the end, students should:
-To know and to analyze the theoretical foundations of teaching organization
-To understand the role played by the educator in the analyze and organization of teaching
-To apply acquired knowledge to teaching organization
-To know and to understand the cognitive, socio-cognitive, and motivational
processes involved in learning
-Understanding the influence of beliefs and expectations regarding teaching and learning on behaviour and achievement in school context
-To understand how the cognitive processes constrain and determine learning
-To apply learning processes’ knowledge, aiming to promote school achievment.
1. Teaching organization
Foundations of teaching organization: research on teaching; official guidelines; educators’ decisions
Framework for teaching organizing founded in cognitive theories; the taxonomies
Planning, implementation and evaluation of teaching
2.Study of the socio cognitive and motivational processes within school environments.
Implicit beliefs and theories about teaching and learning.
Causal attributions and control expectations of the outcomes.
Theory of the accomplishment objectives.
3. Cognitive processes involved in learning
Attention and memory. Load cognitive theory
Comprehension. Comprehension strategies
Problem solving. Problem solving strategies. The role of domain specific knowledge.
Maria Isabel Ferraz Festas
-Cordeiro, P. M., Lens, W., & Bidarra, M. G. (2009). O lugar das variáveis motivacionais no processo de instrução e aprendizagem: A teoria dos objectivos de realização. Revista Portuguesa de Pedagogia, 43 (2), 305-328
-Festas, I., Oliveira, A., Rebelo, J. A., Damião, H., Harris, K., Graham, S. (2014). Professional development in Self-Regulated Strategy Development: Effects on the writing performance of eighth grade portuguese students. Contemporary Educational Psychology, DOI: 10.1016/j.cedpsych.2014.05.004
-Festas, I. (2011). Compreensão de textos e métodos activos. Revista Portuguesa de Pedagogia, Extra-Série, 213-221
-Mayer, R. (2011). Applying the science of learning. Boston, MA : Pearson
-Paas, F., Ayres, P. (2014). Cognitive load theory: a broader view on the role of memory in learning and education. Educational Psychological Review, 26, 191-195
-Shulman, L. S. (2004). The wisdom of practice: Essays on teaching, learning, and learning to teach. San Francisco: Jossey-Bass