PSMA003 Educational Psychology

Faculty of Arts
Autumn 2024
Extent and Intensity
2/0/0. 4 credit(s). Type of Completion: zk (examination).
In-person direct teaching
Teacher(s)
PhDr. Zdenka Stránská, Ph.D. (lecturer)
Guaranteed by
PhDr. Zdenka Stránská, Ph.D.
Department of Psychology – Faculty of Arts
Contact Person: Jarmila Valchářová
Supplier department: Department of Psychology – Faculty of Arts
Timetable
Mon 8:00–9:40 B2.23, except Mon 18. 11. to Sun 24. 11.
Prerequisites
No prerequisites.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Educational psychology studies the psychological aspects of education and upbringing (in summary, education) of people of different ages, not only children and young people.
The course of Educational Psychology in the follow-up Master's study follows the course of Introduction to Educational Psychology in the Bachelor's study.
The aim is to broaden the students' knowledge base with further selected knowledge from a very wide set of existing professional knowledge of this special psychological discipline (a relatively independent, self-contained psychological field) and to introduce them to the possibilities of applying its theoretical knowledge in the educational process.
The intention is to acquire further in-depth knowledge about the main actors of the educational process, to orientate oneself in the psychological assumptions of different concepts of education, the ways of implementing different concepts of education and their impact on the personality of educated and nurtured people in situations of pedagogical type.
Attention is paid to the following topics: the psychology of education and self-education, teacher's personality, teacher and pupil in a mutual relationship, pedagogical communication, alternative education, coping with school stress in pupils and the teacher's coping with stress, school boredom, school climate and classroom climate, problem pupils, socio-culturally disadvantaged pupils, integration and inclusion in education.
Learning outcomes
After completing the course, students will be able
- to understand and use the basic terminology and concepts of educational and school psychology;
- to orientate himself/herself in the basic issues in the field of teacher personality (define the role of a teacher, analyse the set of required teacher competences, characterise and compare selected typologies of teacher personalities, describe the developmental stages in the career of a teacher);
- to define the current concept of education and self-education and describe and describe the basic educational tools and apply in solving some typical model educational situations;
- to orientate in selected types of teaching and educational styles;
- to identify the main factors of the teacher-pupil and pupil-teacher relationship and better understand their importance and influence on the results of the educational process and especially on the development of the pupil's personality;
- to characterize a specific form of social communication - pedagogical communication;
- to demonstrate the knowledge of alternative approaches to education;
- to demonstrate knowledge in the area of school stress and its coping both in relation to the student and in relation to the teacher, including the risk and prevention of burnout syndrome in teachers;
- to analyse the nature of school boredom - forms and sources; suggest methods to prevent or reduce boredom;
- to introduce the frequent and interdisciplinary topic of school climate and classroom climate in a psychological context, indicating the possibilities of their identification and intervention;
- to describe the so-called problem pupil, present the typical variants of school problems and indicate the possibilities of institutional (counselling) help in solving these problems;
- to understand the current issues of school integration and inclusion;
- to be acqauinted with the current issues and findings of pedagogical-psychological research, search for relevant professional domestic and foreign sources on a specific topic.
Syllabus
  • 1. Psychology of education and self-education. Psychological aspects of education and its various tools, styles of education, self-education.
  • 2. Teacher's personality. Models of the teacher's professional cycle. Professional proficiency of a teacher. Teacher's teaching styles. Prevention of teacher burnout syndrome.
  • 3. Relationships between teachers and pupils and their formation. Components represented in the relationship between the teacher and the pupil. The factors of the teacher's relationship with the pupil. Teacher attitudes and expectations towards pupils. The factors of the pupil's relationship to the teacher.
  • 4. Pedagogical communication. Rules of pedagogical communication. Forms of communication: verbal, non-verbal, communication by action. Psychological aspects of communication between teacher and student, teacher and parents.
  • 5. Alternative education. Waldorf School, Montessori School, Dalton Plan, Jena Plan. Other alternative approaches to education.
  • 6. School stres, effective coping strategies. Pupil perception and assessment of school stress, coping with school load, factors facilitating and complicating coping. Types of pupil coping with school stress situations.
  • 7. Boredom at school. Definition, components, forms, sources, manifestations, diagnosis of boredom, intervention procedures.
