Understanding the complexity and interdependence of development and learning processes, according to main psychological perspectives. Understanding adolescence and teaching activity based on scientific knowledge in the fields of developmental and educational psychology. Analyzing cognition and learning theories in their contributions to teaching management. Developing skills that facilitate educational interactions and the promotion of adolescents' learning and development.
1. Introduction 1.1. Main concepts and perspectives on development 1.2. Complexity and dynamics of development and learning processes 2. Adolescent development and educational implications 2.1. Cognitive and sociocognitive development: abstraction and formal operations (Piaget), adolescent egocentrism (Elkind), social cognition (Selman) 2.2. Psychosocial development: factors and processes, identity development (Erikson) and statuses (Marcia) 3. Cognition, learning and teaching 3.1. Cognition and learning theories: Piaget, Bruner, Ausubel, Gagné e Novak 3.2. Learning conditions and processes. Motivation, atention, memory and information processing. Self-efficacy (Bandura), attributions (Weiner), learning styles (Kolb) and metacognitive processes (Flavell)
Generic skills to reach
. Competence in oral and written communication; . Competence in interpersonal relations; . Competence in understanding the language of other specialists; . Ethical commitment; . Competence in applying theoretical knowledge in practice; . Competence to solve problems; . Competence in working in interdisciplinary teams; . Valuing diversity and multiculturalism; . Adaptability to new situations; . Self-criticism and self-evaluation; (by decreasing order of importance)
Teaching hours per semester
total of teaching hours
Synthesis work thesis
assessment implementation in 20192020 Assessment Case Studies: 10.0% Laboratory work or Field work: 10.0% Report of a seminar or field trip: 10.0% Synthesis work: 20.0% Exam: 50.0%
Bibliography of reference
Eccles, J.; Roeser, R. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225-241. Klein, S. (2012). Learning: principles and applications. Thousand Oaks: SAGE (6th ed.). Learner, R.; Steinberg, L. (2009) (Eds.). Handbook of adolescent psychology. New Jersey: John Wiley & Sons (3rd ed.). Miranda, G.; Bahia, S. (2005). Psicologia da educação: temas de desenvolvimento, aprendizagem e ensino. Lisboa. Relógio d?Água. Sadowski, M. (Ed.) (2008). Adolescents at school: perspectives on youth, identity and education. Cambridge, MA: Harvard Education Press. Santrock, J. (2013). Adolescência. Amgh Editora. Sprinthall, N.; Collins, W. (2008). Psicologia do adolescente. Lisboa. FCG (4ª ed.). Steinberg, L. (2013). Adolescence. McGraw-Hill (10th ed.). Weiner, I.; Lerner, R.; Easterbrooks, M.; Jayanthi, M. (2013). Handbook of psychology. New Jersey: John Wiley & Sons (2nd ed.).
Content development will include both theoretical and empirical approaches. Lectures will be complemented with student work (research and essays). Practical strategies will include case study and problem solving. Simulation and video strategies will enhance skills development.
Será condição preferencial a existência de protocolos com escolas, permitindo o contacto dos estudantes com alunos e outros intervenientes no processo educativo, nomeadamente no sentido da observação e análise de projectos de intervenção relacionados com as temáticas abordadas.