PSY110 Psychology of education

Faculty of Social Studies
Autumn 2017
Extent and Intensity
1/1/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PhDr. Šárka Portešová, Ph.D. (lecturer)
Mgr. Michal Jabůrek, Ph.D. (seminar tutor)
Mgr. et Mgr. Dana Seryjová Juhová (seminar tutor)
Mgr. Ondřej Straka, Ph.D. (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 13:30–15:00 Aula
  • Timetable of Seminar Groups:
PSY110/01: each odd Wednesday 15:15–16:45 P22
PSY110/02: each even Wednesday 17:00–18:30 U33
PSY110/03: each even Wednesday 15:15–16:45 P22
Prerequisites (in Czech)
psy103 Developmental psychology I
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 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
  • 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
  • VÁGNEROVÁ, Marie. Kognitivní a sociální psychologie žáka základní školy. Praha: Univerzita Karlova v Praze, nakladatelství Karolinum, 2001, 304 s. ISBN 8024601818. info
    recommended literature
  • HEJNÝ, Milan and František KUŘINA. Dítě, škola a matematika : konstruktivistické přístupy k vyučování. Třetí vydání. Praha: Portál, 2015, 232 stran. ISBN 9788026209010. info
  • FEUERSTEIN, Reuven, Refael S. FEUERSTEIN, Louis H. FALIK and Jaakov Pinchas RAND. Vytváření a zvyšování kognitivní modifikovatelnosti : Feuersteinův program instrumentálního obohacení. Translated by Věra Pokorná. První české vydání. Praha: Karolinum, 2014, 473 stran. ISBN 9788024624006. info
  • PETTY, Geoffrey. Moderní vyučování. Translated by Jiří Foltýn. Šesté, rozšířené a př. Praha: Portál, 2013, 562 stran. ISBN 9788026203674. info
  • MONTESSORI, Maria. Od dětství k dospívání. Translated by Pavel Dufek. Vydání 1. Praha: Triton, 2011, 117 stran. ISBN 9788073874780. info
  • STERNBERG, Robert J. and Wendy M. WILLIAMS. Educational psychology. Second edition. Upper Saddle River, N.J.: Merrill, 2010, xxiv, 615. ISBN 9780205626076. info
  • VARGAS, Julie S. Behavior analysis for effective teaching. London: Routledge, 2009, xxiv, 362. ISBN 9780415990080. info
  • PIAGET, Jean and Bärbel INHELDER. Psychologie dítěte. Vyd. 5., V nakl. Portál 4. Praha: Portál, 2007, 143 s. ISBN 9788073672638. info
  • GAVORA, Peter. Učitel a žáci v komunikaci. Translated by Veronika Lyková. Brno: Paido, 2005, 165 stran. ISBN 8073151049. info
  • FISHER, Robert. Učíme děti myslet a učit se : praktický průvodce strategiemi vyučování. Translated by Karel Balcar. 2. vyd. Praha: Portál, 2004, 172 s. ISBN 8071789666. info
  • PRŮCHA, Jan. Učitel :současné poznatky o profesi. Vyd. 1. Praha: Portál, 2002, 154 s. ISBN 80-7178-621-7. info
  • MAREŠ, Jiří. Styly učení žáků a studentů. Vydání první. Praha: Portál, 1998, 239 stran. ISBN 8071782467. info
  • MAREŠ, Jiří and Jaro KŘIVOHLAVÝ. Komunikace ve škole. Vydání první. Brno: Masarykova univerzita, 1995, 210 stran. ISBN 8021010703. info
  • VYGOTSKIJ, Lev Semenovič and Jan PRŮCHA. Vývoj vyšších psychických funkcí. Translated by Miluše Sedláková. Vyd. 1. V Praze: Státní pedagogické nakladatelství, 1976, 363 s. URL info
Teaching methods
Lectures, class discussion, model situation solving and individual study.
Assessment methods
Regular written tests, group presentations during the semester, 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 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 2015, Autumn 2016, Autumn 2018, Autumn 2019.
  • Enrolment Statistics (Autumn 2017, recent)
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