PSYb1100 Psychology of education

Faculty of Social Studies
Autumn 2019
Extent and Intensity
1/1/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Michal Jabůrek, Ph.D. (lecturer)
Mgr. David Macek, Ph.D. (lecturer)
doc. PhDr. Šárka Portešová, Ph.D. (lecturer)
Mgr. et Mgr. Dana Seryjová Juhová (lecturer)
Mgr. Ondřej Straka, Ph.D. (lecturer)
Mgr. Vendula Šamajová (lecturer)
Mgr. Veronika Šromová (seminar tutor)
Guaranteed by
doc. PhDr. Šárka Portešová, Ph.D.
Department of Psychology – Faculty of Social Studies
Supplier department: Department of Psychology – Faculty of Social Studies
Timetable
each odd Wednesday 14:00–15:40 exP52
  • Timetable of Seminar Groups:
PSYb1100/PSYb1100: No timetable has been entered into IS.
Prerequisites
! PSY110 Psychology of education && ( PSY103 Developmental psychology I || PSYb1030 Developmental psychology I )
The course Psychology of education presupposes the knowledge previously obtained particularly in the course of Developmental psychology. This knowledge constitutes a starting point of each thematic module, it is thus necessary for students to have adequate understanding of developmental issues before the beginning of the course and if need be, to brush up. The course is tought in Czech language.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 70 student(s).
Current registration and enrolment status: enrolled: 0/70, only registered: 0/70, only registered with preference (fields directly associated with the programme): 0/70
fields of study / plans the course is directly associated with
there are 38 fields of study the course is directly associated with, display
Course objectives
The course presents an introduction to basic theoretical and methodological questions pertaining to upbringing and education, as viewed from the perspective of educational and school psychology. During the course students will orient themselves in the most important concepts, theories and principles related to the process of education and will get acquainted with the possibilities of psychological interventions into this process. The scope of the course is wide enough to encompass all stages of educational system (preschool education, education in elementary and in high schools as well as tertiary and live-long education) and it enables students to broaden and deepen previous information from developmental psychology and acquire the ability to apply them on relevant problems of school education and extracurricular activities. Thematically the course deals with social, cognitive and neuropsychological aspects of learning, personal and motivational characteristics of both pupils and teachers, social climate and overall school environment, and supplementary it also presents selected alternative educational systems.
Learning outcomes
After completing the course, student will be able to:
Understand basic concepts and theories of educational and school psychology and perceive the relation of these disciplines to other fields of psychology;
Follow the development of educational and school psychology as a field, be well informed about current trends and topics, that are at the center of attention within this field;
Apply the knowledge of mental development on problems related to upbringing and education;
Comprehend basic aspects of pupils' motivation for learning and education and apprehend factors, that may disrupt such motivation;
Perceive the teaching as a continuous, long-term process and recognize the significance of personal characteristics and teaching style of the educator on its outcomes;
Understand the social nature of school and classroom and perceive, how these factors affect the teaching-learning process as well as the development of pupils' personality;
Demonstrate elementary knowledge of widespread alternative educational systems, describe their advantages and drawbacks from the perspective of psychology, compare their methods and procedures with methods and procedures traditionally employed in mainstream education;
Individually acquire and broaden the information on processes, phenomena and concepts, that are too specific to be part of the educational and school psychology basics
Syllabus
  • Elementary characterization of the psychology of upbringing and education: The circumscription of educational and school psychology, their relation to other disciplines within the scope of psychology and pedagogy. The development of the field in past, current issues and possibilities of further directions. Sources of information – the most important professional journals in Czech Republic and abroad. Recapitulation of the most important tenets and concepts of developmental psychology, which are essential to understanding of the educational process.
  • The learning: Most important approaches and theories of learning and their contribution to understanding of this process. An analysis of “traditional” methods of teaching and their effectiveness from the standpoint of psychology. View on learning in behaviorism, cognitive and social constructivism, strengths and drawbacks of each of theese approaches. Selected neuropsychological aspects of learning. Individual differences among pupils, cognitive and learning styles – circumscription, definitions, influential approaches and their critical examination.
  • The pupil: Pupils' motivation for learning. Intrinsic and extrinsic motivation and their influences on the outcomes of educational process. Important factors of motivation, need for achievement vs. fear of failure, self-actualization, flow. The attribution of study success and failure. The diversity, pupils with special educational needs. The types of evaluation, advantages and risks connected to each of them and their relation to motivation. Formative and summative assessments.
  • The teacher: The motivation for choice of teaching occupation. Characteristics of teachers' personality and their effect on his attitude towards pupils. Basic types of teachers' expectations, the stereotypes in viewing pupils, the effect of teachers' expectations on actual results of a pupil (self-fulfilling prophecies – Pygmalion effect, Golem effect etc.). The teaching styles. The planning of a lesson. The overview of the most common types of teaching.
