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Paedagogic Psychology
Study Course Description
Course Description Statuss:Approved
Course Description Version:9.00
Study Course Accepted:02.02.2024 12:25:26
| Study Course Information | |||||||||
| Course Code: | SUPK_064 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Psychology; Pedagogical Psychology | Target Audience: | Psychology; Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Guna Svence | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Faculty of Social Sciences | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Dzirciema street 16, Rīga, szf rsu[pnkts]lv | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 32 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 4 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 8 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 16 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General Psychology, Developmental Psychology, Social Psychology, Psychological Research. | ||||||||
| Objective: | To promote the student's understanding of the concept and problems of pedagogical psychology, the meaning of learning theories and their practical application in accordance with the requirements of modern education, creating an understanding of learning and teaching in different age groups, the relationship between teacher self-efficacy and students' academic achievements and motivation, the relevance of socio-emotional learning in creating a positive classroom (group) climate, as well as the importance of learning style in motivation, the relationship between learning and the difficulty of the learner's behaviour (cognition, perception, etc.), group mobbing and solutions. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Concepts and principles, goals, tasks and methods of educational psychology. | Lectures | 2.00 | auditorium | |||||
| 2 | Keywords of pedagogical psychology - learning and teaching, parenting, learning styles and cognitive styles, positive emotional learning and classroom positive climate, teacher's personality and self-efficacy, learning theories. Short description and researches. | Lectures | 2.00 | auditorium | |||||
| 3 | Discussion about key-words, seminar | Lectures | 2.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 4 | Learning and teaching, motivation problems, teacher's personality and self-efficacy, connection of lesson (lesson) design with modern educational approaches and learning theories. | Classes | 2.00 | auditorium | |||||
| 5 | Discussion on the key words of the topic - learning motivation, teacher's personality and self-efficacy, resilience of teacher, connection of learning theories with lesson design, goals and objectives in the context of modern education. Seminar in groups. | Lectures | 2.00 | auditorium | |||||
| 6 | The topicality of social-emotional learning (SEL) in temporary education, social-emotional competences and work with their development for planning in classes to create a positive class (group) climate. Temporary research on SEL from psychology. | Classes | 2.00 | auditorium | |||||
| 7 | Feedback as a tool for assessing student performance according J. Hathy. Problems of students' behavior, classroom bullying, acts of prevention (D. Olweus) and possibilities of pedagogical correction. | Classes | 2.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Concepts and principles, goals, tasks and methods of educational psychology. | Lectures | 1.00 | auditorium | |||||
| 2 | Keywords of pedagogical psychology - learning and teaching, parenting, learning styles and cognitive styles, positive emotional learning and classroom positive climate, teacher's personality and self-efficacy, learning theories. Short description and researches. | Lectures | 1.00 | auditorium | |||||
| 3 | Discussion about key-words, seminar | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | Learning and teaching, motivation problems, teacher's personality and self-efficacy, connection of lesson (lesson) design with modern educational approaches and learning theories. | Classes | 1.00 | auditorium | |||||
| 5 | Discussion on the key words of the topic - learning motivation, teacher's personality and self-efficacy, resilience of teacher, connection of learning theories with lesson design, goals and objectives in the context of modern education. Seminar in groups. | Lectures | 1.00 | auditorium | |||||
| 6 | The topicality of social-emotional learning (SEL) in temporary education, social-emotional competences and work with their development for planning in classes to create a positive class (group) climate. Temporary research on SEL from psychology. | Classes | 1.00 | auditorium | |||||
| 7 | Feedback as a tool for assessing student performance according J. Hathy. Problems of students' behavior, classroom bullying, acts of prevention (D. Olweus) and possibilities of pedagogical correction. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Add a bias to each topic in Moodle. Volume - 1 to 2 pages. font size 12, line spacing 1.15. Structure - 1) topic, 2) keywords, 3) main findings that seemed important to the student, 4) review of 1 study on one of the keywords with reference. 2. Two group works, prepared at home for two seminars according to the specified plan. The sub-topics of the topic are selected by the groups and a 5-7 slide report on the selected sub-topic is prepared, presented in a seminar, creating a discussion. 3. Written work prepared for the final test and its addition to Moodle. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | Active and responsible participation in seminars, successfully passed tests, successfully completed and evaluated independent work, positive attitude. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students understand the concept and problems of pedagogical psychology, the meaning of learning theories and their practical application in accordance with the requirements of modern education, form research-based judgments about learning in different age groups, compare research on the relationship between teacher self-efficacy and pupil academic achievements and motivation, understands the topicality of socio-emotional learning opportunities in creating a positive classroom (group) climate, as well as understands and demonstrates the importance of learning style (approach, strategy) in learning motivation. Can predict the relationship between learning and learning approaches to learners' behavioral (perception, etc.) modeling, difficulties, group mobilities and solution options. | ||||||||
| Skills: | Students discuss the main categories of educational psychology, are able to answer questions about why some students are more willing to learn than others, what motivates them to learn and how the teacher can influence this process; able to work independently in a group. | ||||||||
| Competencies: | Students are able to analyze the psychological aspects of the learning process, analyze the causes of students' learning difficulties, behavioral difficulties and develop a plan and program for overcoming learning difficulties in relation to current educational issues, such as SEL. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Martinsone K., Miltuze A. (Red.) (2015) Psiholoģija 3. sējums - Rīga: Zvaigzne ABC | ||||||||
| 2 | Geidžs N.L., Berliners. (1999) Pedagoģiskā psiholoģija. – Rīga: Zvaigzne ABC (vienīgais izdevums latviešu valodā) | ||||||||
| 3 | Svence, G. (2020). Psiholoģija jaunajam skolotājam. LU Akadēmiskais apgāds. | ||||||||
| 4 | Šteinberga A. (2013) Pedagoģiskā psiholoģija.- RaKa, 2013 | ||||||||
| 5 | Cobern, W. W. (1998). Socio-Cultural Perspectives on Science Education. | ||||||||
| 6 | Beaver, Rick. (Ed.) (2011) Educational Psychology Casework : A Practice Guide. Second Edition 2nd ed. London : Jessica Kingsley Publishers. eBook., Database: eBook Academic Collection (EBSCOhost) | ||||||||
| 7 | Gibbs, S., & Miller, E. (2014). Teachers’ resilience and well-being: a role for educational psychology. Teachers and Teaching: theory and practice, 20(5), pp. 609–621. | ||||||||
| Additional Reading | |||||||||
| 1 | Woolfolk, A. (2016). Educational psychology, 13th ed., Boston, MA, Pearson Education, Inc. | ||||||||
| 2 | Balsons M. (1995) Kā izprast klases uzvedību. Rīga: Lielvārds | ||||||||
| 3 | Birkāne, U& Svence, G.(2020). Skolotāju iesaistes darbā, emocionālās izdegšanas un dzīvesspēka rādītāju sakarības. Baltic Journal of Psychology.Rīga, Latvijas Universitāte | ||||||||
| 4 | Sadarbības tīkls konsultatīvā atbalsta sniegšanai bērniem ar saskarsmes grūtībām un uzvedības traucējumiem. Rokasgrāmata. | ||||||||
| Other Information Sources | |||||||||
| 1 | Seligman, M. Learned Helplessness and Depression. [Skatīts 26.03.2020.] | ||||||||
| 2 | Journal of Educational Psychology. Editor: Karen R. Harris, EdD | ||||||||
| 3 | Spera, C. (2005). A Review of the Relationship Among Parenting Practices, Parenting Styles, and Adolescent School. Achievement. Educational Psychology Review, 17(2), pp. 125–146. | ||||||||
