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Lecturer(s)
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Břečková-Chalupová Eva, PhDr. Ph.D.
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Šírová Eva, PhDr. Ph.D.
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Course content
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The course aims to familiarize students with the latest findings in general psychology and developmental psychology. It focuses on the practical application of knowledge about the psychology of learning and teaching to students and school classrooms, particularly individual differences in learning (including special educational needs), cognitive styles, creativity, and methods for developing creativity. It also explains teachers' educational styles and their effects in relation to the personal well-being of students and teachers. It devotes equal attention to the possibilities of pedagogical-psychological diagnosis of adolescents, focusing on both individuals and groups. Subtopics: 1. Psychology of learning and teaching: types and conditions of learning, acquisition of knowledge and skills, learning styles, school success of studentsindividual differences in learning, perceived academic effectiveness of students, issues of students with special educational needs and possibilities of inclusion, intercultural contexts of educational processes, expert teachers, teachers' educational styles, well-being in school conditions (4 hours). 2. Psychology of upbringing (family, methods of upbringing in the family, sibling relationships), the influence of peer and interest groups, upbringing and self-education. Cooperation between family and school. (3 hours). 3. Pedagogical-psychological diagnostics (basic procedures of individual and group diagnostics, their use in educational practice) (3 hours).
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Learning activities and teaching methods
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Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Lecture
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Learning outcomes
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Objectives: - I understand the variables/factors affecting students' academic success and perceived school effectiveness; - I am familiar with the pedagogical and psychological contexts of the processes of acquiring knowledge and skills in "my" subject; - I will be able to choose modifications for teaching and assessing students with special educational needs or intercultural differences; - I will understand my impact on students and know the characteristics of an expert teacher; - I will consider the influence of family and peer groups in the classroom; - I know the basic procedures of pedagogical-psychological diagnostics; Competencies developed: 2.2., 2.4., 3.1., 3.2 see Competency Framework for Teaching Graduates
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
Portfolio of 3-4 assigned tasks focused on the psychological context of current topics in educational practice
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Recommended literature
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ČÁP, J., MAREŠ, J. Psychologie pro učitele. Praha, 2007. ISBN 978-80-7367-273-7.
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FONTANA, D. Psychologie ve školní praxi: příručka pro učitele. Praha, 2003. ISBN 80-7178-626-8.
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GAVORA, P. Učitel a žáci v komunikaci..
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HAYES, N. Základy sociální psychologie. Praha: Portál, 2021. ISBN 978-80-262-1850-0.
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Helus, Z. Sociální psychologie pro pedagogy. Praha: Grada, 2007..
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KREJČOVÁ, L. Žáci potřebují přemýšlet: co pro to mohou udělat jejich učitelé. Praha: Portál, 2013. ISBN 978-80-262-0596-1.
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KYRIACOU, Ch.. Řešení výchovných problémů ve škole.. Praha: Portál, 2005. ISBN 80-7178-945-3.
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MERTIN, V., KREJČOVÁ, L. a kol. Metody a postupy poznávání žáka. Pedagogická diagnostika..
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MERTIN, V., KREJČOVÁ, L. a kol. Problémy s chováním ve škole. Individuální výchovný plán..
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STUCHLÍKOVÁ, I. a kol. Zvládání emočních problémů školáků. Praha: Portál..
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