ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Education Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
Conceptual (to know):
• Understand the objectives and aims of education.
• Understand the relationship between learning and development.
• To know, to understand and to analyse the psychological processes involved in the teaching-learning process.
• To know the main theories about the teaching-learning process in educational contexts and the factors that affect them.
Procedural (to be able to do):
• Handle different sources of information related to the educational psychology.
• Use the acquired knowledge of the subject as an instrument to elaborate the teaching intervention criteria.
• Be familiar with stimulating procedures in the teaching profession, motivational techniques and the strategies for teaching thinking and study.
• Develop intervention skills in the teaching-learning process and acquire methodological rigor and strategies enabling them to address the psycho-educational problems.
Attitudinal (to be able to be)
• Develop a critical, reflective, and creative attitude towards the psycho-educational problems.
• Build up work habits favouring participation and observation which encourage to keep an attitude of constant updating in the profession.
• Adopt a favourable disposition towards teamwork, interaction with peers and to promote ethical commitment and openness, both during the training period and in the subsequent professional conduct.
Section 1: Introduction to Educational Psychology.
1. Study object, contents, and their relationship with teaching profession.
Section 2: Changing processes.
2. Behavioural learning and socio-cognitive models.
3. Constructivism and learning.
4. Socio-cultural theory.
Section 3: Factors and psychological processes involved in learning.
5. Cognitive variants: intelligence, aptitudes, and strategies; creativity and education.
6. Affective variants: motivation, self-concept, and self-esteem.
7. Interactions between cognitive and motivational processes: learning styles.
Section 4: School context and education.
8. Interactions in the teaching-learning process.
9. Learning, teaching, and curriculum contents.
Basic bibliography
•Coll, C., Palacios, J. & Marchesi, A. (comps.) (2014). Desarrollo psicológico y educación II. Psicología de la educación escolar [Recurso electrónico]. Alianza.
•Prados, M. M., Pertegal, M. A., Sánchez, V., Reina, M. C., Sánchez-Queija, I. … & Mora, J.A. (2014). Manual de psicología de la educación. Para docentes de Educación Infantil y Primaria [Recurso electrónico]. Pirámide.
Complementary bibliography
• Álvarez-Pérez, L. (2007). Prácticas de Psicología de la educación. Pirámide.
• Beltrán, J. & Bueno, A. (1995): Psicología de la Educación. Marcombo.
• Beltrán, J., García-Alcaniz, E., Moraleda, M., Calleja, F. & Santiuste, V. (1987). Psicología de la educación. EUDEMA
• Bueno, J.A. & Castanedo C. (1998). Psicología de la Educación aplicada. CCS.
• Coll, C. (1998). Psicología de la educación. Edhasa.
• Coll C., Palacios, J. & Marchesi, A. (2007). Desarrollo psicológico y educación II. Psicología de la educación escolar. Alianza.
• González, E. & Bueno, J.A. (2004). Psicología de la educación y el desarrollo en la edad escolar. CCS.
• González-Pienda, J., González-Cabanach, R., Núñez, J.C. & Valle, A. (2002). Manual de psicología de la educación. Pirámide.
• Hernández, P. (1991). Psicología de la educación. Trillas.
• Martín-Bravo, C. (1999). Psicología del desarrollo y de la educación en la edad escolar. Ambito.
• Mirás, F., Salvador, M. & Álvarez, J. (2001). Psicología de la educación y del desarrollo en la edad escolar. Grupo Editorial Universitario.
• Sampascual, G. (2001). Psicología de la educación. UNED.
• Santrock, J.W. (2006). Psicología de la educación. Trillas.
• Trianes, M.V. & Gallardo, J.A. (2005). Psicología de la educación y del desarrollo en los contextos escolares. Pirámide.
• Valle, A. & González-Cabanach. R. (1998). Psicología de la Educación I. Variables personales y aprendizaje escolar. Servicio de Publicaciones de la Universidad de A Coruña.
• Woolfolk, A. (2006). Psicología educativa. Pearson.
GENERAL
G2 - Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals.
G4 - Design and regulate learning spaces in contexts of diversity and that address gender equality, equity and respect for the human rights that make up the values of citizenship education.
G10 - Reflect on classroom practices to innovate and improve teaching work. Acquire habits and skills for autonomous and cooperative autonomous and cooperative learning and promote it among students.
G11 - Know and apply information and communication technologies in the classroom. Discern selectively the audiovisual information that contributes to learning, civic education, and cultural richness.
BASICS
B2 - That students know how to apply their knowledge to their work or vocation in a professional manner and possess the competences that are usually demonstrated through the elaboration and defence of arguments and the resolution of problems within their area of study.
