FF:UZB001 Psychology for teachers I - Course Information

UZB001 Psychology for teachers I

Extent and Intensity

1/1/0. 3 credit(s). Type of Completion: z (credit).

Teacher(s)

PhDr. Zdenka Stránská, Ph.D. (lecturer)
PhDr. Zdeněk Stránský (lecturer)

Guaranteed by

doc. Mgr. Petr Novotný, Ph.D.
Department of Educational Sciences – Faculty of Arts
Contact Person: Ivana Klusáková
Supplier department: Department of Psychology – Faculty of Arts

Timetable

Mon 7:30–10:45 C33

• Timetable of Seminar Groups:

UZB001/01: Mon 7:30–9:05 C33, Z. Stránská, Z. Stránský
UZB001/02: Mon 9:10–10:45 C33, Z. Stránská, Z. Stránský

Prerequisites (in Czech)

! DPS001 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.
The capacity limit for the course is 260 student(s).
Current registration and enrolment status: enrolled: 0/260, only registered: 0/260, only registered with preference (fields directly associated with the programme): 0/260

fields of study / plans the course is directly associated with

there are 23 fields of study the course is directly associated with, display

Course objectives

Psychology for teachers: Course offers theoretical as well as practical knowledge, methods for effective teaching to students, extending their qualification as certified teachers on primary and secondary schools. Tips to solve various educational problems will be presented. The course aims to expand understanding of pupils and also to oneself, to improve communication skills a to support chances of healthy co-operation of pupils as well as their teachers. Among the most important psychological disciplines that directly help teachers to solve the complex educational situations include: general psychology, personality psychology, developmental psychology, educational psychology, social psychology, mental hygiene, psychopathology.
Upon succesful completion of the course Psychology for teachers I student will be able to:
- define the basic concepts of psychology
- clarify the basic characteristics and functions of psychic phenomena
- describe and explain the basic types of psychic phenomena (psychic processes, states and properties)
- use knowledge of psychological methods to improve knowledge of itself and of others (especially pupils and students)
- explain why and how people differ in their behaviors
- give some examples of factors that influence feelings, behavior and human activity
- compare the personality of the individual developmental stages of life (focusing on the younger school age, pubescence, adolescence and adulthood)
- compare different methods of learning and evaluate their effectiveness for his study having regard to his own psychological assumptions
- use knowledge about creativity to deliberate development of creative thinking pupils in teaching
- analyze the causes of school failure pupils and to propose educational measures for their elimination

Syllabus

• 1. Psychology among sciences, psychology as a human science, psychological science disciplines - classification, object. Psychology and its place in human life, psychology in education. Psychological preparation of teachers.
• 2. Psychological methods for assessing and evaluating student's personality - observation, experiment, interview, inventory, anamnesis, results of activity analysis, psychological test, sociometry. Learning about student teacher. Pitfalls threatening accuracy and objectivity of assessment and evaluation of student teacher.
• 3. Basic concepts of psychology – mind, consciousness, unconsciousness, experience, behavior, psychic processes, psychic states, psychic properties, personality etc. Basic characteristics and functions of psychic phenomena. Classification and characteristics of psychic phenomena and the possibility of their formation and development of teacher.
• 4. Personality - concept and structure.
• 5. The concept and nature of psychological development; phylogenesis and psychic ontogenesis; regularities of mental development; determinants of mental development (biological, determinants of external environment, education, self-education).
• 6. Characteristics of the developmental stages - prenatal stage, neonatal stage, infant stage, toddler stage, preschool age, younger school age, pubescence, adolescence, adult age (younger adult, middle adult, older adult), old age.
• 7. Learning - definition, function of learning, phases of the learning process, learning curve, classification of types of learning - conditioning, operant learning, instrumental learning, sensorimotor learning, verbal learning, conceptual learning, problem-solving. Learning factors (learner, situation in which learning takes place, learning material, teacher). Learning methods (partial learning method, overall learning method, combined learning method; PQRST, suggestopedy etc.). Recommendations for pupils and students how to learn. Prerequisites of successful study. Study failures and their solutions. Learning styles - definition, typology, diagnostics and influence learning style. Self-regulated learning. Laws of learning: motivation, feedback, repeating, transfer.
• 8. Creativity and its development in teaching. Creativity - definition, factors creativity, development of creativity, stages of the creative process, levels of creativity, factors and conditions of intentional development of creative thinking pupils, creative pupil status in the class team. Gifted children - learning and developing their personalities.
• 9. School failure - in the narrower and wider sense, causes of failure (pupil personality, teacher personality, school, pupil family), psychological characteristics of unsuccessful pupils - typical and atypical unsuccessful pupil, psychological aspects of the elimination of school failure.

Literature

• BENDL, Stanislav, KUCHARSKÁ, Anna (ed.) a kol. Kapitoly ze školní pedagogiky a školní psychologie - skripta pro studenty vykonávající pedagogickou praxi. Praha: Univerzita Karlova v Praze - Pedagogická fakulta, 2008. 237 s. ISBN 978-80-7290-366-5.
• MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013. 704 s. ISBN 978-80-262-0174-8.
• Pedagogická encyklopedie. Edited by Tomáš Janík - Milada Rabušicová - Jan Průcha. Vyd. 1. Praha: Portál. 935 s. ISBN 9788073675462. 2009. info
• VÁGNEROVÁ, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. V Praze: Karolinum. 430 s. ISBN 8024610744. 2005. info
• ČÁP, Jan and Jiří [pedagog] MAREŠ. Psychologie pro učitele [Čáp, 2001]. Vyd. 1. Praha: Portál. 655 s. ISBN 80-7178-463-X. 2001. info
• ŘEZÁČ, Jaroslav. Sociální psychologie. 1st ed. Brno: PAIDO. 268 pp. ISBN 80-85931-48-6. 1998. info
• FONTANA, David. Psychologie ve školní praxi. Vyd. 1. Praha: Portál. 383 s. ISBN 80-7178-063-4. 1997. info
• Psychologie výchovy a vyučování. Edited by Jan Čáp. 1. vyd. Praha: Univerzita Karlova - Vydavatelství Karolinum. 413 s. ISBN 80-7066-534-3. 1993. info
• DRLÍKOVÁ, Eva. Učitelská psychológia. 1. vyd. Bratislava: Slovenské pedagogické nakladatel'stvo. 374 s. ISBN 8008004339. 1992. info
• ĎURIČ, Ladislav and Jozef ŠTEFANOVIČ. Psychológia pre učitel'ov. 2. vyd. Bratislava: Slovenské pedagogické nakladatel'stvo. 592 s. 1977. info

Teaching methods

lecture (one hour a week) and seminar (one hour a week)

Assessment methods

credit (written test - usually 24 questions rated 24 points, for succesfully managing to be achieved at least 17 points - 70 %)
assumption of credit: active participation in the seminars - at least 80%

Language of instruction

Czech

Follow-Up Courses

• UZB004 Psychology for teachers II

Further comments (probably available only in Czech)

Study Materials
The course is taught annually.
Information on course enrolment limitations: 1. skup.: počet zapsatelných studentů:130, 2. skup.: počet zapsatelných studentů: 130

Listed among pre-requisites of other courses

• UZB004 Psychology for teachers II
  UZB001  

• Enrolment Statistics (Autumn 2014, recent)
  
• Permalink: https://is.muni.cz/course/phil/autumn2014/UZB001