Educational Psychology

Conceptual (to know):
*To understand the object and purpose of education.
*To understand the relationship between learning and development.
*To know, understand, and analyze the psychological processes involved in the process of teaching and learning, applying this knowledge to the advancement of teaching practice.
*To know the principles of the theories about the teaching-learning process in educational settings in order to establish the correlations and differences between the different teaching models.

Procedural (to be able to do):
*To manage and use different sources of information that are related to educational psychology.
*To use the knowledge acquired with the subject as a tool for the development of criteria for teaching intervention.
*To familiarize oneself with procedures that stimulate teaching activity, motivational techniques and learning strategies and teach how to think and study.
*To develop intervention skills in the teaching-learning process and to acquire methodological rigor and strategies that will allow them to face psychoeducational problems.
*Achieving and demonstrating, on the part of the students, competence in the Spanish language, by forming part of the CompetenteS Project promoted by the Linguistic Normalization Commission of the Faculty.

Attitudinal (to be able to be):
*To develop a critical, reflective and creative attitude towards psychoeducational problems.
*To develop work habits that encourage participation and observation, which produce the need to be in a permanent update of knowledge and with the perspective of constant innovation in teaching.
*To adopt a favorable disposition towards teamwork, collaboration with colleagues and to promote values of respect, tolerance, ethical commitment and openness, both during the training period and in subsequent professional conduct.

The program is developed over four thematic blocks and seven topics:

Section I: Introduction to Educational Psychology.
1. Object of study, contents and its relationship with the teaching profession.

Section II: Models and Theories in Educational Psychology.
2. Behavioural learning and socio-cognitive models.
3. Constructivism and learning.
4. Sociocultural Theory.

Section III: Psychological factors and processes involved in the learning of students in Primary Education.
5. Cognitive variables: intelligence, attention, memory, learning styles and creativity.
6. Affective variables: motivation, self-concept and self-esteem.

Section IV: School context and education.
7: Interactions in the teaching-learning process.

Basic bibliography
Losada-Puente, L. y Fiuza Asorey, M. J. (2022). Recursos formativos en Psicología de la Educación. Pirámide.

Complementary bibliography available in ebook:
Coll, C., Palacios, J.y Marchesi, A.(compiladores) (2014). Desarrollo psicológico y educación 2. Psicología de la educación escolar (2.ª edición). Alianza Editorial.
Palacios, J., Marchesi, Á. y Coll, C. (2004). Desarrollo psicológico y educación, vol. 1 Psicología Evolutiva. Alianza.
Prados, m. C., Sánchez, V., Sánchez-Queija, I., Del Rey, R., Pertegal, M. A., Reina, M. C., Ridao, P., Ortega, F. J. y Mora, J. A. (2019). Manual de psicología de la educación. Para docentes de Educación Infantil y Primaria. Pirámide.
Romera E. M. y Ortega-Ruíz, R. (coords.) (2018). Psicología de la educación infantil. Graó.

Complementary bibliography available on paper:
Cerdán y L. Salmerón, L. (coords.) (2018). Claves para la práctica de la psicología educativa. Paraninfo.
González-Pienda, J. A., González Cabanach, R., Núñez, J. C. y Valle, A. (coords.) (2002). Manual de Psicología de la Educación. Pirámide.
Navarro, J. I. y Martín, C. (coords.) (2017), Psicología de la Educación para docentes. Pirámide.
Rodríguez, S. (coord.) (2015). Psicología de la Educación. Grado en Educación Infantil y Primaria. Pirámide.
Trianes, M. V. y Gallardo, J. A. (coords.) (2006). Psicología de la Educación y del Desarrollo en contextos escolares. Pirámide.
Santtrock, J. W. (2006). Psicología de la Educación (2ª edición). McGrawHill.
Woolfolk, A. (2010). Psicología educativa (11a. edición). Aprendizaje, enseñanza y psicología educativa. Prentice Hall.

Generals:
G2- To design, plan and evaluate teaching-learning processes both individually and with other teachers and professionals of the center.
G4- To design and regulate learning spaces in contexts of diversity and that attend to gender differences and respect for human rights that conform to the values of citizen training.
G10- To reflect on classroom practices to innovate and improve teaching work. Acquiring habits and skills for autonomous and cooperative learning and promoting it among students.
G11- To know and apply information and communication technologies in the classroom: to selectively discern audiovisual information that contributes to learning, civic training and cultural wealth.

Specific:
E1- To understand the educational and learning processes related to the period 6-12 in the family, social and school context.
E5- To know the proposals and current developments based on learning skills.
E6- To identify and plan the resolution of educational situations that affect students with different abilities and different learning rhythms.

Basic:
B2- That students know how to apply knowledge to their work or vocation in a professional way and possess the competences that are usually demonstrated with the elaboration and diffusion of arguments and the resolution of problems within their area of study.
B3- That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgements that include reflection on relevant social, scientific and ethical issues.
B4- That students are able to convey information, ideas, problems and solutions to both specialized and non-specialized audiences.
B5- That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

Transversal:
T1- Instrumental knowledge of a foreign language
T2- Instrumental knowledge of Galician language
T3- Instrumental knowledge of information and communication technologies

