Case studies and materials from current international projects available on online platforms (e.g., Erasmus+, Horizon Europe).
Active participation in the physical mobility and online meetings – 100%.
The course is conducted in the form of active participation in a Blended Intensive Programme (BIP) within the Erasmus+ programme. The student is required to complete a predetermined number of hours, which depends on the specific project.
The final evaluation consists of points earned from partial assignments, and the overall (summative) assessment is based on the following grading scale:
A: 91–100%, B: 81–90%, C: 71–80%, D: 61–70%, E: 51–60%, FX: 0–50%.
German
Introductory online meeting, work in international groups, participation in webinars, workshops, excursions, or short-term mobility.
Final reflection: Sharing experiences and insights gained during the activities.
Understanding the importance and principles of international cooperation in academic, cultural, and professional environments. Gaining practical experience in the organization and implementation of international projects. Strengthening intercultural competencies and the ability to communicate effectively in international groups. The ability to apply acquired knowledge in solving real-world problems related to international cooperation. Improvement of presentation and organizational skills through participation in activities such as workshops, webinars, or excursions.
1. BUZKOVÁ, K. 2006. Fitness jóga. Praha: Grada. 167 s.
2. ČECHOVSKÁ, I., MILEROVÁ, H., NOVOTNÁ, V. Aqua-fitness. Praha: Grada. 136 s.
3. EVANS, M ., HUDSON, J., TUCKER, P. 2001. Umění harmonie: meditace, jóga, tai-či, strečink. 192 s.
4. JARKOVSKÁ, H., JARKOVSKÁ, M. 2005. Posilováni s vlastním tělem 417 krát jinak. Praha: Grada. 209 s.
5. KOVAŘÍKOVÁ, K. 2017. Aerobik a fitness. Karolium, 130 s.
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines
- effective performance of all tasks- aerobics, water exercise, yoga, Pilates and others
Slovak language
Brief outline of the course:
1. Basic aerobics – low impact aerobics, high impact aerobics, basic steps and cuing
2. Basics of aqua fitness
3. Basics of Pilates
4. Health exercises
5. Bodyweight exercises
6. Swimming
7. Relaxing yoga exercises
8. Power yoga
9. Yoga relaxation
10. Final assessment
Students can engage in different sport activities offered by the sea resort – swimming, rafting, volleyball, football, table tennis, tennis and other water sports in particular.
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and:
- perform basic aerobics steps and basics of health exercises,
- conduct verbal and non-verbal communication with clients during exercise,
- organise and manage the process of physical recreation in leisure time
MEŠKO, D. – KATUŠČÁK, D. a kol.: Akademická príručka. Martin 2004.
Pelikán, J.: Základy empirického výzkumu jevu pedagogiky. Praha 2011
ŠVEC, Š. a kol.: Metodológia vied o výchove. Kvantitatívno-scientické a kvalitatívno-humanitné prístupy. Bratislava 1998.
The respective primary and secondary literature for final theses related to linguistics, literature, intercultural studies and didactics
Final assessment: assessment - (H)
German language
- to select the topic – working title and formulation of objective
- information survey - gathering, selection and processing of relevant literature in printed and electronic form -preliminary bibliography - making excerpts and schedule of work
- to distribute materials to content-related units - definite schedule of work
- to elaborate theoretical part of paper as well as a working draft of empirical research or practical part of paper - definition of problem, hypothesis, methodology, goals, tasks and plan of research
To master theory and terminology of study programme and study field - sufficiently deep and systematic information survey focused on the selected topic
To distinguish the elements of authenticity, compilation and summarization
To apply basic standard research methods as well as knowledge and competence gained during study
To apply them in solving the tasks of study field Academic Subjects Teaching - study programme English Language and German Language for European Institutions and Economics.
To demonstrate the ability to think and work creatively and independently
MEŠKO, D. – KATUŠČÁK, D. a kol.: Akademická príručka. Martin 2004.
Pelikán, J.: Základy empirického výzkumu jevu pedagogiky. Praha 2011
ŠVEC, Š. a kol.: Metodológia vied o výchove. Kvantitatívno-scientické a kvalitatívno-humanitné prístupy. Bratislava 1998.
