Teaching Unit
Coefficient: 3 Credit: 6
Level:MasterI   Weekly time:
1h30 for the course and 3h00 for TD


  • Get students acquainted with major theories in Educational Psychology.
  • Develop students’ knowledge of the basic aspects of the learning process in relation to learners as individual variables.
  • Raise students’ awareness of some relevant educational concerns within both the Behaviourist and Constructivist Schools.
  • Develop students’ knowledge of some effective teaching skills as far as learners’ affectivity and classroom management are concerned.

Learning Outcomes:

  • Students will get an overview of what educational psychology is about.
  • Students can develop knowledge as to how Behaviourist and Constructivist theories can be applied in educational settings.
  • Students will gain background knowledge of the role of affect in determining individuals’ learning outcomes.
  • Students can be able to determine what classroom management techniques to be used in order to efficiently respond to students’ misbehaviour.


  • BROOKS, G. Jacqueline & BROOKS, G. Martin. (1993). “Becoming a Constructivist Teacher”. Retrieved from:http://www-tc.pbs.org/teacherline/courses/inst335/docs/inst335_brooks.pdf
  • CHINN, A. Clark. (2011). Educational Psychology: Understanding Students’ Thinking. Rutgers University
  • ELLIOTT et. al. (2000). “Educational Psychology: Effective Teaching, Effective Learning”. Retrieved from:http://www.mhhe.com/socscience/education/elliott/
  • RICHARDS, J & SCHMIDT, R. (2002). Longman Dictionary ofLanguage Teaching and Applied Linguistics. England: Pearson Education Limited
  • SEIFERT, Kelvin & SUTTON, Rosemary. (2009). Educational Psychology. Zurich : Switzerland
  • TALIS. (2009). Teaching Practices, Teachers’ Beliefs and Attitudes.

Retrieved from:https://www.oecd.org/berlin/43541655.pdf

Course Content

First Semester

Part One: Introduction to Educational Psychology 1-Main Definitions      2- Why Educational Psychology?      3- The Joys of Teaching     4- Challenges to Teaching 5- New Trends in Education A- Diversity in Students   B- Using Technology to Support Learning    C- Accountability in Education D – Increased Professionalism of Teachers
Part Two: The Learning Process: Perspectives, Basic Theories and Models 1- Teachers’ Perspectives on Learning  2- Major Theories and Models of Learning – Behaviourism – Respondent Conditioning  – Respondent Conditioning and Learners – Extinction – Generalization – DiscriminationConstructivism  –Psychological Constructivism – Social Constructivism  

End of Semester I

First Examination

Second Semester

  Part Three: Student Psychological Dimension and the Teaching Practice 1- Affect and the Learning Process within an EFL Context           a)- Motivation           b)- Attitudes           c)- Self-Esteem           d)- Anxiety           e)- Extroversion/ Introversion 2- Affective Teaching Strategies within an EFL Context a)- Affective Modelling         b)- Reflection         c)- Facilitation         d)- Autonomy Enhancement
  Part Four: Classroom Management and the Learning Environment 1 – Why Classroom Management Matters 2 – Preventing Management Problems Arranging Classroom SpaceDisplays and Wall SpaceComputers in the ClassroomVisibility and Interaction with Learners 3 – Responding to Students Misbehaviour Ignoring the MisbehaviourGesturing Nonverbally Natural and Logical ConsequencesConflict Resolution and Problem Solving – Clarifying and focusing:  problem ownership – Active, empathetic listening – Assertive discipline and I-messages – Negotiation
4 – Keeping Management Issues in Perspective

End of Semester II

Second Examination

Assessment and Evaluation

Continuous Assessment 50% Final Assessment Exam : 50%