  • 8. Psychosocial school climate. Psychosocial classroom climate. Definition, diagnosis, possibilities of using the obtained results and influencing.
  • 9. Problem pupils. The concept of a problem pupil. Usual school problems - in the field of school work and achievement, in the field of behavior, in social inclusion in the group, in self-esteem and emotional experience. Institutions helping to solve school problems.
  • 10. Disadvantaged pupils - socioculturally different. Problems arising from socio-cultural differences. Opportunities to help socio-culturally disadvantaged children.
  • 11. Integration and inclusion in education.
  • 12. Current issues and latest findings of pedagogical-psychological research.
Literature
    required literature
  • MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013, 702 s. ISBN 9788026201748. info
  • ČÁP, Jan and Jiří MAREŠ. Psychologie pro učitele. Vydání druhé. Praha: Portál, 2007, 655 stran. ISBN 9788073672737. info
  • JEDLIČKA, Richard, Jaroslav KOŤA and Jan SLAVÍK. Pedagogická psychologie pro učitele : psychologie ve výchově a vzdělávání. Illustrated by Jana Slavíková. Vydání 1. Praha: Grada, 2018, 528 stran. ISBN 9788027105861. URL info
  • VÁGNEROVÁ, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. V Praze: Karolinum, 2005, 430 s. ISBN 8024610744. info
    recommended literature
  • ZILCHER, Ladislav and Zdeněk SVOBODA. Inkluzivní vzdělávání : efektivní vzdělávání všech žáků. Vydání 1. Praha: Grada, 2019, 216 stran. ISBN 9788027107896. URL info
  • ŠVAMBERK ŠAUEROVÁ, Markéta. Techniky osobnostního rozvoje a duševní hygieny učitele. Vydání 1. Praha: Grada, 2018, 276 stran. ISBN 9788027104703. URL info
  • BARTOŇOVÁ, Miroslava, Marie VÍTKOVÁ, Barbora BOČKOVÁ, Ilona BYTEŠNÍKOVÁ, Lenka HLOUŠKOVÁ, Radka HORÁKOVÁ, Petr KOPEČNÝ, Bohumíra LAZAROVÁ, Dagmar OPATŘILOVÁ, Karel PANČOCHA, Jarmila PIPEKOVÁ, Milan POL, Lenka SLEPIČKOVÁ, Kateřina TRNKOVÁ and Dana ZÁMEČNÍKOVÁ. Inkluze ve škole a ve společnosti jako interdisciplinární téma (Inclusion in schools and society as an interdisciplinary issue). 1. dotisk 2., uprav. vyd. Brno: Masarykova univerzita, 2017, 270 pp. ISBN 978-80-210-8140-6. info
  • FONTANA, David. Psychologie ve školní praxi : příručka pro učitele. Vyd. 4. Praha: Portál, 2014, 383 s. ISBN 9788026207412. info
  • PRŮCHA, Jan. Alternativní školy a inovace ve vzdělávání. 3., aktualizované vydání. Praha: Portál, 2012, 191 stran. ISBN 9788071789994. info
  • HRABAL, Vladimír and Isabella PAVELKOVÁ. Jaký jsem učitel. Vyd. 1. Praha: Portál, 2010, 239 s. ISBN 9788073677558. info
  • FENSTERMACHER, Gary D. and Jonas F. SOLTIS. Vyučovací styly učitelů. Translated by Karel Starý. Vydání první. Praha: Portál, 2008, 124 stran. ISBN 9788073674717. info
  • VENDEL, Štefan. Pedagogická psychológia. 2. vyd. [Bratislava]: Epos, 2007, 447 s. ISBN 9788080577100. info
  • NELEŠOVSKÁ, Alena. Pedagogická komunikace v teorii a praxi : význam komunikace, vztah učitele k žákovi, komunikace ve škole, ukázky. Vydání 1. Praha: Grada, 2005, 171 stran. ISBN 8024707381. URL info
  • KYRIACOU, Chris. Řešení výchovných problémů ve škole. Translated by Dagmar Tomková. Vydání první. Praha: Portál, 2005, 151 stran. ISBN 8071789453. info
  • AUGER, Marie-Thérèse and Christiane BOUCHARLAT. Učitel a problémový žák : strategie pro řešení problémů s kázní a učením. Translated by Lucie Hučínová. Vyd. 1. Praha: Portál, 2005, 121 s. ISBN 8071789070. info
  • GAVORA, Peter. Učitel a žáci v komunikaci. Translated by Veronika Lyková. Brno: Paido, 2005, 165 stran. ISBN 8073151049. info
