SZ6646 Educational and Psychology Diagnostics in Teaching Practice

Pedagogická fakulta
podzim 2018
Rozsah
1/1/0. 3 kr. Ukončení: k.
Vyučující
Mgr. et Mgr. Jan Mareš, Ph.D. (přednášející)
doc. Mgr. Jana Kratochvílová, Ph.D. (přednášející)
Mgr. Tomáš Kohoutek, Ph.D. (přednášející)
prof. PhDr. Michaela Bucková, Ph.D. (přednášející)
PhDr. Táňa Fikarová, Ph.D. (přednášející)
Mgr. Jana Obrovská, Ph.D. (přednášející)
Mgr. Radek Pospíšil, Ph.D. (přednášející)
Mgr. Tereza Škubalová, Ph.D. (přednášející)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (přednášející)
Garance
Mgr. et Mgr. Jan Mareš, Ph.D.
Katedra psychologie – Pedagogická fakulta
Dodavatelské pracoviště: Katedra psychologie – Pedagogická fakulta
Rozvrh
St 13:00–13:50 učebna 33
Předpoklady
!NOWANY( SZ6046 Pedagogicko-psychologická diagnostika v práci učitele )
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Mateřské obory/plány
Cíle předmětu
The aim of the course is to enable future teachers to experience chosen methods of pedagogical-psychological diagnostics applied on themselves and in specific school applications. The goal is to be able to work with information that is available in the course of instruction and at school and also be capable of gaining additional data that is relevant to an understanding of individual learning specifics of a particular pupil, screening for common issues and work with the class as a group. This is a follow-up course, preceded by more narrowly designed course in undergraduate studies. Students learn to work with data available at school in a reliable a valid way to make decisions and changes in teaching and maintainance or development of successful teaching (evidence bassed instruction). They learn to identify indicators of potential issues, use available data and gain necessary data by learning to choose appropriate tool, to evaluate data and interpret it, to propose measures and to evaluate them. Based on the data they learn to decide on differentiation and individualization in teaching, expert support, evaluation of the effectiveness of their practice. They learn to communicate results to colleagues, pupils, parents and experts. Learning outcomes: On completion of this course, the student will be able to: • explain basic approaches of diagnosing school-aged children in the class (or group of children) and at school. • interpret results of psychological and special pedagogical examinations and evaluace subsequent intervention in the school. • formulate an objective of comprehensive diagnostic procedure, select appropriate diagnostic tools and information resources. • construct a didactic test or more extensive questionnaire. • analyze the data using basic techniques, interpret results, present it orally and in writing in an understandable way to colleagues, pupils and parents and suggest implementation and action at an individual level.
Osnova
  • Lecture No. 1, seminar No. 1 (taught by a psychologist) • Basic concepts of diagnostics (diagnostics, diagnosis, semi-formal diagnosis at school). The use of diagnostics in different working contexts of an assistant teacher and its objectives. Ethics in the diagnostic process, ethics of work with results. Standards for the use of diagnostic methods. Counseling system in education. • Diagnostic procedure. Diagnostic assessment, diagnostic hypothesis, diagnostic measures. Strategies and practices of educational diagnostics. Working with results (individual specificity). Seminar: • group work with results of psychological and special pedagogical examination. Working with ethical standards and types of information provided to colleagues, parents and school management . • diagnostic judgement: hypothesis, planning diagnostic activities (objective, place, time, people, methods and techniques). Lecture No. 2, seminar No. 2 (taught by a pedagogue) • Diagnostic methods (their list, use in educational practice, characteristics, requirements on a quality of methods). Semi-formal tools used in school practice. Observation (observation sheets), interview, case history, analysis of activity results, projective techniques, knowledge tests, questionnaires, achievement tests and other methods. Publishers of diagnostic methods in the Czech Republic. Use of standardized methods at school. Seminar: work with the manual of selected diagnostic method or preparation of a simple observation sheet or a questionnaire according to the given objective. Lecture No. 3, seminar No. 3 (taught by a psychologist) • Diagnostics of pupils' learning process: learning competences, pupil's learning techniques, diagnostics of pupils' understanding of instruction, achievement motivation, learning motivation, causal attributions, preconditions for school performance, pupils' self-concept in learning / subjects (check-lists), fear of school and achievement, cognitive style, learning style, learning strategies, attention, intelligence, giftedness. • Learning diaries, orientation tasks, questionnaires and check-lists for feedback from pupils (quality of teaching, quality of pupils' presentation), thinking aloud. Individual school educational counseling, individualization of instruction (focusing on competencies, skills, knowledge and attitudes). Seminar: seminar - questionnaires of learning styles, questionnaires of study motivation. Lecture No. 4, seminar No. 4 (taught by a pedagogue) • Diagnostics of current pupils' school achievement: Diagnostics of preconceptions and previous accomplishments in teaching (concept cartoons, mind maps). Oral testing, written work, observation sheets, portfolio as a diagnostic tool. Didactic tests (standards, standardization). School achievement tests (results and classification). Presenting the results of the school in comparative national / international studies, their interpretation, plans for intervention. Informal measuring of competencies. Reports, classification, certificates. Seminar: Preparation of a simple didactic test or questions for an oral examination and an evaluation criteria Lecture No. 5, seminar No. 5 (taught by a psychologist) • Diagnosis of pupils' behavior: observation, diagnosis of interaction, IPA, FIAC, BAVIS etc. and their use for teaching and pupil self-assessment. • Social relations (psychosocial climate). • The role of a teacher as a contact person in case of behavior problems, cooperation with specialists (psychologist, psychotherapist, social worker, etc.) and work with the recommendations of specialists. Supporting pupils in the class. • Seminar: Psychosocial climate of a class as a diagnostic problem. Work with various types of tools Lecture No. 6., seminar No. 6 (taught by a pedagogue) • Plans for pupils' support: their creation, content approval, verification. • Reporting results: to pupils, colleagues, parents, the public (through websites). Cooperation with families: communicating pupils' results to their family (preparation of clear and constructive information), interviews with pupils about their learning and outcomes, progress (formulation of personal goals for structured agreement on learning). • Self-diagnostics in teacher's work. Self-concept as a teacher. Development of diagnostic competence of teachers and its reflection. Seminar: preparation of an individual plan based on case studies.
Literatura
    povinná literatura
  • Standards for educational and psychological testing. Washington: American Educational Research Association, 2014, ix, 230. ISBN 9780935302356. info
  • KUBISZYN, Tom. Educational testing and measurement : classroom application and practice. Edited by Gary D. Borich. 9th ed. Hoboken, NJ: Wiley, 2010, xv, 495. ISBN 9780470522813. info
    doporučená literatura
  • The SAGE international handbook of educational evaluation. Edited by Katherine E. Ryan - J. Bradley Cousins. Los Angeles: SAGE, 2009, xx, 587. ISBN 9781412940689. info
  • SCHEERENS, J., Cees A. W. GLAS a Sally THOMAS. Educational evaluation, assessment, and monitoring : a systemic approach. London: Taylor & Francis, 2003, xv, 438. ISBN 9789026519598. info
Výukové metody
lecture, seminar
Metody hodnocení
Criteria for granting credit: active participation in lessons (5 points), preparation for instruction particularly reading (5 points) 2 exercises (10 points each), knowledge test (5 points).
Vyučovací jazyk
Angličtina
Další komentáře
Studijní materiály
Nachází se v prerekvizitách jiných předmětů
Předmět je zařazen také v obdobích podzim 2017, podzim 2019, podzim 2020, podzim 2021, podzim 2022, podzim 2023, podzim 2024.