Objectives and competences
This programme is linked to the inter-university doctoral programme in Educational Psychology (DIPE), access to which is contingent on completion of the specialization Research in Educational Psychology.
In 2021 and 2016, the programme received a quality award from the Catalan University Quality Assurance Agency (AQU Catalunya).
Basic information
| Type | Master's degree |
|---|---|
| Faculty or school | Faculty of Psychology |
| Branch of knowledge |
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| Mode of delivery |
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| Credits | 90 |
| Number of places available | 40 |
| Length of course | 2 academic years |
| Language(s) of instruction | Catalan 10%, Spanish 80%, English 10% |
| Approximate price per credit |
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| Coordination | ANA ENGEL ROCAMORA |
| Course details | Indicators |
| Open pre-enrolment | No |
| Open enrolment | No |
| Lead to doctoral studies | Yes |
| Admission for applicants not holding a degree qualification | No |
| Interuniversity | Yes |
| Main university | Universitat Barcelona |
| Universities |
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| Bridging courses | Yes |
| Specializations |
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Objectives and competences
Objectives
The official inter-university master's degree in Educational Psychology offers three specializations associated with two different training profiles:
As a whole, the range of subjects that the MIPE syllabus provides allows you to acquire knowledge and develop skills related to the three purposes that define the object of study of Educational Psychology, understood as a inter-disciplinary space between psychology and education. Consequently, the learning objectives are as follows:
- OF1. To acquire the theoretical knowledge to understand and explain the changes that occur in people's behaviour or activities as a result of their participation in educational practices and the specific characteristics of educational settings that may influence these changes.
- OF2. To acquire the skill to develop general intervention and design skills in order to help plan and guide these changes to a desired outcome.
- OF3. To acquire the tools to build practices for addressing and resolving problems and challenges arising from unexpected changes or an unwanted outcome.
Finally, students will pursue a fourth learning objective related to the personal and professional commitment to intervene in reality as a means of improving it:
- OF4 To acquire a moral and ethical vision that guides the exercise of the profession, showing respect for differences in gender, culture, abilities and resources, and in the face of social and economic injustices.
Competences
- Gender, sustainability and social commitment. Capacity to assess the social and environmental impact of psychoeduational projects and interventions, and to uphold the fundamental values of democratic society.
- Commitment to ethical practice. Ability to demonstrate attitudes consistent with notions of ethical practice, deontological codes and intellectual integrity that guide the professional exercise of educational psychology with an awareness of the social implications of each of the different activities.
- Team work. Ability to work collaboratively in an efficient and coordinated manner in the design, management, planning and execution of projects and psychoeducaitonal interventions and addressing collective challenges within the framework of educational psychology, maintaining a dynamic relationship with all the parties involved and providing solutions to problems that arise.
- Learning and responsibility. Ability to self-regulate and self-learn through skills such as analysis, reflection, synthesis, expert reasoning, decision-making, adaptation to new or complex situations, and the practical application of specific knowledge in the field of educational psychology.
- Creativity and entrepreneurship. Capacity to use, create, formulate, design and manage projects or psychoeducational interventions in a proactive and original way in new or little-known, complex or multidisciplinary contexts and environments.
- Gender perspective. Capacity to develop critical reasoning and a commitment to the plurality and diversity of realities in today's society; respect for fundamental rights, gender equality, and non-discrimination on the grounds of culture, abilities or resources; personal and professional commitment to a permanent process of change and social improvement.
Access and admission
Applicant profile and access requirements
Recommended applicant profile
Candidates must have undergraduate training in educational psychology, psychology or education. Graduates in other disciplines such as education sciences, didactics, linguistics, communication or education must be able to demonstrate at least three years of professional experience in psychology or educationAccess requirements and conditions
General requirementsStudents wishing to be admitted to a university master's degree must hold one of the following qualifications:
- Official Spanish university degree.
- A degree issued by a higher education institution within the European Higher Education Area framework that authorizes the holder to access university master's degree courses in the country of issue.
