Psychology for teachers

studia drugiego stopnia

English Philology - Teacher Training Programme

semestr 1

studia stacjonarne

profil akademicki

obowiązkowe
uprawnienia pedagogiczne

Realizowany w sali

(tylko po angielsku) No previous requirements

(tylko po angielsku) Davey, G. C. (Ed.). (2023). Applied psychology. John Wiley & Sons.

King Jr, M. L., & Thoreau, H. D. (2019). General psychology. Instructor.

Odiljonova, K. (2023). Psychological features of the development of healthy thinking in students. Science and Innovation, 2(B4), 267-272.

Roth, I. (Ed.). (2021). Introduction To Psychology: Vol 1. Psychology Press.

Spencer, H. (2024). The Principles of Psychology: Vol. I. BoD–Books on Demand.

Davey, G. C. (Ed.). (2023). Applied psychology. John Wiley & Sons.

Eggen, P., Kauchak, D. P., & McCrudden, M. T. (2024). Using educational psychology in teaching. PRENTICE HALL.

Holmes, P., & Farnfield, S. (Eds.). (2022). The Routledge Handbook of Attachment (3 Volume Set). Taylor & Francis.

Martin, F., & Borup, J. (2022). Online learner engagement: Conceptual definitions, research themes, and supportive practices. Educational Psychologist, 57(3), 162-177.

Masten, A. S., Lucke, C. M., Nelson, K. M., & Stallworthy, I. C. (2021). Resilience in development and psychopathology: Multisystem perspectives. Annual review of clinical psychology, 17(1), 521-549.

Odiljonova, K. (2023). Psychological features of the development of healthy thinking in students. Science and Innovation, 2(B4), 267-272.

ECTS points in relation to student’s duties

total number of hours: 30

total number of ECTS points: 1,5

1 ECTS - 30hrs of participation in lecture

05, ECTS - 15hrs exam preparation

Course description

The lecture in Psychology for teachers will introduce students to the scientific study of psychology. Students will learn about the principles of behaviour and mental processes of humans (and other animals), as well as norms and anomalies concerning the developmental age. They will become familiar with the concepts associated with the major subdisciplines used in psychology. Additionally, students will acquire a fundamental knowledge about the history of psychology as a science and its “founding fathers”.

Course objectives

The aim of the lecture is to acquaint students with leading branches of psychology, human mental processes and behaviour, and methodology relevant for future teachers. Course objectives also include familiarising future teachers with issues related to human mental development, changes occurring in the psyche throughout one’s lifetime and the factors that condition these changes. They will learn basic issues related to developmental psychology in the educational context, personality properties and ways of human behaviour which are very important both for the understanding of the individual and social groups; as well as basic concepts of the main principles of human development, taking into account a wide range of factors determining cognitive, emotional and social development. Students will be alerted to the reality of the discussed psychological mechanisms in specific life situations.

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Course content

includes formal psychological concepts; selected theories of psychology; & the learning process)

The beginning of psychology as a science

Main schools and scientific approaches

Research techniques and models

Sensation and perception

Psychology of emotions and motivation

Learning: main approaches

Memory

Personality

Intelligence

Classification of development factors (in relation to ontogenetic development) - genetic and environmental (ecological) factors.

Developmental determinants - related to cause and effect relations with developmental changes.

Theoretical paradigms in developmental psychology - including Bowlby's theory of attachment, biogenetic, psychoanalytic, behavioral, cognitive human development.

Psychological periodisation of human development stages.

Types of developmental changes in an educational context.

Strategies and methods of researching developmental changes.

Cognitive and emotional development of a man and education.

Development disorders and educational challenges

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Methods of instruction/ forms of classroom activity:

multimedia presentations, lecture, group discussion; ICT tools/MSteams platform

Reading list:

Cummings, J. A. and Sanders, L. (2019). Introduction to Psychology. Introduction to Psychology / Edition 12

Freedheim, D. K., & Weiner, I. B. (2021). Handbook of psychology. John Wiley & Sons, Inc..