The respective primary and secondary literature for final theses related to linguistics, literature, intercultural studies and didactics
Final assessment
German language
- to implement research, empirical part of thesis - gathering of research data
- to process research data - accurate and informative presentation of new findings
- to interpret and discuss obtained knowlege
- to process conclusions and recommendations for further research
To master theory and terminology of study programme and study field - sufficiently deep and systematic information survey focused on the selected topic
To distinguish the elements of authenticity, compilation and summarization
To apply basic standard research methods as well as knowledge and competence gained during study
To apply them in solving the tasks of study field Academic Subjects Teaching - study programme English Language and German Language for European Institutions and Economics.
To demonstrate the ability to think and work creatively and independently
ERLL, A.;GYMNICH, M.: Interkulturelle Kompetenzen. Erfolgreich kommuni-zieren zwischen Kulturen. Stuttgart 2010.
HERINGER, H.J.:Interkulturelle Kommunikation. Tübingen 2007.
KOVÁČOVÁ, M: Interkultúrna komunikácia. Aplikácie pre vybrané nemecké a slovenské kontexty. Košice 2015.
LÜSEBRINK, H.-J.: Interkulturelle Kommunikation. Interaktion, Fremdwahrnehmung, Kulturtransfer. Stuttgart 2008.
THOMAS, A. et al : Handbuch interkulturelle Kommunikation und Kooperation. Bd. 1, 2. Göttingen 2003.
WEIDEMANN et al.: Wie lehrt man interkulturelle Kometenz? Theorien, Methoden und Praxis in der Hochschulausbildung. Bielefeld 2010.
Activity during seminars 20%, term paper 80%.
German, English
Culture: perception of culture in humanities, levels and elements of culture, signs of culture, individuals and culture, functions of culture.
Possibilitie of cultures description: etic models (cultural dimensions of E.T. Hall, G. Hofsteede, F.Trompenaars and C. Hampden-Turner, GLOBE-study), emic models (cultural standards), german and slovak culture in business communication.
Language and culture: culture in language, hypothesis of language relativism, culturally determined differences in communication behaviour at verbal, paraverbal and non-verbal level, differences in connotations in lexis, in pragmatics of language.
Intercultural interactions: perception and cognition, potentials and problems connected with intercultural contact, short- and long-term interactions, strategies of solving intercultural problems, intercultural learning, intercultural competences.
Intercultural approach in German as foreign language - best practice and suggestions for projects.
Student knows basic concepts of intercultural communication, can reflect the impact of culture on own behaviour in communication and realizes which elements of communication can be culturally determined and how to describe them using the correct terminology. Students has a certain degree of sensibility in identifying the problems in intercultural communication, has tolerance for ambiguity and is empathic to foreign (german) partner and knows types of strategies to solve intercultural missunderstandings. Student can apply an intercultural approach in teaching German as a foreign language.
1. JUNGER, J. et al. Turistika a športy v prírode. Prešov: Fakulta humanitných a prírodných vied PU v Prešove. 2002. 267s. ISBN 80-8068-097-3.
2. PAVLÍČEK, J. Člověk v drsné přírodě. 3. vyd. Praha: Práh. 2002. ISBN 8072520598.
3. WISEMAN, J. SAS: příručka jak přežít. Praha: Svojtka & Co. 2004. 566s. ISBN
8072372807.
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines,
- effective performance of all the tasks defined in the course syllabus
Slovak language
Brief outline of the course:
1. Principles of conduct and safety in the movement in unfamiliar natural environment
2. Preparation and guidance of a hike tour
3. Objective and subjective danger in the mountains
4. Principles of hygiene and prevention of damage to health in extreme conditions
5. Fire building
6. Movement in the unfamiliar terrain, orientation and navigation
7. Shelters
8. Food preparation and water filtering
9. Rappelling, Tyrolian traverse
10. Transport of an injured person, first aid
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and should:
- acquire knowledge about safe stay and movement in natural environment,
- obtain theoretical knowledge and practical skills to solve extraordinary and demanding situations connected with survival and minimization of damage to health,
- be able to resist and face situations related to overcoming barriers and obstacles in natural environment,
- be able implement the acquired knowledge as an instructor during summer sport camps for children and youth within recreational sport.
