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Lecturer(s)
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Šírová Eva, PhDr. Ph.D.
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Břečková-Chalupová Eva, PhDr. Ph.D.
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Josífková Jitka, PhDr. Ph.D.
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Course content
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1. Definition of the content of the subject of pedagogical psychology and interdisciplinary relations. The position of the psychology of learning and teaching within pedagogical and school psychology. Characteristics of school psychology. 2. Bio-psycho-social conditioning of individual development and the learning process; the effect of various factors on the results of pedagogical work. Concept of learning: learning as an adaptation process; learning as acquiring experience, skills, attitudes, etc. Learning and memory. Strategies for remembering what has been learned; the problem of forgetting and fading memory traces. Types of learning. Cognitive styles and learning styles. Learning and motivation. Emotional needs of pupils; the importance of emotions in acquiring attitudes and values. Aptitudes, abilities and skills and the possibilities of their development. Intelligence and intellect. The importance of free qualities and conscious self-regulation. Creativity, giftedness and talent. 3. Concept of gradually developing teaching: zone of closest development Vygotsky); cognitive modifiability and mediating learning (Feuerstein). Methods increasing the activation and motivation of pupils. Cooperative learning and the competitive concept of learning in the educational process. 4. Intellectual and non-intellectual causes of students' disadvantage. Psychological principles of applying a differentiated and individualized approach to pupils. Parental styles of education, home background of the student, family's relationship to school and learning. Psychological processing of school failure by the student, family, teacher; possibilities of educational measures and professional assistance. Adequate load; stress and distresses. 5. Communication between teaching staff and pupils; specifics of communication with parents. Possibilities of communication between the educational institution and the public; means, meaning. 6. Requirements for the personality and professional skills of a teaching staff. Teacher psychology. Requirements for a pedagogical worker from the point of view of children, pupils, management of the institution, parents. Educational authority. Empathy, authenticity, congruence, acceptance, respect for the child's personality. 7. Styles of the teacher's work with the class. Approach styles: management; leadership, rules. Characteristics of the educational community; supporting its creation. Psychosocial load and stress in the work of a pedagogical worker: possible causes and sources; burn-out syndrome: manifestations, prevention, options for intervention and supervision. Possibilities for developing teachers' professional skills. 8. Social skills at school and the possibilities of their development in pupils and teachers.
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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), Students' portfolio
- Class attendance
- 28 hours per semester
- Home preparation for classes
- 14 hours per semester
- Preparation for credit
- 12 hours per semester
- Class attendance
- 8 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 acquaints students with selected areas of pedagogical psychology and their application to the activities of the teacher.
Student understands the concept of learning and knows different types of learning. Student knows the factors that increase the efficiency of learning. Student understands the importance of the children's concepts (the pupil's conceptions) for the learning process and knows the possibilities of diagnosing children's concepts (pupil's conceptions) by the teacher. Student understands the concept of intelligence, understands the role of intelligence in the process of learning and knows the possibilities of the teacher in developing pupils' intelligence. Student understands the concept of memory, understands the functioning of different types of memory during learning and knows the possibilities of the teacher in developing pupils' memory skills. Student understands the concept of learning styles, knows the basic elements of learning styles, knows selected typologies of learning styles, knows the possibilities of diagnosing the learning styles by the teacher and knows the possibilities of the teacher in developing the styles of pupils' learning. Student understands the attribution process, knows different types of attribution distortions / mistakes, and can illustrate examples of attribution on the side of the teacher in working with pupils, in contact with school teachers and pupils' parents. Student understands the difference between attitude and expectations and understands the impact of teacher's attitudes and expectations on pupils learning. Student understands the influence of teacher's self-assessment on his professional role. Student understands the constructivist concept of the educational process, including its advantages and disadvantages, and understands the role of teacher and pupil in the constructivist concept of the educational process.
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Prerequisites
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Basic knowledge of general and developmental psychology.
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Assessment methods and criteria
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Oral exam, Practical demonstration of acquired skills, Oral presentation of self-study
Active participation in lectures. Developing and presentation of tasks in lectures. Professional discussion on the selected topic of pedagogical psychology.
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Recommended literature
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FONTANA, D. Psychologie ve školní praxi: příručka pro učitele. Praha: Portál, 2010. ISBN 978-80-7367-725-1.
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FRANCLOVÁ, M. Zahájení školní docházky. Praha: Grada, 2013. ISBN 978-80-247-4463-6.
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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.
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JEDLIČKA, R., KOŤA, J., SLAVÍK, J. Pedagogická psychologie pro učitele. Praha: Grada, 2018.
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JEDLIČKA, R. Psychický vývoj dítěte a výchova. Praha: Grada, 2017. ISBN 978-80-271-0096-5.
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KLUSÁK, M. Morální vývoj školáků a předškoláků. Praha: Karolinum, 2014. ISBN 978-80-246-2325-2.
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KREJČOVÁ, L., MERTIN, V., eds. Pedagogická intervence u žáků ZŠ. Praha: Wolters Kluwer, 2010. ISBN 978-80-7357-603-5.
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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: Portál, 2013. ISBN 978-80-262-0367-4.
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ŠKODA, J., DOULÍK, P. Psychodidaktika: metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011. ISBN 978-80-247-3341-8.
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VÁGNEROVÁ, M. Kognitivní a sociální psychologie žáka základní školy. Praha, 2002. ISBN 80-246-0181-8.
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