PředmětyPředměty(verze: 945)
Předmět, akademický rok 2023/2024
   Přihlásit přes CAS
Educational and School Psychology - OINZ1Q002A
Anglický název: Educational and School Psychology
Zajišťuje: Katedra psychologie (41-KPSY)
Fakulta: Pedagogická fakulta
Platnost: od 2023
Semestr: zimní
E-Kredity: 4
Způsob provedení zkoušky: zimní s.:
Rozsah, examinace: zimní s.:1/1, Zk [HT]
Počet míst: neurčen / neurčen (neurčen)
Minimální obsazenost: neomezen
4EU+: ne
Virtuální mobilita / počet míst pro virtuální mobilitu: ne
Stav předmětu: vyučován
Jazyk výuky: angličtina
Způsob výuky: prezenční
Způsob výuky: prezenční
Garant: doc. PhDr. Irena Smetáčková, Ph.D.
Vyučující: doc. PhDr. Irena Smetáčková, Ph.D.
Anotace - angličtina
Poslední úprava: PaedDr. Eva Battistová (07.03.2024)
The aim of the course is to provide a basic knowledge base for the preparation of future teachers in relation to the psychological propaedeutics of the teaching profession. Explanatory topics will be supported by students' work in seminars, in which they will work with assigned tasks within self-study. These will be tasks for video recordings of situations from the school environment, which can better document the topic and which will support the skill level in the field of prevention - diagnosis - intervention. Topics: 1. Teaching - teaching profession, professional development, difficult life situations, burnout syndrome 2. Learning - individual, self-regulation 3. Pupil motivation: problems, motivational training, self-diagnosis 4. Pupil-teacher interaction, pupil concept, teacher concept, preferential attitudes 5. Problems with pupil assessment 6. School success / failure in older school pupils, interventions in favor of unsuccessful pupils 7. Developmental problems in adolescence, identity, problems and possibilities of their solution 8. Risk behavior, non-specific and specific prevention 9. Social climate, class diagnostics, work with class group, professional interventions 10. Family from psychological point of view, forms of communication and cooperation teacher - family 11. Supportive counseling system, professional competences of school counseling staff, teacher cooperation with SPP staff 12. Common education - principles , forms, support measures
Literatura - angličtina
Poslední úprava: PaedDr. Eva Battistová (07.03.2024)

Jochem T. Thijs, Helma M. Y. Koomen & Aryan van der Leij (2008) Teacher–Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective, School Psychology Review, 37:2, 244-260, DOI: 10.1080/02796015.2008.12087898

Kenneth W. Merrell, Ruth A. Ervin, Gretchen Gimpel Peacock, School Psychology for the 21st Century: Foundations and Practices. London, The Guilford Press, 2012. 

Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419. https://doi.org/10.1037/0022-0663.89.3.411

Stoiber, K. C., & Kratochwill, T. R. (2000). Empirically supported interventions and school psychology: Rationale and methodological issues—Part 1. School Psychology Quarterly, 15(1), 75–105. https://doi.org/10.1037/h0088780


David C. Berliner (1991) Educational Psychology and Pedagogical Expertise: New Findings and New Opportunities for Thinking About Training, Educational Psychologist, 26:2, 145-155, DOI: 10.1207/s15326985ep2602_6

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