SUP001 Psychology for teachers I

Faculty of Arts
Autumn 2024
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: zk (examination).
Taught in person.
Teacher(s)
PhDr. Zdenka Stránská, Ph.D. (lecturer)
PhDr. Kateřina Bartošová, Ph.D. (lecturer)
doc. PhDr. Iva Burešová, Ph.D. (lecturer)
Mgr. Veronika Ondráčková Dacerová (lecturer)
Mgr. Martin Ptáček (lecturer)
Guaranteed by
doc. PhDr. Iva Burešová, Ph.D.
Department of Psychology – Faculty of Arts
Contact Person: PhDr. Zdenka Stránská, Ph.D.
Supplier department: Department of Psychology – Faculty of Arts
Prerequisites (in Czech)
! SUK001 Psychology for teachers I
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 120 student(s).
Current registration and enrolment status: enrolled: 0/120, only registered: 0/120, only registered with preference (fields directly associated with the programme): 0/120
fields of study / plans the course is directly associated with
there are 25 fields of study the course is directly associated with, display
Course objectives
The subject Psychology for teachers is two-semestr (Psychology for teachers I and Psychology for teachers II): Course offers theoretical as well as practical knowledge, methods for effective teaching to students, extending their qualification as certified teachers on 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 and psychopathology.
Learning outcomes
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)
- analyze his/her learning style, compare different methods of learning and evaluate their effectiveness for his/her study having regard to his/her own psychological assumptions
- use knowledge about creativity to deliberate development of creative thinking pupils in teaching
- present the characteristic manifestations of gifted pupils, orientate in the typology of gifted pupils, possible forms of education of pupils with extraordinary talent and possibilities of their further development
- analyze the causes of school failure pupils and to propose educational measures for their elimination
Syllabus
  • Psychology for teachers I
  • Thematic headings:
  • 1. Place of psychology in the general system of sciences, psychological disciplines - classification and subject matter. Psychology and its place in human life, use of psychology especially in teaching practice.
  • 2. Basic methods in psychology - observation and self-observation, experiment, interview, questionnaires, anamnesis, analysis of products of activity. / Characteristics of the various periods of human development, with a focus on the developmental period corresponding to the apprenticeship under study.
  • 3. Effective Communication I. Fundamentals of effective communication in school. Pitfalls that threaten the accuracy or objectivity of teacher assessment and evaluation of students.
  • 4. Effective Communication II. Basics of assertiveness and its use in working with students, parents and colleagues. Self-awareness.
  • 5. Motivation. Theoretical anchoring and practical use in working with pupils and parents.
  • 6. Learning - concept, types of learning, factors influencing the course and results of learning, laws of learning. Learning styles. Recommendations for pupils and students on how to learn.
  • 7. Opportunities for individual pupil development and individual approach.
  • 8. School success/failure, school achievement/failure - definition of terms. Analysis of pupil underachievement - causes of underachievement, psychological aspects and pedagogical measures to eliminate pupil underachievement. Pupil's perceived academic self-efficacy.
  • 9. Intelligence, creativity, talent. Theories of intelligence, intelligence tests, communication with PPP; theories of creativity, creativity and stress; giftedness, working with gifted children.
  • 10 Most common psychological problems in adolescents (panic attacks, anxiety, school phobias, depression, eating disorders, self-harm, etc.).
  • 11. Mediation between students at school - definition of conflict, conflict resolution, basics of mediation.
  • 12. ACT in adolescents and its use from the perspective of the secondary school teacher.
  • 13. The work of the school psychologist.
Literature
    required literature
  • HOLEČEK, Václav. Psychologie v učitelské praxi. Vyd. 1. Praha: Grada Publishing, a. s., 2014. 224 s. ISBN 978-80-247-3704-1.
  • ROLLNICK, Stephen and Hana ANTONÍNOVÁ. Motivační rozhovory ve škole. Vydání první. Praha: Portál. 183 stran. ISBN 9788026212744. 2017. info
  • PRAŠKO, Ján and Hana PRAŠKOVÁ. Asertivitou proti stresu. 2., přepracované a doplně. Praha: Grada. 277 stran. ISBN 9788024716978. 2007. URL 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
    recommended 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.
  • PETTY, Geoff. Moderní vyučování. Vyd. 6. Praha: Portál, s. r. o., 2013. 568 s. ISBN 978-262-0367-4.
  • PUGNEROVÁ, Michaela. Psychologie : pro studenty pedagogických oborů. Vydání 1. Praha: Grada. 276 stran. ISBN 9788027105328. 2019. URL info
  • JEDLIČKA, Richard, Jaroslav KOŤA and Jan SLAVÍK. Pedagogická psychologie pro učitele : psychologie ve výchově a vzdělávání. Illustrated by Jana Slavíková. Vydání 1. Praha: Grada. 528 stran. ISBN 9788027105861. 2018. URL info
  • HELUS, Zdeněk. Sociální psychologie pro pedagogy. 2., přepracované a doplně. Praha: Grada. 399 stran. ISBN 9788024746746. 2015. URL info
  • MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál. 702 s. ISBN 9788026201748. 2013. info
  • HRABAL, Vladimír and Isabella PAVELKOVÁ. Jaký jsem učitel. Vyd. 1. Praha: Portál. 239 s. ISBN 9788073677558. 2010. info
  • FONTANA, David. Psychologie ve školní praxi : příručka pro učitele. Translated by Karel Balcar. Vyd. 3. Praha: Portál. 383 s. ISBN 9788073677251. 2010. info
  • DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada. 121 s. ISBN 9788024728636. 2009. URL info
  • VÁGNEROVÁ, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. V Praze: Karolinum. 430 s. ISBN 8024610744. 2005. info
  • ŘEZÁČ, Jaroslav. Sociální psychologie. 1st ed. Brno: PAIDO. 268 pp. ISBN 80-85931-48-6. 1998. 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
    not specified
  • SLAVIN, Robert E. Educational psychology : theory and practice. Tenth edition, Pearson new i. Harlow: Pearson. ii, 578. ISBN 9781292020730. 2014. info
  • BUCKLER, Scott and Paul CASTLE. Psychology for teachers. Los Angeles: Sage. xxiv, 363. ISBN 9781446211144. 2014. info
  • MINTON, Stephen James. Using psychology in the classroom. 1st pub. Los Angeles: Sage. xiii, 173. ISBN 9781446201657. 2012. info
  • Pedagogická encyklopedie. Edited by Tomáš Janík - Milada Rabušicová - Jan Průcha. Vyd. 1. Praha: Portál. 935 s. ISBN 9788073675462. 2009. info
  • ĎURIČ, Ladislav and Jozef ŠTEFANOVIČ. Psychológia pre učitel'ov. 2. vyd. Bratislava: Slovenské pedagogické nakladatel'stvo. 592 s. 1977. info
Teaching methods
lecture and seminar, discussion, self-study of recommended literature
Assessment methods
written exam (knowledge test) - successful completion 75%
Pre-requisite for the exam - successful completion of 2 continuous tests during the semester (70%).
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught: every week.
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2019, Autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023.
  • Enrolment Statistics (Autumn 2024, recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2024/SUP001