Unit PSYCHOLOGY OF EDUCATION
- Course
- Primary teacher education
- Study-unit Code
- A000614
- Curriculum
- In all curricula
- Teacher
- Andrea Baroncelli
- CFU
- 9
- Course Regulation
- Coorte 2021
- Offered
- 2023/24
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa integrata
PSYCHOLOGY OF EDUCATION WORKSHOP
| Code | A000616 |
|---|---|
| CFU | 1 |
| Teacher | Andrea Baroncelli |
| Teachers |
|
| Hours |
|
| Learning activities | Caratterizzante |
| Area | Psicologia dello sviluppo e psicologia dell’educazione |
| Academic discipline | M-PSI/04 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | The laboratory is designed to operationally implement the knowledge and skills acquired through the study of educational psychology (with particular attention to the cognitive and socio-emotional processes associated with teaching and learning); this is realized through group activities (i.e., simulating a team of teachers). Group activities also aim to stimulate the skills necessary for the teacher to work in a team. |
| Reference texts | 1) Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti (XIV edizione). Pearson. ISBN: 9788891909763 2) American Psychological Association, Coalition for Psychology in Schools and Education (2015). I 20 principi fondamentali della psicologia per l’insegnamento e l’apprendimento dalla scuola dell’infanzia alla scuola secondaria (document present in various languages and downloadable from the page https://www.apa.org/ed/schools/teaching-learning/top-twenty/principles) 3) Slides or other materials provided by the professor on Unistudium are study materials. NOTE: Book 1) can be found also in English: Woolfolk, A. (2020). Educational Psychology, Global Edition. Pearson. EAN: 9781292331522 |
| Educational objectives | KNOWLEDGE AND UNDERSTANDING: understanding how the theoretical foundations of educational psychology can be an operational part of the professional baggage of the kindergarten and primary school teacher. APPLYING KNOWLEDGE AND UNDERSTANDING: operationally train the ability to grasp the processes of psychological development of individuals and groups, in order to act from one's professional position in prevention, evaluation, or intervention activities. MAKING JUDGMENTS: promotion of a critical reflection that goes beyond the notional knowledge of the topics; stimulation of abilities to mediate, in a group, between the various positions in order to define shared actions. COMMUNICATION SKILLS: promotion of a technical language to communicate clearly with specialist and non-specialist interlocutors; promotion of communication and mediation skills necessary for teamwork. LEARNING SKILLS: stimulate interest in discipline and in-depth study. |
| Prerequisites | Good previous knowledge of developmental psychology (e.g., acquired in the course of the first year) is required. Furthermore, good knowledge of educational psychology is required (e.g., the one developed in parallel to the laboratory thanks to the course of educational psychology). |
| Teaching methods | Group exercises. By simulating participation in a team of teachers, students will have to apply the knowledge of developmental psychology and educational psychology to a realistic situation (e.g. analysis of a problematic situation, analysis of a case study, analysis or development of prevention, evaluation, or intervention actions), showing a critical approach, independent judgment, and mediation skills. During the meetings, a part of the time will be dedicated to group work, and a part to feedback and comparison with the plenary. More detailed operating procedures will be available on Unistudium at the beginning of the laboratory. |
| Other information | As per regulation, attendance is mandatory. In case a student intends to anticipate his/her exam in a year preceding the one it is scheduled in his/her curriculum, it is recommended to anticipate as well the attendance of the lessons and to schedule the exam in the first useful session after the lessons have been concluded. |
| Learning verification modality | At the end of the last meeting, each group will have to deliver a short paper. As for all laboratory activities, the short paper is focused on the application of developmental psychology and educational psychology knowledge to a realistic situation (e.g., analysis of a problematic situation, analysis of a case study, analysis or development of prevention, evaluation, or intervention actions), showing a critical approach, independent judgment and mediation skills. The assessment is expressed in terms of positive or negative outcome (“idoneità”). Students with disabilities, learning disabilities, or special needs are invited to consult https://www.unipg.it/disabilita-e-dsa/studenti-con-disabilita |
| Extended program | The activities of the groups during the laboratory will focus on the topics that make up the teaching program of the course “educational psychology”: - Introduction to educational psychology. - Psychological processes and formalized contexts of education. - The main issues of cognitive development applied to educational processes. - How students think and learn: individual differences in intelligence, skills, learning preferences. - Emotional and motivational processes at school; emotional competence applied to educational processes. - The school as a context of social relationships and well-being. - The management of the dynamics of the class. - Evaluation and psychological processes. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | Good health and well-being. Quality education. |
Psychology of Education
| Code | A000615 |
|---|---|
| CFU | 8 |
| Teacher | Andrea Baroncelli |
| Teachers |
|
| Hours |
|
| Learning activities | Caratterizzante |
| Area | Psicologia dello sviluppo e psicologia dell’educazione |
