USPQP001 Educational and School Psychology

Faculty of Public Policies in Opava
Summer 2026
Extent and Intensity
13/13/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Lucia Drotárová, PhD. (lecturer)
Mgr. Lucia Drotárová, PhD. (seminar tutor)
doc. Mgr. Eva Zezulková, Ph.D. (assistant)
Guaranteed by
Mgr. et Mgr. Marta Kolaříková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. Denisa Janků
Timetable
Thu 19. 2. 11:25–12:10 C207, Fri 6. 3. 13:55–16:20 C205, Fri 20. 3. 12:15–14:40 C310, Fri 10. 4. 11:25–13:50 C202, Fri 17. 4. 8:05–10:30 C205
  • Timetable of Seminar Groups:
USPQP001/A: Thu 19. 2. 12:15–13:00 C207, Thu 5. 3. 11:25–13:50 C207, Thu 12. 3. 11:25–13:50 C207, Thu 16. 4. 11:25–13:50 C206, Thu 14. 5. 11:25–13:50 C206, L. Drotárová
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.
Teaching methods

The course combines lectures and activities with a strong emphasis on active student participation, application of theoretical knowledge, and development of professional competencies.

Teaching methods include:

  • Interactive lectures incorporating guided discussion and reflection on current research findings

  • Case study analysis based on school and special education practice

  • Group work focused on interpreting educational situations and designing intervention strategies

  • Simulations and role-play modelling professional situations (e.g., consultation with a teacher, working with a pupil, communication with parents)

  • Structured academic discussions addressing selected controversial topics in educational psychology

  • Reflective exercises aimed at increasing awareness of personal attitudes, attribution tendencies, and professional limitations

  • Work with scholarly literature, including international sources

  • Formative feedback on ongoing application-based assignments

  • Digitally supported learning, including the use of a professionally designed AI assistant (educational bot) for self-reflection, stress self-assessment, and formulation of coping or improvement strategies

The course emphasises critical thinking, practical application of theory, systemic understanding of educational situations, and ethically grounded professional decision-making.

Assessment methods

Students enter the course with foundational knowledge of general, developmental, social psychology and personality psychology at the bachelor level. During the course, they actively participate in seminar discussions and complete ongoing application-based assignments aimed at developing their ability to analyse educational situations and work with relevant scholarly literature.

Successful completion of the course is demonstrated through a written application-based examination in the form of a “psychological intervention consultation.” Based on a given case study, the student:

  • identifies key psychological factors within the situation,

  • proposes multiple possible explanations of the behaviour of individuals involved in the educational process,

  • selects and theoretically justifies an appropriate intervention plan,

  • reflects on the limitations, risks, and ethical aspects of the proposed solution.

The examination verifies the student’s ability to independently and flexibly apply theoretical concepts of educational psychology to concrete situations in school and special education practice.


Language of instruction
Czech
Further Comments
Study Materials
The course can also be completed outside the examination period.
The course is also listed under the following terms Accreditation winter, Winter 2023, Winter 2024.
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