DPS004 Psychology for teachers

Faculty of Arts
Spring 2012
Extent and Intensity
0/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Zdenka Stránská, Ph.D. (lecturer)
PhDr. Zdeněk Stránský (lecturer)
Guaranteed by
PhDr. Pavel Humpolíček, Ph.D.
Department of Psychology – Faculty of Arts
Contact Person: Ivana Klusáková
Supplier department: Department of Psychology – Faculty of Arts
Prerequisites
DPS001 Psychology for teachers
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.
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 II student will be able to:
- apply the principles of mental hygiene at the work of teachers and pupil learning
- better understand the difficult life situations and their and their consequences on the psychic state and apply appropriate coping strategies with difficult life situations
- better understand the relationships between teacher and pupils and factors involved in their formation
- apply pedagogical and psychological principles of proper testing and evaluation of academic performance of pupils, or to reduce exam fever in pupil
- recognize symptoms of specific learning disorders, to describe school consequences, to apply the basic principles of reeducation care and principles of evaluation and classification of pupils with specific learning disorders
- familiar with the complexity of behavior and experience of problem children
- describe the basic educational resources and apply in solving some typical model educational situations
- diagnose at least indicative classroom climate and on the basis of established facts to design and implement appropriate intervention
- explain the educational aspects of the social (or educational) communication, social interaction and social perception of school conditions and to use them in achieving their objectives and goals
Syllabus
  • 1. Specific learning disorders - dyslexia, dysgraphia, dysorthographia, dyscalculia, dyspraxia, dysmusia; ADHD; causes, symptoms, reeducation and compensation, evaluation and classification of pupils with learning disorders.
  • 2. Psychological aspects of testing, evaluation and classification of school pupils' performance - functions of evaluation and testing, types of examinations (oral, written, practical; examination state - exam fever (symptoms, consequences, reduction of the teacher and pupil, kinds of stage fright).
  • 3. Teacher personality - approaches and methods of exploring teacher personality, requirements for teacher's personality, teacher's personality from the perspective of pupils, typology of teacher personality, development and formation of teacher personality, difficulties in the development of teacher personality.
  • 4. Relationships between teachers and pupils and their formation (components represented in the relationship between teacher and pupil, teacher to pupil relationship - factors, some typical kinds of relationships of teachers to pupils; pupil to teacher relationship - factors.
  • 5. Psychology of education and self-education - psychological aspects of education and its various resources; requirements; rewards and punishments; persuasion; verbal and nonverbal activities, direct and indirect; role-playing; modelling; styles of education; activity personality, self-concept a self-education.
  • 6. Psychological analysis of educational problems (such as lying, cheating, disobedience, indiscipline, absenteeism, truancy, wanderlust, theft, smoking, alcoholism, abuse, sexual offenses, aggression, bullying, suicidal thoughts (attempts) etc.). Re-education.
  • 7. Difficult life situations (stress, frustration, deprivation, conflicts), coping strategies.
  • 8. Mental health and mental disorders (psychosis, neurosis, psychopathy and mantal retardation). Mental hygiene in schools.
  • 9. Human and society. Socialization, social learning (forms - imitation, identification, social reinforcement learning, observation learning or substitute learning, social anticipation).
  • 10. Social groups, their types and formative effect. School class as a small social group. Climate classroom.
  • 11.Social intercourse - characterization and structure. Social communication (verbal and nonverbal), specific pedagogical communication, social interaction and social perception and their educational conditions in the school prospectus.
Literature
  • Psychologie výchovy a vyučování. Edited by Jan Čáp. 1. vyd. Praha: Univerzita Karlova - Vydavatelství Karolinum, 1993, 413 s. ISBN 80-7066-534-3. 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
  • 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 nakladateľstvo, 1977, 592 s. info
  • FONTANA, David. Psychologie ve školní praxi. Translated by Karel Balcar. Vyd. 2. Praha: Portál, 2003, 383 s. ISBN 80-7178-626-8. info
  • ŘEZÁČ, Jaroslav. Sociální psychologie [Řezáč, 1998]. Brno: Paido - edice pedagogické literatury, 1998, 268 s. ISBN 80-85931-48-6. info
  • VÁGNEROVÁ, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. V Praze: Karolinum, 2005, 430 s. ISBN 8024610744. info
  • Pedagogická encyklopedie. Edited by Tomáš Janík - Milada Rabušicová - Jan Průcha. Vyd. 1. Praha: Portál, 2009, 935 s. ISBN 9788073675462. info
Teaching methods
consultation (16 hours a semester)
Assessment methods
prerequisite for testing: term paper - essay: Use psychological knowledge in the work of teachers (or in school practice) - range of term paper: at least 3 pages in printed form, date of submission of term paper: later in the credit week
output: examination (two parts: written and oral, exam covers the subjects of Psychology for teachers I and II and includes the level of processing essay)
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught: in blocks.
Information on the extent and intensity of the course: blokově.
The course is also listed under the following terms Autumn 2003, Spring 2004, Spring 2005, Spring 2006, Spring 2007, Spring 2008, Spring 2009, Spring 2010, Spring 2011, Spring 2013, Spring 2014, Spring 2015, Spring 2016, Spring 2017, Spring 2018, Spring 2019, Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (Spring 2012, recent)
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