PS_BA029 Foundations of educational psychology

Faculty of Arts
Spring 2019
Extent and Intensity
1/1/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PhDr. Alena Slezáčková, Ph.D. (lecturer)
PhDr. Zdenka Stránská, Ph.D. (lecturer)
Mgr. Daniela Halámková, Ph.D. (seminar tutor)
Mgr. Jana Sklepníková, Ph.D. (seminar tutor)
doc. PhDr. Alena Slezáčková, Ph.D. (seminar tutor)
PhDr. Zdenka Stránská, Ph.D. (seminar tutor)
Guaranteed by
PhDr. Zdenka Stránská, Ph.D.
Department of Psychology – Faculty of Arts
Contact Person: Jarmila Valchářová
Supplier department: Department of Psychology – Faculty of Arts
Timetable
Mon 10:00–11:40 B2.23
  • Timetable of Seminar Groups:
PS_BA029/01: No timetable has been entered into IS.
PS_BA029/02: No timetable has been entered into IS.
Prerequisites
PS_BA007 General Psychology II && PS_BA008 Developmental Psychology I && PS_BA020 Social Psychology II && PS_BA021 Psychology of personality II.
The prerequisite is completion of the courses: PS_BA007, PS_BA008&&PS_BA020, PS_BA021.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Educational Psychology examines the psychological patterns of the changes that are causded in an individual by educational and educational processes. Students will get acquainted with the basic and latest findings of this special psychological discipline and with the possibilities of applying its theoretical knowledge in the everyday process of learning, education, and self-educating of an individual.
Learning outcomes
At the end of this course, they will increase their level of self-knowledge and understanding of pupils, improve their own methods of successful learning, and reveal and improve their own learning style. They will also gain deeper knowledge about the main actors in the educational process (teacher, pupil) and social processes in the classroom.
Syllabus
  • 1. Educational Psychology as a science. Definition, subject and mission of pedagogical psychology. Relation of Educational Psychology to other psychological and pedagogical sciences.
  • 2. Methods of Educational Psychology. Methods of data gathering: interview, observation, anamnesis, questionnaire, analysis of the products, psychological tests, experimental methods, sociometry. Data processing methods: quantitative, qualitative. Ethical issues of pedagogical diagnostics.
  • 3. Learning. Psychology of learning as a special psychological discipline. The concept of learning in broader and narrower terms, the learning process phase, the learning curve. Classification of types of learning. Learning Laws. Psychological theories of learning. Factors influencing the course and learning outcomes.
  • 4. Learning methods. Acquisition of knowledge, skills and habits. Linking visual perception, abstract thinking and practical learning. Layout of learning, learning loud and quiet, partial, general and combined methods, PQRST method, individual and group learning, hypno-pedia and sugestopedy.
  • 5. Learning styles. Definition, typology, diagnostics and influence of the study style. Possibilities of self-regulation in learning. The concept of learning. Prerequisites for successful study.
  • 6. Psychological aspects of assessment, testing and classification of pupils' learning outcomes. Definition of terms of evaluation, testing and marking. Testing and evaluation functions, types of tests. Psychological aspects of the stage-fright.
  • 7. Thriving and successful pupils, not successful and failing students. School success and student failure. Characteristics of school success - failures, forms of failure, agents (internal and external). Profit and failure in the narrower and broader sense of the word (school practice and pedagogical-psychological approach), the reasons for not benefiting pupils.
  • 8. Creativity in the school and its development. Concept of creativity, factors of creativity, development of creativity, stages of creative process, levels of creativity, factors and conditions of deliberate development of creative thinking of pupils, position of creative pupil in class collective. Teacher creativity.
  • 9. Gifted students: knowing and developing their personality. Myths and prejudices about gifted children. Identification of gifted pupils. Specific ways of working with gifted children at school, advantages and disadvantages.
  • 10. Teacher. The personality of the teacher. Models of the teacher's professional cycle. Professional proficiency of a teacher. Teacher's teaching styles. Prevention of teacher Burnout syndrome.
  • 11. Education and self-education. Educational means - rewards and punishments, etc.Education styles.
Literature
    required literature
  • 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
  • MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál. 702 s. ISBN 9788026201748. 2013. info
  • ČÁP, Jan and Jiří MAREŠ. Psychologie pro učitele. Vydání druhé. Praha: Portál. 655 stran. ISBN 9788073672737. 2007. 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
  • Psychologie výchovy a vyučování. Edited by Jan Čáp. 1. vyd. Praha: Univerzita Karlova - Vydavatelství Karolinum. 413 s. ISBN 80-7066-534-3. 1993. info
    recommended literature
  • DAŘÍLEK, Pavel a Pavel KUSÁK. Pedagogická psychologie. Část A. 1. vyd. Olomouc: Vydavatelství Univerzity Palackého, 1998. 234 s. ISBN 80-7076-837-2.