Ráczová, B., & Babinčák, P. (2009). Základy psychológie morálky. Košice: Equilibria. ISBN 978-80-7097-786-6.
Gluchmanová, M. (2007). K niektorým terminologickým otázkam učiteľskej etiky. Pedagogická orientace, 17(2), 11–25. ISSN 1211-4669.
Malankievičová, S. (2008). Profesijná etika. Prešov: FF PU.
Miezgová, J., & Vargová, D. (2007). Etika. Bratislava: SPN Mladé letá.
Remišová, A. (2008). Dejiny etického myslenia v Európe a USA. Bratislava: Kalligram.
Zelina, M. (2010). Teória výchovy alebo hľadanie dobra. Bratislava: SPN.
Gluchmanová, M. (2009). Uplatnenie princípov a hodnôt etiky sociálnych dôsledkov v učiteľskej etike. Prešov: FF PU. ISBN 978-80-555-0042-3.
Campbell, E. (2003). The ethical teacher. Berkshire, England: Open University Press. ISBN 0-335-21219-0.
Miller, C. B. (2021). Moral psychology (Elements in Ethics). Cambridge University Press.
Tiberius, V. (2023). Moral psychology: A contemporary introduction (2nd ed.). Routledge.
1. Active participation in seminars (max. 1 absence) - 30p, 2. Preparation for the seminar - 40p, 3. Preparation (description and analysis) of the moral dilemma - 30p. By summing the points obtained during the semester, the student obtains the final evaluation according to the scale: A 87 - 100, B 77 - 86, C 69 - 76, D 61 - 68, E 56 - 60, FX 55 and less. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
Moral emotions (theories of emotion, the center of emotions in the brain, types of emotions and their manifestations)
Development of moral reasoning, cognitive approaches to moral reasoning and their comparison (Piaget, Kohlberg, Gilligan, Eisenberg, Selman, Lind),
Moral behavior (from the point of view of learning theories) and moral (vs. social and emotional) intelligence in the work of a teacher
Possibilities of examining moral behavior and judgment (socio-psychological research of conformity, obedience, aggression and psychodiagnostic approaches to the determination of moral judgment)
Morality and professional ethics in general (ethical principles in helping professions) and codes of ethics
Professional ethics of the teacher and educational counselor (terminology, concepts, main principles of teacher ethics) and teacher ethics codes
Moral dilemmas and ways of solving them, MD of teaching practice
Possibilities of influencing and stimulating moral judgment, use of moral dilemma in education
Cheating and other unethical manifestations in the school environment, ethics and etiquette of final exams
Knowledge: Students will acquire basic knowledge of the principles of teacher ethics and the ethics of school counselors, understanding the theoretical foundations of moral issues and ethical codes related to these professions.
Skills: They will learn to analyze and solve moral problems in pedagogical practice, discuss ethical issues, and critically evaluate situations with a moral context.
Competencies: They will be able to apply ethical principles in practice, resolve moral dilemmas, and promote a value-oriented school culture.
1. JUNGER, J. et al. Turistika a športy v prírode. Prešov: FHPV PU v Prešove. 2002. ISBN 8080680973.
Internetové zdroje:
1. STEJSKAL, T. Vodná turistika. Prešov: PU v Prešove. 1999.
Dostupné na: https://ulozto.sk/tamhle/UkyxQ2lYF8qh/name/Nahrane-7-5-2021-v-14-46-39#!ZGDjBGR2AQtkAzVkAzLkLJWuLwWxZ2ukBRLjnGqSomICMmOyZN==
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines
- effective performance of all tasks: carrying a canoe, entering and exiting a canoe, righting a canoe, paddling
Slovak language
Brief outline of the course:
1. Assessment of difficulty of waterways
2. Safety rules for rafting
3. Setting up a crew
4. Practical skills training using an empty canoe
5. Canoe lifting and carrying
6. Putting the canoe in the water without a shore contact
7. Getting in the canoe
8. Exiting the canoe
9. Taking the canoe out of the water
10. Steering
a) The pry stroke (on fast waterways)
b) The draw stroke
11. Capsizing
12. Commands
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and:
- implement the acquired knowledge in different situations and practice,
- implement basic skills to manipulate a canoe on a waterway,
- determine the right spot for camping,
- prepare a suitable material and equipment for camping.
