XPSp04 Educational Psychology

Faculty of Education
Spring 2025
Extent and Intensity
1/1/0. 3 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
PhDr. Josef Lukas, Ph.D. (lecturer)
Mgr. et Mgr. Jan Mareš, Ph.D. (lecturer)
Guaranteed by
Mgr. et Mgr. Jan Mareš, Ph.D.
Department of Psychology – Faculty of Education
Contact Person: Jitka Sekaninová
Supplier department: Department of Psychology – Faculty of Education
Prerequisites
SOUHLAS
The course is a follow up of bachelor’s study courses (Introduction to education and psychology; Developmental psychology; Social psychology; Educational-psychological diagnostics I.). It focuses on developing so called psychological proficiency of the students. It further deepens and theoretically anchors knowledge and experience of students gained during teaching practice and field-specific methodology courses. The course is based on current findings in psychological and educational research of formal and informal teaching situations. It provides opportunities to students to develop key professional skills of teachers such as self-reflection and assessment techniques. The structure of the course topics is based on an international comparison of Czech and foreign scholarship and theoretical paradigms.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The course focuses on developing so called psychological literacy of the students. It further deepens and theoretically anchors knowledge and experience of students gained during teaching practice and field-specific methodology courses.
Learning outcomes
At the end of the course the student will be able to: • understand the basic terminology of educational and school psychology; • Apply basic terminology and knowledge of educational and school psychology to describe, analyze, interpret and evaluate selected learning / teaching situations; • to characterize in the psychological terms the educational environment of the school in which he / she passed the teaching practice; • Describe and explain individually specific learning processes; • to reflect typical teaching situations from the perspective of selected theories of educational psychology; • Explain possible ways of identifying and influencing pupils' concepts; • to search for relevant case-specific information in the literature; • to formulate an example of assignment of a learning task that takes into account the different cognitive intensity and taking into account the individual specificity of the pupil.
Syllabus
  • 1. The way educational psychology is useful for teachers. Teaching profession, its changes in time and pre-gradual teacher training. Joys and sorrows of the teaching profession. Appeals and changes in history. The aim of the lecture and the follow-up seminar is to link up previous courses to developing psychological literacy, to identify the difference between personal experience of a pupil and a student, to provide an overview of relevant sources and to offer individualized perspective of educational psychology, taking in consideration ones professional development stage. 2. The process of learning. The process of learning and the teacher. Chosen theories of learning. The aim of the lecture is to connect the previous practical experience with individual teaching, the current psychological approaches of examining the process of learning and their application in their own learning and teaching practice. 3. The relationship between learning, development and upbringing. Somatic, cognitive, social and moral development of pupils A critical reflection of a “typical pupil”. The aim of the lecture is to connect the gained theoretical knowledge and practical experience to individual teaching, own experience with current psychological approaches, respecting individual development of pupils. 4. Personality and individual specificity of contemporary pupils. Cognitive styles and learning styles. Multiple intelligence theory Differences in attitudes and individualities aiming at inclusion. Talent. The question of gender in teaching. “The innate” and “the learned” from contemporary point of view. Social reproduction, cultural stereotypes and expectations. Working with diversity in teaching. The aim of the lecture and the follow-up seminar is to introduce current topics connected to pupil diversity and good practice examples. 5. The teacher in teaching practice. Reflexive practice. Self-monitoring. Teaching styles of a teacher. Psycho-hygiene of a teacher. The aim of the lecture and the follow-up seminar is to anchor students’ experience of a reflexive teacher in psychological theory and to show advantages of reflexive practice through particular training methods. 6. Pupil motivation. Relationship between the teacher and pupils as a dynamic phenomenon. The aim of the lecture is to introduce current approaches to pupil motivation and current approaches to work with the position power of the teacher. 7. Psychology of teaching. Lesson planning, teaching goals and students specifics. Psychological aspects of using ICT in teaching. The aim of the lecture and the follow-up seminar is to broaden knowledge gained in previous lectures and to present examples of evidence based approaches of good teaching practice from its planning to its realization in certain conditions. 8. Psycho-social school/classroom climate and classroom management. The aim of the lecture and the follow-up seminar is to introduce a frequented and interdisciplinary topic in psychological context and present a certain assessment tools. Students will also be trained in using the tools. 9. Assessment. Achievement and failure. The aim of the lecture is to introduce the issue of assessment (at different levels) as an inseparable part of teaching process as well as a psychological phenomenon with consequences for pupil self-concept, motivation, academic aspirations and relationship to the teacher or parents. 10. Psychology of upbringing. Family and school. Communication with parents and its specifics. Communication with supporting professions members. The aim of the lecture and the follow-up seminar is to introduce the issue of parent approaches, expectations and relationships with the pupil and the educational institution- not as a problem, but rather as an opportunity. 11. Planning and evaluation of interventions from educational-psychologic point of view. The aim of the lecture and the follow-up seminar is to demonstrate benefits of collecting focus information (incl. diagnostics), intervention planning and result evaluation for development of the pupil, the teacher and the school. 12. Psychological research and teaching practice of the teacher. The aim of the lecture is to introduce advantages of a teacher becoming an active participant of research activities as well as a satisfied submitter and user of the results of educational-psychological action research.
Literature
    required literature
  • MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013, 702 s. ISBN 9788026201748. info
  • Seifert, K., & Sutton, R. (2011). Educational psychology. Athens: The Global Textbook Project.
  • Vybrané studie z časopisů: Pedagogika, Pedagogická orientace, Orbis scholae, Studia paedagogica Vybrané studie z relevantních databází. Vybrané online články z denního tisku, blogy a TED videa
Teaching methods
Lectures, class discussion, presentation of poster, homework, reading.
Assessment methods
Poster presentation, written test (20 questions; 60% of correct answers to pass)
Language of instruction
Czech
Further Comments
The course is taught annually.
The course is taught: every week.
The course is also listed under the following terms Spring 2019, Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/spring2025/XPSp04