Infopaket

Psychology for Higher School

ОК 10

Обов’язкова дисципліна для ОП

Second

2021/2022

2 Semester

3

PLO 1. To assess own educational, scientific and professional activities, to build and implement an effective strategy of personal and professional self-development. PLO 4. To appreciate diversity and multiculturality of the world and be guided in own work by modern principles of tolerance, dialogue and cooperation. PLO 5. To evaluate and critically analyze socially, personally and professionally significant problems and suggest ways to solve them, giving reason for own point of view. PLO 6. To find the optimal ways to effectively collaborate with co-workers and with representatives of other professional groups of different levels. PLO 22. To apply psychological knowledge for effective organization of the pedagogical process in higher education institutions.

Full-time form

To succeed, students are supposed to know the age and individual features of youth, educational technologies, ways of organizing the educational process, and the specificity of teacher-student interactions. In addition, students are to be able to choose the ways of teacher-student interaction according to the educational situation, identify, prevent, and constructively resolve conflicts in educational interactions, as well as know English at the level no low than B2 of CEFR and use it effectively.

The discipline aims to deepen the knowledge of individual and psychological characteristics of the person in order to better understand oneself as a future teacher and others. The theoretical foundations of the discipline shed light on the psychological issues of organization and optimization of the educational process, and peculiar features of the main subjects of higher education: students and teachers. The acquired psychological knowledge will help to effectively resolve conflicts and motivate students to learn.

Castle, P., & Buckler, S. (2018). Psychology for teachers. Sage. Duchesne, S., & McMaugh, A. (2018). Educational psychology for learning and teaching. Cengage. Jung, C. G. (2015). Psychology and education. Princeton University Press. Marsico, G., Dazzani, V., Ristum, M., & de Sousa Bastos, A. C. (Eds.). (2015). Educational contexts and borders through a cultural lens: Looking inside, viewing outside (Vol. 1). Springer. Martin, J., & McLellan, A. M. (2013). The education of selves: How psychology transformed students. OUP. Mercer, S., & Kostoulas, A. (Eds.). (2018). Language teacher psychology. Multilingual Matters. Rybinska, Y., Loshenko, O., Pohorilska, N., Antonivska, M., Sarnovska, N., & Shum, O.(2021). Cognitive and Emotional Components of the Inner Picture of an Individual Experience in Terms of a Pandemic. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 80–93.

The modes of the course delivery encompass lectures, seminars and self-study, incl. oral answers, scientific discussions, reports and written tests. The teaching methods include explanations, illustrations, heuristics and research, which help develop students’ analytical skills and unlock their scientific and creative potential.

The form of summative assessment is a pass/fail grade. The pass grade is given if students score 60–100 points for their work throughout the semester, which does not presuppose any additional assessment. The students who score less than 60 points are required to do the missing assignments, which may be assessed through written tests, oral quizzes or individual written tasks. Formative assessment incorporates students’ results for all types of learning activities, incl. self-study.

English