Course: Educational and School Psychology

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Course title Educational and School Psychology
Course code KPSY/PGSZE
Organizational form of instruction Lecture + Lesson
Level of course Bachelor
Year of study 3
Semester Winter and summer
Number of ECTS credits 3
Language of instruction Czech
Status of course Compulsory
Form of instruction unspecified
Work placements unspecified
Recommended optional programme components None
Lecturer(s)
  • Stuchlíková Iva, prof. PaedDr. CSc.
Course content
1. Introduction - pedagogical and school psychology, evidence -based principals of learning, basic themes of the course 2. School teaching 3. Learning achievement´s determinants - cognition, metacognition, thought development 4. Determinants of learning achievement - emotion, self-regulation, motivation and will to learning 5. Pupil in the center of teacher´s attention 6. School class - pupils in a group 7. Teachers and pupils in education process 8. Teacher´s interaction with pupils 9. Teacher and curriculum 10. Evidence-based teaching methods 11. Teacher and his/her professional self 12. Course-based portfolio - questions, answers

Learning activities and teaching methods
Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Written action (comprehensive tests, clauses), Work activities (workshops)
Learning outcomes
Subject starts from the knowledge of the General Psychology, Personality and his/her development. The aim is obtaining picture on content and possibilities of the field in connection with cognitive, emotional, motivational and volitional determinants of successful achievement in comprehensive schools Understanding of psychological basis of learning and teaching with emphasizing of Self Regulated Learning, socialization especially in the family and school-setting in the comprehensive schools will follow. Orientation in the basic diagnostic (assessment) approaches and tools of the classmates, classrooms and parents. Intellect and now-intellect variables of the successful school-achievement will also be included.
Student should be able to orient themselves in school and educational psychology; students should be able to manage Essentials diagnostic (assessment) tools provided for the teachers of elementary/secondary/high school.
Prerequisites
not require

Assessment methods and criteria
Student performance assessment, Combined exam

written test based on obtained knowledge at the end of semester, work at the seminar (the development of a teaching tool), student´s portfolio for the oral exam (in written or electronic form)
Recommended literature
  • Hrabal, V., Pavelková, I. Jaký jsem učitel. Praha: Portál, 2010..
  • Lazarová, B. a kol. Řízení inkluze ve škole. Brno: MU, 2015..
  • Mareš, J. Pedagogická psychologie. Praha: Portál, 2013..
  • Mešková, M. Motivace žáků efektivní komunikací. Praha: Portál, 2012..
  • Mudrák, J. Nadané děti a jejich rozvoj. Praha: Portál, 2015..
  • Portešová, Š. Rozumově nadané děti s dyslexií. Praha: Portál, 2016..
  • Vosmik, M., Bělohlávková, L. Žáci s poruchou autistického spektra v běžné škole. 2010..
  • Zelinková, O. Poruchy učení. Praha, Portál 2003..


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Faculty: Faculty of Education Study plan (Version): information technology and e-learning (2) Category: Pedagogy, teacher training and social care 3 Recommended year of study:3, Recommended semester: -