Graesser, A. C., Sabatini, J. P., & Li, H. (2022). Educational psychology is evolving to accommodate tech-nology, multiple disciplines, and twenty-first-century skills. Annual review of psychology, 73(1), 547-574.

Hayes, G. (2023). Introduction to psychology. Open Educational Resources.

Kalat, J.W. (2021). Introduction to Psychology. Saskatoon, SK: University of Saskatchewan Open Press.

Newman, B. M., & Newman, P. R. (2022). Theories of human development. Routledge.

Nolen-Hoeksema S., Fredrickson, B.L., Loftus, G.R., Lutz, C (2018). Atkinson & Hilgard’s introduction to psychology. Hampshire: Cengage Learning

O'Donnell, A. M., Dobozy, E., Nagel, M. C., Bartlett, B., Smala, S., Wormald, C., ... & Smith, J. K. (2024). Educational psychology. John Wiley & Sons.

Schutz, P. A., & Muis, K. R. (2024). An introduction to the handbook of educational psychology. In Hand-book of Educational Psychology (pp. 3-12). Routledge.

Smith, P. K., & Hart, C. H. (Eds.). (2022). The Wiley-Blackwell handbook of childhood social develop-ment. John Wiley & Sons.

Supplementary reading:

Davey, G. C. (Ed.). (2023). Applied psychology. John Wiley & Sons.

Eggen, P., Kauchak, D. P., & McCrudden, M. T. (2024). Using educational psychology in teaching. PRENTICE HALL.

Holmes, P., & Farnfield, S. (Eds.). (2022). The Routledge Handbook of Attachment (3 Volume Set). Taylor & Francis.

King Jr, M. L., & Thoreau, H. D. (2019). General psychology. Instructor.

Martin, F., & Borup, J. (2022). Online learner engagement: Conceptual definitions, research themes, and supportive practices. Educational Psychologist, 57(3), 162-177.

Masten, A. S., Lucke, C. M., Nelson, K. M., & Stallworthy, I. C. (2021). Resilience in development and psychopathology: Multisystem perspectives. Annual review of clinical psychology, 17(1), 521-549.

Odiljonova, K. (2023). Psychological features of the development of healthy thinking in students. Science and Innovation, 2(B4), 267-272.

Roth, I. (Ed.). (2021). Introduction To Psychology: Vol 1. Psychology Press.

Spencer, H. (2024). The Principles of Psychology: Vol. I. BoD–Books on Demand.

Learning outcomes acc to PQF since 2019 - specific to teacher profession

Knowledge

The student knows and understands:

1. the psychological concepts of man and his development and the biological conditions of mental processes (N_W02/P7S_WG) [M_N_B1.W01]

2. the psychological mechanisms of development (N_W06/P7S_WG, N_W07/P7S_WG; M_N_B1.W02)

3. the most important concepts and theories concerning psychological mechanisms of the learning process and potential barriers (N_W14/P7S_WK; M_N_B1.W04)

4. classical and contemporary theories of psychology, concepts and theories concerning psychological developmental conditions including social perception and communication as well as classical and contemporary theories of psychology including theories of social perception and communication relevant in the educational context (N_W12/P7S_WG; M_N_B1.W03)

Skills

The student can

5. develop psychological knowledge with the use of various sources, including foreign-language ones, and technologies (N_U18/P7S_UU)

6. critically analyse social phenomena in the context of their psychological development and educational conditions (N_U01/P7S_UW; N_U03/P7S_UW)

Forms of evaluation of learning outcomes:

1. Active participation in lectures - 20% of the final grade (outcome 1,2,3,4,5,6)

2. Final test [exam] - 80% of the final grade (outcome 1,2,3,4,5,6)

Criteria of assessment:

- sufficient mark: if the student obtains more than 55% of points

- good grade: if the student obtains more than 70% of the points

- very good grade: if the student obtains more than 85% of the points

pass at 60% of the final grade