USPQP001 Educational and School Psychology

Faculty of Public Policies in Opava
Winter 2024
Extent and Intensity
13/13/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Mgr. Leona Hozová, MBA, Ph.D. (lecturer)
PhDr. Mgr. Leona Hozová, MBA, Ph.D. (seminar tutor)
Guaranteed by
Mgr. et Mgr. Marta Kolaříková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. et Mgr. Andrea Silberová
Timetable
each even Monday 8:05–9:40 C201
  • Timetable of Seminar Groups:
USPQP001/A: each even Monday 9:45–11:20 C201, L. Hozová
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(N) && FORMA(P) && ROCNIK(1)
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The aim of the subject is to apply the current knowledge of psychology specifically to the practice of the school environment and to develop professional readiness for the future teaching profession with new knowledge. During the course, the student will understand how contemporary pedagogical psychology describes the mechanisms of learning, its regularities, types, course and conditions under which it takes place, while the emphasis is placed on the possibility of improving the quality of these educational processes by understanding the context. At the same time, within school psychology, a large part of the attention will be paid to the school environment, including the emotional and behavioral problems of pupils that interfere with the school educational process. An inseparable part of the subject will be the role of the class teacher, the school and classroom climate, which are an inherent condition for school success and quality of education.
Learning outcomes
Expertise:
- the student demonstrates knowledge of the theory, subject and methodology of pedagogical psychology
- the student can clarify the personality of the teacher, the pupil and their mutual relationships in the process of education and teaching according to the current typology
- the student recognizes the student's motivations, creativity and emotions
- the student orients himself in the psychological aspects of school assessment as well as in the disorders of the pupil's adaptation to the school environment
Professional skills:
- the student can apply some methods and techniques of pedagogical and school psychology in practice
- the student orients himself in the relevant professional literature, including foreign sources
- the student can search for, interpret and apply the acquired information in practice
General qualifications:
- the student is able to observe and recognize the functioning mechanisms of relationships and interactions between teacher and pupil
- the student can explain the practical effects of the teacher's and the student's personality on the dynamics of the educational process
- the student can apply selected methods and techniques of pedagogical psychology
- the student is able to explain the causes of the pupil's aggressive behavior in the school environment
Syllabus
  • 1. Subject of pedagogical psychology, definition of the field, place among other psychological disciplines and relationship to other scientific fields. Main problems, current tasks and importance of educational psychology
  • 2. Methods of pedagogical psychology. Psychological methods for assessing and evaluating the student's personality
  • 3. Learning process - essence, different approaches to its concept, determining factors. General laws of the learning process, factors affecting learning. Students' learning styles
  • 4. Typology of pupil and teacher. Student's self-concept and self-image, possibilities for developing adequate self-confidence
  • 5. Teacher-pupil interaction in the educational process. The style of the teacher. Professional self-reflection of a teacher
  • 6. Student and motivation. Factors affecting motivation to learn
  • 7. Pupil and creativity. Prerequisites for the development of creativity
  • 8. Emotions in education. The influence of emotions on the course and results of learning. Negative emotions in education
  • 9. Influence of temperament (student and teacher) on the teaching process
  • 10. Psychological aspects of school assessment
  • 11. The question of school success. Disorders of the pupil's adaptation to the school environment. School load from the point of view of the pupil and the teacher
  • 12. Social climate of school and classroom (definition, terminology, current approaches, methods of measurement, influence). Class teacher
Literature
    required literature
  • JEDLIČKA, R., KOŤA, J., SLAVÍK, J. Pedagogická psychologie pro učitele: psychologie ve výchově a vzdělávání. Praha: Grada, 2018. ISBN 978-80-271-0586-1.
  • MAREŠ, J. Pedagogická psychologie. Praha: Portál, 2013. ISBN 978-80-262-0174-8.
  • MIKOVÁ, Š., STANG, J. Typologie osobnosti u dětí: využití ve výchově a vzdělávání. Praha: Portál, 2015. ISBN 978-80-262-0874-7.
  • VACEK, P. Pedagogická psychologie. Hradec Králové: Gaudeamus, 2017. ISBN 978-80-7435-684-1.
  • VÁGNEROVÁ, M. Vývoj pozornosti a exekutivních funkcí. Praha: Raabe, 2020. ISBN 978-80-7496-441-1.
    recommended literature
  • EICHHORN, C. Učitel a práce se třídou. Praha: Raabe, 2019. ISBN 978-80-7496-439-8.
  • HOLEČEK, V. Psychologie v učitelské praxi. Praha: Grada, 2014. ISBN 978-80-247-3704-1.
  • PACHER, P. Pedagogická psychologie. Praha: University of Applied Management, 2017. ISBN 978-80-88186-13-7.
  • URBANOVSKÁ, E., ŠKOBRTAL, P. Sociální a pedagogická psychologie pro speciální pedagogy. Olomouc: Univerzita Palackého, 2012. ISBN 978-80-244-3065-2.
  • VASSALLO, S. Critical educational psychology. Baltimore, Maryland: Johns Hopkins University Press, 2017. ISBN 978-1-4214-2263-3.
    not specified
  • FONTANA, D. Psychologie ve školní praxi: příručka pro učitele. Praha: Portál, 2014. ISBN 978-80-262-0741-2.
  • HELLER, D. Sociální a pedagogická psychologie. Praha: Univerzita Karlova, 2014. ISBN 978-80-7290-680-2.
  • PÁVKOVÁ, J. Psychologie pro pedagogy: sociální a pedagogická psychologie. Praha: Univerzita Karlova, 2014. ISBN 978-80-7290-676-5.
  • SVOBODA, J., JOCHMANNOVÁ, L. Krizové situace výchovy a výuky. Praha: Stanislav Juhaňák - Triton, 2015. ISBN 978-80-7387-935-8.
  • VÁGNEROVÁ, M. Poradenská psychologie pro pedagogy se zaměřením na problémy v chování: problémy v chování mohou mít různé příčiny i různá řešení. Liberec: Technická univerzita, 2011. ISBN 978-80-7372-763-5.
  • URBANOVSKÁ, E. Pedagogická a školní psychologie. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
The student enters the subject with basic knowledge of general, developmental and social psychology and personality psychology at the bachelor's level. He is active in the course of teaching, able to connect the knowledge gained during practice in discussions in seminars. Successful mastery of the subject will be demonstrated by the defense of the project, which will include a theoretical discussion on a selected topic of pedagogical and school psychology (including information from a selected foreign source), an analysis of case studies and a proposed solution based on current knowledge. End with an oral exam.
Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
The course is also listed under the following terms Accreditation winter, Winter 2023.
  • Enrolment Statistics (recent)
  • Permalink: https://is.slu.cz/course/fvp/winter2024/USPQP001