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Analysis of Teacher-learner Interaction

Code: 105773
Credits: 6
2026/2027
Degree programme Type Course
Psychology OP 4

Contact lecturer

Name :
Marta Padrós Castells
Email :
marta.padros@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

The student should have taken the core subject of Educational Psychology.

It is recommended to have taken or be taking Practice of Educational and Psychosocial Intervention.

Objectives

  • Critically analyze the school and educational system, both the system and all the agents involved.
  • Know and apply the principles of counseling.

Learning outcomes

  1. Planning and evaluating teaching plans in relation to the developmental stages of students.
  2. Recognise the principles and variables that influence the teacher thought processes throughout their life cycle.
  3. Analyse the teacher's thinking processes: planning, decision making and dilemmas.
  4. Select the appropriate exploratory instruments for the analysis of school learning and teaching.
  5. Select the appropriate exploratory instruments for analysing individual differences in school learning.
  6. Make proper use of exploratory instruments for analysing educational practice and individual differences of people who participate in it.
  7. Select and properly use exploratory instruments for the analysis of formal and non-formal education.
  8. Prepare and write reports exploration and psychoeducational diagnosis, monitoring, termination and referral.
  9. Write a psychoeducational diagnosis of a particular teaching practice and propose guidelines for optimization and improvement.
  10. Effectively communicate the results of counselling and psychological evaluation with all users of the education system: students, teachers, counsellors and parents.
  11. Distinguish information on the results of the assessment and psychoeducational advice according to whom it is addressed.
  12. Analyse scientific texts written in English.
  13. Use different ICTs for different purposes.
  14. Use adequate tools for communication.
  15. Maintain a favourable attitude towards the permanent updating through critical evaluation of scientific documentation, taking into account its origin, situating it in an epistemological framework and identifying and contrasting its contributions in relation to the available disciplinary knowledge.
  16. Work in a team.
  17. Apply knowledge, skills and acquired values critically, reflexively and creatively.
  18. Actively participate in the formulation of social, professional and ethical rules in activities related to the profession.
  19. Analyse the thought processes of the student: planning, decision-making and dilemmas.
  20. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  21. Assess the impact of the difficulties, prejudices and discriminations that actions or projects may involve, in the short or long term, in relation to certain persons or groups.
  22. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  23. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  24. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  25. Assess how stereotypes and gender roles impact professional practice.
  26. Communicate in an inclusive manner avoiding the use of sexist or discriminatory language.
  27. Identify situations in which a change or improvement is needed.
  28. Analyse a situation and identify its points for improvement.
  29. Propose new experience-based methods or alternative solutions.
  30. Propose new ways of measuring the viability, success or failure of the implementation of innovative proposals or ideas.

Contents

  • Critical Education
  • Inclusive Education
  • Evaluation
  • Educational Consulting

Learning activities and methodology

Title Hours ECTS Learning outcomes
Seminars 12 0.48
Group query sessions 15 0.6
Course work 30 1.2
Tutorials scheduled 10 0.4
Reading of texts 56 2.24
Theoretical classes 24 0.96

Theory: 

  • Presentations.
  • Classroom debates.

Seminars: 

  • Psychopedagogical counseling project.
Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
A1 Presentations 30 1 0.04 2, 3, 5, 12, 13, 14, 15, 17, 18, 25, 26, 28
A2 Classroom debates 40 1 0.04 2, 3, 7, 10, 11, 12, 13, 14, 15, 17, 18, 19, 20, 21, 22, 23, 24, 25, 27, 28, 29, 30
A3 Psychopedagogical counseling project 30 1 0.04 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 14, 16, 17, 18, 19, 20, 21, 29, 30

The evaluations of Evidence A1 and A2 will take place during the semester in the theory classes.

  • Evidence A1 - grupal (30%): Theory presentations. Must participate in a presentation. Oral feedback in the same session.
  • Evidence A2 - individual (3
  • 40%): Classroom debates. Must participate in a minimum of three debates (you can participate in all), and the weighted average of the three best contributions will be calculated. Oral feedback in the same session.
  • Evidence A3 - grupal (30%): Oral presentation of the psychopedagogical counseling project. Oral feedback in the same session.

The weighted sum of the grades of the activities that reaches 5 allows you to pass the subject, and you must have obtained at least a 4 in each of the evidence.

In this subject, the use of generative artificial intelligence tools is allowed to support the learning process, provided that they are used transparently, responsibly and critically. In all assessable activities, students must indicate whether or not they have used AI tools. If they have used them, they must specify which tools were used, for what purpose and in which phase of the work, and include a brief reflection on their contributions and limitations. AI cannot replace analysis, theoretical foundation, diagnosis, intervention design or one's own critical reflection. Undeclared, uncritical use or use that compromises the authorship of the work may result in a penalty in the qualification of the activity.

Resit: Students who, during continuous assessment, have completed evidence accounting for at least two-thirds of the total grade and have obtained a final mark below 5 but equal to or above 3.5 are eligible. The resit will consist of completing the activities that were not submitted or failed.

A student who has submitted learning evidence accounting for at least 4 points (40%) cannot be recorded as “NOT ASSESSED”.

Students enrolled for the second or subsequent time are not expected to be assessed solely through a single non-recoverable final test.

SINGLE ASSESSMENT

Students who choose the single assessment option waive continuous assessment and will be assessed on all course content in a single evaluation, which will take place during the second evaluation week. This will be an open exam (catalan or spanish) covering the contents addressed in Evidences A1, A2, and A3.

The conditions for passing the course, access toresits, and the resit exam itself will be the same as for students following continuous assessment.

The single evaluation is requested electronically (e-form) during the specific period (more information on the Faculty website).


Link to the faculty's assessment guidelines:

https://www.uab.cat/web /estudiar/graus/graus/avaluacions-1345722525858.html

Bibliography

hooks, bell (2021). Enseñar a transgredir: La educación como práctica de la libertad. Capitán Swing. 

Lago, José Ramón, & Onrubia, Javier (2011). Un modelo de asesoramiento para la mejora de las prácticas educativas. En E. Martín (Ed.), Orientación educativa: Procesos de innovación y mejora de la enseñanza (pp. 11–32). Instituto de Formación del Profesorado, Investigación e Innovación Educativa.

Fontdevila, Clara (2022). El professorat als centres de màxima complexitat: Com reclutar-lo i retenir-lo. En A. Tarabini (Ed.), Anuari 2022. Els reptes de l'educació a Catalunya (pp. 309–346). Fundació Jaume Bofill.

Tarabini, Aina, Curran, Marta, Montes, Alejandro, & Parcerisa, Lluís (2015). La vinculación escolar como antídoto del abandono escolar prematuro: Explorando el papel del habitus institucional. Profesorado. Revista de Currículum y Formación del Profesorado, 19(3), 196-212.

Tarabini, Aina. (2015). La meritocracia en la mente del profesorado: Un análisis de los discursos docentes en relación al éxito, fracaso y abandono escolar. Revista de la Asociación de Sociología de la Educación, 8(3), 349-360.

Sanmartí, Neus (2010). Avaluar per aprendre: L’avaluació per millorar els aprenentatges de l’alumnat en el marc del currículum per competències. Generalitat de Catalunya. Departament d'educació.

Software

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Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 Catalan second semester morning-mixed
(SEM) Seminars 111 Catalan second semester morning-mixed