Psychology of Educational Representations and Interactions

Academic year
Subject Area
Education Sciences
Language of Instruction
Mode of Delivery
ECTS Credits
2nd Cycle Studies - Mestrado

Recommended Prerequisites


Teaching Methods

Expositive method and group discussion. Practical exercises. Audiovisual and IT resources.

Learning Outcomes

The curricular unit Psychology of Educational Representations and Interactions favors the study of social representations and interactions as complementary approaches in the analysis of educational situations, including school type. It is aimed that at the end of the course, students are able to describe and analyze the psychosocial processes that occur in schools and classrooms and develop both research and intervention skills in education.

Learning Outcomes

To know the social representation concept and its use in the educational field

To identify the socio-cognitive and motivational variables related to academic and professional achievement

To identify the moderating and mediators variables of the effect of expectation at school

To analyze interactions among peers in the social-emotional perspective

To know study techniques of the representative field

To know cooperative learning strategies

Work Placement(s)



1. Representations and education

1.1. School and culture: Representations, beliefs and expectations about the organization of schools

1.2 . Representations of the actors

1.3. Representations of knowledge

1.4. Representations of success and failure

1.5. Representations and teachers’ professional identity

2. Representations and educational activity: effect of expectation

2.1. Variables mediating

2.2. Moderating Variables

3. Educational interactions

3.1. Teacher-student interaction: Systems of analysis

3.2. Interaction between peers: Social-emotional approaches

Assessment Methods

Final assessment
Exam: 100.0%

Continuous assessment
Apresentação oral ou discussão individual do trabalho de síntese: 50.0%
Synthesis work: 50.0%


Babad, E. (2009). The social psychology of the classroom. NY: Routledge

Bidarra, M. G. (2002). Uma leitura da teoria dos construtos pessoais à luz da psicologia social do conhecimento. Psychologica, 30, 129-149

Costa, J. A. (1996). Imagens organizacionais da escola. Porto:Edições ASA

Clairborn, D. C., Kerr, B. A., & Strong, S. R. (1992). Group interventions in the schools. In T. B. Gutkin & Reynolds (Eds.), The handbook of school psychology (2nd ed., pp. 703-732). New York: John Wiley & Sons

Freitas, L.V., & Freitas, C. V. (2002). Aprendizagem cooperativa. Porto: ASA

Hargreaves, H. (1998). Os professores em tempo de mudança: O trabalho e a cultura dos professores na idade pós-moderna. Lisboa: McGraw-Hill

Lautier, N. (2001). Psychosociologie de l'éducation: Regard sur les situations d'enseignement. Paris: Armand Colin

Teddlie, C., & Reynolds, D. (2000).The international handbook of school effectiveness research. NY: Falmer Press