Courses:
Culture, development and learning in educational psychology. 3 ECTS credits. University of Barcelona. Prof.: Judith Oller.
Construction of psycho-educational knowledge: epistemological and methodological fundaments. 3 ECTS credits. University of Barcelona. Prof.: Judith Oller.
Canons of scientific and professional communication in educational psychology. 6 ECTS credits. Ramon Llull University. Prof.: Anna Sala.
Current views and tendencies in educational psychology. 6 ECTS credits. University of Barcelona. 6 ECTS credits. University of Barcelona. Prof.: Javier Onrubia.
Contents:
- Relations between psychological knowledge, theory, and educational practice.
- Sociocultural approaches to education and learning.
- Constructivism, socio-cultural constructivism and constructivist approaches in education.
- Educational applications and implications of socio-cultural constructivist approaches.
- Epistemological debates on the construction of psycho-educational knowledge:
- Quantitative, qualitative and mixed research
- Epistemological coherence and methodological multiplicity
- From basic research to applied research: the Pasteur’s quadrant.
- General methodological strategies of research and intervention in educational psychology: case study, design-based research, evaluative research.
- Brain and learning: the neurological bases of learning
- Situated and distributed cognition, situated learning and teaching.
- Learning and systems of activity
- Formal and school education in the information society and the new ecology of learning
- Academic and professional texts in educational psychology: norms, canons and conventions.
- Writing of academic and professional texts in educational psychology
Requirements: no requirements
Research in educational psychology
Courses:
Methods and techniques of research in educational psychology. 6 ECT credits. Autonomous University of Barcelona. Prof.: Crita Weise and Carme Viladrich.
Issues and current lines of research in educational psychology. 6 ECT credits. University Ramon Llull. Prof.: Montserrat Castelló.
Contents:
Strategic decision making in the elaboration of research designs in educational psychology.
- Methods and techniques of qualitative research in educational psychology: design, gathering and analysis of data.
- Software of qualitative analysis.
- Methods and techniques of quantitative research in educational psychology: design, gathering and analysis of data.
- Software of quantitative analysis.
- Scientific communication and processes of indexing.
- Main documental bases in educational psychology.
- Evaluation of scientific publications: modes and procedures of peer-review.
- Fields and research lines in educational psychology at the universities of MIPE and other Spanish, European and foreign universities.
Requirements: Students must have successfully completed, or must be simultaneously studying at least one course out of Subject Matter 1.
Psycho-educational intervention
Courses:
Psychological consultation and intervention in formal education. 6 ECTS credits. University of Barcelona. Prof.: Javier Onrubia and Marta Minguela. Teaching plan
Professional practice of educational psychology in childhood, adolescence and youth. 3 ECTS credits. University of Girona. Prof.: David Subero.
Professional practice of educational psychology in adulthood and old age. 3 ECT credits. University of Girona. Prof.: Arantza del Valle.
Contents:
- Conceptions of individual differences, learning, and educational consultation. The constructivist educational model of consultation.
- Organization of psycho-pedagogical services of orientation and consultation.
- Psycho-educational intervention oriented to the optimization of educational institutions.
- Educational consultation and processes of change towards inclusive educational institutions.
- Psycho-educational intervention oriented to the optimization of processes of teaching and learning, and attention to diversity.
- Educational consultation and improvement of processes of teaching and learning in the classroom.
- Psycho-pedagogic evaluation and educational consultation for the elaboration of curricular adaptations.
- New demands to educational psychology from formal and school education.
- New demands to educational psychology from non-formal education
Requirements: Students must have successfully completed, or must be simultaneously studying, at least one course out of Subject Matter 1.ar simultáneamente al menos una asignatura de la materia 1.
Teaching and learning in formal and school education
Courses:
Psychological fundaments of school curriculum: design and development. 6 ECT credits. University of Vic. Prof. Mila Naranjo y Verónica Jiménez.
Analysis of school educational practices: learning, activity and discourse. 6 ECT credits. University of Barcelona. Prof.: Anna Ginesta.
Inclusive education and attention to diversity. 6 ECTS credits. Universitat de Vic. Prof.: José Ramón Lago.
Learning, assessment and quality of education. 6 ECTS credits. University of Barcelona. Prof.: Mª José Rochera.
Contents:
- Theoretical approaches to observation and analysis of formal educational practices.
- Activity, joint activity, and mechanisms of educational influence.
- Discursive strategies, semiotic mechanisms and construction of knowledge in formal educational practices.
- Assessment of school learning from a situated socio-cultural constructivist perspective.
- Evaluation and processes of educational reforms, innovation and improvement of education.
- International comparative evaluations on students’ learning.
- Inclusive education, adaptive teaching, and attention to diversity.
- Strategies of attention to diversity in educational institutions.
- From theories of learning to psycho-instructional design.
- Constructivist models of instructional design in formal education.
- Design of learning environments based on inquiry: project-based learning, case-based learning, and problem-based learning.
Requirements: Students must have successfully completed, or must be studying, at least one course out of Subject Matter 1.
