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Lecturer(s)
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Šťastná Michaela, Mgr.
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Plevová Irena, doc. PhDr. Ph.D.
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Včelařová Hana, PhDr. Ph.D.
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Course content
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- Analysis of preconceptions in relation to the issue of the subject. The emergence of psychology, the definition of the discipline and main fields. - The brain as the organ base of the psyche - Information processing and mental representation in the process of cognition - Consciousness - Sensory perception and its importance in the educational process - Attention and its importance in the educational process - Memory and its importance in the educational process - Emotions and their importance in the educational process - Language and speech and their importance in the educational process - Motivation and its importance in the education process - Learning - Thinking and its importance in the educational process - Intelligence and creativity and their importance in the educational process
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Demonstration, Educational trip
- Educational trip
- 25 hours per semester
- Participation in classes
- 56 hours per semester
- Home preparation for classes
- 9 hours per semester
- Preparation for course credit
- 25 hours per semester
- Term paper
- 30 hours per semester
- Preparation for examination
- 35 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| to describe the subject, goals and tasks of psychology |
| to describe the subject, goals and tasks of psychology |
| to list and describe the main psychological trends and their contribution to contemporary psychology |
| to list and describe the main psychological trends and their contribution to contemporary psychology |
| to describe methods of recognizing children's personality |
| to describe methods of recognizing children's personality |
| to define psychological cognitive processes |
| to define psychological cognitive processes |
| to define the terms temperament, character and morals |
| to define the terms temperament, character and morals |
| Skills |
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| to explain the subject, goals and tasks of psychology in relation to the teaching profession |
| to explain the subject, goals and tasks of psychology in relation to the teaching profession |
| to characterize the main psychological trends and to describe their contribution to contemporary psychology |
| to characterize the main psychological trends and to describe their contribution to contemporary psychology |
| to choose and apply appropriate psychodiagnostic methods of learning the personality of children |
| to choose and apply appropriate psychodiagnostic methods of learning the personality of children |
| to list and explain cognitive processes |
| to list and explain cognitive processes |
| to estimate the temperament of the child and to choose adequate work procedures depending on the recognized temperament of the child |
| to estimate the temperament of the child and to choose adequate work procedures depending on the recognized temperament of the child |
| teaching methods |
|---|
| Knowledge |
|---|
| Educational trip |
| Educational trip |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Demonstration |
| Demonstration |
| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Text analysis |
| Text analysis |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Observation |
| Observation |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Self-reflection |
| Self-reflection |
| Teamwork |
| Teamwork |
| assessment methods |
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| Essay |
| Essay |
| Oral examination |
| Oral examination |
| 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 |
| Didactic test |
| Didactic test |
| Questionnaire |
| Questionnaire |
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Recommended literature
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Cakirpaloglu, P. Úvod do psychologie osobnosti.. Praha: Grada, 2012. ISBN 97 802 474 0331.
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Čáp, J., & Mareš, J. Psychologie pro učitele. Praha: Portál, 2007.
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Goleman, D. Emoční inteligence.. Metafora, 2011.
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Hartl, P., & Hartlová, H. Velký psychologický slovník. Praha: Portál, 2010.
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Jedlička, R., Koťa, J., & Slavík, J. Pedagogická psychologie pro učitele: psychologie ve výchově a vzděláván. Praha: Grada, 2018.
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Kohoutek, R. Základy užité psychologie. Brno: Akademické nakladatelství CERM, 2002.
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Mertin, Václav, Gillernová, Ilona. Psychologie pro učitelky mateřské školy. Praha: Portál, 2015. ISBN 978-80-262-0977-5.
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Nakonečný, M. Obecná psychologie.. Triton, 2015.
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Nolen-Hoeksema, S., Fredrickson, B. L., Loftus, G. R., & Wagenaar, W. A. (Eds.). Psychologie Atkinsonové a Hilgarda. Praha: Portál, 2012.
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Orel, M., & Procházka, R. Vývojová neuropsychologie.. Praha: Grada, 2021.
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Plháková, A. Dějiny psychologie. Praha: Grada, 2006.
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Plháková, A. Obecná psychologie.. Academia, 2023.
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Plháková, A. Učebnice obecné psychologie. Praha: Academia, 2007.
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Průcha, J. Psychologie učení: teoretické a výzkumné otázky pro edukační praxi.. Grada, 2020.
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Pugnerová, M. a kol. Psychologie pro studenty pedagogických oborů.. Grada, 2019.
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Rapčan, M. Etika versus emoce: kazuistiky pro pracovníky ve zdravotnictví, ve školství a v sociální oblasti.. Grada, 2021.
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Slaměník, I. Emoce a interpersonální vztahy.. Grada, 2011.
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Vágnerová, M. Obecná psychologie: dílčí aspekty lidské psychiky a jejich orgánový základ.. Praha: Karolinum, 2016.
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