B3 - Students can gather and interpret relevant data (usually within their field of study) to make judgements which include reflection on relevant social, scientific or ethical issues.
B4 - Students can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
B5 - That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.
SPECIFIC
E1 - Understand the learning processes related to the period 6-12 in the family, social and school context.
E5 - Know the current proposals and developments based on learning competences.
E6 - Identify and plan the resolution of educational situations that affect students with different abilities and different learning paces.
TRANSVERSALS
T1 - Instrumental knowledge of foreign languages.
T2 - Instrumental knowledge of the Galician language.
T3 - Instrumental knowledge of information and communication technologies.
The methodology to be implemented tries to combine the expository class approach with active and participatory methodologies, as well as autonomous work and self-learning. For the teaching of this subject, different tools that the University of Santiago de Compostela makes available to students and teachers will be used, such as Skype, Teams, Forms, Onedrive, Stream, Virtual Campus and Firgoa Platform, among others.
Presential whole-class activities will be focused on introducing and explaining the theme meanings, clarifying the important concepts, training, and guiding in carrying out the assignments, providing a global vision of the contents of the different sections and establishing relationships between the different types of knowledge to promote the meaningfulness of learning. Therefore, the class exposition will be accompanied, when necessary, by graphic organizers, definitions, synoptic charts, diagrams, etc. The support of visual material and the Internet resources will be used to clarify the contents dealt with and to provide a frame of reference and a starting point for the group assignments.
Assignments carried out in the seminars are intended to deal with the specific aspects of the theoretical classes in detail. Such assignments will include reading and document commentary, answers to questions, practical situation analysis, watching videos, case study, debates and carrying out assignments. With them, students are expected to acquire the domain in the use of the different information sources, to promote the transfer of theory into practice, to learn how to develop and present reports, to confront different points of view, and to be able to build shared meanings helped by the teacher as a mediator. The accomplishment of the required tasks and the necessary materials will be introduced to the student during the class sessions.
Assignments to be carried out in small groups will be centred in problem solving, conflict and doubt resolution, both individually and in group and in the follow-up in the work elaboration process.
Students will be given access to a documentary dossier with a set of readings with which to carry out the work referred to in the methodology section. This compulsory bibliography, together with an extensive list of optional references, is included in the teaching guide available to students on the Moodle platform or on the Virtual Campus.
This subject is taught in two groups (morning and afternoon) of the Bachelor's Degree in Primary Education. In general, the teaching staff in charge of this subject will assess class attendance, the specific tests and the written documents that, in their different modalities, are programmed. Depending on the singularity with which the lecturers in charge of each of the aforementioned groups decide to organise the teaching, the teaching guides consider the weighting of the exam, student participation in the activities programmed for each of the sessions of the course and the preparation, in cooperative teams and/or individually, of monographs, reports and reviews in the final grade.
In the first of the Teaching Guides, it is established that the assessment of the course will be carried out taking into account the following weighted level of achievement:the general starting criterion is that the final qualification must come 15% from participation in the development of the activities and dynamics proposed within the class period, 45% from the activities INDIVIDUALS carried out on the theoretical contents dealt with in the subject in the expository sessions and 40% from the GROUP activities proposed in the interactive sessions.
In the second of the teaching guides, four assessment instruments are foreseen: group synthesis report (80%) and individual synthesis report (20%). In accordance with the Teaching Guide, the two synthesis reports will assess the relevance of the content, the structure and organization of the discourse, the integration and conceptual relationship, understanding, adequate expression and reflection.
The final qualification will be the result of the weighted average of the evaluation of the synthesis documents (in which, in accordance with the Teaching Guide, the relevance of the content, the structure and organisation of the discourse, the integration and conceptual relationship, the appropriate expression and reflection will be assessed), the understanding shown in relation to the individual document of the work provided to the group, the learning strategies assessed through the preparation of the documentary database, the observations made by the teacher, and the assessment (if any) made by the Work Team of each of its components.
Based on the Regulations for the assessment of students' academic performance and the review of qualifications, approved by the Governing Council on 15 June 2011, and given that a continuous assessment system is used, in order to be assessed in the subject:
1. Students must compulsorily attend a minimum of 80% of class sessions.
2. Students must have participated in, completed and presented at least 80% of all the compulsory work required during the course period.
3. Students must have completed all the activities that can only be carried out face-to-face in the lectures and interactive classes.
4. Students' individual or group work must be original. For assessment purposes, the same work cannot be used in subsequent exam sessions or for several subjects, except in the activities programmed in a coordinated manner.
Failure to carry out the activities proposed in the expository/interactive sessions and/or non-attendance at classes will result in a grade of "not presented" in both sessions. The delivery of a copied/plagiarised work will result in a grade of "failed" in both exam sessions.