  • ĎURIČ, Ladislav a Jozef ŠTEFANOVIČ. Psychológia pre učiteľov [Ďurič, 1977]. 2. vyd. Bratislava: Slovenské pedagogické nakladateľstvo, 1977. 592 s.
  • SLAVIN, Robert E. (2018). Educational Psychology: Theory and Practice (12th Edition). Boston: Pearson
  • Woolfolk, A. (2012). Educational Psychology (12th Edition). Boston: Pearson
  • ĎURIČ, Ladislav, GRÁC, Ján, ŠTEFANOVIČ, Jozef. Pedagogická psychológia. Vyd. 2. Bratislava: Jaspis, 1991. 333 s. ISBN 80-900477-6-9.
  • FONTANA, David. Psychologie ve školní praxi : příručka pro učitele. Vyd. 4. Praha: Portál. 383 s. ISBN 9788026207412. 2014. info
  • HOLLIMAN, Andrew J. The Routledge international companion to educational psychology. First published. London: Routledge. xxiv, 351. ISBN 9780415675581. 2014. info
  • PRŮCHA, Jan, Eliška WALTEROVÁ and Jiří MAREŠ. Pedagogický slovník. 7., aktualiz. a rozš. vyd. Praha: Portál. 395 s. ISBN 9788026204039. 2013. info
  • HAVIGEROVÁ, Jana Marie. Pět pohledů na nadání. Vyd. 1. Praha: Grada. 144 s. ISBN 9788024738574. 2011. URL info
  • STERNBERG, Robert J. and Wendy M. WILLIAMS. Educational psychology. Second edition. Upper Saddle River, N.J.: Merrill. xxiv, 615. ISBN 9780205626076. 2010. info
  • HŘÍBKOVÁ, Lenka. Nadání a nadaní : pedagogicko-psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Vyd. 1. Praha: Grada. 255 s. ISBN 9788024719986. 2009. URL info
  • Pedagogická encyklopedie. Edited by Tomáš Janík - Milada Rabušicová - Jan Průcha. Vyd. 1. Praha: Portál. 935 s. ISBN 9788073675462. 2009. info
  • VENDEL, Štefan. Pedagogická psychológia. 2. vyd. [Bratislava]: Epos. 447 s. ISBN 9788080577100. 2007. info
  • HŘÍBKOVÁ, Lenka. Základní témata problematiky nadaných. Vyd. 1. Praha: Univerzita Jana Amose Komenského Praha. 72 s. ISBN 9788086723259. 2007. info
  • Handbook of educational psychology. Edited by Patricia A. Alexander - Philip H. Winne. 2nd ed. London: Lawrence Erlbaum Associates. xx, 1055. ISBN 0805859713. 2006. info
  • VÁGNEROVÁ, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. V Praze: Karolinum. 430 s. ISBN 8024610744. 2005. info
  • LOKŠOVÁ, Irena and Jozef LOKŠA. Tvořivé vyučování. Vyd. 1. Praha: Grada. 208 s. ISBN 8024703742. 2003. info
  • KUSÁK, Pavel and Pavel DAŘÍLEK. Pedagogická psychologie. 2. vyd. Olomouc: Univerzita Palackého. 234 s. ISBN 8024402947. 2001. info
  • LOKŠOVÁ, Irena and Jozef LOKŠA. Pozornost, motivace, relaxace a tvořivost dětí ve škole. Vyd. 1. Praha: Portál. 199 s. ISBN 807178205X. 1999. info
  • MAREŠ, Jiří. Styly učení žáků a studentů. Vyd. 1. Praha: Portál. 239 s. ISBN 80-7178-246-7. 1998. info
  • ĎURIČ, Ladislav and Mária BRATSKÁ. Pedagogická psychológia : terminologický a výkladový slovník. Edited by Viliam S. Hotár - Jozef Pastier. 1. vyd. Bratislava: Slovenské pedagogické nakladateľstvo. 463 s. ISBN 8008024984. 1997. info
  • VÁGNEROVÁ, Marie. Psychologie problémového dítěte školního věku. 1. vyd. Praha: Karolinum. 170 s. ISBN 8071844888. 1997. info
  • KOHOUTEK, Rudolf. Základy pedagogické psychologie. Brno: Cerm. 184 s. ISBN 808586794X. 1996. info
Teaching methods
Lectures, seminars, exercises, class discussions.
Assessment methods
Assessment methods: examination. Requirements for successful completion of the course: 75% attendance at seminars, seminar paper, knowledge test.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
Teacher's information
We encourage students to use resources and links in Study Materials in the IS.
The course is also listed under the following terms Spring 2018, Spring 2020, Spring 2021, Spring 2022.
  • Enrolment Statistics (Spring 2019, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2019/PS_BA029