The teaching will be expository and interactive and will be of a face-to-face nature. Presencial whole-class activities include classes of an explanatory nature, aimed at introducing and explaining the general aspects of the topics, clarifying the most significant concepts and providing a global vision of the contents of the different blocks, all with the aim of providing the necessary theoretical bases for other types of subsequent work on the subject, both theoretical and practical. Didactic support materials will be used to facilitate the monitoring and understanding of the content by the students (power point presentations, audiovisual material, network resources...).
The medium group sessions (interactive group) aim to deepen the specific aspects of the presentation sessions, as appropriate to each of the topics to be dealt with, by reading and commenting on documents, establishing conceptual relationships, encouraging the transfer of theory to practice, preparing and presenting reports, preparing concept maps, raising doubts, studying cases, videos, planning work and practical activities, debates and presenting individual or group work. The specification of the required tasks and the necessary materials will be presented to the students in the corresponding class sessions. All these activities will be aimed at developing independent and critical work, group activities and decision making, searching and handling information.
In the small group sessions (tutorial group), the aim is to respond to the resolution of problems, conflicts and doubts, both at individual and group level, and to follow up on the process of preparing the work.
The ordinary tutorial sessions will be dedicated, fundamentally, to attend to the individual needs of each student. In the Virtual Campus classrooms, students will be able to carry out tutorials on the contents of the subject, do their homework and, in general, consult on any aspect of the development of the subject, for which a specific forum will be set up. Consultations of a more personal nature will be mainly face-to-face, although they may be carried out partially virtually requesting an appointment, in both cases, via email to avoid unnecessary waiting and coordinate schedules.
This subject and its teaching staff participate in the CompetenteS project promoted by the Faculty's Linguistic Normalisation Commission, with the profile of Spanish. Therefore, the teaching staff will develop the teaching of the subject (expository, interactive and tutorial) and all the activities linked to it in Spanish, regardless of the fact that some of the written texts that students will have to read may be offered in another language. Students, for their part, will also interact with the teaching staff normally in the language of the subject, both orally and in writing, both in classes and in tutorials, whether in face-to-face, telematic or non-face-to-face activities, whether synchronous or asynchronous.

The evaluation system will be the continuous formative evaluation as the only evaluation criterion and consisting of the following elements:
a) 50 % Specific tests of continuous evaluation of contents.
There will be 3 continuous assessment tests of the contents of the subject, which may be objective multiple-choice tests, short or essay questions, to be agreed with the students.The grade to pass this part of the course must be at least 2.5 points out of 5. If the minimum score of 2.5 points out of 5 is not achieved, must attend the 2nd opportunity and the marks of section b will be maintained.
Students who are excused from attending class may take the continuous assessment tests like the rest of the students, and will hand in the same work on the same dates and will be subject to the same assessment conditions. If it is not possible to take the continuous assessment tests, students who do not attend class, those who do not meet the attendance requirements (attendance at a minimum of 80% of the sessions) or those who have the subject matter pending from previous courses that are not attended this course, must take a global test that will evaluate both theoretical-conceptual and practical applied knowledge. The 2nd opportunity will be governed by these same criteria.
b) 40 % assessments of written individual and group reports, oral presentations and other activities in the interactive group seminars.
Students must present their written production resulting from their work in the expository, interactive and tutorial sessions. In the interactive sessions, students will develop a series of practical activities related to the themes of the programme. These works will be developed in groups and also individually. All the activities are compulsory and must be incorporated into the virtual classroom on the previously established date. Papers submitted after the deadline will not be accepted, unless there are exceptional and duly justified circumstances. The teacher of the subject will give instructions on the form, contents and deadlines. In the case of not passing this part of the subject in the 1st opportunity (for which at least 2 points need to be scored), in the 2nd opportunity the students will deliver in the virtual classroom, on the date determined for the completion of the global exam, that task or tasks that need to be improved.
c) 10% Participation and involvement: As USC is a face-to-face university, students are obliged to attend all the face-to-face class sessions, so mere attendance will not be assessed, but constructive participation and active involvement in the subject will be taken into account, which may account for up to 1 point in the final grade. This point also includes oral presentations of the work carried out during the interactive classes. A collaborative and respectful attitude towards classmates and the teacher will also be taken into account. It is essential to respect turns to speak and to remain silent when required. The use of the mobile phone in the classroom is restricted to its use as a work tool following the instructions given by the teacher; consequently, its improper use will affect this part of the assessment. The performance of tasks or activities not related to the subject or corresponding to other subjects during the classroom session will result in the loss of marks for section c (participation and involvement).
It is important to bear in mind that:
- In order to obtain a positive evaluation in the subject, it will be necessary to have completed all the specified evaluation activities on time and to pass sections a and b.
- For evaluation purposes, the same work cannot be used for several subjects, except in the activities programmed in a coordinated way (if any).
- Individual or group work by students must be original.
By virtue of the participation of this subject in the CompetenteS project promoted by the Linguistic Normalisation Commission of the Faculty (with the profile of Spanish), students will normally present both their oral presentations and written work in Spanish. At the same time, their interventions in Spanish will be assessed in the active participation section.

Number of attendance hours -Autonomous work activities

Large group activities 24- 35

Medium group activities 24- 45

Small group activities 3-19

Total 51-99

Total hours (25h/cr x No cred) 150

It is recommended that students have a personal computer and a network connection. If this is not possible, the infrastructure offered by the centre (computer room, users, WIFI connection) can be used.
It is important that students are actively involved from the beginning in the dynamics of the subject, making a comprehensive and significant approach to overcome it successfully.
Finally, it is considered necessary the participation of all the students in the program of the USC of Training in Informational Competence and in the training sessions in transversal competences that are developed in the Faculty of Teacher Training, programs that will be advertised in due time for the knowledge of all the students.

The USC is a face-to-face university, so attendance at a minimum of 80% of the class sessions is mandatory.

Students with any type of functional diversity that prevents them from following their classes on a regular basis and that requires specific actions for good performance should contact the University Participation and Integration Service (SEPIU) to inform them of the conditions and measures that must be adopted.

In the event of fraudulent performance of exercises or tests, the provisions of the Regulations on the assessment of students' academic performance and the review of grades shall apply.