UZB001 Psychology for teachers I

Faculty of Arts
Autumn 2015
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Zdenka Stránská, Ph.D. (lecturer)
PhDr. Zdeněk Stránský (lecturer)
Guaranteed by
doc. Mgr. Petr Novotný, Ph.D.
Department of Educational Sciences – Faculty of Arts
Contact Person: Ivana Klusáková
Supplier department: Department of Psychology – Faculty of Arts
Timetable
Mon 9:10–10:45 C33, Mon 10:50–12:25 C33
  • Timetable of Seminar Groups:
UZB001/01: No timetable has been entered into IS.
UZB001/02: No timetable has been entered into IS.
Prerequisites (in Czech)
! DPS001 Psychology for teachers
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 260 student(s).
Current registration and enrolment status: enrolled: 0/260, only registered: 0/260, only registered with preference (fields directly associated with the programme): 0/260
fields of study / plans the course is directly associated with
Course objectives
Psychology for teachers: Course offers theoretical as well as practical knowledge, methods for effective teaching to students, extending their qualification as certified teachers on primary and secondary schools. Tips to solve various educational problems will be presented. The course aims to expand understanding of pupils and also to oneself, to improve communication skills a to support chances of healthy co-operation of pupils as well as their teachers. Among the most important psychological disciplines that directly help teachers to solve the complex educational situations include: general psychology, personality psychology, developmental psychology, educational psychology, social psychology, mental hygiene, psychopathology.
Upon succesful completion of the course Psychology for teachers I student will be able to:
- define the basic concepts of psychology
- clarify the basic characteristics and functions of psychic phenomena
- describe and explain the basic types of psychic phenomena (psychic processes, states and properties)
- use knowledge of psychological methods to improve knowledge of itself and of others (especially pupils and students)
- explain why and how people differ in their behaviors
- give some examples of factors that influence feelings, behavior and human activity
- compare the personality of the individual developmental stages of life (focusing on the younger school age, pubescence, adolescence and adulthood)
- compare different methods of learning and evaluate their effectiveness for his study having regard to his own psychological assumptions
- use knowledge about creativity to deliberate development of creative thinking pupils in teaching
- analyze the causes of school failure pupils and to propose educational measures for their elimination
Syllabus
  • 1. Psychology among sciences, psychology as a human science, psychological science disciplines - classification, object. Psychology and its place in human life, psychology in education. Psychological preparation of teachers.
  • 2. Psychological methods for assessing and evaluating student's personality - observation, experiment, interview, inventory, anamnesis, results of activity analysis, psychological test, sociometry. Learning about student teacher. Pitfalls threatening accuracy and objectivity of assessment and evaluation of student teacher.
  • 3. Basic concepts of psychology – mind, consciousness, unconsciousness, experience, behavior, psychic processes, psychic states, psychic properties, personality etc. Basic characteristics and functions of psychic phenomena. Classification and characteristics of psychic phenomena and the possibility of their formation and development of teacher.
  • 4. Personality - concept and structure.
  • 5. The concept and nature of psychological development; phylogenesis and psychic ontogenesis; regularities of mental development; determinants of mental development (biological, determinants of external environment, education, self-education).
  • 6. Characteristics of the developmental stages - prenatal stage, neonatal stage, infant stage, toddler stage, preschool age, younger school age, pubescence, adolescence, adult age (younger adult, middle adult, older adult), old age.
  • 7. Learning - definition, function of learning, phases of the learning process, learning curve, classification of types of learning - conditioning, operant learning, instrumental learning, sensorimotor learning, verbal learning, conceptual learning, problem-solving. Learning factors (learner, situation in which learning takes place, learning material, teacher). Learning methods (partial learning method, overall learning method, combined learning method; PQRST, suggestopedy etc.). Recommendations for pupils and students how to learn. Prerequisites of successful study. Study failures and their solutions. Learning styles - definition, typology, diagnostics and influence learning style. Self-regulated learning. Laws of learning: motivation, feedback, repeating, transfer.
  • 8. Creativity and its development in teaching. Creativity - definition, factors creativity, development of creativity, stages of the creative process, levels of creativity, factors and conditions of intentional development of creative thinking pupils, creative pupil status in the class team. Gifted children - learning and developing their personalities.