1. Kireš, M. et al.: Modern didactical technics in teacher practice (in Slovak), Košice: Elfa, 2010
2 . Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union.
3. C. R. Tucker, T. Wycoff, J. T. Green, Blended Learning in Action: A Practical Guide Toward Sustainable Change. Thousand Oaks: Corwin Press, 2016.
4. D. Bannister, Guidelines on Exploring and Adapting: LEARNING SPACES IN SCHOOLS. Brussels: European Schoolnet, 2017.
5. current information from web sites related to didactical technologies,
catalogues of teaching tools,
current articles about modern trends in science and humanities education.
Summary evaluation based on ongoing assessment:
1. Active participation at the seminars (in the contact or online form) with minimum 80% participation.
2. Practical ongoing assignments (10) and their defense. At least 50% must be obtained from each assignment elaborated according to assessment criteria.
Slovak, English
00. Introduction - goals and didactic principles
01. Modern hybrid classroom in 21st century
02. Digital learning spaces in 21st century
03. Cloud repositories, services, modern web-browser
04. Cloud editors for notes, texts, spreadsheets and presentations
05. Digital text (scan, OCR, voice recognition, Kami pdf)
06. Digital image and audio (digital recording and editing)
07. Interactive E-voting and videoconference systems in education
08. Digital collaborative technologies (social e-reader, collaborative whiteboard)
09. Virtual and digitally based experiments, digital databases
10. Education video (digital recording and editing)
11. Smartphone and tablet in classic and blended education
12. Teaching tools and digital teacher's workspace
Student graduated from subject will be able:
- recognize current available digital tools and their parameters for educational activities,
- to use all types of actual digital tools in education of science or humanities,
- to design and realize educational activities by using the modern technologies.
General principles of mental development as a basis for recognizing mental disorders in children and adolescents. Etiology of mental disorders and developmental disorders in children and adolescents. Definition of aggressive behavior. Concepts of aggression vs. aggressiveness. Theoretical approaches to aggression. Causes and factors of aggressive behavior. Violence at school and in the family. Bullying. Psychology of problem students. Problems resulting from disturbed behavior. Problems arising from group relationships. Adolescent lifestyle issues. Problems resulting from impaired emotional experience. Solving problematic and aggressive behavior in the school environment. School classroom management, group preventive and intervention work with the classroom. Crisis intervention. Work with parents of problem students. Principles of interviewing a parent. Cooperation with other experts. Prevention of aggressive and problematic behavior at school. Classroom and school climate, school prevention programs.
Viac o tomto zdrojovom texteNa získanie ďalších informácií o preklade sa vyžaduje zdrojový text
Odoslať spätnú väzbu
Bočné panely
Čapek, R.: Moderní didaktika. Praha: Grada, 2016.
Dytrtová, R., Krhutová, M. Učitel. Příprava na profesi. Praha: Grada, 2009.
Kalhous, Z. – Obst, O. 2002. Školní didaktika. Praha: Portál, 2002.
Petlák, E.: Kapitoly zo súčasnej didaktiky. Bratislava: IRIS, 2005.
Prucha, J.: Moderní pedagogika. Praha: Portál, 2012.
Turek, I.: Didaktika. Bratislava: Wolters Kluwer, 2014.
Vališová, A., Kasíková, H.: Pedagogika pro učitele. Praha: Grada, 2010.
Zormanová, L.: Obecná didaktika. Praha: Grada, 2014.
The areas of the state final examination are listed in the information sheet of the course in the section a brief syllabus of the subject.
Obtaining the required number of credits in the prescribed composition by the study plan.
