Teaching plan for the course unit

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General information

 

Course unit name: Spaces and Professional Practice in Educational Psychology in Childhood, Adolescence and Youth

Course unit code: 575093

Academic year: 2023-2024

Coordinator: ARANTZA DEL VALLE GOMEZ

Department: Faculty of Psychology

Credits: 3

Single program: S

 

 

Estimated learning time

Total number of hours 75

 

Face-to-face and/or online activities

30
 

-  Lecture with practical component

Face-to-face

  

30

Supervised project

20

Independent learning

25

 

 

Learning objectives

 

Referring to knowledge

  • Examine learning processes (psychological change) by reviewing the relationship between the main theoretical frameworks (constructivism, sociocultural theory, ecological systems theory) and their relationship with teaching (educational change). What do we understand by learning?
  • Identify the features of educational practices in the information society, considering how they relate to educational practices in schools and how they impact on human development.  What kind of world do we live in?
  • Express a global vision of psychoeducational intervention in the social, educational and community environment with special emphasis on its theoretical principles, characteristics and factors involved in the elaboration, development and evaluation of intervention programmes aimed at children, adolescents and young people. What are the consequences of this contextual framework for psychoeducational interventions? How does psychoeducational care change our environment?
  • 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. The relationship between educational change and developmental (psychological) change. Conceptual change, meaningful learning, zones of proximal development, communities of practice, mesosystems

2. Lifelong and lifewide learning Learning ecologies and personal learning pathways in childhood and adolescence

3. Psychoeducational care in the social environment. Links with school education. Continuities and discontinuities in education. Programmes, principles and strategies of psychoeducational intervention in childhood and adolescence

 

 

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/avaluacio_2020.pdf).

 

Prerequisite

Regular attendance at all on-campus classes is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment.

 

Activities and criteria

  • Training activities record kept in personal learning diary, highlighting learning progress throughout the course together with contributions to class discussions and debates. Weighting: 15% of the overall grade.
  • Course summary/synthesis to be completed individually (comprising an academic essay and/or statement of stance). Writing of a critical/comparative synthesis reflecting on different spaces and practices of psychological care in childhood, adolescence and youth, and the role of the educational psychology professional. Weighting: 35% of the overall grade.
  • Group assignment (Module A9). Present an intergenerational proposal/programme (aimed at children and/or youth or adults and/or the elderly), limited to the needs detected for each group. Assessment includes the ability to incorporate the content (including research studies) presented during course and pertinent bibliography. Weighting: 50% of the overall grade.


All three tasks must be completed to opt for continuous assessment. Any student failing to complete the learning diary or not submitting the other two tasks by the agreed deadline will be recorded on the official exam records as a ’no show’.
 

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 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 alone.

 

Examination-based assessment

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.

Single assessment comprises a written exam in which students have to answer questions related to the theoretical and practical themes discussed on the course. The final grade for students sitting the single assessment is the grade obtained on this exam.

 

Repeat assessment

Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment.

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 alone.

 

 

Reading and study resources

Check availability in Cercabib

Book

Bronfenbrenner, U. (1987). La ecología del desarrollo humano. Ed. Paidós.

Coll, C., Esteban-Guitart, M., e Iglesias, E. (2020). Aprendizaje con sentido y valor personal. Experiencias, recursos y estrategias de personalización educativa. Ed. Graó.

Esteban-Guitart, M. (2016). Funds of identity. Connecting meaningful learning experiences in and out of school. Cambridge University Press.

Ito, M. et al. (2020). The Connected Learning research network. Reflections on a decade of engaged scholarship. Connected Learning Alliance.

Vila, I., & Esteban-Guitart, M. (2017). Familia, escuela y comunidad en las sociedades del siglo XXI. Ed. Horsori.

Vygotski, L. S. (1979). El desarrollo de los procesos psicológicos superiores. Ed. Crítica.

Article

Iglesias, E., González-Patiño, J., Lalueza, J. L., y Esteban-Guitart, M. (2020). Por una educación crítica, intergencionarional, sostenible y comunitaria. Manifiesto en tiempos de pandemia. Revista Internacional de Educación para la Justicia Social, 9(3), 1-15.

Bang, M., & Vossoughi, S. (2016). Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction, 34, 173-193.

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193-224.

González-Patiño, J., & Esteban-Guitart, M. (2014). Some of the challenges and experiences of formal education in a Mobile-Centric Society. Digital Education Review, 25, 64-86.

Gutiérrez, K. (2020). When learning as movement meets learning on the move. Cognition and Instruction, 38(3), 427-433.

Miras, M. (1991). Educación y desarrollo. Infancia y Aprendizaje, 34, 3-17.

Rogoff, B. (2016). Culture and participation: A paradigm shift. Current Opinion in Psychology, 8, 182-189.

Vossoughi et al. (2016). Making through the lens of culture and power: Towards transformative visions for educational equity. Harvard Educational Review, 82(2), 206-232.