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Lecturer(s)
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Švanda Pavel, Mgr. Ph.D.
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Hovorová Markéta, PhDr. Ph.D.
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Pushniak Markéta, Mgr.
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Course content
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1) The learning situation as an educational continuum - key subjects and processes, the role of ontodidactics, psychodidactics and psychology for its implementation. 2) 3A methodology as a model for analyzing, reflecting and designing functional alterations of the learning situation, the relationship between the subjects of ZRHV, RHV and APS. 3) The interaction between the personality of the pupil, the teacher and the whole class in the teaching situation in terms of the structure of their personalities, motivations, needs, values and specific needs of pupils with SEN or pupils with psychological problems , or pupils with mental illness. 4) The complexity of the LEARNING process in relation to mentalization from a psychological and psychodidactic point of view in the teaching situation. 5) Evaluation and feedback in the learning situation as a growth factor in relation to communication, social interaction and a safe classroom climate. 6) Social environmental factors (family, reference groups and virtual) that influence students on their social behavior in the learning situation, including their relationship with authority and the teacher. 7) The learning situation as a work environment and source of fatigue in relation to stress regulation 8 - 13) Training in the analysis of teaching situations according to the 3A methodology from a psychological and psychodidactic context.
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Learning activities and teaching methods
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- Contact hours
- 26 hours per semester
- Graduate study programme term essay (40-50)
- 26 hours per semester
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| prerequisite |
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| Knowledge |
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| - use basic concepts to describe teaching in a psychological context, - operationalise basic concepts to describe teaching, - use basic concepts to evaluate the quality of teaching, - illustrate the content of professional terminology with appropriate examples. - Apply basic concepts to analyze and describe teaching in a psychological context, - apply basic concepts to describe teaching, - apply basic terminology for evaluating the quality of teaching, - demonstrate the content of professional terminology using appropriate examples. |
| Skills |
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| demonstrate psychological sensitivity for the description and analysis of teaching (basic arsenal of conceptual tools for analysis and its empirically appropriate application) - recognize and be able to evaluate situations key to the quality of teaching (apply the basic prerequisites to the professional concept) - design and critically evaluate improving alternatives for the evaluated learning situation |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - apply the required terminology, explain the content of concepts logically in the cognitive context of psychology and the field, - understand the connections between the creative aspect of their pedagogical activity, its programmatic curricular background in educational programmes (RVP, ŠVP) and the psychological aspects arising from them, - reflect on the content of a completed teaching task from a psychological point of view; illustrate this link with an appropriate example and explain its nature, - analyse his/her model of pedagogical work; on the basis of the results of the assessment, supplement his/her model with appropriate modifications |
| Skills |
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| Know the required terminology, explain the content of concepts logically in the cognitive context of psychology and the field - Understand the connections between the creative side of their pedagogical activities, its program curricular background in educational programs (FEP, SEP) and psychological aspects resulting from them - Consider content - Use professional terminology (concepts or criteria from the field of psychology, pedagogy and didactics) in the analysis, interpretation, interpretation, in reasoning and evaluation of teaching situations. - In the analysis of video recordings of teaching, or. to manage the documentary record to the desired extent when observing real teaching. - On the basis of the analysis of teaching, formulate generalizing judgments, which he defends, discusses and critically analyzes and assesses himself with regard to the discussion in the collegial group; uses reflective group dialogue to develop its professional cognitive and communication base. - In a reflective dialogue within the group, present, justify and defend its proposal for improving alterations and discuss its possible variants with regard to more generally applicable criteria. completed learning tasks from a psychological point of view; illustrate this connection with a suitable example and explain its essence. - Analyze your model of pedagogical work; add appropriate alternatives to your model based on the results of the assessment |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture with a video analysis |
| Seminar |
| Collaborative instruction |
| Individual study |
| Skills |
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| Seminar |
| Lecture with a video analysis |
| Practicum |
| Competences |
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| Seminar |
| Collaborative instruction |
| Individual study |
| assessment methods |
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| Knowledge |
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| Continuous assessment |
| Self-evaluation |
| Kolokvium |
| Skills |
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| Portfolio |
| Kolokvium |
| Competences |
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| Portfolio |
| Kolokvium |
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Recommended literature
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DYTRTOVÁ, R.; KRHUTOVÁ, M. Učitel :příprava na profesi. Praha, 2009. ISBN 978-80-247-2863-6.
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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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Helus, Zdeněk. Sociální psychologie pro pedagogy. 2., přepracované a doplněné vydání. 2015. ISBN 978-80-247-4674-6.
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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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Korthagen, F. A. J. Jak spojit praxi s teorií : didaktika realistického vzdělávání učitelů. 1. vyd. Brno : Paido, 2011. ISBN 978-80-7315-221-5.
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Mareš, Jiří. Pedagogická psychologie. Vyd. 1. Praha : Portál, 2013. ISBN 978-80-262-0174-8.
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Slavík, Jan; Janík, Tomáš,; Najvar, Petr,; Knecht, Petr. Transdisciplinární didaktika - o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. 1. vydání. 2017. ISBN 978-80-210-8568-8.
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