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
Last update: Kateřina Esserová, DiS. (17.05.2022)
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
Literature -
Last update: Kateřina Esserová, DiS. (17.05.2022)
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
Last update: Kateřina Esserová, DiS. (17.05.2022)
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
