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Lecturer(s)
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Malá Dagmar, doc. Mgr. Ph.D.
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Fišerová Petra, PhDr. et PaedDr. Ph.D.
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Beňová Jarmila, Mgr. Ph.D.
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Course content
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1. Pedagogical psychology and its tasks, the subject of Pedagogical psychology. Research methods in pedagogical psychology. Diagnostic methods in pedagogical psychology. Diagnostic methods of examining the personality of the pupil in the pedagogical process at elementary school. 2. Personality of the pupil and its structure from the point of view of school - school ability, school success, school failure. Causes of inconvenience. 3. Learning theory, patterns and types. 4. Individual learning traits - cognitive style, learning style, influencing (not affecting) learning styles. Styles of pupils learning - types, theoretical starting points. Diagnosis of pupils' learning styles. 5. Self-regulation of learning - theoretical approaches, metacognition and learning, creation of metacognitive skills in teaching. 6. Teaching profession - views on teaching Preparation for professional vocation, characteristics of teachers' professions. Teacher personality, teacher's teaching concept, teaching style. 7. The personality of the elementary school teacher and his competence. Development of pedagogical and social-psychological skills - specifics of pedagogical work at elementary school, coping with disturbing behavior of children in class. 8. Motivation and willingness in school - selected theoretical approaches, types of motivations, specifics of motivation procedures in children at elementary schools, development possibilities (causal attribution, relationship standards, flow). 9. Paradoxic effects of pedagogical motivational approaches. Learned helplessness and learned optimism at elementary school. Boredom at school. 10. School assessment - principles, functions, forms of assessment, self-evaluation. Teacher perceptions - teacher attitudes and expectations towards pupils, causal attribution. 11. Communication at school. Teacher and pupil interaction (teacher interaction styles, concept of professional role, etc.) Principles of effective pedagogical communication. 12. Climate of school classes - definition of the concept, basic climate dimension, diagnostics. School culture, school climate. 13. Sociocultural background of pupil, theory of socio-cultural disability.
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Learning activities and teaching methods
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Students' portfolio, Seminar classes, Individual study, Students' self-study, Self-study of literature, Lecture
- Contact hours
- 52 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
- Preparation for an examination (30-60)
- 40 hours per semester
- Preparation for formative assessments (2-20)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| fundamental orientation in psychological terminology of general, developmental and social psychology . |
| Skills |
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| - properly use and apply basic psychological terminology to specific situations |
| - create a presentation, or a paper that will be presented to the group |
| Competences |
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| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - describe individual methods of pedagogical psychology, - compare the different types of learning and define their main features, - explain the laws and conditions of learning, - focus on the motivation of the elementary school pupil and to define the causes of the disability, - characterize the psychological aspects of testing and evaluation, - define the specifics of pedagogical communication, - become acquainted with the methods of teacher self-diagnosis, - describe the children with special educational needs at elementary schools, - characterize the psychological aspects of inclusion. |
| Skills |
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| - Properly use professional terminology, explain the functioning of basic pedagogical-psychological processes in practice, - identify the causes of childs´ poor school performance and propose remedies, - effective use of psychological tools and methods designed for school practice, - use rules for proper pedagogical communication, - recognize a child with special educational needs and propose a procedure for further education, - apply knowledge from the area of teacher self-diagnosis, - working with pupils from a socio-cultural environment, - develop metacognitive skills of elementary school pupils. |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Discussion |
| Lecture |
| Self-study of literature |
| Individual study |
| One-to-One tutorial |
| Skills |
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| Seminar |
| Discussion |
| Cooperative instruction |
| Collaborative instruction |
| Competences |
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| Practicum |
| Students' portfolio |
| Task-based study method |
| assessment methods |
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| Knowledge |
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| Combined exam |
| Seminar work |
| Continuous assessment |
| Test |
| Skills |
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| Combined exam |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Competences |
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| Skills demonstration during practicum |
| Combined exam |
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Recommended literature
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Fisher, Robert. Učíme děti myslet a učit se : praktický průvodce strategiemi vyučování. Vyd. 3. Praha : Portál, 2011. ISBN 978-80-262-0043-7.
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Fontana, David. Psychologie ve školní praxi : příručka pro učitele. Vydání čtvrté. 2014. ISBN 978-80-262-0741-2.
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Hrabal, Vladimír; Pavelková, Isabella. Jaký jsem učitel. Vyd. 1. Praha : Portál, 2010. ISBN 978-80-7367-755-8.
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Jedlička, Richard; Koťa, Jaroslav,; Slavík, Jan. Pedagogická psychologie pro učitele : psychologie ve výchově a vzdělávání. Vydání 1. 2018. ISBN 978-80-271-0586-1.
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Mareš, Jiří. Pedagogická psychologie. Vyd. 1. Praha : Portál, 2013. ISBN 978-80-262-0174-8.
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Paul A. Kirschner, Carl Hendrick. How learning happens: Seminal works in educational psychology and what they mean in practice. London. 2020.
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Šeďová, Klára; Švaříček, Roman,; Šalamounová, Zuzana. Komunikace ve školní třídě. Vyd. 1. Praha : Portál, 2012. ISBN 978-80-262-0085-7.
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Vágnerová, Marie. Psychologie školního dítěte. 1. vyd. Praha : Karolinum, 1997. ISBN 80-7184-487-X.
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