Educational and Developmental Psychology
| Code | Completion | Credits | Range | Language |
|---|---|---|---|---|
| U51C2306 | Z,ZK | 6 | 16B | Czech |
- Garant předmětu:
- Lecturer:
- Tutor:
- Supervisor:
- Institute of Pedagogical and Psychological Studies
- Synopsis:
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The course presents Educational and Developmental Psychology as one of the starting points for the professional work of a teacher at school. The course presents selected psychological knowledge needed to understand and lead the educational process. It is mainly about the characteristics and development of cognitive, motivational and emotional processes, mental characteristics of the individual and their changes in various stages of development, especially in adolescence.
- Requirements:
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Z (credit) = develop a pedagogical-psychological profile of an individual between the ages of 12 and 20, based on the processing of the results of interviews, observations and questionnaires (Instructions and tools for developing a case report in Moodle) + continuous tasks in Moodle
Zk (exam) = study the basic literature in connection with the requirements for the exam (Control questions) and at least three publications from the list of recommended literature (an overview of the publications will be brought by the student to the exam) + successfully pass a written knowledge test (10 questions with a choice of possible answers, 3 open-ended questions evaluated 0-5 points) + oral discussion on the test, tasks and developed case studies
- Syllabus of lectures:
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Introduction to educational psychology. The use of pedagogical psychology in educational practice. Objectives, tasks and requirements of the course. Pedagogical-psychological characteristics of the individual and his development. Tasks and procedures for processing case reports
How to become a good teacher. How to become a good student. Characteristics of expert teacher and expert student.
Opportunities for teacher development. Interaction between teacher and student. Teacher personality and burnout syndrome, psychohygiene. Supervision.
Pedagogical-psychological characteristics of the individual and his development. Cognitive development and its importance for upbringing and education. Parents, siblings, and significant adults in development and education.
Psychological characteristics of adolescence and emerging adulthood.
Individual and group differences in learning, teaching and upbringing. Gifted students.
School classes and their management. Diagnosis of the individual and the school class as a starting point for pedagogical-psychological intervention. The school class as a social group.
Assessment in teaching.
- Syllabus of tutorials:
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Introduction to educational psychology. The use of pedagogical psychology in educational practice. Objectives, tasks and requirements of the course. Pedagogical-psychological characteristics of the individual and his development. Tasks and procedures for processing case reports
How to become a good teacher. How to become a good student. Characteristics of expert teacher and expert student.
Opportunities for teacher development. Interaction between teacher and student. Teacher personality and burnout syndrome, psychohygiene. Supervision.
Pedagogical-psychological characteristics of the individual and his development. Cognitive development and its importance for upbringing and education. Parents, siblings, and significant adults in development and education.
Psychological characteristics of adolescence and emerging adulthood.
Individual and group differences in learning, teaching and upbringing. Gifted students.
School classes and their management. Diagnosis of the individual and the school class as a starting point for pedagogical-psychological intervention. The school class as a social group.
Assessment in teaching.
- Study Objective:
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Introduce Educational and Developmental psychology as one of the possible starting points for professional work in the educational and school environment and in all areas where the teacher needs a comprehensive explanation of previous development of children, adolescents and adults for effective diagnosis and intervention.
To provide a theoretical and applied basis for psychological explanation of educational processes and relationships and their impact on personality development.
To combine the knowledge of Educational Psychology (EP) with the solution of specific educational situations (in the family and school environment, in leisure activities, etc.).
To show that it is precisely Educational psychology that offers relevant data for understanding the conditions of individual development and their support.
Gained knowledge: the student is able to define the basic areas of EP, knows the place of EP in the taxonomy of psychological disciplines and in fields dedicated to individual education, the contribution of the discipline to the practice of education, training and development of the individual; masters important concepts of personality development, learning and their contribution to the development of EP; knows and explains the basic subject categories of EP (especially personality development, learning, abilities, competences, socialization, education, self-education; motivation); knows and understands the basic areas of problems addressed by EP; knows the basic principles of describing and understanding the development and education of the individual.
Gained skills: the student is able to use the approaches of EP and distinguish it from the approach of sociology, special pedagogy, pedagogy, medicine; can compare individual concepts, can capture their major benefits; can perform an orientation analysis of the development of a particular personality and its education on the basis of a case study; can critically assess the psychological grounding and methodological adequacy of common procedures for solving everyday problems of educational practice.
- Study materials:
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Key Reading:
Fontana, D. (1995). Psychology for teachers. MacMillen Press.
Sternberg, R. J., & Williams, W. M. (2002). Educational psychology. Allyn and Bacon.
Bruner, J. (1996). The culture of education. HarvardUniversity Press.
Supplementary books:
Blakemore, S.-J., & Frith,I. (2005). The Learning brain: lessons for education. Blackwell Publishing.
Doll, B., Zucker, S., & Brehn, K. (2004). Resilient Classrooms : Creating Healthy Environments for Learning. The Guilford Press.
Geddes, H. (2006). Attachment in the Classroom: A Practical Guide for Schools. Worth Publishing.
Ormrod, J. E. (2006). Educational Psychology : Developing Learners. Pearson Prentice Hall.
Orpinas, P. , & Horne, A. M. (2006). Bullying Prevention: Creating a Positive School Climate and Developing Social Competence. American Psychological Association.
Pressley, M., & McCormick, C. (2007). Child and Adolescent Development for Educators. The Guilford Press.
Online:
databáze ERIC (the Educational Resource Information Center, contains more than 1,243,000 records and links to more than 224,000 full-text documents) - viz Onelog >> EBSCOHOST >> EBSCOhost WEB >> ERIC.
- Note:
- Further information:
- No time-table has been prepared for this course
- The course is a part of the following study plans: