Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | OT | 4 | 2 |
The student should have taken the core subject of Psychology of Education
The main objective is to analyze the student-teacher relationship within the teaching-learning process. Although, the students' own variables are also analysed, this subject essentially aims to bring the student closer to the psychological knowledge of the teacher, both with regard to the variables classically recognized as being significant for the development of the instructional process (eg teacher's thinking, planning processes, time management, etc.) as well as other emotional and social personal content (emotions, motivations, expectations, etc.) that, perhaps with less explicit recognition, exert a great influence on their professional performance. Students are also therefore intended to have a clear vision of the methodologies used by the different teachers, as well as the instruments that can be evaluated. In short, it is a subject in which taching quality can be assessed as well as the relationship between the teacher and the students.
1. Education and Education Systems
1.1. Spanish education vs Danish education
2.1. The perspective of the student
2.2. The perspective of the teacher
8.1. Assessment of the student
8.2. Assessment of the teacher
The seminars will consist of two different parts, one by the teacher and the other the student's work. In the first session, the programme is presented, basic and complementary bibliography is presented and a presentation of activities to be carried out. The seminar sessions consist of presentations by the teacher with the corresponding discussion, in which students are invited to actively participate. The lectures will be used to introduce and explain the main topics of the programme.
In the other sessions, the teacher will show a series of applications of the content presented in the master classes so that the student can carry out activities.
It is important to bear in mind that this course will work with the Virtual Campus resource, a tool which will be useful for accurate monitoring of the subject, what is being done or must be done, as well as obtaining materials and complementary readings.
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Seminars | 12 | 0.48 | |
Theoretical classes | 24 | 0.96 | |
Type: Supervised | |||
Group query sessions | 10 | 0.4 | |
Tutorials scheduled | 10 | 0.4 | |
Type: Autonomous | |||
Chck virtual campus | 19 | 0.76 | |
Course work | 15 | 0.6 | |
Information search | 28.5 | 1.14 | |
Reading of texts | 20 | 0.8 | |
Study activities | 10 | 0.4 |
The assessment will carried out on a set of optional activities:
Activity 1. Practical work in the classroom. Individual, written (20%). This will be carried out throughout the course.
Activity 2: Concept map. Individual, on line (20%). This will be carried out for approximately half of the course.
Activity 3. Presentation and defence of the portfolio. Individual, written (40%). During the second week of assessments.
Activity 4. On-site test to evaluate the content of the subject. Individual, short (20%). Second evaluation period.
To pass the subject students must obtain an average mark of 50% in the sum of all the activities.
It is mandatory to submit all the evidences to pass the subject If all the evidences are not submitted, regardless of whether the arithmetical sum of the evidences submitted is greater than 5, the final mark will have a ceiling of 4.5, and therefore the subject will not be passed.
Reassessment: students can opt for reassessment if throughout the continuous assessment they submit evidences worth at least 66.7% of the total grade and have obtained a grade of less than 5 and more than 3.5. The reassessment will consist of a final test of everything covered during the course.
Students who have not submitted learning evidences with a weight equal to or greater than 4 points (40%) will be considered NON-ASSESSABLE.
No unique final synthesis test for students who enrole for the second time or more is anticipated.
Link to the assessment guidelines of the faculty: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
A1 Practices in the classroom | 20 | 0 | 0 | 11, 5, 23, 9 |
A2 Conceptual Map | 20 | 0 | 0 | 6, 5, 4, 10, 15, 14, 22, 26, 25, 24, 17, 8 |
A3 Work on the learning folder and its corresponding exhibition | 40 | 0 | 0 | 3, 2, 7, 13, 12, 19, 30, 16, 1, 20, 21, 29, 28, 27 |
A4 Test to evaluate the theoretical contents of the subject | 20 | 1.5 | 0.06 | 5, 18 |
Bain, K. (2007). Lo que hacen los mejores profesores universitarios. PUV
Khvilon, E; Patru, M. (coords.). (2004). Las tecnologías de la información y la comunicación en la formación docente. Guía de planificación. París. UNESCO:
Liston, D.P.; Zeichner, K.M. (1993). Formación del profesorado y condiciones sociales de la escolarización. Madrid: Morata.
Santrock, J.W. (2006). Psicologia de la educación. McGraw-Hill
Vaello, J. (2009). El professor emocionalment competent. Un pont sobre “aules turbulentes”. Editorial Graó.
Complementary readings that will be given throughout the course.
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