Psychosocial Analysis of Educational Situations

Recommended Prerequisites

Not applicable.

Teaching Methods

Lectures, group discussion and practical assignments. Audiovisual and IT resources.

Learning Outcomes

The curricular unit Psychosocial Analysis of Educational Situations aims to develop a set of topics mainly related to the social and psychological dimensions of the educational process, specifically, to the understanding of social contexts, group processes and interpersonal relationships that occur in schools and classrooms which are part of psychology of education. The aim is then to grasp the social matrix in which learning, development and education are inscribed.

Students should:

- identify the characteristics and dynamics of educational processes and the diversity of contexts in which they occur.

- Identify the social and psychological dimensions of the educational process.

- Develop competences of observation and analysis of educational situations.

- Develop research and psychosocial intervention competences in educational contexts.

Work Placement(s)

No

Syllabus

1 Institutional contexts and educational situations.

1.1 Nature, functions and objectives of school education.

1.2 School as a social organization: organizational images of school.

1.3 Attributes of effective schools.

1.4 Teaching cultures.

2 The group - class - and the ecology of the classroom.

2.1 Classroom environment.

2.2 General characteristics of life in the classroom.

2.3 Processes and structures of the classroom.

2.4 Development stages of the group – class.

3 The pedagogical relationship.

3.1 Structure of roles and statuses.

3.2 Reciprocal representations of teacher-student.

3.3 Effect of expectation in school environment and social-cognitive-motivational variables of the academic successful performance.

3.4 Interaction, communication and language.

Assessment Methods

Assessment
Pratical activities: 20.0%
Frequency: 80.0%

Bibliography

Rubie-Davis, C., Stefens,J. , & Watson, P.  (2015). Routledge International Handbook of Social Psychology of the Classroom. Routledge

Bidarra, M. G. (1998).Psicologia da Educação: Identidade(s) de uma disciplina. Revista Portuguesa de Pedagogia, 32(3), 99-118

Doyle, W. (1986).Classroom organization and management. In M. C. Wittrock(Ed.), Handbook of research on teaching. (2ª ed.). MacMillan Publishing

Fox, R. (2005).Teaching & Learning: Lessons from psychology (pp53-67).Oxford: Blackwell.

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

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

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

Raposo, N.V. (1995). Estudos de psicopedagogia (2ª ed.).Coimbra:Coimbra Editora

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