This version of the course guide is provisional until the period for editing the new course guides ends.

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Analysis of Teacher-learner Interaction

Code: 105773 ECTS Credits: 6
2025/2026
Degree Type Year
Psychology OT 4

Contact

Name:
Marta Padrós Castells
Email:
marta.padros@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

The student should have taken the core subject of Educational Psychology.

It is recommended to have taken or be taking Practice of Educational and Psychosocial Intervention.


Objectives and Contextualisation

Critically analyze the school and educational system, both the system and all the agents involved.

Know and apply the principles of counseling.


Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Actively participate in the formulation of social, professional and ethical rules in activities related to the profession.
  • Analyse scientific texts written in English.
  • Apply direct strategies and methods of intervention on recipients: psychological advice, therapy.
  • Apply knowledge, skills and acquired values critically, reflexively and creatively.
  • Evaluate, contrast and take decision on the choice of adequate methods and instruments for each situation and evaluation context.
  • Identify and describe the processes and stages in psychological development through the life cycle.
  • Maintain a favourable attitude towards the permanent updating through critical evaluation of scientific documentation, taking into account its origin, situating it in an epistemological framework and identifying and contrasting its contributions in relation to the available disciplinary knowledge.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Recognise the principles and variables involved in educational processes throughout the life cycle.
  • Show respect and discretion in communication and the use of the results of psychological assessments and interventions.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Use adequate tools for communication.
  • Use different ICTs for different purposes.
  • Work in a team.

Learning Outcomes

  1. Actively participate in the formulation of social, professional and ethical rules in activities related to the profession.
  2. Analyse a situation and identify its points for improvement.
  3. Analyse scientific texts written in English.
  4. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  5. Analyse the teacher's thinking processes: planning, decision making and dilemmas.
  6. Analyse the thought processes of the student: planning, decision-making and dilemmas.
  7. Apply knowledge, skills and acquired values critically, reflexively and creatively.
  8. Assess how stereotypes and gender roles impact professional practice.
  9. Assess the impact of the difficulties, prejudices and discriminations that actions or projects may involve, in the short or long term, in relation to certain persons or groups.
  10. Communicate in an inclusive manner avoiding the use of sexist or discriminatory language.
  11. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  12. Distinguish information on the results of the assessment and psychoeducational advice according to whom it is addressed.
  13. Effectively communicate the results of counselling and psychological evaluation with all users of the education system: students, teachers, counsellors and parents.
  14. Identify situations in which a change or improvement is needed.
  15. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  16. Maintain a favourable attitude towards the permanent updating through critical evaluation of scientific documentation, taking into account its origin, situating it in an epistemological framework and identifying and contrasting its contributions in relation to the available disciplinary knowledge.
  17. Make proper use of exploratory instruments for analysing educational practice and individual differences of people who participate in it.
  18. Planning and evaluating teaching plans in relation to the developmental stages of students.
  19. Prepare and write reports exploration and psychoeducational diagnosis, monitoring, termination and referral.
  20. Propose new experience-based methods or alternative solutions.
  21. Propose new ways of measuring the viability, success or failure of the implementation of innovative proposals or ideas.
  22. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  23. Recognise the principles and variables that influence the teacher thought processes throughout their life cycle.
  24. Select and properly use exploratory instruments for the analysis of formal and non-formal education.
  25. Select the appropriate exploratory instruments for analysing individual differences in school learning.
  26. Select the appropriate exploratory instruments for the analysis of school learning and teaching.
  27. Use adequate tools for communication.
  28. Use different ICTs for different purposes.
  29. Work in a team.
  30. Write a psychoeducational diagnosis of a particular teaching practice and propose guidelines for optimization and improvement.

Content

Critical Education

Inclusive Education

Evaluation

Educational Consulting


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Seminars 12 0.48
Theoretical classes 24 0.96
Type: Supervised      
Group query sessions 15 0.6
Tutorials scheduled 10 0.4
Type: Autonomous      
Course work 30 1.2
Reading of texts 56 2.24

Theory: 

  • Presentations.
  • Classroom debates.

