In the event that the health authorities announce a new period of confinement due to the evolution of
the health crisis caused by COVID-19, the teaching staff will promptly communicate how this may effect
the teaching methodologies and activities as well as the assessment.
This elective subject is chosen by students who wish to be trained in the research orientation of the Master's degree and go on to doctoral studies.
It is about identifying a research topic in the field of Psychopedagogy and carrying out a small research project with all the phases that it involves.
Since Psychopedagogy is a field of practical intervention, an applied research is recommended. However, it is also possible to carry out an in-depth literature review study on topics still little explored within the same area of knowledge.
The professor of this subject will guide the student both in the identification of the subject, and in the definition and development of the most appropriate methodology for the collection and analysis of both qualitative and quantitative data.
Pre-course requirements
The prerequisite to be able to take this subject is to have passed the subjects of the previous modules (Foundations of Educatinal Psycology Intervention and the speciality subjects)
Competencies
Basic and general
CB6. Possess and understand knowledge that provides a basis or opportunity to be original in the development and / or application of ideas, often in a research context.
CB7. Knowing how to apply the knowledge acquired and knowing how to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of study.
CB8. Being able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
CB9. Know how to communicate conclusions, knowledge and reasons, to specialized and non-specialized audiences in a clear and unambiguous way.
CB10. Possess the learning skills that allow to continue studying in a largely self-directed or autonomous way.
CG1. Be able to formulate reflective and critical judgments in educational contexts, considering the social and ethical responsibility of the psychopedagogue.
CG2. Acquire skills of analysis and synthesis of the information obtained in formal and non-formal educational environments in order to pose new questions to psychopedagogical practice.
CG3. Acquire knowledge that allows innovation in the educational field from a psychopedagogical perspective.
CG5. Being able to communicate in an argued way decision-making in the psychopedagogical field.
Transversal
CT1. Generate innovative and competitive proposals in professional or research activity.
CT2. Make effective and integrated use of communication technologies in the professional or research field.
CT4. Being able to present the ideas developed orally and in writing, adapting to the style and models of professional or research activity.
CT5. Work in teams and with teams (of the same field or interdisciplinary) and develop attitudes of participation and collaboration as an active member of the community.
CT6. Behave with ethics and social responsibility as a citizen and as a professional.
Specific
CE1. Identify the anthropological, social and community conditions that characterize psychopedagogical intervention in the different formal and non-formal settings or in research contexts.
CE2. Define and recognize the ethical and deontological principles of psychopedagogical practice or psychopedagogical research.
CE3: Identify the different theoretical paradigms that support psychopedagogical practice or psychopedagogical research.
CE5. Systematically observe people and contexts and formulate pertinent objectives, hypotheses and / or questions tailored to specific psychopedagogical problems.
CE9. Design and apply appropriate methodologies to achieve the research objectives set in the psychopedagogical field.
Learning outcomes
The learning outcomes that will be required of the students will be linked to the competencies selected in each case. Among others, we highlight the following:
Define the characteristics and basic axes of research in the field of Psychopedagogy.
Put into practice basic knowledge about techniques and instruments for the collection of quantitative and qualitative information.
Use the Observational Methodology in the development of intervention programs applied to the psycho-pedagogical field.
Design teaching counseling strategies to address psychopedagogical aspects in the classroom.
Plan intervention processes, evaluating the area in which action is taken, prioritizing the action needs to which it is intended to respond, specifying the theoretical model of intervention that supports it, the necessary resources for it and the methodological proposal with which it is will evaluate said intervention.
Analyze the data and information obtained through observation, either in conducting research or evaluating intervention program.
Syllabus
The educational psychology field as an object of research.
Qualitative and Quantitative Analysis of Data and Information in Educational Research: Field Work. Collection of data and information.
Biographical-narrative methodology. Speech analysis. In-depth oral interviews. Life Stories and Case Studies. Questionnaires
Qualitative and quantitative data analysis software: Statistical analysis (SPSS); Analysis of interviews (Atlas-Ti, IN-Vivo).
Observation as a method and observation as a technique.
The process of the Systematic Observation Method (participant and non-participant).
Observation Records: Development of category systems.
Analysis and interpretation of the observations.
Research phases: review of the literature, formulation of hypotheses and objectives.
Preparation of educatinal psychology research reports.
Writing of scientific articles. Where to post.
Teaching and learning activities
Evaluation systems and criteria
Bibliography and resources
CEA D’ANCONA, A. (1997). Métodos y Técnicas de Investigación cuantitativa, Madrid: Editorial Síntesis
FESTINGER Y KATZ. (1992) Los Métodos de Investigación en Ciencias Sociales. Barcelona: Paidós.
FLOREZ OCHOA, R y TOBÓN RESTREPO, A. (2001) Investigación Educativa y Pedagógica. Bogotá: McGraw Hill.
SABINO, C.A. (1996) El Proceso de Investigación. Buenos Aires: Edit. Lumen.
SALKIND, N.J. (1999) Métodos de Investigación. México: Prentice Hall.
SIERRA BRAVO, R. (1995) Tecnicas de investigación Social Teoría y ejercicios, Décima edición, Editorial Paraninfo: Madrid.
TAYLOR, S.J. y BOGDAN, R. (1987) Introducción a los métodos cualitativos de investigación. Barcelona: Paidós.
VELASCO MAILLO, H. DIAZ DE RADA, A. (2006) La lógica de la investigación etnográfica. Un modelo de trabajo para etnógrafos de la escuela. Madrid: Trotta.