1. Pedagogy, basic pedagogical categories, system of pedagogical scientific disciplines.
2. Education, pages and functions of education, educational process, self-education.
3. Factors of education, educated individual, pedagogue, pedagogical profession, professional competencies.
4. School education, family education.
5. Educational goals, taxonomy, requirements, classification of educational goals.
6. Methods of education.
7. Pedagogical principles.
8. School system of the Slovak Republic.
9. Didactics, basic questions of didactics, current starting points of didactics.
10. Objectives of the teaching process, the teacher's work with the objectives of teaching.
11. Content of education, basic curriculum, extension curriculum, elements and components of curriculum.
12. Assessment in school education, types, functions and criteria of assessment.
13. Pedagogical control, methods and forms of pedagogical control.
14. Teacher's work planning, written preparation of the teacher for teaching.
15. Teaching process, stages of the teaching process and their didactic functions.
16. Organizational forms of teaching, lesson, stages, types of lessons.
17. Teaching methods, classification, functions, selection of teaching methods.
18. Didactic principles of the teaching process.
19. Basic pedagogical documents, textbook, functions and structural components of the textbook.
20. Current concepts of the teaching process.
The student is able to demonstrate the acquired competencies in accordance with the profile of the graduate.
Pedagogika:
Čapek, R.: Moderní didaktika. Praha: Grada, 2016.
Dytrtová, R., Krhutová, M. Učitel. Příprava na profesi. Praha: Grada, 2009.
Kalhous, Z. – Obst, O. 2002. Školní didaktika. Praha: Portál, 2002.
Petlák, E.: Kapitoly zo súčasnej didaktiky. Bratislava: IRIS, 2005.
Prucha, J.: Moderní pedagogika. Praha: Portál, 2012.
Turek, I.: Didaktika. Bratislava: Wolters Kluwer, 2014.
Vališová, A., Kasíková, H.: Pedagogika pro učitele. Praha: Grada, 2010.
Zormanová, L.: Obecná didaktika. Praha: Grada, 2014.
Psychológia:
Mareš, J.: Pedagogická psychologie. Praha : Grada 2013.
Mareš, J., & ČÁP, J.: Psychologie pro učitele. Praha: Portál, 2001.
Džuka, J.: Základy pedagogickej psychológie. Prešov: UK 2003.
Orosová, O. a kol: Psychológia a pedagogická psychológia 1. Košice: UPJŠ, 2005.
Orosová, O. a kol.: Základy prevencie užívania drog a problematického používania internetu v
školskej praxi. Košice: UPJŠ 2012.
Bačíková, M., Janovská, A. (2019) . Základy metodológie pedagogicko-psychologického výskumu. Sprievodca pre študentov učiteľstva. 2. rozšírené vydanie. Šafárik press, Košice.
Gavora, P. a kol. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, 2010. dostupné online na www. e-metodologia. fedu. uniba. sk.
Vágnerová, M.: Základy psychológie. Praha : Karolinum 2005.
Vágnerová, M.: Vývojová psychológie. Praha : Karolinum 2005.
Vágnerová, M.: Škoní podadenská psychologie pro pedagogy. Praha : Karolinum 2005. Výrost,
J., Slaměník, I.: Sociální psychologie. Praha : Grada 2008.
Výrost, J., Salměník, I.: Aplikovaná sociální psychológie I. Praha: Portál 1998.
Strana: 2
Fontana, D. : Psychologie ve školní praxi. Praha: Portál 1997.
Zelina, M.: Stratégie a metódy rozvoja osobnosti. Bratislava, Iris: 1996.
Křivohlavý, J.: Pozitívni psychologie. Praha: Portál 2004.
Křivohlavý, J.: Psychologie zdraví. Praha: Portál 2003.
The areas of the state final examination are listed in the information sheet of the course.
Obtaining the required number of credits in the prescribed composition by the study plan.
Pedagogy: 1. Pedagogy, basic pedagogical categories, system of pedagogical scientific disciplines. 2. Education, pages and functions of education, educational process, self-education.3. Factors of education, educated individual, pedagogue, pedagogical profession, professional competencies.4. School education, family education. 5. Educational goals, taxonomy, requirements, classification of educational goals.6. Methods of education. 7. Pedagogical principles. 8. School system of the Slovak Republic. 9. Didactics, basic questions of didactics, current starting points of didactics. 10. Objectives of the teaching process, the teacher's work with the objectives of teaching.11. Content of education, basic curriculum, extension curriculum, elements and components of curriculum. 12. Assessment in school education, types, functions and criteria of assessment.13. Pedagogical control, methods and forms of pedagogical control.14. Teacher's work planning, written preparation of the teacher for teaching.15. Teaching process, stages of the teaching process and their didactic functions.16. Organizational forms of teaching, lesson, stages, types of lessons.17. Teaching methods, classification, functions, selection of teaching methods. 18. Didactic principles of the teaching process. 19. Basic pedagogical documents, textbook, functions and structural components of the textbook.20. Current concepts of the teaching process.
