UA290 Ontogenetic and social psychology for teachers

Faculty of Informatics
Spring 2011
Extent and Intensity
2/1. 3 credit(s) (plus extra credits for completion). Recommended Type of Completion: zk (examination). Other types of completion: k (colloquium), z (credit).
Teacher(s)
doc. PhDr. Josef Prokeš, Ph.D. (lecturer)
Guaranteed by
prof. Ing. Václav Přenosil, CSc.
Department of Machine Learning and Data Processing – Faculty of Informatics
Contact Person: doc. PhDr. Josef Prokeš, Ph.D.
Timetable
Tue 9:00–11:50 B411
Prerequisites (in Czech)
! Z290 Psychology for teachers
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Main objectives can be summarized as follows: basic information in the area of developmental and social psychology for teachers; student's and teacher's personality psychology; psychological issues of small social groups; special emphasis on preventing school bullying; psychologically analyzes school education; psychological basics of didactic principles; modeling some typical school situations; possible solutions; psychological aspects of the impact of information technology on the student's personality. At the end of the course students should be able to understand the psychology of the student; interpret psychological aspects of student's behavior; create psychological profile of the student.
Syllabus
  • Ontogenetic factors and ontogenetic changes.
  • Nature and comparison of changes in puberty and adolescence.
  • Cognitive processes in teenagers. Self-cognition, self-awareness and self-realisation in teenagers.
  • Teenager's adjustment to external factors.
  • Some specific educational problems in adolescence.
  • Psychological aspects of usual approaches to children and teenagers.
  • The development of an individual's self-control mechanisms.
  • Mature and cultivated personality.
  • Methods applied in ontogenetic psychology.
  • The classroom as a social setting, the position of an individual in this setting.
  • The psychological analysis of the teaching process, psychological elements in teacher training.
  • The psychology of learning.
  • Assessment, school success and failure and their intellectual and non-intellectual causes.
  • Psychological analysis of educational processes.
  • Mental hygiene in teaching and the upbringing of teenagers.
  • Teenage class model situations.
  • Critical life situations and types of defensive behaviour.
  • Psychological aspects of media, psychological problems of drug users.
Literature
  • FONTANA, David. Psychologie ve školní praxi. Vyd. 1. Praha: Portál, 1997, 383 s. ISBN 80-7178-063-4. info
  • NEVŘALA, Jan. Sociální psychologie pro učitele. 1. vyd. Ostrava: Ostravská univerzita Ostrava, 1994, 112 s. ISBN 8070424192. info
  • PROKEŠ, Josef. Aktuální otázky psychologie pro pedagogy. První. Brno: Masarykova univerzita, 1994. info
  • ČÁP, Jan and Jiří [pedagog] MAREŠ. Psychologie pro učitele [Čáp, 2001]. Vyd. 1. Praha: Portál, 2001, 655 s. ISBN 80-7178-463-X. info
  • KOLÁŘ, Michal [psychoterapeut]. Bolest šikanování. Edited by Bohumil Stejskal. Vyd. 1. Praha: Portál, 2001, 255 s. ISBN 80-7178-513-X. info
Teaching methods
lecture, explanation and demonstration, small group discussion, report, presentation, project and its defence, simulation, dialogue method, role play, guided exploration, excursion, brainstorming, collaborating, critical thinking, classroom team work
Assessment methods
2 written tests, final project, essay, oral exam
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Teacher's information
http://www.fi.muni.cz/usr/prokes
The course is also listed under the following terms Spring 2003, Spring 2004, Spring 2005, Spring 2006, Spring 2007, Spring 2008, Spring 2009, Spring 2010, Spring 2012.
  • Enrolment Statistics (Spring 2011, recent)
  • Permalink: https://is.muni.cz/course/fi/spring2011/UA290