Pedagogical Psychology and Personal Development - BMEGT52M523

The objective of the subject is to acquint students with the main topics of pedagogical psychology, the social psychological aspects of pedagogical processes, with special regard to group processes. To give knowledge about the psychological background of the students’ learning processes and the characteristics of non-average students and strategies to support them. The objective of the subject is to be informed about the pedagogical psychology features of the teachers’ role and the protection of the teachers’mental health. Another aim is that theoretical knowledge should contribute to the effectiveness of the teachers’ work.

1. They know the most important theoretical approaches of the personality, the factors influencing the de-velopment, the areas of socialization, the role and the impact of the family, peers, and the school in the development of students’ personality.
2. They are familiar with the development of social relationships through different ages, the stages of group development, group roles, the impact of the group on performance, the most important methods suitable for exploring the relationships in the group.
3. They know the psychological characteristics of the different age groups of students. They know the theo-retical approaches and developmental features of attention, learning and memory and their impacts on pedagogical processes.
4. They know the main theories of motivation, the effects that play a role in the development of performance motivation and the possible ways to motivate students.
5. They know the psychological effect of the evaluation of students and are aware of the advantages and disadvantages of the different evaluation methods.
6. They know the different forms and characteristics of effective classroom communication.
7. They know the results of the main psychological studies related to the teacher role.
8. They know how psychological approaches can contribute to the process of learning and teaching, how they can apply them as a teacher.
9. They know the possibilities of school conflict management and are informed of adolescent deviances.

1. They are able to develop individual treatment adapted to the students’ personality based on their theoretical knowledge of personality development.
2. They are able to analyze the behaviour of students and to promote their emotional- intellectual development.
3. They are able to use the knowledge of group dynamics for building community to manage group conflicts effectively and to promote cooperation in the group.
4. They are able to communicate during the teaching of the subject and to apply the psychological knowledge during teaching.
5. They are able to plan effective educational processes adapted to the age of students, to select effective methods adapted to the characteristics of the students, and to differentiate.
6. They can use theoretical knowledge in the individual motivation of students and are able to maintain attention and interest.
7. They can choose evaluation methods adapted to the individual capabilities of the students, to give evaluation feedback that contributes to the personality development of the student.
8. They can communicate effectively and can appropriately manage conflict situations arising from communication difficulties.
9. They can self-reflexively analyze their experiences in the teacher role and are able to develop.
10. They are able to apply theoretical knowledge independently to organize their professional work effectively.

1. They are open to the personality development of the students, sensitive to the problems of the students and strive to provide necessary conditions for the healthy personality development.
2. They are socially sensitive and open to the different groups.
3. They strive to work with students form different groups without prejudice. They are cooperative during task performing.
4. They attempt to handle educational situations without prejudice.
5. They are open to self-improvement, to gain experience, and are comitted to develop the learning ability of students.
6. They strive to take into account of individual and group characteristics when applying learning-and teaching methods.
7. They are motivated to give realistic, developmental evaluation of students.
8. They are authentic and assertive in their communication. They are committed to identify and to manage conficts effectively.
9. They strive to develop self-knowledge, self-reflection during their pedagogical work.
10. They take responsibility for their professional work, are cooperating partners of colleagues and are ex-pert who are capable for independent work.

1. They are characterized by professional self-reflection and self-criticism.
2. They take responsibility for their own work.
3. They accept openly substantiated critical remarks.
4. The connection of knowledge from different professional areas appears in their thinking.
5. They are cooperative partners of their colleagues and are independent professional workers.

Lectures, presentations, individual and team assignments, oral and written communication, using ICT tools and techniques, discussions, individual tasks.

• Kötelező irodalom – compulsory literature:
• N. Kollár Katalin, Szabó Éva (szerk.) (2017). Pedagógusok pszichológiai kézikönyve. I-III. kötet. Budapest: Osiris Kiadó
• Ajánlott irodalom – suggested literature:
• Aáry- Tamás Lajos, Aronson, J. (szerk.) (2010): Iskolai veszélyek. Budapest: CompLex Jogi és Üzleti Kiadó.
• Aronson, E. (2009): Columbine után. Az iskolai erőszak szociálpszichológiája. Budapest: AB Ovo Kiadó.
• Balogh László (2006): Pedagógiai pszichológia az iskolai gyakorlatban. Budapest: Urbis Kiadó
• Ferenczi Zoltán (2003): Drogprevenció, pedagógus, iskola. Budapest: ELTE Eötvös Kiadó
• Kósáné Ormai Vera, Horányi Annabella (2006): Mi, pedagógusok. Kérdések önmagunkhoz. Budapest: Flaccus Kiadó
• Kósáné Ormai Vera (2015). A mi iskolánk. neveléspszichológiai módszerek az iskola belső értékelésében. Budapest: ELTE Eötvös Kiadó
• Mérei Ferenc (1996): Közösségek rejtett hálózata. Budapest: Osiris Kiadó
• Mészáros Aranka (szerk.) (2004): Az iskola szociálpszichológiai jelenségvilága. Budapest: ELTE Eötvös Kiadó.
• N. Kollár Katalin, Szabó Éva (szerk.) (2004): Pszichológia pedagógusoknak. Budapest: Osiris Kiadó
• Paksi Borbála, Demetrovics Zsolt (szerk.) (2011): Drogprevenció és egészségfejlesztés az iskolában. Budapest: L’Harmattan Kiadó
• Ranschburg Jenő (2010): A mélységből kiáltok. Depresszió, öngyilkosság és kábítószer a serdülőkorban. Budapest: Saxum Kiadó. Budapest
• Tóth László (2004): Pszichológiai vizsgálati módszerek a tanulók megismeréséhez. Debrecen: Pedellus Kiadó
• Vajda Zsuzsanna, Kosa Éva (2005): Neveléslélektan. Budapest: Osiris Kiadó

A 2.2. pontban megfogalmazott tanulási eredmények értékelése évközi házi feladat (dolgozat), és a félév végi írásbeli vizsga alapján történik.

A. Szorgalmi időszakban végzett teljesítményértékelések részletes leírása: 1. Részteljesítmény-értékelés (házi feladat): az elsajátított kompetenciaelemek komplex értékelési módja, melynek megjelenési formája az egyénileg készített házi dolgozat, amelynek tartalmát, követelményeit, beadási határidejét és értékelési módját a tantárgy oktatója határozza meg. B. Vizsgaidőszakban végzett teljesítményértékelés (vizsga) A vizsga elemei: 1. Írásbeli teljesítményértékelés (vizsga): a félév során tárgyalt témakörök ismereteinek számonkérése és gyakorlati alkalmazásának ellenőrzése adott pedagógiai szituációk esetében.

• házi dolgozat: 30

• írásbeli vizsga: 70

Az aláírás megszerzésének feltétele, hogy a 3.3. pont szerint megszerezhető pontszám legalább 50%-át elérje a hallgató.

A házi dolgozat – késedelmesen a pótlási időszak első keddjén, 12:00-ig adható be vagy az előadónak elektronikus formában küldhető meg. Az írásbeli vizsgák a TVSZ szerint pótolhatók és javító jelleggel ismételhetők.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 04.11.2024.

A 2.2. pontban megfogalmazott tanulási eredmények eléréséhez a tantárgy a következő tematikai blokkokból áll.