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Educational Psychology for Educators
Study Course Description
Course Description Statuss:Approved
Course Description Version:5.00
Study Course Accepted:01.11.2024 08:28:11
| Study Course Information | |||||||||
| Course Code: | LSPA_166 | LQF level: | Level 5 | ||||||
| Credit Points: | 3.33 | ECTS: | 5.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Pedagogy; Sports Trainer | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Žermēna Vazne | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Latvian Academy of Sport Education (LASE) | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | LSPA, Brīvības gatve 333, Riga, LV-1006 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 24 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 7 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 14 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 30 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General secondary education. | ||||||||
| Objective: | To master main theoretical matters of education psychology linking the theory with teacher’s practical activity in the education institution. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction to problems of educational psychology. | Lectures | 1.00 | auditorium | |||||
| 2 | Intraplan of child’s personality: development of memory and attention. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Intraplan of child’s personality: development of mental cognition processes. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 4 | Child’s personality and individual differences. | Lectures | 2.00 | auditorium | |||||
| 5 | Children’s motivation to learn and promoting it. | Lectures | 2.00 | auditorium | |||||
| 6 | Contextual factors of learning motivation and teacher’s roles in promoting motivation to learn. | Classes | 1.00 | auditorium | |||||
| 7 | Individual typological peculiarities. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 8 | Systems of mutual relations. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 9 | Pedagogical communication. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 10 | Social perception and conflicts. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 11 | Book review. | Classes | 2.00 | auditorium | |||||
| 12 | Presentation of the topic of educational psychology. | Classes | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Student presentations with reviews of books (6 hours). 2. Student presentations of selected topics of pedagogical psychology (6 hours). | ||||||||
| Assessment Criteria: | 1. Examination. Assessment of book reviews – 30% of the final grade 2. Examination. Assessment of the presentation of the selected topic of pedagogical psychology – 30% of the grade 3. The final test is 40% of the final grade. The total assessment is summative. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Analyses, formulates, explains, recognises, describes, displays, compares the specificities of cognitive development of children, adolescents, young people and their relationships in terms of classical findings. 2. Categorises motives in the context of a child’s psychosocial development. 3. Understands the formal and informal system of relations in small groups. | ||||||||
| Skills: | 4. Compares and critically evaluates classical theory findings with contemporary research in developmental psychology. 5. Demonstrates the skill of analysing the study process and the professional and personal aspects of the teacher’s personality. 6. Able to use the toolkit for diagnosing conflict situations and methods for solving them. | ||||||||
| Competencies: | 7. Analyses events, describes the behaviour of children or groups. 8. Assesses the individual development and learning needs of students, their cognitive, social and emotional competences and their potential interactions in the pedagogical process. 9. Assesses the learning and communication difficulties of children in the context of behavioural, cognitive and socio-cognitive aspects and makes proposals to address them. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Geidžs, N. L., & Berliners, D. C. (1999). Pedagoģiskā psiholoģija. Rīga: Zvaigzne ABC. | ||||||||
| 2 | Slavin, R.E. (2018). Educational Psychology: Theory and Practice. 12th Ed. | ||||||||
| Additional Reading | |||||||||
| 1 | Holt, J. (2017). How Children Learn, 50th anniversary edition. | ||||||||
| 2 | Steege, M.W. etc. (2019). Conducting School-Based Functional Behavioral Assessments. A Practitioner's Guide (The Guilford Practical Intervention in the Schools Series) 3rd Ed. | ||||||||
| 3 | McCaffrey, T. (2019). Infinite Learning Diversity: Uncovering the Hidden Talents of Our Students. | ||||||||
| Other Information Sources | |||||||||
| 1 | British Journal of Educational Psychology. Published by The British Psychological Society | ||||||||
| 2 | Educational Psychology. An International Journal of Experimental Educational Psychology. Carfax Publishing. | ||||||||
| 3 | Journal of Educational Psychology. Published by the APA. | ||||||||
| 4 | Contemporary Educational Psychology. Elsevier. | ||||||||