  • The school: The classroom as a social group, patterns of communication in a classroom. Rules of effective classroom management, the prevention of risk behavior. The system of educational programs – The national education development program in the Czech Republic (White paper), The framework education program, The school education programs. Inner and outer differentiation and their effect on learning outcomes and self-concept of pupils. The psychosocial climate of a classroom, the methods of its assessment and possibilities of affecting it. The school culture and the interventions focused on its change.
  • The alternative educational systems: Terminological delimitation – what is and what it is not an alternative education. Overview of most common systems that constitute an alternative to mainstream education – Waldorf education, Dalton plan, the education system of Maria Montessori, “Step-by-step”. The history of each movement, basic tenets, the demands on teacher. Assets and drawbacks of alternative education systems, especially as compared to traditional teaching and with regard to the laws of mental development.
Literature
    required literature
  • Seifert, K. Educational Psychology. Dostupné online: http://cnx.org/content/col11302/1.2/
  • Larson, J. E. (2009). Educational psychology. Publikace dostupná v e-zdrojích MUNI
  • LACINOVÁ, Lenka, Petr MACEK, Tomotaka UMEMURA, Dana SERYJOVÁ JUHOVÁ, Eliška HORSKÁ, Lenka PIVODOVÁ, Jakub KRAUS and Petra DAŇSOVÁ. Všichni moji blízcí : adolescenti a dospělí kolem nich (All my loved ones : Adolescents and adults around them). Online. 1. vyd. Brno: Masarykova univerzita, 2018, 115 pp. ISBN 978-80-210-9161-0. Munispace info
  • HEJNÝ, Milan and František KUŘINA. Dítě, škola a matematika : konstruktivistické přístupy k vyučování. Třetí vydání. Praha: Portál, 2015, 232 stran. ISBN 9788026209010. info
  • Handbook of classroom management. Edited by Edmund T. Emmer - Edward James Sabornie. Second edition. New York: Routledge, 2015, x, 605. ISBN 9780415660334. info
  • FONTANA, David. Psychologie ve školní praxi : příručka pro učitele. Vyd. 4. Praha: Portál, 2014, 383 s. ISBN 9788026207412. info
  • MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013, 702 s. ISBN 9788026201748. info
  • KREJČOVÁ, Lenka. Žáci potřebují přemýšlet : co pro to mohou udělat jejich učitelé. Vydání první. Praha: Portál, 2013, 174 stran. ISBN 9788026204961. info
  • VÁGNEROVÁ, Marie. Kognitivní a sociální psychologie žáka základní školy. Praha: Univerzita Karlova v Praze, nakladatelství Karolinum, 2001, 304 s. ISBN 8024601818. info
    recommended literature
  • Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112.
  • Jackson, C., Henderson, M., Frank, J. W., & Haw, S. J. (2012). An overview of prevention of multiple risk behaviour in adolescence and young adulthood. Journal of Public Health (Oxf).
  • Ming-tak, H., & Wai-shing, L. (2008). Classroom Management : Creating a Positive Learning Environment. Hong Kong : Hong Kong University Press. Marzano, R. J., Marzano, J. S. & Pickering, D. (2009). Classroom management that works: research-based strategi
  • Luciarello, J. & Naff, D. (2013). How Do I Get My Students Over Their Alternative Conceptions (Misconceptions) for Learning?. Dostupné online na stránkách Americké psychologické asociace: https://www.apa.org/education/k12/misconceptions
  • DELANEY, Marie. Attachment for teachers : the essential guide for trainee teachers and NQTs : building confidence and skils for working with the challenging effects of attachment difficulties on behaviour and learning. First published. [London?]: Worth Publishing, 2017, x, 182. ISBN 9781903269374. info
  • MONTESSORI, Maria. Od dětství k dospívání. Translated by Pavel Dufek. Vydání 1. Praha: Triton, 2011, 117 stran. ISBN 9788073874780. info
  • PIAGET, Jean and Bärbel INHELDER. Psychologie dítěte. Vyd. 5., V nakl. Portál 4. Praha: Portál, 2007, 143 s. ISBN 9788073672638. info
  • GEDDES, Heather. Attachment in the classroom : the links between children's early experience, emotional well-being and performance in school. First published. London: Worth Publishing, 2006, vii, 152. ISBN 9781903269084. info
  • MARZANO, Robert J., Jana S. MARZANO and Debra PICKERING. Classroom management that works : research-based strategies for every teacher. Alexandria: Association for Supervision and Curriculum Development, 2003, iii, 143. ISBN 0871207931. info
  • MAREŠ, Jiří and Jaro KŘIVOHLAVÝ. Komunikace ve škole. Vydání první. Brno: Masarykova univerzita, 1995, 210 stran. ISBN 8021010703. info
Teaching methods
Lectures, class discussion, model situation solving and individual study.
Assessment methods
Semestral assignment: each student enrolled in the course will be given a profile of abilities of a fictitious pupil, the task will consist of drawing up and giving reason for a suitable program for furhter education and nurture of such pupil. Final (written) exam.
Language of instruction
Czech
Further Comments
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024, Spring 2025.
  • Enrolment Statistics (Autumn 2019, recent)
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