TEACHING PSYCHOLOGY OR TEACHING EDUCATION? THE HIDDEN TRUTH BEHIND THE LEARNING OUTCOMES

D. Soares, D. Dias

Universidade europeia Laureate International Universities & Centre for Research in Higher Education Policies (PORTUGAL)
The definition learning outcomes is perceived as a complex task by higher education institutions and academic staff, mainly due to the multiple readings and understandings around this concept. Based on this diversity of perspectives, this study focuses on the semantic analysis of the proposed learning outcomes in the scientific subjects of psychology and education programs. Using a qualitative methodology, the answers to the question "learning outcomes to be acquired by the students" were analysed, both qualitatively and semantically. The results show that, depending on the study cycle and scientific subject, different specific and generic competences are emphasized. Some convergences between the two scientific areas are also found. These data allow a better understanding of learning outcomes advocated by the Portuguese HEI as a profile of competences associated to the psychology and education graduation.