SZ6001 The Introduction into Education and Psychology Exercise

Faculty of Education
autumn 2020
Extent and Intensity
0/1/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
PhDr. Kateřina Bartošová, Ph.D. (seminar tutor)
Mgr. Jarmila Bradová, Ph.D. (seminar tutor)
doc. PaedDr. Hana Horká, CSc. (seminar tutor)
Mgr. Viola Hubačová Pirová (seminar tutor)
Mgr. Tomáš Kohoutek, Ph.D. (seminar tutor)
Mgr. Jan Krása, Ph.D. (seminar tutor)
doc. Mgr. Jana Kratochvílová, Ph.D. (seminar tutor)
Mgr. Monika Kupcová (seminar tutor)
Mgr. Jana Létalová (seminar tutor)
doc. Mgr. Kateřina Lojdová, Ph.D. (seminar tutor)
PhDr. Josef Lukas, Ph.D. (seminar tutor)
Mgr. Veronika Mavrogiannopoulou Lapšanská (seminar tutor)
Mgr. Radek Pospíšil, Ph.D. (seminar tutor)
Mgr. Gabriela Šimková (seminar tutor)
Mgr. Lucie Škarková, Ph.D. (seminar tutor)
Mgr. Tereza Škubalová, Ph.D. (seminar tutor)
doc. RNDr. Eva Trnová, PhD. (seminar tutor)
Guaranteed by
doc. Mgr. Kateřina Lojdová, Ph.D.
Department of Education - Faculty of Education
Supplier department: Department of Education - Faculty of Education
Timetable of Seminar Groups
SZ6001/01: each odd Monday 10:00–11:50 učebna 24, J. Lukas, L. Škarková
SZ6001/02: each odd Monday 13:00–14:50 učebna 24, J. Lukas, L. Škarková
SZ6001/03: each odd Tuesday 15:00–16:50 učebna 42, J. Krása, J. Létalová
SZ6001/04: each odd Monday 11:00–12:50 učebna 42, J. Krása, J. Létalová
SZ6001/05: each odd Monday 14:00–15:50 učebna 36, J. Krása, V. Mavrogiannopoulou Lapšanská
SZ6001/06: each odd Monday 11:00–12:50 učebna 38, R. Pospíšil, T. Škubalová
SZ6001/07: each odd Monday 14:00–15:50 učebna 41, R. Pospíšil, T. Škubalová
SZ6001/08: each odd Wednesday 17:00–18:50 učebna 39, V. Hubačová Pirová, R. Pospíšil
SZ6001/09: each odd Tuesday 13:00–14:50 učebna 42, J. Krása, E. Trnová
SZ6001/10: each odd Wednesday 15:00–16:50 učebna 41, H. Horká, T. Kohoutek
SZ6001/11: each odd Wednesday 15:00–16:50 učebna 24, J. Bradová, V. Hubačová Pirová
SZ6001/12: each odd Wednesday 10:00–11:50 učebna 39, J. Bradová, T. Kohoutek
SZ6001/13: each odd Wednesday 12:00–13:50 učebna 22, T. Kohoutek, G. Šimková
SZ6001/14: each even Monday 10:00–11:50 učebna 24, J. Lukas, L. Škarková
SZ6001/15: each even Monday 13:00–14:50 učebna 24, J. Lukas, L. Škarková
SZ6001/16: each even Tuesday 15:00–16:50 učebna 42, J. Krása, J. Létalová
SZ6001/17: each even Monday 11:00–12:50 učebna 42, J. Krása, J. Létalová
SZ6001/18: each even Monday 14:00–15:50 učebna 36, J. Krása, V. Mavrogiannopoulou Lapšanská
SZ6001/19: each even Monday 11:00–12:50 učebna 38, R. Pospíšil, T. Škubalová
SZ6001/20: each even Monday 14:00–15:50 učebna 41, R. Pospíšil, T. Škubalová
SZ6001/21: each even Wednesday 17:00–18:50 učebna 39, V. Hubačová Pirová, R. Pospíšil
SZ6001/22: each even Tuesday 13:00–14:50 učebna 42, J. Krása, E. Trnová
SZ6001/23: each even Wednesday 15:00–16:50 učebna 41, H. Horká, T. Kohoutek
SZ6001/24: each even Wednesday 15:00–16:50 učebna 24, J. Bradová, V. Hubačová Pirová
SZ6001/25: each even Wednesday 10:00–11:50 učebna 39, J. Bradová, T. Kohoutek
SZ6001/26: each even Wednesday 12:00–13:50 učebna 22, T. Kohoutek, G. Šimková
Prerequisites (in Czech)
! NOWANY ( SZ6601 Introduction to Education and Psychology (Seminar) )
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
there are 61 fields of study the course is directly associated with, display
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
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
  • Main topics (outline):
  • 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
  • PRŮCHA, Jan. Moderní pedagogika. 4., aktualiz. a dopl. vyd. Praha: Portál, 2009. 481 s. ISBN 9788073675035. info
  • VALIŠOVÁ, Alena and Hana KASÍKOVÁ. Pedagogika pro učitele. 2007. ISBN 978-80-247-1734-0. info
  • PLHÁKOVÁ, Alena. Učebnice obecné psychologie. Vyd. 1. Praha: Academia, 2004. 472 s. ISBN 9788020014993. info
  • VÁGNEROVÁ, Marie. Základy psychologie. Vyd. 1. Praha: Karolinum, 2004. 356 s. ISBN 9788024608419. info
    recommended literature
  • Úvod do pedagogiky
  • ZIMBARDO, Philip G. Moc a zlo : sociálně psychologický pohled na svět. Edited by Jiří Fiala - Martina Klicperová-Baker. Praha: Moraviapress, 2005. 199 s. ISBN 8086181804. info
  • 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
  • PRŮCHA, Jan. Přehled pedagogiky : úvod do studia oboru. Vyd. 1. Praha: Portál, 2000. 269 s. ISBN 8071783994. info
  • JŮVA, Vladimír and Vladimír JŮVA. Úvod do pedagogiky. 3. dopl. vyd. Brno: Paido, 1997. 108 s. ISBN 80-85931-39-7. info
Teaching methods
class discussion, groupwork, homework
Assessment methods
Fulfilling requirements:
min. 70% active attendance in the seminars;
presentation of chosen topic;
submission of semester paper (topics: 1. How do I imagine a good teacher; 2. Critical assessment of a professional and a popular text).
Language of instruction
Czech
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 2018, Autumn 2019.
  • Enrolment Statistics (recent)
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