PG22B43 Educational psychology

Faculty of Arts
Spring 2013
Extent and Intensity
1/1/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
PhDr. Zdenka Stránská, Ph.D. (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
Timetable
Wed 7:30–9:05 zruseno D51
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 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20
fields of study / plans the course is directly associated with
Course objectives
Knowledge of basic educational psychology concepts is an integral part of expertise in education. Possibilities of application of basic theoretical concepts in a daily process of individual teaching and learning, education and self-education will be explored.
Upon succesful completion of the course Educational psychology student will be able to:
- use knowledge of psychological methods to improve knowledge of itself and of others (especially pupils and students)
- 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
- 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
- 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
- explain the specifics of educational communication and to use them in achieving their objectives and goals
Syllabus
  • 1. Educational psychology as a science. Definition and object of educational psychology. Relationship educational psychology to psychological and educational sciences (to general psychology, developmental psychology, social psychology, school psychology, pedagogy). Status of educational psychology in the system of psychological sciences (educational psychology as an applied psychological discipline, educational psychology as a special psychological discipline, educational psychology as a science frontier). The system of educational psychology (general educational psychology issues, special educational psychology issues - psychology education, psychology of teaching and learning, medical and special educational psychology).
  • 2. Methods of educational psychology. Methods for collecting data: observation, experiment, interview, inventory, anamnesis, results of activity analysis, psychological test, sociometry. Methods for exploring data: qualitative and quantitative approaches.
  • 3. 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.
  • 4. Laws of learning: motivation, feedback, repeating, transfer.
  • 5. Learning factors (learner, situation in which learning takes place, learning material, teacher).
  • 6. Learning methods. Acquisition of knowledge, skills and habits. Concentration illustration perception, abstract thinking and practical work in learning. Distribution of the learning material, ripe learning materials, over-learning, appropriate time learning, learning loud and sweating, learning a whole, in parts and combined method, individual and group learning, hypnopedy and suggestopedy, background noise and its impact on learning etc.
  • 7. Learning styles - definition, typology, diagnostics and influence learning style. Prerequisites of successful study. Study failures and their solutions.
  • 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.
  • 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.
  • 10. 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).
  • 11. 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.
  • 12. 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.
  • 13. Specific pedagogical communication.
  • 14. 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.
  • 15. 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.).
  • 16. Re-education. Personality changes (partial and elementary, general and essential). Behavioral techniques and humanistic approach.
Literature
  • Durič, L., Štefanovič, J., Grác, J.: Pedagogická psychológia. Bratislava 1988, 1990, 1991.
  • Pedagogická encyklopedie. Edited by Tomáš Janík - Milada Rabušicová - Jan Průcha. Vyd. 1. Praha: Portál, 2009, 935 s. ISBN 9788073675462. info
  • PRŮCHA, Jan, Eliška WALTEROVÁ and Jiří MAREŠ. Pedagogický slovník. 4. aktualiz. vyd. Praha: Portál, 2008, 322 s. ISBN 9788073674168. 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
  • DAŘÍLEK, Pavel and Pavel KUSÁK. Pedagogická psychologie. 1. vyd. Olomouc: Vydavatelství Univerzity Palackého, 1998, 150 s. ISBN 8070677899. info
  • DAŘÍLEK, Pavel and Pavel KUSÁK. Pedagogická psychologie. 1. vyd. Olomouc: Vydavatelství Univerzity Palackého, 1998, 234 s. ISBN 8070678372. 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
  • FONTANA, David. Psychologie ve školní praxi. Vyd. 1. Praha: Portál, 1997, 383 s. ISBN 80-7178-063-4. info
  • KOHOUTEK, Rudolf. Základy pedagogické psychologie [Kohoutek, 1996]. Brno: Cerm, 1996, 184 pp. ISBN 80-85867-94-X. 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
  • 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
credit (written test - usually 10 questions rated 15 points (5 questions rated 5 points and 5 questions rated 10 points), for succesfully managing to be achieved at least 10,5 points - 70 %)
assumption of credit: active participation in the seminars - at least 80%, recent paper from the pedagogical and psychological literature - the theme of your choice, range at least 5 pages
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
The course is also listed under the following terms Spring 2002, Spring 2003, Spring 2004, Spring 2005, Spring 2006, Spring 2007, Spring 2008, Spring 2009, Spring 2010, Spring 2011, Spring 2012, Spring 2014, Spring 2015, Spring 2016, Spring 2017, Spring 2018, Spring 2019, Spring 2020.
  • Enrolment Statistics (Spring 2013, recent)
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