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Lecturer(s)
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Hradská Valeria, PhDr. Mgr. Ph.D.
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Lomská Kateřína, PhDr. et PaedDr. Ph.D.
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Šťastná Magda, doc. Mgr. Ph.D.
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Tomášková Marie, PhDr. Ph.D.
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Škutová Pavla, Mgr.
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Course content
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1. Educational psychology as the psychology of learning and the teacher's professional practice. The subject matter of educational psychology and its relationship to other psychological and pedagogical disciplines. 2. Attention, working memory, and cognitive load in learning. 3. Long-term memory, knowledge, and understanding. 4. Student motivation for learning. 5. Failure, attribution, and the self-regulation of motivation. 6. Metacognition, strategies, and the self-regulation of learning. 7. Emotions, the teacher-student relationship, and psychological safety. 8. Social and group processes in the classroom. 9. Psychological effects of assessment and teacher expectations. 10. Errors, feedback, and self-assessment. 11. Psychology of communication and cooperation in schools. 12. Conflict and professional collaboration in schools. 13. Teacher psychology and the long-term sustainability of the profession.
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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
- 26 hours per semester
- Presentation preparation (report) (1-10)
- 7 hours per semester
- Preparation for an examination (30-60)
- 20 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 secondrary 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 secondary school students. |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture |
| Self-study of literature |
| Individual study |
| Students' portfolio |
| One-to-One tutorial |
| Skills |
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| Seminar |
| Discussion |
| Collaborative instruction |
| Cooperative instruction |
| Competences |
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| Practicum |
| Task-based study method |
| Skills demonstration |
| assessment methods |
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| Knowledge |
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| Combined exam |
| Seminar work |
| Continuous assessment |
| Test |
| Skills |
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| Individual presentation at a seminar |
| Group presentation at a seminar |
| Competences |
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| Skills demonstration during practicum |
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Recommended literature
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BERTRAND, Y. Soudobé teorie vzdělávání. Praha: Portál, 1998. ISBN 80-7178-216-5.
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ČÁP, J., MAREŠ, J. Psychologie pro učitele. Praha: Portál, 2007. ISBN 978-80-7367-273-7.
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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, D. Psychologie ve školní praxi: příručka pro učitele. Praha: Portál, 2014. ISBN 978-80-262-0741-2.
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Holeček, Václav. Psychologie v učitelské praxi. Vyd. 1. Praha: Grada, 2014. ISBN 978-80-247-3704-1.
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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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P Kirschner, C 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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Zvírotský, Michal. Sebevýchova : teorie a praxe pedagogického ovlivňování sebe sama. Vydání 1. 2020. ISBN 978-80-271-2425-1.
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