Psychology: 1.Psychology as a science, goals and subject of psychology in terms of influential psychological directions.2.Pedagogical psychology in teacher training, its subject, function.3.Psychology in school practice: professional forms of control and assistance, psychological examination, counseling process. Crisis intervention. Code of ethics.4.Psychology in school practice: approaches and models of prevention, prevention spectrum, protective and risk factors of risk behavior of schoolchildren in the context of the theory of triadic influence.5.Psychology in school practice: effective strategies for prevention of substance use.6.Psychology of education from from the point of view of psychodynamic approach (Psychoanalysis and Individual Psychology) .7.Psychology of education from the point of view of humanistic psychology.8.Psychology of education from the point of view of cognitive psychology.9.Psychology of learning and types of learning supplemented by examples from school practice. / success in the context of individual theories of cognitive development.11. Nutritional peculiarities, school non-success / intelligence in terms of intelligence.12. Memory and developmental peculiarities, school non-success 13. Attention and developmental peculiarities, school non / success peculiarities of individual types of family, educational styles.15.Social relations at school, me modes of cognition of interaction U and Ž. Psychosocial climate of school class and school, methods of cognition, sociometry.16.Social influence: presence of others, interpersonal influences and meaningful understanding of social influence in teacher's work.17.Teacher as a professional, his professional ability, teaching style, attitudes towards students, expectations towards students, coping with stress, burnout syndrome.18.Students: gifted and talented, school failure, non-thriving pupils and failing pupils, pupils' self-efficacy.19. Types of research plans and their creation (setting goals, hypotheses, variables, selection of research sample) in the context of pedagogical-psychological research.20. Selected methods of pedagogical-psychological research - questionnaire, interview, observation and possibilities of their use in school practice.
The student is able to demonstrate the acquired competencies in accordance with the profile of the graduate.
Compulsory:
Lectures (Literary sources in published lectures)
Mareš, J.: Pedagogická psychologie. Praha : Grada 2013.
Recommended:
Mareš, J., & ČÁP, J.: Psychologie pro učitele. Praha: Portál, 2001.
Džuka, J.: Základy pedagogickej psychológie. Prešov: UK 2003.
Orosová, O. a kol: Psychológia a pedagogická psychológia 1. Košice: UPJŠ, 2005.
Orosová, O. a kol.: Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ 2012.
Vágnerová, M.: Základy psychológie. Praha : Karolinum 2005.
Vágnerová, M.: Vývojová psychológie. Praha : Karolinum 2005.
Vágnerová, M.: Škoní podadenská psychologie pro pedagogy. Praha : Karolinum 2005. Výrost, J., Slaměník, I.: Sociální psychologie. Praha : Grada 2008.
Výrost, J., Salměník, I.: Aplikovaná sociální psychológie I. Praha: Portál 1998.
Fontana, D. : Psychologie ve školní praxi. Praha: Portál 1997.
Zelina, M.: Stratégie a metódy rozvoja osobnosti. Bratislava, Iris: 1996.
Křivohlavý, J.: Pozitívni psychologie. Praha: Portál 2004.
Křivohlavý, J.: Psychologie zdraví. Praha: Portál 2003.
ELECTRONIC INFORMATION RESOURCES (UL UPJŠ)
Assessment: A maximum of 40 points can be earned during the semester (through two assignments and a written verification). Exam entry criteria: Active participation in exercises and a minimum of 30 points earned during the semester. Continuous assessment (40%) and written examination (60%). For more information and updates, refer to the electronic board of the course AIS2. Final evaluation: A 87 – 100 B 77 – 86 C 69 – 76 D 61 – 68 E 56 – 60 FX 55 and less Combined method. The information will be yearly specified on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
slovak
Introduction: The content of the course is based on current knowledge of psychological disciplines, especially pedagogical and school psychology.
Teaching is realized by a combination of lectures with engaging narrative interpretation and seminars using interactive, experiential methods, discussion and open communication with mutual respect, support of independence, activity and motivation of students.