  • KUSÁK, Pavel and Pavel DAŘÍLEK. Pedagogická psychologie. 2. vyd. Olomouc: Univerzita Palackého, 2001, 234 s. ISBN 8024402947. info
  • DAŘÍLEK, Pavel and Pavel KUSÁK. Pedagogická psychologie. 1. vyd. Olomouc: Vydavatelství Univerzity Palackého, 1998, 234 s. ISBN 8070678372. info
  • SVOBODOVÁ, Jarmila and Vladimír JŮVA. Alternativní školy. 2. dopl. vyd. Brno: Paido - edice pedagogické literatury, 1996, 112 s. ISBN 8085931192. info
  • MAREŠ, Jiří and Jaro KŘIVOHLAVÝ. Komunikace ve škole. Vydání první. Brno: Masarykova univerzita, 1995, 210 stran. ISBN 8021010703. 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
    not specified
  • Educational Psychology Review
  • British Journal of Educational Psychology
  • Pedagogika
  • Contemporary Educational Psychology
  • Československá psychologie
  • Journal of Educational Psychology
  • Educational Psychology in Practice
  • European Journal Psychology in Education
  • Educational Psychologist
  • SANTROCK, John W. Educational psychology. Seventh edition. New York: McGraw-Hill, 2021, 668 stran. ISBN 9781260571301. info
  • HOY, Anita Woolfolk. Educational psychology. Global edition, thirteenth e. Boston: Pearson, 2016, 720 stran. ISBN 9781292095301. info
  • Handbook of educational psychology. Edited by Lyn Corno - Eric M. Anderman. Third edition. London: Routledge, Taylor & Francis Group, 2016, xiv, 481. ISBN 9780415894821. info
  • SLAVIN, Robert E. Educational psychology : theory and practice. Tenth edition, Pearson new i. Harlow: Pearson, 2014, ii, 578. ISBN 9781292020730. info
  • PRŮCHA, Jan, Eliška WALTEROVÁ and Jiří MAREŠ. Pedagogický slovník. 7., aktualiz. a rozš. vyd. Praha: Portál, 2013, 395 s. ISBN 9788026204039. info
  • STERNBERG, Robert J. and Wendy M. WILLIAMS. Educational psychology. Second edition. Upper Saddle River, N.J.: Merrill, 2010, xxiv, 615. ISBN 9780205626076. info
  • Pedagogická encyklopedie. Edited by Tomáš Janík - Milada Rabušicová - Jan Průcha. Vyd. 1. Praha: Portál, 2009, 935 s. ISBN 9788073675462. info
  • Handbook of educational psychology. Edited by Patricia A. Alexander - Philip H. Winne. 2nd ed. London: Lawrence Erlbaum Associates, 2006, xx, 1055. ISBN 0805859713. info
  • ĎURIČ, Ladislav and Mária BRATSKÁ. Pedagogická psychológia : terminologický a výkladový slovník. Edited by Viliam S. Hotár - Jozef Pastier. 1. vyd. Bratislava: Slovenské pedagogické nakladateľstvo, 1997, 463 s. ISBN 8008024984. info
Teaching methods
Lectures, discussion, thought-provoking tasks that motivate thinking, taking one's own position, for subsequent discussion, homework, reading. Active participation in the lesson.
Assessment methods
Assessment methods:
- semester paper: Current issues and findings in educational-psychological research (length: minimum 4 standard pages in total /excluding the title page and list of sources used/, deadline for submission of semester paper: no later than November 30, 2024)
- oral exam
Type of completion: semester paper, oral examination.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
Teacher's information
More detailed outlines of lectures and other study materials together with literature on individual subject areas will be gradually added to the Study Materials of the course in IS.

I encourage students to use resources and links in the Study Materials in the IS.

Detailed assignment of the semester paper - see Study Materials of the course in IS.

The course is also listed under the following terms Autumn 2018, Autumn 2019, Autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023.
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