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Paedagogic Psychology

Study Course Description

Course Description Statuss:Approved
Course Description Version:10.00
Study Course Accepted:01.08.2024 09:08:54
Study Course Information
Course Code:SUPK_064LQF level:Level 6
Credit Points:2.00ECTS:3.00
Branch of Science:Psychology; Pedagogical PsychologyTarget Audience:Pedagogy; Psychology
Study Course Supervisor
Course Supervisor:Guna Svence
Study Course Implementer
Structural Unit:Department of Health Psychology and Paedagogy
The Head of Structural Unit:
Contacts:Dzirciema street 16, Rīga, szfatrsu[pnkts]lv
Study Course Planning
Full-Time - Semester No.1
Lectures (count)8Lecture Length (academic hours)2Total Contact Hours of Lectures16
Classes (count)8Class Length (academic hours)2Total Contact Hours of Classes16
Total Contact Hours32
Part-Time - Semester No.1
Lectures (count)4Lecture Length (academic hours)2Total Contact Hours of Lectures8
Classes (count)4Class Length (academic hours)2Total Contact Hours of Classes8
Total Contact Hours16
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.TopicType of ImplementationNumberVenue
1Concepts and principles, goals, tasks and methods of educational psychology.Lectures2.00auditorium
2Keywords 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.Lectures2.00auditorium
3Discussion about key-words, seminarLectures2.00auditorium
Classes2.00auditorium
4Learning and teaching, motivation problems, teacher's personality and self-efficacy, connection of lesson (lesson) design with modern educational approaches and learning theories.Classes2.00auditorium
5Discussion 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.Lectures2.00auditorium
6The 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.Classes2.00auditorium
7Feedback 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.Classes2.00auditorium
Topic Layout (Part-Time)
No.TopicType of ImplementationNumberVenue
1Concepts and principles, goals, tasks and methods of educational psychology.Lectures1.00auditorium
2Keywords 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.Lectures1.00auditorium
3Discussion about key-words, seminarLectures1.00auditorium
Classes1.00auditorium
4Learning and teaching, motivation problems, teacher's personality and self-efficacy, connection of lesson (lesson) design with modern educational approaches and learning theories.Classes1.00auditorium
5Discussion 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.Lectures1.00auditorium
6The 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.Classes1.00auditorium
7Feedback 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.Classes1.00auditorium
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
1Martinsone K., Miltuze A. (Red.) (2015) Psiholoģija 3. sējums - Rīga: Zvaigzne ABC
2Geidžs N.L., Berliners. (1999) Pedagoģiskā psiholoģija. – Rīga: Zvaigzne ABC (vienīgais izdevums latviešu valodā)
3Svence, G. (2020). Psiholoģija jaunajam skolotājam. LU Akadēmiskais apgāds.
4Šteinberga A. (2013) Pedagoģiskā psiholoģija.- RaKa, 2013
5Cobern, W. W. (1998). Socio-Cultural Perspectives on Science Education.
6Beaver, Rick. (Ed.) (2011) Educational Psychology Casework : A Practice Guide. Second Edition 2nd ed. London : Jessica Kingsley Publishers. eBook., Database: eBook Academic Collection (EBSCOhost)
7Gibbs, 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
1Woolfolk, A. (2016). Educational psychology, 13th ed., Boston, MA, Pearson Education, Inc.
2Balsons M. (1995) Kā izprast klases uzvedību. Rīga: Lielvārds
3Birkāne, U& Svence, G.(2020). Skolotāju iesaistes darbā, emocionālās izdegšanas un dzīvesspēka rādītāju sakarības. Baltic Journal of Psychology.Rīga, Latvijas Universitāte
4Sadarbības tīkls konsultatīvā atbalsta sniegšanai bērniem ar saskarsmes grūtībām un uzvedības traucējumiem. Rokasgrāmata.
Other Information Sources
1Seligman, M. Learned Helplessness and Depression. [Skatīts 26.03.2020.]
2Journal of Educational Psychology. Editor: Karen R. Harris, EdD
3Spera, C. (2005). A Review of the Relationship Among Parenting Practices, Parenting Styles, and Adolescent School. Achievement. Educational Psychology Review, 17(2), pp. 125–146.