Syllabus: Goals and Subject of Psychology and Educational Psychology, the field and its transformations (Educational psychology and its changes over time, its mission, and possible personality transformations). School psychology, school psychologist. Professional forms of support in school practice. Psychological assessment. Counseling process. Crisis intervention. Effective strategies and programs for the prevention of risky behavior among schoolchildren. Risk/protective factors of risky behavior. Implementation of psychological concepts of personality into school practice. Psychological and educational-psychological characteristics of learning (psychology of learning, types of learning, learning styles). Developmental characteristics and school (un)success (Cognitive, social, emotional, and personality development in childhood and adolescence, Psychological characteristics of adolescence and adulthood. Intelligence, memory, attention, and developmental characteristics of schoolchildren, and school (un)success). Social psychology of the school (teacher-student relationships, methods of understanding teacher-student interaction, the psychosocial climate of the school) and family (factors of family functionality, functional/problematic/dysfunctional/non-functional family, parenting styles). Main actors: Teacher (the teacher as a professional, their professional competence, teaching style, attitudes toward students, expectations of students, coping with stress, burnout syndrome), students (gifted and talented, school failure, successful/unsuccessful students, and failing students, student self-efficacy), school class (as a small social group, internal and external differentiation, bullying, and prevention), psychosocial climate of the school class.
Students will be able to show understanding of the human behaviour in educational situations.
Students will be able to describe, explain and justify possible teachers‘ decisions by using psychological concepts, principles and theories.
Students will be able to apply the psychological findings in the field of education.
Students will be able to explain how adolescents learn and retain new information, to explain their behaviour in response to educational environment.
Students will be able to explain the desired data-based modification of adolescents‘ behaviour to bring an all-round development of his personality and school performance, to explain the desired data-based modification of the behaviour of adolescents with educational problems, with disadvantages.
Křivohlavý, J. (2001). Psychologie zdraví. Praha: Portál.
Kebza, V. (2005). Psychosociální determinanty zdraví. Praha: Academia.
Křivohlavý, J. (2002). Psychologie nemoci. Praha: Grada.
Sarafino, E. P. (2007). Health psychology: Biopsychosocial interactions. John Wiley & Sons.
Taylor, E. (2006). Health psychology. Singapore: McGraw-Hill.
Vollrath, M. E. (2006). Handbook of personality and health. Chichester: John Wiley & Sons.
Marks, D. F., Murray, M., Estacio, E. V., & others. (2024). Health psychology: Theory, research and practice (7th ed.). SAGE Publications Ltd
Mareš, J., & Kebza, V. (2024). Psychologie zdraví. Grada.
Assessment Conditions:
Active participation in seminars (25%) – a maximum of 2 absences is allowed.
Preparation and presentation of a seminar paper on a topic assigned during the seminar, within the agreed timeframe (25%).
Final paper and its ongoing presentation (50%).
Final Grading Scale:
A: 100 – 90%
B: 89 – 80%
C: 79 – 70%
D: 69 – 60%
E: 59 – 50%
FX: 49% or less – failed and the work must be revised.
1. Health psychology. Definition of health. Bio-psycho-social model of health.
2. Mental health and quality of life, well being.
3. Physiological aspects of mental health, lifestyle
4. Stress. Coping, resilience.
5. Psychosomatic diseases, placebo.
6. Social support and its importance for health.
7. Burnout syndrome.
8. The meaning of life, faith.
9. Health-related behavior and prevention. Risky behavior, excessive use of the Internet and screens.
10. Socio-economic inequalities in health. Unemployment and health.
Knowledge: Students will gain basic knowledge of health psychology, including factors that promote health and those contributing to the development of illnesses. They will learn to formulate the basic theses of health psychology, explain its concepts, and understand the principles of the bio-psycho-social model of health. They will expand their understanding of the applications of health psychology in working with individuals and groups, including in school settings.
Skills: Students will develop the ability to prepare a basic preventive program focused on promoting a healthy lifestyle and managing stress. They will learn to implement acquired knowledge in practice, including working with children and youth in school environments.
Competencies: Graduates will be able to effectively participate in the creation and implementation of preventive programs that support health and mental well-being. They will know how to apply psychological knowledge when working with students in school settings, contributing to the improvement of both mental and physical health of individuals and society.
