|
Lecturer(s)
|
-
Hubertová Lucie, Mgr. Ph.D.
-
Harazinová Radka, PhDr. Ph.D.
|
|
Course content
|
The aim of the course is to introduce an educational-psychological diagnostics in elementary school, its content and application of theoretical knowledge on solving selected model situation. After the course, students are able to recognize basic pathological issues and children's discrepancies and prognoze its future development. 1. Educational-psychological diagnostics as a social science. Ethics in diagnostics. 2. Areas of educational diagnostics. 3. Methods of educational diagnostics. 4. Specific learning and behavior disorders. 5. Brief diagnostics of school failures. 6. Methods of pupils' progress assessment. 7. Selected topics of diagnostical work of teacher.
|
|
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
- 14 hours per semester
- Preparation for credit
- 14 hours per semester
- Home preparation for classes
- 32 hours per semester
|
|
Learning outcomes
|
The subject deals with pedagogical-psychological diagnosis of a student.
After completion of the subject student will be able 1. to understand the content of prescribed curriculum of Pedagogical Diagnostics 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, Practical demonstration of acquired skills
Study objectives: 1. active participation on the lecture 2. participants will perform all given tasks 3. reading of relevant academic texts 4. writing a semestral academic paper 5. successful accomplishment of institutional objectives of the course - attainment above the minimum requirements for the award of credit
|
|
Recommended literature
|
-
ČÁP, D., et al. Výchovné poradenství. Praha: Wolters Kluwer, 2009. ISBN 978-80-7357-498-5.
-
ČAPEK, R. Třídní klima a školní klima. Praha: Grada, 2010. ISBN 978-80-247-2742-4.
-
HADJ MOUSSOVÁ, Z., DUPLINSKÝ, J., a kol. Diagnostika: pedagogicko-psychologické poradenství II. Praha: Univerzita Karlova v Praze, Pedagogická fakulta, 2002. ISBN 80-7290-101-X.
-
MERTIN, V., a kol. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer, 2012. ISBN 978-80-7357-679-0.
-
MEZERA, A. Pro jaké povolání se hodím?. Brno: Computer Press, 2008. ISBN 978-80-251-2395-9.
-
SCHINDLER, R., a kol. Rukověť autora testových úloh. Praha: Centrum pro zjišťování výsledků vzdělávání, 2006. ISBN 80-239-7111-5.
-
SWIERKOSZOVÁ, J. Pedagogická diagnostika dětského vývoje pro učitele primárního vzdělávání. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2005. ISBN 80-7368-084-X.
-
TESTCENTRUM. Standardy pro pedagogické a psychologické testování. Praha: Testcentrum, 2001. ISBN 80-86471-07-1.
-
VÁGNEROVÁ, M., KLÉGROVÁ, J. Poradenská psychologická diagnostika dětí a dospívajících. Praha: Karolinum, 2008. ISBN 978-80-246-1538-7.
|