Veidlapa Nr. M-3 (8)
Study Course Description
Paedagogic Psychology
Course Code
VPUPK_371
Branch of Science
Pedagogical Psychology; Psychology
ECTS
3.00
Target Audience
Pedagogy; Psychology
LQF
Level 6
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Guna Svence
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Health Psychology and Paedagogy
Contacts
Dzirciema street 16, Rīga, vppk@rsu.lv
About Study Course
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.
Preliminary Knowledge
General Psychology, Developmental Psychology, Social Psychology, Psychological Research.
Learning Outcomes
Knowledge
1.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.
Individual work and tests
Examination
Skills
1.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.
Competences
1.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.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
35.00% from total grade
|
10 points
|
|
After each topic, there are group jobs, prepared at home for classes on a given plan. Subtopics of the topic are selected by groups and a 5-7 slide overview of the selected subtopic is prepared, presented in a seminar, forming a discousy. Team presentation accounts for 35% of the overall assessment |
||
|
2.
Examination |
25.00% from total grade
|
10 points
|
|
In the seminar (lesson), students in small groups present their joint work on the subject, using one of the learning theories and contemporary approaches in the learning process, involving the lecture theatre by social constructivism or cognitivism// social learning theory. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
15.00% from total grade
|
10 points
|
|
Pec each of the topics is followed by a self-assessment test made up of more than ten questions arranged on principle - pick the right answer! The answers are given. In some cases, there may be essay-type questions in which the student must write a 150-250 word answer to a description of the problem situation. |
||
|
2.
Final exam test |
25.00% from total grade
|
10 points
|
|
The exam format is structured, with questions and possible answers. One or two of the questions may be essay-type questions. Exam content questions are based on the content learned during the semester in the topics. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Concepts and principles, goals, tasks and methods of educational psychology.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Concepts and principles, goals, tasks and methods of educational psychology.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Discussion about key-words, seminar
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Discussion about key-words, seminar
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Discussion about key-words, seminar
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Discussion about key-words, seminar
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Learning and teaching, motivation problems, teacher's personality and self-efficacy, connection of lesson (lesson) design with modern educational approaches and learning theories.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Learning and teaching, motivation problems, teacher's personality and self-efficacy, connection of lesson (lesson) design with modern educational approaches and learning theories.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
32 Academic Hours
Final Examination:
Exam
PART-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Concepts and principles, goals, tasks and methods of educational psychology.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Discussion about key-words, seminar
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Discussion about key-words, seminar
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Learning and teaching, motivation problems, teacher's personality and self-efficacy, connection of lesson (lesson) design with modern educational approaches and learning theories.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
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.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
16 Academic Hours
Final Examination:
Exam
Bibliography
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 (akceptējams izdevums)
5.
Cobern, W. W. (1998) Socio-Cultural Perspectives on Science Education. (akceptējams izdevums)
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) (akceptējams izdevums)
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. (akceptējams izdevums)
Additional Reading
1.
Woolfolk, A. (2024) Educational psychology, 15th 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.