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Lecturer(s)
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Plevová Irena, doc. PhDr. Ph.D.
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Tallová Barbora, Mgr. Ph.D.
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Course content
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- Preconceptions in relation to the issue of the subject, definition of the subject and basic concepts. - Milestones in the development of social psychology. - Methods of social psychology. - Processes of socialization and regulation of human behavior, significance for pedagogy. - Dynamics of human social behavior, significance for pedagogy. - Personality in social inclusion. - Social perception, significance for pedagogy. - Social communication. Specifics of communication within the teaching profession. - Social group, family and school class as a social group. - Possibilities of sociometry and diagnosis of classroom climate. - Attitudes and their formation, possibilities of changing attitudes, significance for pedagogy. - Social influence, significance for pedagogy. - Crowds and mass movements, significance for pedagogy. - Important experiments of social psychology, significance for pedagogy.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Analysis of a presentation
- Preparation for course credit
- 25 hours per semester
- Term paper
- 30 hours per semester
- Home preparation for classes
- 30 hours per semester
- Preparation for examination
- 39 hours per semester
- Participation in classes
- 56 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| clarify the subject and objectives of social psychology |
| clarify the subject and objectives of social psychology |
| define the concept of social learning and methods of social learning |
| define the concept of social learning and methods of social learning |
| define the terms social cognition, attribution and name attribution processes |
| define the terms social cognition, attribution and name attribution processes |
| describe the term social group, its features; describe family and school as social groups |
| describe the term social group, its features; describe family and school as social groups |
| describe the procedures for identifying social relationships in the school classroom, including their benefits and limits |
| describe the procedures for identifying social relationships in the school classroom, including their benefits and limits |
| Skills |
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| explain social psychology as a scientific discipline, to explain the subject and goals of social psychology |
| explain social psychology as a scientific discipline, to explain the subject and goals of social psychology |
| explain the stages of socialization including key interactions and the dominant activity of the individual in the individual stages |
| explain the stages of socialization including key interactions and the dominant activity of the individual in the individual stages |
| identify types of social groups and clarify the school class and the family as a system of social relations within a social group |
| identify types of social groups and clarify the school class and the family as a system of social relations within a social group |
| use simple methods for identifying social relationships in the school classroom |
| use simple methods for identifying social relationships in the school classroom |
| choose appropriate communication strategies |
| choose appropriate communication strategies |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Analysis of a presentation |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Analysis of a presentation |
| Text analysis |
| Text analysis |
| Individual work of students |
| Individual work of students |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Skills |
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| Demonstration |
| Demonstration |
| Practice exercises |
| Practice exercises |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Teamwork |
| Teamwork |
| Self-reflection |
| Self-reflection |
| Observation |
| Observation |
| assessment methods |
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| Knowledge |
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| Grade (Using a grade system) |
| Preparation of a presentation, giving a presentation |
| Preparation of a presentation, giving a presentation |
| Grade (Using a grade system) |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Text analysis |
| Text analysis |
| Didactic test |
| Didactic test |
| Written examination |
| Written examination |
| Conversation |
| Conversation |
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Recommended literature
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Cakirpaloglu, P. Psychologie osobnosti. Grada, 2012.
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Helus, Z. Sociální psychologie pro pedagogy (2., přepracované a doplněné vydání). Grada, 2015.
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Hewstone, M., & Stroebe, W. Sociální psychologie: moderní učebnice sociální psychologie. Portál, 2006.
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Heyes, N. Základy sociální psychologie. Grada, 2013.
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Hogg, M. A., & Vaughan, G. M. Social psychology (Seventh edition). Pearson, 2014.
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Hrabal, V. Sociální psychologie pro učitele: vybraná témata (2. praprac. vyd.). Karolinum, 2003.
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Komárková, R., Slaměník, I., & Výrost, J. Aplikovaná sociální psychologie III: sociálněpsychologický výcvik. Grada, 2001.
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Koťa, J., Trpišovská, D., & Vacínová, M. Sociální psychologie: vybrané kapitoly. Univerzita J. A. Komenského, 2013.
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Leix, A. E., & Pacholík, V. Sociální psychologie. Univerzita Tomáše Bati ve Zlíně., 2018.
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Myers, D. G. Sociální psychologie. Edika, 2016.
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Nakonečný, M. Sociální psychologie. Grada, 2020.
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Pacholík, V., Lipnická, M., Machů, E., Leix, A., & Nedělová, M. Specifika edukace dětí se speciálními vzdělávacími potřebami v mateřských školách. Univerzita Tomáše Bati ve Zlíně., 2015.
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Slaměník, I., & Výrost, J. Aplikovaná sociální psychologie I. Portál, 1998.
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Výrost, J., & Slaměník, I. Sociální psychologie (2., přeprac. a rozš. vyd.). Grada, 2008.
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