|
Lecturer(s)
|
-
Potměšilová Petra, doc. PhDr. et Mgr. Ph.D.
-
Sobková Petra, Mgr.
-
Klůzová Kráčmarová Lucie, PhDr.
|
|
Course content
|
1. Educational Psychology and its position in the system of psychological sciences 2. Cognitive processes and information processing 3. Pupil and learning 4. Pupil and teacher in educational situations 5. Classification 6. Motivation 7. Creativity 8. Emotion 9. Cooperation 10. School climate and climate in classes
|
|
Learning activities and teaching methods
|
|
Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
|
|
Learning outcomes
|
The aim of the subject is to: - Familiarize students witheducational psychology and its integration into the system of psychological sciences - show the basic aspects of the educational process from the perspective of psychology (cognitive processes, learning, personality of the student and teacher, student performance evaluation, motivation, rewards, punishments, creativity, cooperation, emotions, social climate of the school and the classroom) - lead students to think about the current state of education, school environment and psychological aspects of the educational process - lead students to the practical application of theoretical knowledge The subject innovation has been supported by the project Support of Interdisciplinary studies and Study Programmes Innovations at Palacký University in Olomouc, CZ.1.07/2.2.00/28.0091.
Students will be able to orientate in the most important theories and problems of pedagogical psychology (teacher's proffession, motivation, students' needs, classification, individual learning specialities, cognitive learning styles...) Students will be able to present and apply acquired knowledge in practice.
|
|
Prerequisites
|
unspecified
|
|
Assessment methods and criteria
|
Written exam
Active participation in class. Pass the final test successfully (70% = passing). The student is required to work with the learning objects, which have been created for the concrete subject and are available for authorized students in LMS EDIS.
|
|
Recommended literature
|
-
Atkinson, R. L., Atkinson, R. C., Smith, E. E., Bem, D. J., Nolen-Hoeksema, S., Herman, E., Petržela, M., & Brejlová, D. (2003). Psychologie. Praha: Portál.
-
Čáp, J., & Mareš, J. (2007). Psychologie pro učitele. Praha: Portál.
-
Dařílek, P., & Kusák, P. (2001). Pedagogická psychologie. Olomouc: Univerzita Palackého.
-
Heidbrink, H., & Müller, O. (1997). Psychologie morálního vývoje. Praha: Portál.
-
Child, D. (2004). Psychology and the teacher. London: Continuum.
-
Krejčířová, D., & Langmeier, J. (2006). Vývojová psychologie. Praha: Grada Publishing.
-
Miller, M. D., Linn, R. L., & Gronlund, N. E. (2013). Measurement and assessment in teaching. Boston, Mass: Pearson.
-
Plháková, A. (2004). Učebnice obecné psychologie. Praha: Academia.
-
Slavin, R. E. (2012). Educational psychology: theory and practice. Boston, Mass: Pearson.
-
Svoboda, M., Krejčířová, D., & Vágnerová, M. (2009). Psychodiagnostika dětí a dospívajících. Praha: Portál.
|