FF:DPS004 Psychology for teachers - Course Information

DPS004 Psychology for teachers

Extent and Intensity

0/0. 5 credit(s). Type of Completion: zk (examination).

Teacher(s)

PhDr. Zdenka Stránská, Ph.D. (lecturer)
PhDr. Zdeněk Stránský (lecturer)

Guaranteed by

doc. Mgr. Petr Novotný, Ph.D.
Department of Educational Sciences – Faculty of Arts
Contact Person: Ivana Klusáková
Supplier department: Department of Psychology – Faculty of Arts

Timetable

Fri 2. 3. 8:20–11:35 N51, Fri 16. 3. 8:20–11:35 N51, Fri 13. 4. 8:20–11:35 N51, Fri 11. 5. 8:20–11:35 N51

Prerequisites

DPS001 Psychology for teachers
DPS001 Psychology for teachers

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

• Complementory Pedagogical Studies (programme FF, C-CV) (2)

Course objectives

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 primary and 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, 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 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
- 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
- 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 of school conditions and to use them in achieving their objectives and goals

Syllabus

• 1. Specific learning disorders - dyslexia, dysgraphia, dysorthographia, dyscalculia, dyspraxia, dysmusia; ADHD, ADD; causes, symptoms, reeducation and compensation, evaluation and classification of pupils with learning disorders.
• 2. Psychological aspects of testing, evaluation and classification of school pupils' performance - functions of evaluation and testing, types of examinations (oral, written, practical; examination state - exam fever (symptoms, consequences, reduction of the teacher and pupil, kinds of stage fright).
• 3. Teacher personality - approaches and methods of exploring teacher personality, requirements for teacher's personality, teacher's personality from the perspective of pupils, typology of teacher personality, development and formation of teacher personality, difficulties in the development of teacher personality.
• 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.
• 5. Psychology of education and self-education - psychological aspects of education and its various resources; requirements; rewards and punishments; 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.
• 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. Climate classroom.
• 11. Social intercourse - characterization and structure. Social communication (verbal and nonverbal), specific pedagogical communication, social interaction and social perception and their educational conditions in the school prospectus.

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.
• HOLEČEK, Václav. Psychologie v učitelské praxi. Vyd. 1. Praha: Grada Publishing, a. s., 2014. 224 s. ISBN 978-80-247-3704-1.
• PETTY, Geoff. Moderní vyučování. Vyd. 6. Praha: Portál, s. r. o., 2013. 568 s. ISBN 978-262-0367-4.
• MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013. 704 s. ISBN 978-80-262-0174-8.
• HELUS, Zdeněk. Sociální psychologie pro pedagogy. 2., přepracované a doplně. Praha: Grada. 399 stran. ISBN 9788024746746. 2015. URL info
• 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
• FONTANA, David. Psychologie ve školní praxi : příručka pro učitele. Translated by Karel Balcar. Vyd. 3. Praha: Portál. 383 s. ISBN 9788073677251. 2010. info
• Pedagogická encyklopedie. Edited by Tomáš Janík - Milada Rabušicová - Jan Průcha. Vyd. 1. Praha: Portál. 935 s. ISBN 9788073675462. 2009. 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
• ČÁP, Jan and Jiří [pedagog] MAREŠ. Psychologie pro učitele [Čáp, 2001]. Vyd. 1. Praha: Portál. 655 s. ISBN 80-7178-463-X. 2001. info
• ŘEZÁČ, Jaroslav. Sociální psychologie [Řezáč, 1998]. Brno: Paido - edice pedagogické literatury. 268 s. 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
• ĎURIČ, Ladislav and Jozef ŠTEFANOVIČ. Psychológia pre učitel'ov. 2. vyd. Bratislava: Slovenské pedagogické nakladateľstvo. 592 s. 1977. info

Teaching methods

consultation (16 hours a semester), discussion, self-study of recommended literature

Assessment methods

prerequisite for testing: seminar paper on the topic, which will be specified at the beginning of the spring semester (see the teacher's information in more detail and study materials of course DPS004), submission of a seminar paper in printed and electronic form (to the repository in the information system), deadline for submission of a seminar paper: no later than the beginning of the credit week of spring semester
output: examination (two parts: written and oral, exam covers the subjects of Psychology for teachers I and II and includes the level of processing a seminar paper)

Language of instruction

Czech

Further comments (probably available only in Czech)

The course is taught annually.
Information on the extent and intensity of the course: blokově.

• Enrolment Statistics (Spring 2018, recent)
  
• Permalink: https://is.muni.cz/course/phil/spring2018/DPS004