The aim of the course is to provide a basic overview of psychology as a scientific discipline and the key concepts of general, developmental and social psychology. Emphasis is placed on the connections between the presented theories and concepts, on understanding the complexity of the human personality and the continuity of development. Through seminars, much space will be devoted to the application of psychological perspectives for understanding and solving real pedagogical situations. The course is realized through lectures and seminars, where the seminar takes place in small groups and the lecture together for all groups. The focus of the course is on complex seminar assignments based on school situations, which students perform in small groups. Each group prepares an analysis of the situation using the psychological concepts presented in the lecture and completed in self-study. Group tasks will be presented and discussed in seminars. The course will introduce the following topics from general, developmental, and social psychology. Topics are presented with a distinction between whether they will be explicitly explained in the lecture part of the course, or whether they are expected to self-study with support in study materials. Topics of lectures 1. Personality: personality as an integrated whole, structure, and dynamics; individual potential 2. Motivation, emotions, and free self-regulation 3. Intelligence: types of intelligence, approaches to intelligence (psychometric, biological, factor, contextual), the concept of IQ and its current concept, the function of intelligence testing 4. Thinking: types of thinking, thought operations (analysis/synthesis, deduction/induction, generalization/abstraction, analogy), heuristics, and algorithms 5. Memory: memory models, memory process, sensory, short-term, long-term memory, and their components 6. Learning (cognition, types of learning - memory, sensorimotor, social, motor, problem-solving, laws of learning, cognitive and learning styles) 7. Self - developmental challenge in the area of social affective for adolescence: emancipation from the relationship of attachment; sexuality and relationships; professional orientation; pubescent negativism 8. The path to the developmental challenge: the relationship of attachment; verbal/psychological self; moral self; from heteronomy to the autonomy of the moral self; self 9. Formally operational thinking - a developmental challenge in the cognitive area for adolescence: thinking about thinking as a theory of mind; as abstract thinking; as experimental thinking (logical structure of implication) 10. The path to the developmental challenge: learning by trial and error; learning by insight; learning with the help of semiotic function - delayed imitation and verbal transmission (operationalization of thinking); learning with the help of abstract and experimental thinking 11. Socialization - mechanisms of socialization, socialization environment; differences between socialization modes in the family and at school; the importance of socialization for human development, the so-called wolf children 12. Social groups - the structure of the social group, basic social position, sociometry; dynamics in a social group (differentiation, cooperation, conflict); broken relationships in group 13. Social communication - communication scheme, verbal and nonverbal communication 14. Social influence - conformity, innovation, obedience to authority, social facilitation, and inhibition 15. Social cognition - effect of first impression, effect of subsequent impression, Hello effect; causal attribution; Pygmalion and the Golem effect 16. Professional dilemmas in teaching, professional stress
Last update: Kateřina Esserová, DiS. (17.05.2022)
The aim of the course is to provide a basic overview of psychology as a scientific discipline and the key concepts of general, developmental and social psychology. Emphasis is placed on the connections between the presented theories and concepts, on understanding the complexity of the human personality and the continuity of development. Through seminars, much space will be devoted to the application of psychological perspectives for understanding and solving real pedagogical situations. The course is realized through lectures and seminars, where the seminar takes place in small groups and the lecture together for all groups. The focus of the course is on complex seminar assignments based on school situations, which students perform in small groups. Each group prepares an analysis of the situation using the psychological concepts presented in the lecture and completed in self-study. Group tasks will be presented and discussed in seminars. The course will introduce the following topics from general, developmental, and social psychology. Topics are presented with a distinction between whether they will be explicitly explained in the lecture part of the course, or whether they are expected to self-study with support in study materials. Topics of lectures 1. Personality: personality as an integrated whole, structure, and dynamics; individual potential 2. Motivation, emotions, and free self-regulation 3. Intelligence: types of intelligence, approaches to intelligence (psychometric, biological, factor, contextual), the concept of IQ and its current concept, the function of intelligence testing 4. Thinking: types of thinking, thought operations (analysis/synthesis, deduction/induction, generalization/abstraction, analogy), heuristics, and algorithms 5. Memory: memory models, memory process, sensory, short-term, long-term memory, and their components 6. Learning (cognition, types of learning - memory, sensorimotor, social, motor, problem-solving, laws of learning, cognitive and learning styles) 7. Self - developmental challenge in the area of social affective for adolescence: emancipation from the relationship of attachment; sexuality and relationships; professional orientation; pubescent negativism 8. The path to the developmental challenge: the relationship of attachment; verbal/psychological self; moral self; from heteronomy to the autonomy of the moral self; self 9. Formally operational thinking - a developmental challenge in the cognitive area for adolescence: thinking about thinking as a theory of mind; as abstract thinking; as experimental thinking (logical structure of implication) 10. The path to the developmental challenge: learning by trial and error; learning by insight; learning with the help of semiotic function - delayed imitation and verbal transmission (operationalization of thinking); learning with the help of abstract and experimental thinking 11. Socialization - mechanisms of socialization, socialization environment; differences between socialization modes in the family and at school; the importance of socialization for human development, the so-called wolf children 12. Social groups - the structure of the social group, basic social position, sociometry; dynamics in a social group (differentiation, cooperation, conflict); broken relationships in group 13. Social communication - communication scheme, verbal and nonverbal communication 14. Social influence - conformity, innovation, obedience to authority, social facilitation, and inhibition 15. Social cognition - effect of first impression, effect of subsequent impression, Hello effect; causal attribution; Pygmalion and the Golem effect 16. Professional dilemmas in teaching, professional stress
Literature -
Last update: Kateřina Esserová, DiS. (17.05.2022)
Babad, E. (2009). The social psychology of the classroom. Routledge.
