Teaching plan for the course unit

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General information

 

Course unit name: Topics and Current Areas in Educational Psychology Research

Course unit code: 569218

Academic year: 2023-2024

Coordinator: MONTSERRAT CASTELLO BADIA

Department: Department of Cognition, Development and Educational Psychology

Credits: 6

Single program: S

 

 

Estimated learning time

Total number of hours 150

 

Face-to-face and/or online activities

60
 

-  Lecture

Face-to-face

  

60

Supervised project

40

Independent learning

50

 

 

Learning objectives

 

Referring to knowledge

  • Critically evaluate scientific production in the field of educational psychology. 
  • Analyse elements that make up researcher identity in academic and non-academic contexts.
  • Analyse and appraise aspects characterising the transition from consuming to producing knowledge and its implications for researchers. 
  • Be familiar with the topics and lines of research in educational psychology being conducted by the universities that teach on this Master’s degree and by leading research groups in Spain and abroad.
  • Respect human diversity (differences in gender, culture, abilities and resources), recognise social and economic injustice and adopt an attitude of personal and professional commitment to a continuous process of social change.

 

 

Teaching blocks

 

1. Motives and determinants of research in different educational environments

2. Characteristics of research carried out in educational psychology and assessment of its success in meeting social challenges and complying with national and international directives

3. Criteria for evaluating specialised scientific production in educational psychology

4. Self-assessment of skills and strategies for dealing with prototypical and emerging incidents in research in educational psychology

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award.

Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avavaluacio_2020.pdf). 

Class attendance is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment.

  • Individual reports on the learning acquired from class activities (readings, presentations, debates, discussions, dramatizations, etc.). Weighting: 50% of the total. 
  • Participation in the debates based on the previous analysis of a research study, presented as a speaker, commentator or evaluator. The quality, depth and relevance of the debate and the role played in the activity are assessed. Weighting: 30% of the total. 
  • Presentation in pairs of a research project, illustrated using a poster and presented orally. Answers to the questions posed by classmates and teachers. Weighting: 20% of the overall grade. 

Repeat assessment

Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks.

Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit this exam on the date and time set by the MIPE Academic Committee.

The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam only.

 

Examination-based assessment

Requisites
 

In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course.

 

Activities and criteria

Single assessment comprises a written exam in which students have to answer two questions (from a choice of four) on the module content and solve two practical problems (also from a choice of four). A maximum of 2.5 points are available for each question. To pass the module, students must obtain a minimum score of 5 points.

 

Repeat assessment

Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks.

Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee.

The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam only.

 

 

Reading and study resources

Check availability in Cercabib

Article

González-Ocampo, G., & Castelló, M. (2019). How do doctoral students experience supervision? Studies in Continuing Education, 1-15.

Castelló, M., Sala-Bubaré, A., & Bautista, A. (2017). Being a researcher is not only a matter of publishing: learning to review scientific articles/No solo de publicar viven los investigadores: aprender a revisar artículos científicos. Infancia y Aprendizaje, 1-58.

Castelló, M., Pardo, M., Sala-Bubaré, A., & Suñe, N. (2017). Why do students consider to drop out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053-1068. doi:10.1007/s10734-016-0106-9

Castelló, M., McAlpine, L. & Pyhältö, K. (2017). Spanish and UK post-PhD researchers: Writing perceptions, well-being and productivity. Journal of Higher Education Research & Development, 1-15. http://dx.doi.org/10.1080/07294360.2017.1296412

Sala-Bubaré, A., & Castelló, M. (2017). Exploring the relationship between doctoral students’ experiences and research community positioning. Studies in Continuing Education, 1-19. http://dx.doi.org/10.1080/0158037X.2016.1216832

McAlpine, L., Pyhältö, K. & Castelló, M. (2017) Building a more robust conception of early career researcher experience: What might we be overlooking? Studies in continuing education. 1-17. http://dx.doi.org/10.1080/0158037X.2017.1408582

McAlpine, L., Castello, M., & Pyhaltö, K. (2020). What influences PhD graduate trajectories during the degree: a research-based policy agenda. Higher Education, 80(6), 1011-1043.