Seminars: 

  • Psychopedagogical counseling project.

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
A1 Presentations 30 1.5 0.06 6, 5, 4, 10, 15, 14, 22, 26, 25, 24, 17, 8
A2 Classroom debates 30 0 0 3, 2, 7, 13, 12, 19, 30, 16, 1, 20, 21, 29, 28, 27
A3 Psychopedagogical counseling project 30 1.5 0.06 11, 5, 18, 23, 9

The evaluations of Evidence A1 and A2 will take place during the semester in the theory classes.

  • Evidence A1: Theory presentations. Must participate in a presentation. Oral feedback in the same session.
  • Evidence A2: Classroom debates. Must participate in a minimum of three debates (you can participate in all), and the weighted average of the three best contributions will be calculated. Oral feedback in the same session.
  • Evidence A3: Oral presentation of the psychopedagogical counseling project. Oral feedback in the same session.

A weighted sum of activity grades reaching 5 or more allows the student to pass the course, regardless of whether any of the activities are marked as not submitted or failed.

The use of AI for the presentation of assessable content is not permitted.

Resit: Students who, during continuous assessment, have completed evidence accounting for at least two-thirds of the total grade and have obtained a final mark below 5 but equal to or above 3.5 are eligible. The resit will consist of completing the activities that were not submitted or failed.

A student who has submitted learning evidence accounting for at least 4 points (40%) cannot be recorded as “NOT ASSESSED”.

Students enrolled for the second or subsequent time are not expected to be assessed solely through a single non-recoverable final test.

SINGLE ASSESSMENT

Students who choose the single assessment option waive continuous assessment and will be assessed on all course content in a single evaluation, which will take place during the second evaluation week. This will be an open exam (catalan or spanish) covering the contents addressed in Evidences A1, A2, and A3.

The conditions for passing the course, access toresits, and the resit exam itself will be the same as for students following continuous assessment.

The single evaluation is requested electronically (e-form) during the specific period (more information on the Faculty website).

 

Link to the faculty's assessment guidelines:
https://www.uab.cat/doc/DOC_Pautes_Avaluacio_2025-2026


Bibliography

hooks, bell (2021). Enseñar a transgredir: La educación como práctica de la libertad. Capitán Swing. 

Lago, José Ramón, & Onrubia, Javier (2011). Un modelo de asesoramiento para la mejora de las prácticas educativas. En E. Martín (Ed.), Orientación educativa: Procesos de innovación y mejora de la enseñanza (pp. 11–32). Instituto de Formación del Profesorado, Investigación e Innovación Educativa.

Fontdevila, Clara (2022). El professorat als centres de màxima complexitat: Com reclutar-lo i retenir-lo. En A. Tarabini (Ed.), Anuari 2022. Els reptes de l'educació a Catalunya (pp. 309–346). Fundació Jaume Bofill.

Tarabini, Aina, Curran, Marta, Montes, Alejandro, & Parcerisa, Lluís (2015). La vinculación escolar como antídoto del abandono escolar prematuro: Explorando el papel del habitus institucional. Profesorado. Revista de Currículum y Formación del Profesorado, 19(3), 196-212.

Tarabini, Aina. (2015). La meritocracia en la mente del profesorado: Un análisis de los discursos docentes en relación al éxito, fracaso y abandono escolar. Revista de la Asociación de Sociología de la Educación, 8(3), 349-360.

Sanmartí, Neus (2010). Avaluar per aprendre: L’avaluació per millorar els aprenentatges de l’alumnat en el marc del currículum per competències. Generalitat de Catalunya. Departament d'educació.


Software

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Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(SEM) Seminars 111 Catalan second semester morning-mixed
(TE) Theory 1 Catalan second semester morning-mixed