When the activities linked to the expository sessions or the interactive sessions are not passed, the qualification that will appear in the minutes, in the common and extraordinary call, will be "fail", with the numerical value closest to the 5 obtained in one or the other evaluation section.
The assessment system in this area will be the same in the three scenarios set out in the regulations: adapted normality, distancing or closure of facilities.
The Instruction no. 1/2017, of 27 April 2017, of the General Secretariat of the USC on the dispensation of class attendance, requires that the programmes contemplate the right to the evaluation of students who, for various circumstances, are excused from attending class. For this reason, in this subject we have chosen to propose to these students the same tests, exams and monographic works that are generally programmed in the Teaching Guide, except for those activities that require continuous class attendance. In this way, we try to ensure that similar learning conditions are met for both attending and non-attending students.
The subject has a total of 51 hours of attendance classes, distributed in expository classes with the whole class group, group activities in seminars, case studies, guides and work orientation and tutorials, as well as carrying out a two-hour test.
It is estimated that students in order to pass the subject should dedicate to autonomous work about 99 hours. Of which, approximately 35 should be dedicated to study tasks, material preparation, searching for information and documentary analysis; around 45 hours should be dedicated to readings and elaboration of works, drafts and conceptual maps, searching for complementary information or preparation of oral presentations and around 19 hours to working on recommended readings, autonomous learning, and resolving doubts and problems in content learning.
Taking into account the basic nature of the subject and its place in the syllabus no previous requirements are required. It is recommended that the student should establish relationships with the specific contents of the subjects of Developmental Psychology and Learning Disabilities and Developmental Disorders.
It is important that students get actively involved from the beginning in the subject dynamics and its development in order to pass it successfully; also a comprehensive and meaningful approach of the subject is recommended giving up the attitude of just reception of the usual information in other educational fields.
STUDENTS ARE INFORMED THAT:
• In response to the criteria of gender equality in the university environment, it is recommended to use non-sexist language both in daily classroom work and in assigned academic work.
• All communications must be made using the RAI email account.
• It is mandatory to use institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university (Lifesize, etc.).
• You cannot use the mobile phone, except when it is used as a work instrument following the instructions given by the teacher. Students are responsible for the legal and academic consequences that may arise from unsuitable employment.
• The teaching-learning process (classes / tutorials) is private, private is understood as a process of communication and exchange between the teacher and the students enrolled in the subject.
• The work completed must be delivered, preferably, through the virtual classroom.
• Compliance with the data protection regulations https://www.usc.gal/es/politica-privacy-protection-datos is mandatory.
• In the case of fraudulent completion of exercises or tests, the provisions of the Regulations for evaluating the academic performance of students and reviewing qualifications will apply.
Juan Carlos Pardo Perez
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813726
- juancarlos.pardo [at] usc.es
- Category
- Professor: University Lecturer
Zeltia Martínez López
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881812130
- zeltia.martinez [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| Monday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLIS_01 (A - D) | Galician | (NORTH CAMPUS) - CLASSROOM 22 |
| 10:30-12:00 | Grupo /CLE_01 (A - L) | Galician | (NORTH CAMPUS) - CLASSROOM 22 |
| 10:30-12:00 | Grupo /CLE_01 (A - L) | Galician | (NORTH CAMPUS) - CLASSROOM 25 |
| 12:00-13:30 | Grupo /CLIS_02 (E - L) | Galician | (NORTH CAMPUS) - CLASSROOM 22 |
| Tuesday | |||
| 17:30-19:00 | Grupo /CLIS_04 (Ñ - Rodríguez F) | Galician | (NORTH CAMPUS) - CLASSROOM 22 |
| 19:00-20:30 | Grupo /CLE_02 (M - Z) + Dobre Grao 1º | Galician | (NORTH CAMPUS) - CLASSROOM 12 |
| Wednesday | |||
| 19:00-20:30 | Grupo /CLIS_03 (M - N) + Dobre Grao 1º | Galician | (NORTH CAMPUS) - CLASSROOM 24 |
| Thursday | |||
| 16:00-17:30 | Grupo /CLIS_05 (Rodríguez G - Z) | Galician | (NORTH CAMPUS) - CLASSROOM 25 |
| 01.08.2025 09:00-11:00 | Grupo /CLE_01 (A - L) | (NORTH CAMPUS) - CLASSROOM 01 |
| 01.08.2025 09:00-11:00 | Grupo /CLE_01 (A - L) | (NORTH CAMPUS) - CLASSROOM 03 |
| 06.17.2025 09:30-11:30 | Grupo /CLE_01 (A - L) | (NORTH CAMPUS) - CLASSROOM 22 |