FF:SUP004 Psychology for teachers II - Course Information

SUP004 Psychology for teachers II

Extent and Intensity

1/1/0. 4 credit(s). Type of Completion: zk (examination).
In-person direct teaching

Teacher(s)

doc. PhDr. Iva Burešová, Ph.D. (lecturer)
PhDr. Kateřina Koros Bartošová, Ph.D. (lecturer)
Mgr. Veronika Ondráčková Dacerová, Ph.D. (lecturer)
Mgr. Zuzana Zimová (lecturer)
Mgr. Jakub Bednář (lecturer)

Guaranteed by

doc. PhDr. Iva Burešová, Ph.D.
Department of Psychology – Faculty of Arts
Contact Person: Mgr. Veronika Ondráčková Dacerová, Ph.D.
Supplier department: Department of Psychology – Faculty of Arts

Timetable

Wed 16:00–17:40 B2.13, except Mon 20. 4. to Fri 24. 4.

Prerequisites

SUP001 Psychology for teachers I
SUP001 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: 113/120, 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 15 fields of study the course is directly associated with, display

Abstract

The subject Psychology for teachers is two-semester (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 II student will be able to:
- apply the principles of mental hygiene at the work of teachers and pupil learning
- better understand the difficult life situations and their consequences on the psychic state and apply appropriate coping strategies with difficult life situations
- better understand the relationships between teacher and pupils and factors involved in their formation
- apply pedagogical and psychological principles of proper testing and evaluation of academic performance of pupils, or to reduce exam fever in pupil
- recognize symptoms of specific learning disorders, to describe school consequences, to apply the basic principles of reeducation care and principles of evaluation and classification of pupils with specific learning disorders
- recognize symptoms of ADHD and ADD and apply recommended practices for the teaching and education of pupils with ADHD
- familiar with the complexity of behavior and experience of problem children
- describe the basic educational resources and apply in solving some typical model educational situations
- orientate in selected types of teaching and educational styles
- diagnose at least indicative classroom climate and on the basis of established facts to design and implement appropriate intervention
- explain the educational aspects of the social (or educational) communication, social interaction and social perception in school conditions and to use them in achieving their objectives and goals

Key topics

• 1. Specific learning disorders - dyslexia, dysgraphia, dysorthographia, dyscalculia, dyspraxia, dysmusia, dyspinxia; causes, symptoms, reeducation and compensation, evaluation and classification of pupils with specific learning disorders. ADHD and ADD; procedures for teaching and educating children with ADHD.
• 2. Psychological aspects of testing, evaluation and classification pupils' learning outcomes - functions of testing and evaluation, types of examinations (oral, written, practical); examination state - exam fever/stage fright (symptoms, consequences, reduction of stage fright on the part of teacher and pupil, kinds of stage fright).
• 3. Teacher's personality psychology - approaches and methods of exploring teacher's personality, requirements for teacher's personality, teacher's personality from the perspective of pupils, some typologies of teachers' personalities, development and formation of the teachers' personality, difficulties in the development of the teachers' personality. Teacher's professional efficacy. Teacher's concept of teaching. Teaching styles.
• 4. Relationships between teachers and pupils and their formation (components represented in the relationship between teacher and pupil, teacher to pupil relationship - factors, some typical kinds of relationships of teachers to pupils; pupil to teacher relationship - factors. The concept of teaching as a "helping profession".
• 5. Psychology of education and self-education - psychological aspects of education and its various resources; requirements; rewards and punishments, encouragement; persuasion; verbal and nonverbal activities, direct and indirect; role-playing; modelling; styles of education; activity personality, self-concept a self-education.
• 6. Psychological analysis of educational problems (such as lying, cheating, disobedience, indiscipline, absenteeism, truancy, wanderlust, theft, smoking, alcoholism, abuse, sexual offenses, aggression, bullying, suicidal thoughts (attempts) etc.). Re-education.
• 7. Difficult life situations (stress, frustration, deprivation, conflicts), coping strategies. Coping with school load of pupils and students. Coping with school load of teachers, social support - its importance for the work of the teacher.
• 8. Mental health and mental disorders (psychosis, neurosis, psychopathy and mental retardation). Mental hygiene in schools.
• 9. Human and society. Socialization, social learning (forms - imitation, identification, social reinforcement learning, observation learning or substitute learning, social anticipation).
• 10. Social groups, their types and formative effect. School class as a small social group. Psychosocial climate classroom. Psychosocial climate school.
• 11. Social intercourse - structure. Social communication, specifics of pedagogical communication, psychological aspects communication of communication between teacher and student, teacher and parent. Social interaction and social perception and their educational aspects in the school conditions.

Study resources and literature

• HOLEČEK, Václav. Psychologie v učitelské praxi. Vyd. 1. Praha: Grada Publishing, a. s., 2014. 224 s. ISBN 978-80-247-3704-1.
• ČÁP, Jan and Jiří [pedagog] MAREŠ. Psychologie pro učitele [Čáp, 2001]. Vyd. 1. Praha: Portál, 2001, 655 s. ISBN 80-7178-463-X. info
• SLAVIN, Robert E. Educational psychology : theory and practice. Tenth edition, Pearson new i. Harlow: Pearson, 2014, ii, 578. ISBN 9781292020730. info
• PETTY, Geoff. Moderní vyučování. Vyd. 6. Praha: Portál, s. r. o., 2013. 568 s. ISBN 978-262-0367-4.
• VÁGNEROVÁ, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. V Praze: Karolinum, 2005, 430 s. ISBN 8024610744. info
• HELUS, Zdeněk. Sociální psychologie pro pedagogy. 2., přepracované a doplně. Praha: Grada, 2015, 399 stran. ISBN 9788024746746. URL info
• BUCKLER, Scott and Paul CASTLE. Psychology for teachers. Los Angeles: Sage, 2014, xxiv, 363. ISBN 9781446211144. info
• Pedagogická encyklopedie. Edited by Tomáš Janík - Milada Rabušicová - Jan Průcha. Vyd. 1. Praha: Portál, 2009, 935 s. ISBN 9788073675462. info
• MINTON, Stephen James. Using psychology in the classroom. 1st pub. Los Angeles: Sage, 2012, xiii, 173. ISBN 9781446201657. info
• 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.
• FONTANA, David. Psychologie ve školní praxi : příručka pro učitele. Translated by Karel Balcar. Vyd. 3. Praha: Portál, 2010, 383 s. ISBN 9788073677251. 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, 2018, 528 stran. ISBN 9788027105861. URL info
• PUGNEROVÁ, Michaela. Psychologie : pro studenty pedagogických oborů. Vydání 1. Praha: Grada, 2019, 276 stran. ISBN 9788027105328. URL info
• DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vydání 1. Praha: Grada, 2009, 121 stran. ISBN 9788024728636. URL info
• MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013. 704 s. ISBN 978-80-262-0174-8.

Approaches, practices, and methods used in teaching

lecture and seminar, discussion, homework, self-study of recommended literature

Method of verifying learning outcomes and course completion requirements

output:  written exam, exam covers the subjects of Psychology for teachers I and II

Language of instruction

Czech

Study support

https://is.muni.cz/auth/el/phil/jaro2026/SUK004/index.qwarp

Further comments (probably available only in Czech)

The course is taught annually.

• Enrolment Statistics (recent)
  
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