Course aims:

To describe the psychological mechanisms underlying the teaching and learning process
To apply descriptive models of learning in various didactic contexts
To describe and evaluate the recent theories on learning, motivation for learning, didactic communication, behavior management in the classroom etc
To apply the psychological models of learning, motivation and behavioral management in teaching, classroom management and school counseling
To promote student-centered education

Course Entry Requirements:

N/A

Course contents:

1. Learning (definition, classification) 2. Classical conditioning 3. Operant conditioning and other behaviorist theories of learning 4. Social learning 5. Cognitive theories of learning 6. Cognitive constructivism 7. Social constructivism 8. Metacognition 9. Conceptual learning 10. Problem solving 11. Motivation for learning 12. Intelligence 13. Emotional intelligence 14. Creativity

Teaching methods:

Lecture, conversation, exemplification, learning through discovery, debate, case studies

Learning outcomes:

• conducting the teaching and learning process in preschool and primary school • counselling and psycho-pedagogical support for various educational groups • cooperation in interdisciplinary teams in order to carry out programs and projects in education • life-long learning

Learning outcomes verification and assessment criteria:

Written paper – 60%; Continuous assessment – 40%.

Recommended reading:

Wolfson, L.M., Educational Psychology, Pearson, London, 2011, xx.
Roffey, S., Changing behaviour in Schools: Promoting Positive Relationships and Wellbeing, Sage, London, 2011, xx.
Cline, T., Gulliford, A. & Birch, S. (Eds), Educational Psychology. Second edition., Routledge, London, 2015, xx.
David C. Berliner, Robert C. Calfee, Handbook of educational psychology, Routledge, New Jersey, 2013, xx.
Alberto, P. A. & Troutman, A. C., Applied behavior analysis for teachers (7th ed.) ., Pearson/Prentice Hall, Upper Saddle River, NJ, 2006, xx.