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Lecturer(s)
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Navrátilová Hana, PhDr. Ph.D.
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Jelénková Libuše, Mgr. Ph.D.
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Vašíková Jana, Mgr. PhD.
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Pacholík Viktor, Mgr. et Mgr. Ph.D.
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Course content
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- The learning process in teaching situations (definition, stages and typology of learning, learning theory in relation to teaching practice). - New theories of motivation and their overlap with the teaching process. - The teacher as a significant actor in education, teacher typologies, teacher commitment, teachers' educational and teaching styles. - The learner in education and his/her learning styles. - The functioning of the school classroom (classroom management, pupils' roles in the classroom, teacher-classroom relationship, type of classroom collective). - New trends in pedagogical diagnostics, dynamic diagnostics, learning potential. - Terminology of educational psychology.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis
- Participation in classes
- 10 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| define basic terms in educational psychology |
| define basic terms in educational psychology |
| describe the learning process in educational situations |
| describe the learning process in educational situations |
| describe learning styles of pupils |
| describe learning styles of pupils |
| describe teaching styles |
| describe teaching styles |
| describe importance of pupils motivation |
| describe importance of pupils motivation |
| Skills |
|---|
| reflect terms and concepts of pupils learning |
| reflect terms and concepts of pupils learning |
| project collective and individual teaching using the results of dynamic pedagogical diagnostics of the pupil and teaching group/class at the appropriate level of planning |
| project collective and individual teaching using the results of dynamic pedagogical diagnostics of the pupil and teaching group/class at the appropriate level of planning |
| reflect suitable learning conditions for all pupils |
| reflect suitable learning conditions for all pupils |
| choose and apply appropriate psychodiagnostic methods for learning the personality of children |
| choose and apply appropriate psychodiagnostic methods for learning the personality of children |
| explain individual cognitive processes |
| explain individual cognitive processes |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Text analysis |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Text analysis |
| assessment methods |
|---|
| Oral examination |
| Oral examination |
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Recommended literature
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Bučilová Kadlecová, J. Pedagogická intervence u žáků ZŠ: výklad je zpracován k právnímu stavu ke dni 31. 10. 2010. Praha, 2010.
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Čáp, J., Mareš, J. Psychologie pro učitele. Praha: Portál, 2007.
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Fontana, D. Psychologie ve školní praxi: příručka pro učitele. Praha: Portál, 2014.
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Jedlička, R., Koťa, J., & Slavík, J. Pedagogická psychologie pro učitele: psychologie ve výchově a vzdělávání. Praha: Grada, 2018.
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Kosíková, V. Psychologie ve vzdělávání a její psychodidaktické aspekty. Praha: Grada, 2008.
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Mareš, J. Pedagogická psychologie. Praha: Portál, 2013.
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Průcha, J. Učitel: současné poznatky o profesi. Praha: Portál, 2002.
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Škoda, J., Doulík, P. Psychodidaktika: metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011.
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Vacek, P. Rozvoj morálního vědomí žáků: metodické náměty k realizaci průřezových témat. Praha: Portál, 2008.
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