| Academic discipline | M-PSI/04 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | Introduction to educational psychology, with attention to the cognitive and socio-emotional processes associated with teaching and learning. The applications of the main theories of psychological development to the educational field. The formalized contexts of education. Relationships in school contexts (relationships between peers, student-teacher relationship, other relationships in the school context). Typical and atypical development in the school context, with reference to current regulations and inclusive processes. The addressed topics will be declined in an operational way to facilitate the development of kindergarten and primary school teachers' skills. |
| Reference texts | 1) Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti (XIV edizione). Pearson. ISBN: 9788891909763. 2) American Psychological Association, Coalition for Psychology in Schools and Education (2015). I 20 principi fondamentali della psicologia per l’insegnamento e l’apprendimento dalla scuola dell’infanzia alla scuola secondaria (document present in various languages and downloadable from the page https://www.apa.org/ed/schools/teaching-learning/top-twenty/principles). 3) Slides or other materials provided by the professor on Unistudium are study materials. NOTE: Book 1) can be found also in English: Woolfolk, A. (2020). Educational Psychology, Global Edition. Pearson. EAN: 9781292331522 |
| Educational objectives | KNOWLEDGE AND UNDERSTANDING: the course aims to provide a knowledge on: a) theoretical aspects of educational psychology, with reference to both typical and atypical development, and with a particular attention to the aspects of interest to a future kindergarten and primary school teacher; b) developmental psychological mechanisms that regulate educational processes; c) ability to recognize risk factors, protective factors, needs and resources concerning individuals and groups. APPLYING KNOWLEDGE AND UNDERSTANDING: the course aims to provide future teachers with the necessary skills to understand the processes of psychological development of individuals and groups, in order to act from their professional position with greater awareness, and to know how to collaborate with the professional figure of the psychologist in prevention, evaluation or intervention activities, in accordance with one’s specific professionalism. MAKING JUDGMENTS: promotion of a critical reflection that goes beyond the notional knowledge of the topics. COMMUNICATION SKILLS: promotion of a technical language to communicate clearly with specialist and non-specialist interlocutors. LEARNING SKILLS: stimulate interest in discipline and in-depth study. |
| Prerequisites | Good previous knowledge of developmental psychology (e.g., acquired in the course of the first year) is required. |
| Teaching methods | Frontal lessons, individual exercises, and/or group exercises. Also the frontal lessons encourage students’ discussion and active participation. |
| Other information | In case a student intends to anticipate his/her exam in a year preceding the one it is scheduled in his/her curriculum, it is recommended to anticipate as well the attendance of the lessons and to schedule the exam in the first useful session after the lessons have been concluded. |
| Learning verification modality | Written examination. The exam consists of open requests (or questions), with a maximum time of 90 minutes. There are four requests: three require a short and concise answer, while one requires a more extensive and articulated answer. Specifically, four requests (short answer type) will be proposed, and the student will have to choose three of them. Each question will be evaluated with a maximum of 10 points, and the three evaluations will be added to obtain a maximum score of 30 points. In addition, two requests (extensive answer type) will be proposed, and the student will have to choose one of them, that will be evaluated with a maximum of 30 points. The final evaluation derives from the average of the above-mentioned evaluations. The examination aims to ascertain the level of knowledge and understanding achieved by the student on the theoretical and methodological contents indicated in the program. Questions or requests that require a short and punctual answer are mainly aimed at this objective. The examination also aims to verify the ability to communicate what has been acquired with method and language properties, and to highlight interconnections between the topics under study with a personal and critical reworking of what has been learned, showing independence of judgment, and ability to apply knowledge to a realistic situation (e.g., analysis of a problematic situation, case analysis, analysis or development of prevention, evaluation or intervention actions). The request that requires an extensive answer is mainly aimed at this objective. Students with disabilities, learning disabilities, or special needs are invited to consult https://www.unipg.it/disabilita-e-dsa/studenti-con-disabilita |
| Extended program | - Introduction to educational psychology. - Psychological processes and formalized contexts of education. - The main issues of cognitive development applied to educational processes. - How students think and learn: individual differences in intelligence, skills, learning preferences. - Emotional and motivational processes at school; emotional competence applied to educational processes. - The school as a context of social relationships and well-being. - The management of the dynamics of the class. - Evaluation and psychological processes. ATTENTION: The extended program will result in specific thematic lessons (frontal lessons, individual exercises, and/or group exercises), organized in a calendar, and shared on Unistudium at the beginning of teaching. The final program actually carried out will be uploaded to Unistudium at the end of the teaching. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | Good health and well-being. Quality education. |