Objectives and competences
Students will:
Learn basic learning theories and basic concepts in educational psychology.
Learn to use knowledge from educational psychology in classroom practice.
Students acquire basic skills for effective communication and get acquainted with strategies of conflict solving in the classroom situation.
Get acquainted with different research strategies of classroom interaction observation and classroom climate and transfer acquainted knowledge into praxis.
Content (Syllabus outline)
• Reflection and its role in professional development.
• Learning: subjective conceptions of learning, paradigms of learning, constructivism in learning.
• Learning motivation.
• Classroom management: proactive and reactive approaches.
• Classroom as a social system: social acceptance and bullying.
• Basic principles of effective communication in the classroom: active listening, verbal responding skills, conflict management, nonverbal communication.
Learning and teaching methods
• Frontal methods of learning,
• simulations,
• role playing,
• reflection,
• discussion,
• case studies,
• e-learning.
Intended learning outcomes - knowledge and understanding
Understanding of basic learning theories and factors from teacher-student dyad that influence classroom interaction.
Knowledge of basic approaches in classroom interaction observation.
Intended learning outcomes - transferable/key skills and other attributes
Ability to critically use and apply scientific and professional findings of developmental psychology.
Readiness for continuous professional education.
Ability to use different strategies in teaching and conflict solving.
Ability of clear writing and orally expression.
Realization of classroom interaction observation and classroom climate data acquisition.
Knowledge in strategies of classroom climate improvement.
Readings
• Košir, K. (2017). Pedagoška psihologija za učitelje: izbrane teme. Univerzitetna založba Univerze v Mariboru.
• Košir, K. (2013). Socialni odnosi v šoli. Subkulturni azil, zavod za umetniško produkcijo in založništvo.
• Pečjak, S. in Košir, K. (2008). Poglavja iz pedagoške psihologije: izbrane teme. Oddelek za psihologijo Filozofske fakultete.
• Marentič Požarnik, B. (2019). Psihologija učenja in pouka (2. izdaja). Ljubljana: DZS.
• Woolfolk, A. H. (2021). Educational Psychology. London: Pearson Education Limited.
Prerequisits
Prerequisites for acceding the course:
None.
Conditions for prerequisites:
Each of the commitments must be assessed with a passing grade.
Passing tutorial coursework is required for taking the written exam.
Additional information on implementation and assessment Written exam (70%)
Coursework (30%)
