Pedagogical Psychology 1

Subject is not scheduled Not scheduled

Code	Completion	Credits	Range	Language Instruction	Semester
107PEPS1	credit	2	1 lecture hours (45 min) of instruction per week, 41 to 51 hours of self-study	English	winter

Subject guarantor

Name of lecturer(s)

Learning objective:

The subject Educational Psychology is a subject whose acceptance, teaching and mastery can significantly affect the quality of teaching. It develops the competences of the teacher in terms of didactic, methodological, diagnostic, technical and, above all, personal development. Teaching promotes independent ability to prepare pedagogical guidance of pupils, and develops communicative skills as well as the ability to solve problems and challenging situations. It leads to the strengthening of team and individual activity, to the development of critical thinking, to the cultivation of emotional experience, and to a balanced respect for the needs of others and one's own.

The aim of the course is to lead students to an understanding of possible pedagogical-psychological phenomena, expected causes and other factors. To awaken in students a psycho-didactic sensitivity that leads to psychological reasoning and action in the sense of positive formation of the individual during education. To teach students to use professional terminology and to look for starting points, methods and possibilities of classical and alternative solutions within the educational process. Through progressive exposure to key psychological topics, students become better anchored in reflecting on specific issues and problems of contemporary humanization of education and lifelong learning. Areas that play an important role in the arts-based educational process are highlighted.

Thematic areas:

A. The concept of the pupil (personality development)

B. Teacher personality (personality theory)

C. Pedagogical diagnostics - effective use and meaningful application within the educational process

D. Current issues and trends in the field of study within the current paradigm (talent, creativity, frustration, stress, motivation, self-reflection...)

E. Developmental psychology in relation to the educational process

Within these key themes, it is possible to foster in students a new conception of education that is based on a more humanistic approach. To train with students the ability to psychologically analyse learning situations with an emphasis on balancing the cognitive and personal development of the individual and their active learning. Students can be guided under these headings to independently create their own frame of reference and improve their learning style. To encourage students within educational psychology to autonomy, mental hygiene, critical thinking, dialogue, healthy doubt, etc.

Learning outcomes

The student has a good understanding of the basic foundations of educational psychology, scientific concepts of personality theory and is able to determine the developmental differences according to the age of pupils and the laws of pedagogical-psychological development of pupils. He/she is better oriented in professional terminology, can use theoretical concepts in his/her own practice and can name pedagogical-psychological phenomena.

Prerequisites and other requirements

none

Literature

Required reading:

DRAPELA, Victor J. A Review of Personality Theories. Charles C Thomas Pub Ltd., 1997. ISBN 0398059578.

ERIKSON, Erik H. The Life Cycle Completed. New York: W.W. Norton & Company, 1998. ISBN 978-0-393-0393.

HARRIS, Thomas A. I’m OK – You’re OK. New York: Galahad Books, 2004. ISBN 978-1578660759.

Evaluation methods and criteria

Examination in the form of testing, discussion based on the submitted seminar paper (4-5 standard pages)

Other requirements.

Further information

No schedule has been prepared for this course