SZ6601 The Introduction into Education and Psychology Exercise

Faculty of Education
Autumn 2018
Extent and Intensity
0/1/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. Mgr. Kateřina Lojdová, Ph.D. (lecturer)
Mgr. Tereza Škubalová, Ph.D. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (assistant)
Mgr. Radek Pospíšil, Ph.D. (assistant)
Guaranteed by
doc. Mgr. Kateřina Lojdová, Ph.D.
Department of Education - Faculty of Education
Supplier department: Department of Education - Faculty of Education
Timetable
each odd Monday 15:00–15:50 učebna 34
Prerequisites (in Czech)
! NOWANY ( SZ6001 The Introduction into Education and Psychology Exercise )
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 15 student(s).
Current registration and enrolment status: enrolled: 2/15, only registered: 0/15, only registered with preference (fields directly associated with the programme): 0/15
fields of study / plans the course is directly associated with
Course objectives
The course is supposed to provide students with orientation in entering the practical issue of teaching and assistant professions. As a follow-up of Introduction to education and psychology course, the goal is to broaden some of the topics, which are relevant for teachers and teacher assistants. The course encourages complex understanding to problems from the point of view of education and psychology, supported by completing specific tasks. Directed discussion based on set reading (homework) will be carried out in seminars. Some diagnostic tools will be used in homework, students will try them out on themselves. Results of those methods may be used by students in their portfolios.
Learning outcomes:
• Student learns about self-reflexion, reflexion of his/her activity in educational process, needs of the pupils and educational process.
• Student understands the term of self-reflexion and the meaning of self-reflexion in teaching profession and assistant of teacher profession.
• Student can search for educational and psychological publications and understands them.
• Student can write a short professional text, can cite according to the APA citation norm.
• Student can define education and psychology and can think critically about application of educational and psychological findings in teaching profession or teacher assistant profession.
Learning outcomes
Learning outcomes:
• Student learns about self-reflexion, reflexion of his/her activity in educational process, needs of the pupils and educational process.
• Student understands the term of self-reflexion and the meaning of self-reflexion in teaching profession and assistant of teacher profession.
• Student can search for educational and psychological publications and understands them.
• Student can write a short professional text, can cite according to the APA citation norm.
• Student can define education and psychology and can think critically about application of educational and psychological findings in teaching profession or teacher assistant profession.
Syllabus
  • The main topics:
  • 1.-2. Introduction, expectations and needs of the students, motivational video, discussion on the video.
  • 3.-4. The processes of upbringing and education: characteristics, meanings, personal experience. Temperament and education – formulation of recommendations for teachers based on temperament test results and on personal experience.
  • 5.-6. Usability of findings of education and psychology in teaching and assistant professions – examples. Current topics of teaching professions (e.g. the standard of a teacher or who is a good teacher?).
  • 7.-8. The teacher – his profession, identity and development. Confrontation with research message. Self-reflexion of a teacher (a student teacher) – reflexion of educational process and own role in it.
  • 9.-10. Creation of professional portfolio of a teacher student (a teacher assistant, a teacher).
  • 11.-12. Education as a science – interactive work with research text. Psychology as a science – comparison of popular text and professional text. Professional text attributes.
Literature
    required literature
  • ATKINSON, Rita L. Hilgard's introduction to psychology. Edited by Carolyn D. Smith. 13th ed. Fort Worth: Harcourt College, 2000. xxiii, 768. ISBN 015508044X. info
    recommended literature
  • Kalat, J. W. (2014). Introduction to psychology. Belmont, CA: Wadsworth Cengage Learning.
  • The Sage handbook of research teacher education. Edited by D. Jean Clandinin - Jukka Husu. Los Angeles: Sage Reference, 2017. xi, 628-12. ISBN 9781473925090. info
  • International handbook of teacher education. Edited by John Loughran - Mary Lynn Hamilton. Singapore: Springer, 2016. viii, 542. ISBN 9789811003677. info
  • The Sage handbook of curriculum, pedagogy and assessment. Edited by Dominic Wyse - Louise Hayward - Jessica Zacher Pandya. Los Angeles: Sage Reference, 2016. xxx, 522. ISBN 9781446297025. info
  • The Oxford handbook of undergraduate psychology education. Edited by Dana Dunn. New York: Oxford University Press, 2015. xxiv, 927. ISBN 9780199933815. info
  • BLACK-HAWKINS, Kristine, Lani FLORIAN and Martyn ROUSE. Achievement and inclusion in schools. First published. London: Routledge, 2007. vii, 161. ISBN 9780415391986. info
Teaching methods
class discussion, groupwork, homework
Assessment methods
Fulfilling requirements:
min. 70% active attendance in the seminars;
written preparation for seminars;
submission of semester papers (topics: 1. How do I imagine a good teacher; 2. Critical assessment of a professional and a popular text).
Language of instruction
English
Further Comments
Study Materials
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2016, Autumn 2017, Autumn 2019, autumn 2020, Autumn 2021.
  • Enrolment Statistics (Autumn 2018, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2018/SZ6601