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Lecturer(s)
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Včelařová Hana, PhDr. Ph.D.
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Course content
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Approaches to psychological problems and mental illnesses in the history of mankind. Basic principles of pedagogical-psychological diagnostics. Current legislative anchoring in the Czech Republic. Principles and benefits of dynamic diagnostics. Ethical issues related to the process of pedagogical-psychological diagnostics and to research activities. Boundaries of professions in the implementation of activities of a pedagogical-psychological nature. Basic information on the psychometric properties of test methods. Pedagogical-psychological diagnostics in the areas of school maturity. Pedagogical-psychological diagnostics of school abilities and skills of elementary and secondary school students. Pedagogical-psychological diagnostics of cognitive styles and motivation of students. School climate, classroom climate. - Possibilities of pedagogical-psychological diagnostics of adults. Projective principles and their use in diagnostics and research. Ethnography in the school environment. Prague group of school ethnography.
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Learning activities and teaching methods
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- Participation in classes
- 10 hours per semester
- Preparation for course credit
- 70 hours per semester
- Home preparation for classes
- 70 hours per semester
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| prerequisite |
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| Knowledge |
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| different approaches to data collection in the school environment |
| different approaches to data collection in the school environment |
| relevant theories of scientific research and current scientific paradigms |
| relevant theories of scientific research and current scientific paradigms |
| different principles of data analysis |
| different principles of data analysis |
| principles of dynamic diagnostics and limits of its use |
| principles of dynamic diagnostics and limits of its use |
| boundaries of professions in the implementation of pedagogical-psychological activities |
| boundaries of professions in the implementation of pedagogical-psychological activities |
| Skills |
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| formulates the research goal and research question |
| formulates the research goal and research question |
| formulates the diagnostic question and determines the goal of the diagnostic examination |
| formulates the diagnostic question and determines the goal of the diagnostic examination |
| selects appropriate methodological procedures in relation to the goal, etc. |
| selects appropriate methodological procedures in relation to the goal, etc. |
| proposes an adequate research design or diagnostic procedure |
| proposes an adequate research design or diagnostic procedure |
| recognizes the limits and limitations of the selected methods |
| recognizes the limits and limitations of the selected methods |
| learning outcomes |
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| Knowledge |
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| knowledge of the different approaches to data collection in the school environment |
| knowledge of the different approaches to data collection in the school environment |
| knowledge of the important theories of scientific knowledge and current scientific paradigms |
| knowledge of the important theories of scientific knowledge and current scientific paradigms |
| knowledge of the different principles of data analysis |
| knowledge of the different principles of data analysis |
| knowledge principles of dynamic diagnostics and limits of its use |
| knowledge principles of dynamic diagnostics and limits of its use |
| knowledge of the possibilities and limits of oneself as a researcher |
| knowledge of the possibilities and limits of oneself as a researcher |
| Skills |
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| formulates the research aim and research question |
| formulates the research aim and research question |
| formulates the diagnostic question and determines the objective of the diagnostic examination |
| formulates the diagnostic question and determines the objective of the diagnostic examination |
| selects appropriate methodological procedures for data collection and analysis with respect to different objectives |
| selects appropriate methodological procedures for data collection and analysis with respect to different objectives |
| suggests an adequate research design or an adequate diagnostic procedure |
| suggests an adequate research design or an adequate diagnostic procedure |
| recognises the limits and limitations of the chosen methods |
| recognises the limits and limitations of the chosen methods |
| teaching methods |
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| Knowledge |
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| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Text analysis |
| Text analysis |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Demonstration |
| Demonstration |
| Activities related to graphics and visual arts |
| Activities related to graphics and visual arts |
| Individual work of students |
| Individual work of students |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Observation |
| Observation |
| Students working in pairs |
| Students working in pairs |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Projection (static, dynamic) |
| Projection (static, dynamic) |
| Teamwork |
| Teamwork |
| Skills |
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| Individual work of students |
| Individual work of students |
| Practice exercises |
| Practice exercises |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Text analysis |
| Text analysis |
| Demonstration |
| Demonstration |
| Analysis of a presentation |
| Analysis of a presentation |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Observation |
| Observation |
| Students working in pairs |
| Students working in pairs |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Teamwork |
| Teamwork |
| Self-reflection |
| Self-reflection |
| assessment methods |
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| Knowledge |
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| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Analysis of educational material |
| Analysis of educational material |
| Analysis of seminar paper |
| Analysis of seminar paper |
| Text analysis |
| Text analysis |
| Didactic test |
| Didactic test |
| Questionnaire |
| Questionnaire |
| Analysis of the student's performance |
| Analysis of the student's performance |
| Preparation of a presentation, giving a presentation |
| Preparation of a presentation, giving a presentation |
| Conversation |
| Conversation |
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Recommended literature
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Beach, D., Bagley, C., & Marques da Silva, S. The Wiley Handbook of Ethnography of Education. Oxford: Wiley-Blackwell, 2018.
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Bittnerová, Dana; Doubek, David; Levínská, Markéta. Funkce kulturních modelů ve vzdělávání. Praha. 2011.
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FEURSTEIN, Reuven. Vytváření a zvyšování kognitivní modifikovatelnosti: Feuersteinův program instrumentálního obohacení..
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Hunt, Morton. Dějiny psychologie. Praha. 2016.
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JANDERKOVÁ, Dita. Pedagogická diagnostika a vybrané problémy na 1. stupni ZŠ. Praha. 2018.
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Jarmila Klégrová; Marie Vágnerová. Poradenská psychologická diagnostika dětí a mládeže. Praha. 2008.
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Markee, N. The handbook of classroom discourse and interaction. Chichester: John Wiley & Sons, 2015.
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Mills, D., & Morton, M. Ethnography in Education. London: SAGE Publications, 2013.
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Miovský Michal. Diagnostika a terapie ADHD: dospělí pacienti a klienti v adiktologii. Praha. 2018.
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Šíp, R. Denglerová, D. et al. Na cestě k inkluzivní škole. Interakce a norma. Brno. 2022.
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Urbánek, Tomáš; Denglerová, Denisa. Psychometrika. Praha. 2013.
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Václav Mertin; Lenka Krejčová. Metody a postupy poznávání žáka -- Pedagogická diagnostika. 2016.
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Weiss, P. a kol. Etické otázky v psychologii. Praha. 2011.
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