Courses:
Professional identity and teaching strategies. 6 ECTS credits. Autonomous University of Barcelona. Prof.: Carles Monereo.
Strategies for academic writing. 6 credits ECT. University Ramon Llull. Prof.: Montserrat Castelló.
Training of professionals of education. 3 ECTS credits. University Ramon Llull. Porf.: Eva Liesa.
Strategies of cooperative learning and peer tutoring. 6 ECTS credits. Autonomous University of Barcelona. Prof.: David Durán, Marta Flores and Ester Miquel.
Contents:
- Professional identity and its relation to educational conceptions, teaching strategies and feelings.
- Techniques and instruments for the analysis of professional identity.
- Strategies for fostering change in professional identity.
- Research on change in professional identity.
- Teaching and learning based on cooperation: conceptual framework and explanatory models.
- Modes of cooperative teaching and peer tutoring: case analysis.
- Methods and strategies of cooperative teaching.
- Research on teaching and learning based on cooperative activities.
- Reflexive practice and teachers’ professionalization.
- Educational institutions as learning organizations and scenarios of professional development.
- Writing and strategic knowledge.
- Regulation of academic writing.
Requirements: Students must have successfully completed, or must be studying, at least one course out of Subject Matter 1 and one course out of Subject Matter 2 or 3..
Courses:
Teaching and learning of oral language in inclusive educational contexts. 3 ECTS credits. University of Barcelona. Porf. Marta Gràcia.
Strategies for reading and writting: Learning, teaching and intervention. 3 ECTS credits. University of Barcelona. Prof.: Nuria Castells.
Contents:
- The initial process of literacy.
- Cognitive and psycho-linguistic processes in learning of written language.
- Social, cultural and linguistic dimensions of the process of literacy.
- Reading and writing as instruments for reflection and construction.
- Reading and writing to learn in the different educational stages.
- Research and intervention on learning of reading and writing as instruments for learning.
- Psycho-pedagogic fundaments of bilingual and plurilingual education. Relations between L1/L2/L3.
- Linguistic knowledge and school achievement.
- Education in multicultural and plurilingual contexts.
Requirements: Students must have successfully completed, or must be studying, at least one course out of Subject Matter 1 and one course out of Subject Matter 2 or 3.a de la materia 1 y una asignatura de la materia 2 o de la materia 3.
Courses:
Communication and language intervention in children with developmental disorders: augmentative communication and intervention strategies. 3 ECTS credits. University of Barcelona. Prof.: Magdalena Rivero y Cristina Mumbardó
Work with families in the framework of early attention. 3 ECTS credits. Ramon Llull University. Prof.: Joana Maria Mas.
Contents:
- Disorders in development and learning. The field of communication and language.
- Procedures of educational intervention with people with problems in communication and language.
- Augmentative and alternative communication.
- Evaluation and diagnostic of children with disability or developmental disorders and their family context.
- Intervention on the child and her natural environment (family and community)
- Planning, organization, management and evaluation of services of early attention.
- Learning difficulties in different educational stages.
- Learning difficulties in writing language and maths.
- Attention to diversity and learning difficulties: strategies of intervention.
Requirements: Students must have successfully completed, or must be studying, at least one course out of Subject Matter 1 and one course out of Subject Matter 2 or 3.
Courses:
Environments, instruments and practices of virtual learning. 6 ECTS credits. University of Barcelona. Prof.: Anna Engel and Antonio Membrive.
Contents:
- ICT and the improvement of teaching and learning processes
- Computer-supported collaborative learning
- Mobile learning and seamless learning
- ICT to support personalised learning
- Requirements for Education 5.0
- Analysis of digital tools and resources
Courses:
The use of external representations in school learning. 3 ECTS credits. University of Barcelona.
Intercultural education and educational attention to social diversity. 6 ECTS credits. Autonomous University of Barcelona.
Psychoeducational care in social and community contexts. 6 ECTS credits. University of Girona.
Psycho-educational attention in social and minority contexts. 3 ECTS credits. Autonomous University of Barcelona.
Interdisciplinary projects and intervention in diverse contexts. 3 ECTS credits. Autonomous University of Barcelona.
Contents:
- External representation and school learning: External systems of representation as epistemic tools. External systems of representation in learning of science and math. Processes of appropriation of the number system. Tables, diagrams and graphics.
- Socialization, learning and culture in minority communities. Culture, development and diversity in goals, values and educational practices. Scripts of aging, education, family and community. Immigration and construction of minority cultures. Culture and multiplicity of voices.
- Psycho-educational attention in social and minority contexts: Programs for general family learning. Programs for mothers and fathers learning. Programs for family learning and relations family-school. Territorial integral educational plans. Environmental educational plans.
- Psycho-educational attention at the kindergarten: the concept of childhood. Psycho-educational intervention in the first childhood. Institutions, administrations and services for attention to childhood. Child-adult interaction within family and institutions.
Requirements: Students must have successfully completed, or must be studying, at least one course out of Subject Matter 1 and one course out of Subject Matter 2 or 3.