- A qualification issued by an institution outside the framework of the European Higher Education Area. In this case, applicants must request homologation of the degree to its equivalent official Spanish university qualification or obtain express approval from the University of Barcelona, which will conduct a study of equivalence to ensure that the degree is of a comparable level to an official Spanish university qualification and that it grants access to university master's degree study in the country of issue. Admission shall not, in any case, imply that prior qualifications have been recognized as equivalent to a Spanish master's degree and does not confer recognition for any purposes other than that of admission to the master's degree course.
Pre-enrolment
Enrolment
As a general rule, at the UB you will be required to enrol online. Remember that you can lose your place if you do not enrol on the day you have been assigned
- Documents required for enrolment
- Procedure to formalize enrolment
- Grants and financial aid (in Catalan)
- Economic information (in Catalan)
Course curriculum
Subjects and course plans
Distribution of credits
| Type | ECTS |
|---|---|
| Compulsory | 18 |
| Optional | 48 |
| Compulsory placements | 14 |
| Compulsory final project | 10 |
| TOTAL | 90 |
List of subjects
Previous years
Placements
Placements for the specialization in Psychoeducational Intervention and Improvement of Educational Practices will be carried out in orientation and intervention teams, secondary education centres, primary and secondary schools, special needs centres, early care centres, psychopedagogical services, non-formal education institutions, cultural and educational institutions, non-governmental organizations with educational and socio-educational purposes, educational resource and materials creation companies, and educational services companies.
Placements for the specialization in Psychoeducational Orientation in Secondary Education will be carried out in secondary education centres or in educational services linked to formal state-run schools, such as psychoeducational counselling and guidance teams (EAP), guidance and/or educational innovation departments or private or chartered centres that offer secondary education.
For the specialization in Psychoeducational Research, students will join a research group and participate in ongoing activities, under the guidance and supervision of one of the group members. Students can carry out their placements within the framework of existing lines of research with participating groups.
Institutional information
Career opportunities
What can you work on ?
Upon completion of the degree, students will have acquired a set of skills that will enable them to carry out specialized professional work focused on improving teaching and learning processes in the personal, family, socio-community and education areas with actors and agents involved in educational processes. The design of the master's degree encompasses the role of educational psychology professionals in three specific areas:
- Psychoeducational Intervention and Improvement of Educational Practices. A professional profile with the skills to plan and carry out psychoeducational actions and processes of educational innovation and improvement, with a high degree of specialization in non-formal and formal education contexts at all levels (from early childhood to higher education).
- Psychoeducational Orientation in Secondary Education. Professional profile with the ability to plan and implement actions and innovation processes focused on monitoring students and supporting teachers, especially with regard to the design, development and implementation of educational inclusion measures, attention to diversity and learning personalization to progress towards a system aligned with the new ecology of learning.
- Psychoeducational Research. Research and academic profile with the ability to generate high-quality scientific knowledge, to carry out and critically analyse highly specialized research, to create, analyse and disseminate information, and to develop a qualified educational psychology training programme.
Regulated professional activity
The MIPE programme provides the requisite training for formal accreditation as an educational psychologist in all socio-institutional contexts in which processes of personal change take place as a result of an intentional educational influence exerted by other agents in the field of formal education (preschool, primary, secondary, etc.) and in the field of non-formal or informal education (cultural associations, companies, sport clubs, museums, etc.). The design of this master's degree encompasses the roles of educational psychology professionals in three specific areas:
- Psychoeducational Intervention and Improvement of Educational Practices. A professional profile with the skills to plan and carry out psychoeducational actions and processes of educational innovation and improvement with a high degree of specialization in non-formal and formal education contexts at all levels (from early childhood to higher education).
- Psychoeducational Orientation in Secondary Education. Professional profile with the ability to plan and implement actions and innovation processes focused on monitoring students and supporting teachers, especially with regard to the design, development and implementation of educational inclusion measures, attention to diversity and learning personalization to progress towards a system aligned with the new ecology of learning.
- Psychoeducational Research. Research and academic profile with the ability to generate high-quality scientific knowledge, to carry out and critically analyse highly specialized research, to create, analyse and disseminate information, and to develop a qualified educational psychology training programme.