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Lecturer(s)
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Šírová Eva, PhDr. Ph.D.
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Čechová Alena, Mgr. et Mgr.
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Course content
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1. Definition of content of pedagogical psychology and interdisciplinary relations (general psychology, developmental psychology, sociology of education, social psychology, general pedagogy, didactics, education theory, andragogy, psychology and hygiene of work, special pedagogy, psychodiagnostics and psychotherapy etc.). Beginnings, development and importance of pedagogical psychology in training of pedagogical staff. 2. Position of psychology of learning and teaching within pedagogical and school psychology. Characteristics of school psychology. 3. Bio-psycho-social conditionality of learning process; influence of various factors on results of teacher's work. Concept of learning: learning as an adaptation process; learning as acquisition of experience, skills, attitudes, etc. Learning and memory. Strategies of memorizing; problem of forgetting and extinguishing memory tracks; impact on these processes. Learning theories; types of learning - different sorting (sensomotor learning, verbal-cognitive learning, social learning); learning non-intentional and intentional (meaning); division according to external form and development process (imprinting, habituation, imitation, classical conditioning, operative conditioning, learning with insight, problem solving). Controlled school learning (factors of controlled socialization - objectives, curriculum, methods and forms, evaluation). Cognitive styles and learning styles. Learning and motivation (intrinsic motivation, curiosity, learning pleasure, extrinsic motivation, performance orientation). Emotional needs of pupils; importance of emotions in acquiring desirable attitudes and values. Importance of rewards and sentences in learning process (results of significant psychological experiments and their use in pedagogical activities). 4. Skills and their development in learning process. Intelligence and intellect: opportunities for development in learning process. Importance of free will and conscious self-regulation. Social learning: importance in the process of teaching. Creativity and intelligence. Talent. Recognition of talents and support. Mental retardation: recognizing and supporting an individual. Psychological aspects of children's play; importance of learning in learning process. 5. Learning and teaching process. Components of educational process from perspective of pedagogical psychology. Psychological problems of selecting and structuring curriculum. Characteristics of curriculum: psychological significance for educational socialization. Concept of gradually developing teaching: zone of negotiation. A reasonable burden, stress in learning, its degree and meaning. Distress in education and overloading of educated individuals; psycho-hygienic measures (time and space conditions of teaching, possibilities of abreaction, relaxation, socially accepted forms of exhaustion of psychic tension, etc.). Methods to increase pupil activation and motivation. Cooperative learning and competitive concepts of learning. Artefiletics as part of new culture of teaching and learning. 6. Intellectual and non-intellectual causes of disability in education. Specific learning disabilities. ADHD (or ADD) syndrome: Impact on learning process. Psychological principles of applying differentiated and individualized approach to pupils with special educational needs. Support measures. Homework of pupil, relationship of family to school and learning. Psychological processing of school failure by student, family, teacher. 7. Communication between teacher and educated individuals (verbal and non-verbal components); pedagogue communication with parents; communication in pedagogical staff; problems in pedagogical communication. Communication with public; importance. 8. Psychosocial stress and stress in teacher's work; disorders of neurotic spectrum, burn-out syndrome - manifestations, prevention.
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments)
- Preparation for credit
- 12 hours per semester
- Class attendance
- 28 hours per semester
- Class attendance
- 8 hours per semester
- Home preparation for classes
- 14 hours per semester
- Home preparation for classes
- 8 hours per semester
- Preparation for credit
- 12 hours per semester
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Learning outcomes
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The course leads the student to think of appropriate styles and strategies of learning, corresponding psychological approaches to pupils in pedagogical activities and activation of children, taking into account their individual possibilities and needs.
After completion of the course student will be able: 1. to understand the content of prescribed curriculum of Pedagogical psychology 1 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a semestral paper 4. to apply gained knowledge in educational process
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Prerequisites
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Student has basic knowledge of psychology.
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Assessment methods and criteria
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Oral exam, Written assignment
Acquiring the credit is conditional on at least 75% attendance at seminars and processing a critical analysis of at least 2 publications from the recommended literature. The credit is carried out in the form of a professional discussion on specific topics from the syllabus and possible application in the context of direct educational activity.
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Recommended literature
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BERNE, E. Co řeknete až pozdravíte : Transakční analýza životních scénářů. Praha: Portál, 2013. ISBN 978-80-262-0486-2.
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ČENĚK, J., SMOLÍK, J., VYKOUKALOVÁ, Z. Interkulturní psychologie: vybrané kapitoly. Praha: Grada, 2016. ISBN 978-80-247-5414-7.
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FONTANA, D. Psychologie ve školní praxi: příručka pro učitele. Praha, 2003. ISBN 80-7178-626-8.
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FRANCLOVÁ, M. Zahájení školní docházky. Praha: Grada, 2013. ISBN 978-80-247-4463-6.
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HEJNÝ, M., KUŘINA, F. Dítě, škola a matematika: konstruktivistické přístupy k vyučování. Praha: Portál, 2015. ISBN 978-80-262-0901-0.
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KARIKOVÁ, S. Kapitoly z pedagogickej psychológie: učebný text pre pedagógov, vychovávaťelov a majstrov odborného výcviku. Žilina: Inštitút priemyselnej výchovy Žilina, 2006. ISBN 80-8070-509-7.
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LUKÁŠOVÁ, H. (ed.). Proměny pojetí vzdělávání a školního hodnocení: filozofická východiska a pedagogické souvislosti. Praha: Asociace waldorfských škol ČR, 2012. ISBN 978-80-905222-0-6.
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MAREŠ, J. Pedagogická psychologie. Praha: Portál, 2013. ISBN 978-80-262-0174-8.
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PETTY, G. Moderní vyučování. Praha, 2008. ISBN 978-80-7367-427-4.
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RIEFOVÁ, S. F. Nesoustředěné a neklidné dítě ve škole: praktické postupy pro vyučování a výchovu dětí s ADHD. Praha: Portál, 2010. ISBN 978-80-7367-728-2.
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SLAVÍK, J. Hodnocení v současné škole: východiska a nové metody pro praxi. Praha, 1999. ISBN 80-7178-262-9.
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SLAVÍKOVÁ, V., SLAVÍK, J., ELIÁŠOVÁ, S. Dívej se, tvoř a povídej!: artefiletika pro předškoláky a mladší školáky. Praha, 2007. ISBN 978-80-7367-322-2.
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ŠTECH, S., ZAPLETALOVÁ, J. Úvod do školní psychologie. Praha: Portál, 2013. ISBN 978-80-262-0368-1.
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VALENTA, J. Metody a techniky dramatické výchovy. Praha: Grada, 2008. ISBN 978-80-247-1865-1.
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ZELINKOVÁ, O. Poruchy učení: dyslexie, dysgrafie, dysortografie, dyskalkulie, dyspraxie, ADHD. Praha, 2009. ISBN 978-80-7367-514-1.
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