Academic management

The course Psychology of Education form part of the block Basic Training (60 credits) consisting of four courses, being all of them but one linked together within the area of knowledge Learning and Personality Development. The fourth course, named Educational Processes and Contexts of 2.5 ECTS belongs to another block of Basic Training, along with the other four courses corresponding to this area (Educational Processes and Contexts, 30 ETCS) and two courses corresponding to the Society, Family and School area (12 ECTS).

Therefore, the course Educational Psychology is part of the Basic Training Block and belongs to the area of knowledge "Learning and Personality Development" (18 credits) belongs. The distribution of courses and number of credits in the 2011 Study Plan is:

• Psychology of Development (6 ECTS)
• Educational Psychology (6 ECTS)
• Psychological Foundation of attention to diversity (6 ECTS)

The main goal of these areas of knowledge -and related courses- included in the Basic Training Block, is to provide our students with an educational and psycho-social background and setting foundations to complete their pedagogical training and to achieve the competences included in the Order ECI / 3857 / 2007, that regulate the basic training of future teachers on Primary Education.

None

In this course the development of the following competences (general, transversal and specific of this degree) will be promoted:

General competences referred to Primary Education Teaching Degree (GC):

At the end of this course, the students will be able to:

CG1., CG2., CG3., CG4. and CG5.

Transversal competences related to the Degree (TC):

At the end of the course, the students will be able to:

CT1., CT2. and CT5.

Degree specific competences (SC):

At the end of the course, the students will be able to:

CE1., CE2., EC4., CE5., EC8. and CE10.

Course Specific competencies (CS):

At the end of the course, the students will be able to:

CEM1.2., CEM1.3., CEM1.5., CEM1.6., CEM1.7., CEM1.9., CEM1.10. y CEM1.12.

Learning outcomes:

These skills and competences will lead to the achievement of the following learning outcomes:

RA1.2., RA1.3.  and RA1.4. 

Introduction.

Unit 1. Introduction to Educational Psychology: Concept and aims.

Part one: Processes and forms of school learning. Educational implications.

Unit 2. Behaviorist models.

Unit 3. Cognitivists models.

Unit 4. Constructivist models.

Part Two: Intrapersonal variables involved in learning and their educational implications.

Unit 5. Intelligence.

Unit 6. Motivation.

Part Three: Interpersonal and contextual variables affecting learning and consequent educational implications.

Unit 7. Interpersonal variables.

Unit 8. Contextual variables.

Evaluation: First call

Student assessment will be developed regarding the percentages indicated in the following table:

The final grade achieved in the course will take into account the obtained grade in the final exam (contributing to the final grade with a 60%), personal work linked to hands on work sessions, seminars and group tutoring (40%). In order to pass the course, you must obtain a minimum score of 3 out of 6 in the final exam and 2 out of 4 in the linked seminars and group tutoring. The final grade will be built adding the two previous mentioned scores, and must be equal or greater than 5 out of 10.

Proposed assessments will be submitted in accordance with the deadline specified by the teacher.

To overcome the practical part, linked to seminars and group tutoring, it is essential to attend at least 80% of them.

Evaluation: Resitting

Students who do not obtain a pass score in this course will be evaluated in subsequent calls in the same way that in the first call. Therefore, these students will be required to pass a written test and hand in the assessments corresponding to personal work linked to the hands on work sessions. Those assessments which, by its nature, are difficult to perform outside the classroom, will be replaced by others that allow learning about the same content.

As in the first call, the final grade will be calculated taking into account the mark obtained in the final test (contributing to the final grade by 60%) and personal work linked to hands on work sessions, seminars and workshops (contributing in the 40% left). In order to pass the course, you must obtain a minimum score of 3 out of 6 in the final test and 2 out of 4 in the linked work to seminars and group tutoring. The final grade will be built adding the two previous mentioned scores, and must be equal or greater than 5 out of 10.

Students that intend no to attend to the exam in the first call must contact the teacher, at least 30 days before the resitting date, to plan everything related to the implementation of personal work.

Resources, references and complimentary documentation

AUSUBEL, D; NOVAK, J. HANESIAN, H. (1978) Psicología educativa: un punto de vista cognoscitivo. México: Trillas (trad. 1983)

BANDURA, A. (1977). A social learning theory. Englewood: Prentice-Hall.

BARCA, A. et alt. (1996) Psicología de la Instrucción. Vol. III: Componentes contextuales y
relacionales del aprendizaje escolar. Barcelona: E.U.B.

BELTRÁN, J; GENOVARD, C. et alt.(1996) Psicología de la instrucción I. Variables y procesos
básicos. Madrid: Síntesis.

GAGNE, N. (1974). Principios básicos del aprendizaje para la instrucción. México: Diana (Trad. 1975).

NOVAK, J. y GOWIN, D. (1984) Aprendiendo a aprender. Barcelona: Martínez Roca.

PALACIOS, J. (1984) Procesamiento de información en bebés. En J. PALACIOS; A. MARCHESI y M. CARRETERO: Psicología Evolutiva. Vol. II. Madrid: Alianza.

SAMPASCUAL, G. (2001). Psicología de la Educación. Madrid: UNED.

SANTROCK, J. (2000). Psicología de la Educación. México: McGraw Hill.

WOOLFOLK, A. Y McCUNE, L. (1982). Psicología de la Educación para profesores. Madrid: Narcea.