UA290 Ontogenetic and social psychology for teachers

Faculty of Informatics
Spring 2004
Extent and Intensity
2/1. 3 credit(s) (plus extra credits for completion). Recommended Type of Completion: zk (examination). Other types of completion: k (colloquium), z (credit).
Teacher(s)
doc. PhDr. Josef Prokeš, Ph.D. (lecturer)
Guaranteed by
prof. PhDr. Karel Pala, CSc.
Department of Machine Learning and Data Processing – Faculty of Informatics
Contact Person: doc. PhDr. Josef Prokeš, Ph.D.
Timetable
Wed 10:00–12:50 C416
Prerequisites (in Czech)
! Z290 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
The subject provides basic information in the area of developmental and social psychology for teachers as well as student's and teacher's personality psychology. It also deals with psychological issues of small social groups and places special emphasis on preventing school bullying. The course psychologically analyzes school education and focuses on psychological basics of didactic principles, modeling some typical school situations and their possible solutions as well as psychological aspects of the impact of information technology on the student's personality.
Syllabus
  • Ontogenetic factors and ontogenetic changes.
  • Nature and comparison of changes in puberty and adolescence.
  • Cognitive processes in teenagers. Self-cognition, self-awareness and self-realisation in teenagers.
  • Teenager's adjustment to external factors.
  • Some specific educational problems in adolescence.
  • Psychological aspects of usual approaches to children and teenagers.
  • The development of an individual's self-control mechanisms.
  • Mature and cultivated personality.
  • Methods applied in ontogenetic psychology.
  • The classroom as a social setting, the position of an individual in this setting.
  • The psychological analysis of the teaching process, psychological elements in teacher training.
  • The psychology of learning.
  • Assessment, school success and failure and their intellectual and non-intellectual causes.
  • Psychological analysis of educational processes.
  • Mental hygiene in teaching and the upbringing of teenagers.
  • Teenage class model situations.
  • Critical life situations and types of defensive behaviour.
  • Psychological aspects of media, psychological problems of drug users.
Literature
  • FONTANA, David. Psychologie ve školní praxi. Vyd. 1. Praha: Portál, 1997, 383 s. ISBN 80-7178-063-4. info
  • NEVŘALA, Jan. Sociální psychologie pro učitele. 1. vyd. Ostrava: Ostravská univerzita Ostrava, 1994, 112 s. ISBN 8070424192. info
  • PROKEŠ, Josef. Aktuální otázky psychologie pro pedagogy. První. Brno: Masarykova univerzita, 1994. 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
  • KOLÁŘ, Michal [psychoterapeut]. Bolest šikanování. Edited by Bohumil Stejskal. Vyd. 1. Praha: Portál, 2001, 255 s. ISBN 80-7178-513-X. info
Assessment methods (in Czech)
písemná a ústní zkouška
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Teacher's information
http://www.fi.muni.cz/usr/qprokes
The course is also listed under the following terms Spring 2003, Spring 2005, Spring 2006, Spring 2007, Spring 2008, Spring 2009, Spring 2010, Spring 2011, Spring 2012.
  • Enrolment Statistics (Spring 2004, recent)
  • Permalink: https://is.muni.cz/course/fi/spring2004/UA290