Course: Educational psychology - secondary level II-1.part

» List of faculties » FP » KPP
Course title Educational psychology - secondary level II-1.part
Course code KPP/PP1NS
Organizational form of instruction Lecture + Seminary
Level of course Master
Year of study not specified
Semester Winter
Number of ECTS credits 2
Language of instruction Czech
Status of course Compulsory
Form of instruction Face-to-face
Work placements Course does not contain work placement
Recommended optional programme components None
Lecturer(s)
  • Břečková-Chalupová Eva, PhDr. Ph.D.
  • Jedlička Richard, doc. PhDr. Ph.D.
Course content
Definition of subject of educational psychology and interdisciplinary relations. Development of the field, changes in its content and the importance of educational psychology in the training of teachers. Characteristics of school psychology and its main functions. Bio-psycho-social conditionality of learning process; learning vs. instinctive behavior. The role of education in socialization process. Learning concept: learning as an adaptation process; learning as gaining experience, skills, attitudes, etc. Learning and memory. Strategies for remembering learned; the problem of forgetting and extinguishing memory tracks; impact on these processes. Learning theories; types of learning - different classifications; non-intentional and intentional learning; division according to external form and developmental process. School learning. The importance of positive and negative strengthening of associations in learning process; principle of extinction, effect of recovery; causes of nerve overvoltages and mental entrainment; results of significant psychological experiments; Possibilities and limits of use of knowledge in teaching activities. Moral development of children and adolescents; supportive and disruptive influences. Prerequisites for pupil's learning and school success. The influence of psychosocial climate and cultural capital of family on school socialization. Talents, abilities and their development in learning process. Intelligence and intellect: possibilities of development in learning process. Cognitive and learning styles. Learning and motivation. Significance of voluntary properties and conscious self-regulation. Creativity and intelligence. Talent and talent. Recognition of talent and its support. Mental retardation: recognition and support of pupil. Specific developmental disorders and their influence on learning process. Psychological aspects of children's play; the importance of play in learning process. Use of game activities and toys for successful adaptation of child to school environment. Use of game to promote personality development; role of role playing in social learning. Principles of using drama in education. Use of game activities in preventive-educational activities and social reeducation. Children's drawing as a specific game; psychogenesis of children's drawing; use of drawing for orientation diagnostics of graphomotor development. Influence of expressive educational activities on development of pupils identity in social and cultural contexts. Curriculum; meaning and creation. Psychological essence of ontodidactic transformation of the content of scientific, technical or artistic disciplines into the curriculum. Psychodidactic transformation of curriculum. Critical points of curriculum and psychological principles of overcoming them. Comprehensive quality of curriculum. Learning in process of teaching. Components of teaching process. Definition of term teaching and its aims; taxonomy of educational goals. Psychological problems of choice and structuring of curriculum. Characteristics of curriculum: their psychological importance for educational socialization. Discursive valency of curriculum; importance of learning tasks for creating mental space; formation of a community of minds. The concept of gradually developing teaching: zone of closest development. Emotional needs of pupils, real ways of their fulfillment. Psychosocial climate in teaching. Influence of various factors on results of teacher's work. Adequate stress, stress in learning, its degree and importance. Distres in teaching and overloading pupils; psychohygienic measures. Importance of eustres in educational activities. Methods increasing pupils activation and motivation. Cooperative learning and competitive learning concept. Principles of education of pupils by experience, role of teacher, importance of reflection. Prosocial behavior and spirituality in education.

Learning activities and teaching methods
Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments)
  • Class attendance - 8 hours per semester
  • Preparation for credit - 42 hours per semester
  • Home preparation for classes - 32 hours per semester
  • Class attendance - 14 hours per semester
  • Preparation for credit - 14 hours per semester
Learning outcomes
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 theses 4. to apply gained knowledge in educational process 5. to be motivated for continuous learning in the field
Prerequisites
Student has basic knowledge of psychology.

Assessment methods and criteria
Student's performance analysis, 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, at least 1 publication is from a set of basic literature. Each analysis should be processed to the extent of at least 4 pages of the typewriter. Students will demonstrate the ability to critically compare multiple sources. It will also describe how the acquired knowledge can be applied in education and teaching. 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.
Recommended literature
  • ČENĚK, J., SMOLÍK, J., VYKOUKALOVÁ, Z. Interkulturní psychologie: vybrané kapitoly. Praha: Grada, 2016. ISBN 978-80-247-5414-7.
  • FONTANA, D. Psychologie ve školní praxi: příručka pro učitele. Praha: Portál, 2010. ISBN 978-80-7367-725-1.
  • FRANCLOVÁ, M. Zahájení školní docházky. Praha: Grada, 2013. ISBN 978-80-247-4463-6.
  • HEJNÝ, M., KUŘINA, F. Dítě, škola a matematika: konstruktivistické přístupy k vyučování. Praha: Portál, 2015. ISBN 978-80-262-0901-0.
  • HŘÍBKOVÁ, L. Nadání a nadaní: pedagogicko-psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Praha: Grada, 2009. ISBN 978-80-247-1998-6.
  • JEDLIČKA, R., a kol. Poruchy socializace u dětí a dospívajících: Prevence životních selhání a krizová intervence. Praha: Grada, 2015. ISBN 978-80-247-5447-5.
  • JEDLIČKA, R., KOŤA, J., SLAVÍK, J. Pedagogická psychologie pro učitele. Praha: Grada, 2018.
  • KLUSÁK, M. Morální vývoj školáků a předškoláků. Praha: Karolinum, 2014. ISBN 978-80-246-2325-2.
  • 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.
  • MAREŠ, J. Pedagogická psychologie. Praha: Portál, 2013. ISBN 978-80-262-0174-8.
  • PETTY, G. Moderní vyučování. Praha: Portál, 2008. ISBN 978-80-7367-427-4.
  • 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.
  • SLAVÍK, J. et al. Reflexe a hodnocení kvality výuky I. díl. Plzeň: Západočeská univerzita v Plzni, 2020. ISBN 978-80-261-0920-4.
  • SLAVÍK, J., JANÍK, T., NAJVAR, P., KNECHT, P. Transdisciplinární didaktika. Brno: Masarykova univerzita, Pedagogická fakulta, 2017. ISBN 978-80-210-8568-8.
  • VALENTA., J. Metody a techniky dramatické výchovy. Praha: Grada, 2008. ISBN 978-80-247-1865-1.
  • ZELINKOVÁ, O. Poruchy učení: dyslexie, dysgrafie, dysortografie, dyskalkulie, dyspraxie, ADHD. Praha: Portál, 2015. ISBN 978-80-262-0875-4.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Faculty: Faculty of Science, Humanities and Education Study plan (Version): Professional studies for upper-secondary school teachers (20) Category: Pedagogy, teacher training and social care 1 Recommended year of study:1, Recommended semester: Winter
Faculty: Faculty of Science, Humanities and Education Study plan (Version): Professional studies for upper-secondary school teachers (20) Category: Pedagogy, teacher training and social care 1 Recommended year of study:1, Recommended semester: Winter