The Psychology Applied to Teaching course aims to establish the link between psychology and learning. Throughout the course sessions, the fundamental components of leading learning theories and axes of developmental psychology will be discussed coupled with practical implementation classroom strategies. The course hopes to empower potential educators as they develop a deep understanding of: (a) how children/students learn and when; (b) what motivates them; and, (c) how to respond to their individual needs.

Temps présentiel : 17.5 heures

Charge de travail étudiant : 60 heures

Méthode(s) d'évaluation : Travaux pratiques contrôlés

Référence :
Bandura, A. (1976). L’apprentissage social. Pierre Mardaga. Bee, H & Boyd, D. (2006). The Developing Child (11th Ed). Pearson International Ed. Berk, L.E. (2009). Child Development (8th Ed). Pearson international Ed. Bruner, J.S. (1983). Le développement de l’enfant : savoir-faire, savoir-dire. Collection Psychologie d’aujourd’hui.PUF. Crahay, M., Dutrévis, M. et Marcoux, G. (2010). Psychologie des apprentissages scolaires. De Boeck. Fenouillet, F. (2012). Les théories de la motivation. Dunod. Fetsco, T. et McClure, J. (2005). Educational Psychology: An integrated approach to classroom decisions. Pearson Education Inc. Lieury, A. (2011). Psychologie cognitive (2e ed.). Dunod. Lieury, A et Fenouillet, F. (2006). Motivation et réussite scolaire (2e ed.). Dunod. McCombs, B.L. & Whisler, J.S. (1997). The Learner-Centered Classroom and School: Strategies for increasing student motivation. Jossey-Bass Inc. Piaget, J. (1972). Où va l’éducation? De Noël-Gonthier. Reynold, W. M., & Miller, G. E. (2003). Educational Psychology. In I. B. Weiner, Handbook of Psychology. John Wiley & Sons, Inc. Santrock, J.W. (2001). Adolescence (8th ed.). McGraw Hill. Santrock, J.W. (2018). Educational Psychology (6th ed.). New York, McGraw Hill.