Mestrado em Psicologia Educacional

The University Master's Degree in Educational Psychology consists of 90 ECTS. It includes the following two training profiles:

• Professional profile, with the ability to plan and carry out psychoeducational actions, with a high degree of specialization, in individual, group and institutional situations, as well as the ability to intervene in people throughout the life cycle.
• Research and academic profile, with adequate preparation to generate quality scientific knowledge, to carry out and critically analyze highly specialized research, and to create, analyze and disseminate information and qualified training in educational psychology.

The objective of the Master is to equip students with the competences, skills and tools for professional and investigative practice, linked to the field of Educational Psychology. These objectives are specified in achieving the following competencies:

• Know how to design, develop and evaluate complex research processes that will be applied to the different psycho-educational contexts through innovative methodological approaches.
• Apply the theoretical and methodological foundations acquired to build, validate and use advanced techniques and instruments in psycho-educational research, as well as the qualitative and quantitative analysis of the information collected with these instruments.
• Employ the most innovative models, principles, competencies and approaches of Educational Psychology in formal and non-formal psychoeducational contexts.
• Apply the most advanced knowledge for the care of children, youth and adults with disabilities, belonging to bio-psycho-social risk groups, members of socio-cultural diversity groups, etc., in multiple psychoeducational contexts.
• Design and apply the latest psycho-educational diagnostic techniques and instruments to respond to specific psycho-educational actions, such as: diagnosing needs, abilities, exclusion factors, learning difficulties, etc.
• Coordinate the design, application and evaluation of psycho-educational and training interventions through the highest-level ICT, in addition to other media and communication and information networks (radio, television, press, Internet, etc.), selecting the most suitable for the virtualized teaching-learning process.
• Ability to carry out reflections and analysis in educational psychology using specialized knowledge, with conceptual precision and intellectual rigor.
• Personal and interpersonal skills for working in specialized and competitive groups of multidisciplinary composition.

Justification

From the beginning of the implementation of Psychology as a scientific discipline, education, understood in its broadest sense of training and development, is emerging as one of the most relevant fields of scientific and professional specialization. Currently, Educational Psychology has a corpus of theoretical, technological and applied knowledge that is clearly systematized and differentiated from other domains and, at both academic and professional levels, psychoeducational research and intervention are strongly rooted in most European states.

On the other hand, the socioeconomic, cultural and technological changes of the last decades and the speed with which they occur, favor the appearance of new scenarios and contexts of education and development, posing new challenges to psychological research on the one hand, and expanding the social demand for psychologists specialized in this field, on the other hand. What forces professionals to a constant effort of updating and training.

Educational Psychology addresses human behavior in formal and non-formal educational situations. He is interested in the psychological processes that affect development and learning, both individual and group, and intervenes on them to enhance the person's capacities throughout the life cycle, and improve group and institutional processes. Thus, the activity of the educational psychologist will take place in socio-educational contexts of any modality and level (regulated, non-regulated, formal and informal systems), in coordination, when appropriate, with other professionals (pedagogues, teachers, physical therapists, occupational therapists, etc.). ).

Competencies

Basic skills

The basic competencies of this study plan allow and guarantee that students:

• 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.
• That students know how to apply the knowledge acquired and their ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of ​​study.
• That students are able to integrate knowledge and face the complexity of making judgments based on information that, being incomplete or limited, includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgments.
• That students know how to communicate their conclusions and the knowledge and ultimate reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way.
• That students have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.

General Competences

• Design, develop and evaluate complex research processes that will be applied to different psycho-educational contexts using innovative methodological approaches.
• GM2. Apply the theoretical and methodological foundations acquired to build, validate and use advanced techniques and instruments in psycho-educational research, as well as the qualitative and quantitative analysis of the information collected with these instruments.
• GM3. Use the acquired content on evaluation to carry out real evaluations of programs, contexts, processes, products, professionals, institutions, educational systems, etc.
• GM4. Employ the most innovative models, principles, competencies and approaches of Educational Psychology in formal and non-formal psychoeducational contexts.
• GM5. Apply the most advanced knowledge for the care of children, youth and adults with disabilities, belonging to bio-psychosocial risk groups, members of socio-cultural diversity groups, etc., in multiple psychoeducational contexts.
• GM6. Select and effectively manage the different sources of information and documentation depending on the problem to be addressed.
• Design and apply the latest psycho-educational diagnostic techniques and instruments to respond to specific psycho-educational actions, such as: diagnosing needs, abilities, exclusion factors, learning difficulties, etc.
• Coordinate the design, application and evaluation of psychoeducational and training interventions through the highest-level ICT, in addition to other communication and information media and networks (radio, television, press, Internet, etc.), selecting the most suitable for the virtualized teaching-learning process.
• Capabilities to manage knowledge and advanced information on research and psychoeducational intervention in diverse educational contexts and settings.
• Ability to carry out reflections and analysis in educational psychology using specialized knowledge, with conceptual precision and intellectual rigor.
• Personal and interpersonal skills for working in specialized and competitive groups of multidisciplinary composition.
• Capabilities for the advanced use of ICTs in the professional field.