  • 9. School failure - in the narrower and wider sense, causes of failure (pupil personality, teacher personality, school, pupil family), psychological characteristics of unsuccessful pupils - typical and atypical unsuccessful pupil, psychological aspects of the elimination of school failure.
Literature
  • BENDL, Stanislav, KUCHARSKÁ, Anna (ed.) a kol. Kapitoly ze školní pedagogiky a školní psychologie - skripta pro studenty vykonávající pedagogickou praxi. Praha: Univerzita Karlova v Praze - Pedagogická fakulta, 2008. 237 s. ISBN 978-80-7290-366-5.
  • MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013. 704 s. ISBN 978-80-262-0174-8.
  • PETTY, Geoff. Moderní vyučování. Vyd. 6. Praha: Portál, s. r. o., 2013. 568 s. ISBN 978-262-0367-4.
  • HOLEČEK, Václav. Psychologie v učitelské praxi. Vyd. 1. Praha: Grada Publishing, a. s., 2014. 224 s. ISBN 978-80-247-3704-1.
  • SLAVIN, Robert E. Educational psychology : theory and practice. Tenth edition, Pearson new i. Harlow: Pearson, 2014, ii, 578. ISBN 9781292020730. info
  • BUCKLER, Scott and Paul CASTLE. Psychology for teachers. Los Angeles: Sage, 2014, xxiv, 363. ISBN 9781446211144. info
  • MINTON, Stephen James. Using psychology in the classroom. 1st pub. Los Angeles: Sage, 2012, xiii, 173. ISBN 9781446201657. info
  • FONTANA, David. Psychologie ve školní praxi : příručka pro učitele. Translated by Karel Balcar. Vyd. 3. Praha: Portál, 2010, 383 s. ISBN 9788073677251. info
  • Pedagogická encyklopedie. Edited by Tomáš Janík - Milada Rabušicová - Jan Průcha. Vyd. 1. Praha: Portál, 2009, 935 s. ISBN 9788073675462. info
  • DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info
  • VÁGNEROVÁ, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. V Praze: Karolinum, 2005, 430 s. ISBN 8024610744. info
  • ČÁP, Jan and Jiří [pedagog] MAREŠ. Psychologie pro učitele [Čáp, 2001]. Vyd. 1. Praha: Portál, 2001, 655 s. ISBN 80-7178-463-X. info
  • ŘEZÁČ, Jaroslav. Sociální psychologie. 1st ed. Brno: PAIDO, 1998, 268 pp. ISBN 80-85931-48-6. info
  • Psychologie výchovy a vyučování. Edited by Jan Čáp. 1. vyd. Praha: Univerzita Karlova - Vydavatelství Karolinum, 1993, 413 s. ISBN 80-7066-534-3. info
  • DRLÍKOVÁ, Eva. Učitelská psychológia. 1. vyd. Bratislava: Slovenské pedagogické nakladatel'stvo, 1992, 374 s. ISBN 8008004339. info
  • ĎURIČ, Ladislav and Jozef ŠTEFANOVIČ. Psychológia pre učitel'ov. 2. vyd. Bratislava: Slovenské pedagogické nakladatel'stvo, 1977, 592 s. info
Teaching methods
lecture (one hour a week) and seminar (one hour a week)
Assessment methods
examination (written test - usually 20 questions rated 20 points, for succesfully managing to be achieved at least 14 points - 70 %)
prerequisite for testing: active participation in the seminars - at least 80%
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
The course is taught annually.
Information on course enrolment limitations: 1. skup.: počet zapsatelných studentů:130, 2. skup.: počet zapsatelných studentů: 130
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 1999, Autumn 2000, Autumn 2001, Autumn 2002, Autumn 2003, Autumn 2004, Autumn 2005, Autumn 2006, Autumn 2007, Autumn 2008, Autumn 2009, Autumn 2010, Autumn 2011, Autumn 2012, Autumn 2013, Autumn 2014, Autumn 2016, Autumn 2017, Autumn 2018, Autumn 2019, Autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2015, recent)
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