Damon, W., Lerner, R. M., & Eisenberg, N. (Eds.). (2006). Handbook of child psychology, social, emotional, and personality development. John Wiley & Sons.
Fontana, D. (1995). Psychology for teachers. Macmillan International Higher Education.
Lindzey, G. E., & Aronson, E. E. (1968). The handbook of social psychology.
Piaget, J., & Inhelder, B. (2008). The psychology of the child. Basic books.
Valsiner, J., & Connolly, K. J. (Eds.). (2002). Handbook of developmental psychology. Sage.
Last update: Kateřina Esserová, DiS. (17.05.2022)
Babad, E. (2009). The social psychology of the classroom. Routledge.
Damon, W., Lerner, R. M., & Eisenberg, N. (Eds.). (2006). Handbook of child psychology, social, emotional, and personality development. John Wiley & Sons.
Fontana, D. (1995). Psychology for teachers. Macmillan International Higher Education.
Lindzey, G. E., & Aronson, E. E. (1968). The handbook of social psychology.
Piaget, J., & Inhelder, B. (2008). The psychology of the child. Basic books.
Valsiner, J., & Connolly, K. J. (Eds.). (2002). Handbook of developmental psychology. Sage.
Syllabus - Czech
Last update: Mgr. Kateřina Lukavská, Ph.D. (02.02.2024)
Topics of lectures 1. Personality: personality as an integrated whole, structure, and dynamics; individual potential 2. Motivation, emotions, and free self-regulation 3. Intelligence: types of intelligence, approaches to intelligence (psychometric, biological, factor, contextual), the concept of IQ and its current concept, the function of intelligence testing 4. Thinking: types of thinking, thought operations (analysis/synthesis, deduction/induction, generalization/abstraction, analogy), heuristics, and algorithms 5. Memory: memory models, memory process, sensory, short-term, long-term memory, and their components 6. Learning (cognition, types of learning - memory, sensorimotor, social, motor, problem-solving, laws of learning, cognitive and learning styles) 7. Self - developmental challenge in the area of social affective for adolescence: emancipation from the relationship of attachment; sexuality and relationships; professional orientation; pubescent negativism 8. The path to the developmental challenge: the relationship of attachment; verbal/psychological self; moral self; from heteronomy to the autonomy of the moral self; self 9. Formally operational thinking - a developmental challenge in the cognitive area for adolescence: thinking about thinking as a theory of mind; as abstract thinking; as experimental thinking (logical structure of implication) 10. The path to the developmental challenge: learning by trial and error; learning by insight; learning with the help of semiotic function - delayed imitation and verbal transmission (operationalization of thinking); learning with the help of abstract and experimental thinking 11. Socialization - mechanisms of socialization, socialization environment; differences between socialization modes in the family and at school; the importance of socialization for human development, the so-called wolf children 12. Social groups - the structure of the social group, basic social position, sociometry; dynamics in a social group (differentiation, cooperation, conflict); broken relationships in group 13. Social communication - communication scheme, verbal and nonverbal communication 14. Social influence - conformity, innovation, obedience to authority, social facilitation, and inhibition 15. Social cognition - effect of first impression, effect of subsequent impression, Hello effect; causal attribution; Pygmalion and the Golem effect 16. Professional dilemmas in teaching, professional stress
Course completion requirements - Czech
Last update: Mgr. Kateřina Lukavská, Ph.D. (02.02.2024)
Students are required to prepare the presentation of one topic of their choice.
The final exam consists of the written test covering selected topics of the course.