Specific Competences

• Abilities to evaluate typical and atypical psychological processes of human development and learning.
• Abilities to detect, prevent and intervene to promote development and learning in people with disabilities and at risk of social exclusion.
• Abilities to detect, prevent and intervene to promote development and learning in people with high abilities, critical and creative.
• Abilities to detect prevent and intervene in emotional behavior disorders in the school and family environment
• Capacities to evaluate and intervene in psychoeducational processes and practices, to promote and improve comprehensive psychological development, the psychoeducational procedures used and the functioning of educational groups and institutions.
• Abilities to collect and transcribe, analyze, evaluate data and generate new knowledge related to the interaction and discourse used in school and family situations to promote learning processes.
• Ability to detect early and evaluate specific difficulties in acquiring basic instrumental skills in written language and logical-mathematical knowledge.
• Abilities to collect data, analyze, intervene and do research / intervention on psychological processes related to learning mathematics.
• Abilities to design and apply psychoeducational intervention programs in the face of learning difficulties in written language and mathematics.
• Abilities to lead and coordinate groups in formal and non-formal teaching-learning processes
• Abilities to manage and promote coordination with other professionals, departments and institutions.
• Capacities to respond to the demands of users, institutions and administrations related to the preparation of reports, opinions, reports, programs, etc.
• Abilities to behave in both professional and investigative activity, according to the deontological code of the educational psychology professional
• Ability to work collaboratively and to interact with other people from the same or different professional fields in virtual communication spaces.
• Develop problem solving and decision-making skills using ICT, which entails being able to identify, analyze and define the significant elements that constitute a problem, their causes and importance from various points of view; to look for alternative solutions and solve it judiciously and effectively.
• Knowing, designing, developing, coordinating and evaluating educational and training strategies and programs in virtual communication situations.
• Abilities to manage information and knowledge in its disciplinary field using the latest information and communication technologies.
• Ability to prevent, detect early and evaluate specific sensorimotor difficulties that affect the development and acquisition of instrumental skills.
• Capabilities to design and select suitable instruments that allow the collection of qualitative information to achieve research objectives and hypotheses
• Abilities to pose research problems according to importance and notable for the psycho-educational context.
• Master and apply the theoretical and practical aspects of the research process from the different methodological perspectives most used in the psycho-educational field.

Graduation profile

The graduate student is a graduate with training and development that is outlined in their theoretical, technological and applied knowledge, clearly systematized and differentiated. His professional profile enables him to plan and carry out psychoeducational actions, with a high degree of specialization, in individual, group and institutional situations, as well as with the ability to intervene in people throughout the life cycle. His research and academic profile, with adequate preparation, enables him to generate quality scientific knowledge, to carry out and critically analyze highly specialized research, and to create, analyze and disseminate information and qualified training in Educational Psychology.

A teaching institution of higher education that has infrastructure for teaching and research of international excellence. An innovative, dynamic, responsible university committed to its environment, which does not forget its historical roots.

Mission, vision and values of the Universidad de Murcia

The Mission of the university outlines its purpose or reason for being, and its Vision reflects what it wants to become in the future, the perspective of the University in the long term.

The Universidad de Murcia is a public institution of Higher Education with an international scope of action. Its purpose is to contribute to the development of society, acting as a dynamic agent in cooperation with the other social agents. Its main activities focus on the development of Research, Training, Knowledge Transfer, and Cultural Dissemination, applying innovation and continuous improvement processes to all of them, with the purpose of achieving a high level of quality of results, visible through a clear transparency policy.

Its main values, included in the Code of Ethics of the Universidad de Murcia , are Commitment, Dialogue, Respect and Responsibility:

• The Commitment demands to assume the objectives of the University and adopt to achieve these goals a good administration and management, enhancing university social responsibility, overcoming personal and corporate selfishness to engage with others in university tasks and in solving common problems.
• The Dialogue implies the willingness to coordinate reasonably and reasonably with others to cooperate effectively taking into account the positioning, interests or situation of each one, with the purpose of peacefully solving those seeking the right balance and consensus.
• Respect implies treating all people with impartiality, deference and consideration, avoiding discrimination for reasons beyond their merits and avoiding prejudices, according to the consideration of the equal dignity of every human being as a supreme value.
• Responsibility consists in honestly assuming one's own duties and obligations, and being willing to give an account of this to whomever corresponds, acting in accordance with the ethical principles personally assumed, being key elements goodwill, coherence and exemplary practice.

These values are in turn identified with the defense and promotion of Human Rights, universal accessibility, equality between men and women, the culture of peace and democratic values, participation, interdisciplinarity, pluralism, defense of the environment. and sustainability.

