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Lecturer(s)
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Formánková Jana, Mgr. Ph.D.
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Course content
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Topics of lectures: Diagnostics of pupils in work of a teacher, diagnostic process, methodology and interpretation of the pedagogical diagnostics results. Spheres of pedagogical diagnostics. Connection of pedagogical diagnostics and special pedagogy. Teacher in pedagogic situation. Social perception, observation as a basic diagnostic method. School maturity and school success. Diagnostics of learning styles. Talented pupils. Diagnostics of school performance. Didactic tests. Diagnostics of interests, attitudes and value orientation of a pupil. Diagnostics of social relationships, school and family environment. Climate of the school class. Autodiagnostics of a pupil and autodiagnostics of a teacher as a part of diagnostic process. Content of seminars will go out from the topics of individual lectures.
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Learning activities and teaching methods
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Lecture supplemented with a discussion, Lecture with practical applications, Instruction based on dialogue, Students' portfolio, Task-based study method, Individual study, Self-study of literature, Lecture, Seminar
- Contact hours
- 30 hours per semester
- Preparation for comprehensive test (10-40)
- 15 hours per semester
- Presentation preparation (report) (1-10)
- 20 hours per semester
- Preparation for an examination (30-60)
- 40 hours per semester
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| prerequisite |
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| Knowledge |
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| Subject is teporetick and practical, knowledge from social psychology, individual psychology, special pedagogy and school didactics are supposes. |
| learning outcomes |
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| A student will acquire competences, knowledge and skills in the sphere of pedagogical diagnostics. He/she will be acquianted with individual methods and diagnostic techniques, their contribution and ways of implementation and possibilities of their usage. A student will be able to choose a suitable technique on the basis of the situation, to understand its positives as well as negatives and he/she is able to decide on that basis. A student is able to combine and complement the diagnostic methods in order to increase the validity. |
| teaching methods |
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| Lecture |
| Lecture supplemented with a discussion |
| Seminar |
| Task-based study method |
| Self-study of literature |
| Individual study |
| Students' portfolio |
| Discussion |
| Interactive lecture |
| assessment methods |
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| Oral exam |
| Test |
| Skills demonstration during practicum |
| Individual presentation at a seminar |
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Recommended literature
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Berne, Patricia H. Jak nevychovat dítě s pocitem méněcennosti. 1. vyd. Praha : Portál, 1998. ISBN 80-7178-192-4.
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ČÁP, J., MAREŠ, J. Psychologie pro učitele. Vyd. 1. Praha : Portál, 2001. ISBN 80-7178-463-X.
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Davido, Roseline. Kresba jako nástroj poznání dítěte. Praha : Portál, 2001. ISBN 80-7178-449-4.
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Hrabal, Vladimír; Hrabal, Vladimír. Diagnostika : pedagogickopsychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. Praha : Karolinum, 2002. ISBN 80-246-0319-5.
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Hrabal, Vladimír. Pedagogickopsychologická diagnostika žáka. 1. vyd. Praha : SPN, 1989. ISBN 80-04-22149-1.
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KKŘIVOHLAVÝ, J. Jak si navzájem lépe porozumíme : kapitoly z psychologie sociální komunikace. Praha : Nakl. Svoboda, 1988.
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Lašek, Jan. Sociálně psychologické klima školních tříd a školy. Hradec Králové : Gaudeamus, 2001. ISBN 80-7041-088-4.
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Ollier, Kate; Hobday, Angela. Tvořivé činnosti pro terapeutickou práci s dětmi. Vyd. 1. Praha : Portál, 2000. ISBN 80-7178-378-1.
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Vágnerová, Marie; Klégrová, Jarmila. Poradenská psychologická diagnostika dětí a dospívajících. Vyd. 1. Praha : Karolinum, 2008. ISBN 978-80-246-1538-7.
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Zelinková, Olga. Pedagogická diagnostika a individuální vzdělávací program. Praha : Portál, 2001. ISBN 80-7178-544-X.
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