10 reasons to choose the UMU

1. Why UMU?

Centennial University strategically positioned in the present and prepared for the future

The Universidad de Murcia (UMU) is an international institution with more than one hundred years old, whose origins date back to the thirteenth century. It has more than 30,000 students (2,000 of them international), 3,000 researchers and professors and more than 1,200 administration employees.

2. Multidisciplinary offer of studies

60 degrees, 72 masters and 36 doctorates

The UMU is a public and comprehensive university that offers 60 degree programs - 5 double degrees -, 72 master's degrees and 36 doctoral degrees in the fields of Arts and Humanities, Engineering, Health Sciences, Sciences, Social Sciences and Law.

3. Bet on quality education

Quality recognition in university centers and services

The Universidad de Murcia focuses on academic excellence and plays a very important role in research (350 research groups, 4 institutes and research centers), teaching and innovation in all areas of knowledge. In addition, it works closely with national and international companies.

4. Leading the way in digital technology, cybersecurity and artificial intelligence

Leading European Commission projects for research and innovation in cybersecurity

It offers a wide range of services, such as "Lola Chatbot", with artificial intelligence to help students choose their studies and answer questions in the admission process.

5. Connection with the labor market

More than 75% of students get an occupation after finishing the degree

UMU students have the opportunity to pursue intellectual development as well as to acquire professional skills.

6. University open to the world, with more than 2,000 students making international mobility plans

7 bilingual Spanish-English programs and students of more than 50 nationalities

Our institution offers 4 degree courses in English (Law, Business Management and Administration, Primary Education, and English Studies), and 3 postgraduate programs (Biology and Technology of Mammalian Reproduction, New Technologies in Computer Science, and Physics).

7. Satisfaction of international students

Located among the best rated universities in Europe by students

The International Welcome Point at the UMU (International Welcome Point - IWP) provides information on issues such as the admission procedure, obtaining accommodation and legalization.

8. Commitment to society

Attention to diversity and equal opportunities between women and men

UMU is the second university in Spain that integrates a greater number of students with disabilities. Through its Service of Attention to Diversity and Volunteering, it participates in the "Inclusive Campus Program: Campus without limits" funded by the Government of Spain, ONCE and the REPSOL Foundation.

9. Commitment to the United Nations Sustainable Development Goals

Project best valued in terms of sustainable development

ODSessions is the project that the Universidad de Murcia is developing for the promotion and awareness of the 17 sustainable development goals of the United Nations. Until April 2021, the UMU will dedicate one month to each of these objectives with dissemination, recreational, training and solidarity activities.

10. Murcia, a city for students

Quality of life in a unique environment in the Mediterranean

Located in the southeast of Spain, the city of Murcia benefits from an excellent location, low cost of living and a great variety in the cultural and tourist offer. In its squares and terraces you can discover a quiet and friendly city for students. With about half a million inhabitants, it is the seventh city in Spain.

Ethical code

In order to transform the University into the most fair and honest version possible, the Code of Ethics of the Universidad de Murcia was approved in 2016, prepared after a process in which all the groups that are part of it collaborated.

The four fundamental values on which it is based, Commitment, Dialogue, Respect and Responsibility, should guide all the actions and relationships of the university community. Therefore, it is our priority to disseminate the Code of Ethics at all levels of the Universidad de Murcia , also seeking their full understanding and implementation.

Its effective compliance will be supervised by the Code of Ethics Monitoring Commission (CSCE), established on September 4, 2018. This is made up of people from different areas of the university community and experts:

• Antonio José Carrasco Hernández. Campus Infrastructure Coordinator
• Carmen Sánchez Trigueros. Director of the Unit for Equality between Women and Men
• Emilio Martínez Navarro. Responsible for the elaboration of the Code of Ethics
• Francisco Esquembre Martínez. Vice Chancellor for Research and Transfer
• José Antonio Cascales Saseta. Manager
• José Ramón Salcedo Hernández. Director of the Bioright Law Master: Law, Ethics and Science
• Juan José Vera Martínez. University Advocate
• Longinos Marín Rives. Vice Chancellor for Social Responsibility and Transparency
• Bald Pigeon. Vice Chancellor of Students and Services to the University Community
• José Miguel Rojo Martínez. Chairman of the Board of Directors of the Student Council of the Universidad de Murcia

Since its creation, the CSCE has organized both virtual and physical distribution of the Code of Ethics. Currently, all the buildings of the Universidad de Murcia , not only the faculties, but also those destined for the staff, have one or two dispensers with copies of the Code of Ethics, which are being replaced.

In addition, all the new workers of the Universidad de Murcia now receive the Code of Ethics in the Human Resources Area.

Other actions related to the dissemination of the Code of Ethics have been the giving of lectures on it to new students of some Faculties that required it, by Professor Emilio Martínez Navarro, or the appointment of classrooms as the values of the Code of Ethics, such as the Respect Room of the Faculty of Sports Sciences.