DOČKAL, V. (2006): Inteligencia a tvorivosť, tvorivé nadanie od intelektovej schopnosti po štruktúru osobnosti. In: KUSÁ, D. a kol. EDS. (2006): Zjavná a skrytá tvorivosť. Bratislava: Slovak Academic Press
HŘÍBKOVÁ, L. (2009): Nadání a nadaní. Pedagogicko- psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Praha: Grada Publishing
DACEY, J.S.- LENNON, K.H. (2000): Kreativita. Praha: Grada
GROSS, M.U.M. (2009): Highly Gifted Young People: Development from Childhood to Adulthood. In: SHAVININA, L. (2009): International Handbook on Giftedness. Part one. Springer
KUSÁ, D. a kol. EDS. (2006): Zjavná a skrytá tvorivosť. Bratislava: Slovak Academic Press
KOLKOVÁ, S. (2000): Tvorivosť a jej rozvoj vo voľnočasových aktivitách detí (v školskom klube). Bratislava: Metodické centrum v Bratislave
LOKŠOVÁ, I., - LOKŠA, J.: (2003): Tvořivé vyučování. Praha: Grada
LAZNIBATOVÁ, J. (2004): Špecifiká vývinu a vzdelávania nadaných detí. In: Psychológia a patopsychológia dieťaťa, roč.39, č. 2-3
LAZNIBATOVÁ, J. (2001): Nadané dieťa, jeho vývin, vzdelávanie a podporovanie. Bratislava: Iris
MESÁROŠOVÁ, M. (1998): Nadané deti. Poznávanie a rozvíjanie ich osobnosti. Prešov: Manacon
SZOBIOVÁ, E. (2004): Tvorivosť – Od záhady k poznaniu. Bratislava: Stimul - Centrum informatiky a vzdelávania FIF UK
National and international scientific journlas
1. active participation in lessons - 30p, 2. own output at the seminar - 40p, 3. seminar work - 30p. By summing the points obtained during the semester, the student obtains the final evaluation according to the given scale: A 87 - 100, B 77 - 86, C 69 - 76, D 61 - 68, E 56 - 60, FX 55 and less. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
Creativity
A brief history of creativity theories
Creativity, giftedness, and talent
Social, psychological, and biological factors of creativity
Cognitive processes in creativity
Creativity and cognitive style
Development of creativity
Specific aspects of working with gifted learners across developmental stages
Methods of identifying creativity and giftedness
Methods of fostering creativity and giftedness
Programs for the development of creativity and giftedness
Barriers and opportunities in working with gifted learners in school practice
The student understands the basic factors and process of creativity. The student is able to explain the specifics of working with the gifted. He knows the methods of identifying talent and also can apply methods to support creativity and the development of talent in the implementation of creative creativity in education.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer.
National and international scientific journals.
1st part of the semester evaluation: active participation in the training part (30p). 2nd part of the semester evaluation: active participation in workshops (20p) 3rd part of the semester evaluation - preparation (10p) and implementation (10p) of block activities (20p, minimum 11 points). 4th part of the evaluation - written knowledge exam (20p, minimum 11 points). In total, students can get 90p and the final grade is as follows: 90 - 82: A 81 - 73: B 72 - 66: C 65 - 59: D 58 - 54: E 53 and less: FX. Detailed information in the electronic bulletin board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
Psychological, pedagogical-psychological, medical and legal-forensic aspects of substance use prevention
Prevention of substance use based on risk and resilience
Primary, secondary and tertiary prevention of substance use
Universal, selective and indicated prevention of substance use
Effective substance prevention strategies based on research data
Preparation and implementation of components of effective substance use prevention programs
The student understands principals of research data based prevention of risk behavior, can describe and explain the determinants of risk behavior as well as protective and risk factors for substance use. Understands and adequately interprets the theory explaining the background of substance and non-substance addictions.
The student is also able to state and classify the types and forms of prevention, strategies and approaches in prevention, can distinguish effective strategies from ineffective ones.
The student is able to apply the learned rules, procedures and competencies for the work of a teacher in the field of drug use prevention, as well as the acquired professional skills for the work of a teacher and prevention coordinator at school.
The workload of students is divided between:
- Direct teaching (face-to-face and distance learning via LMS), which accounts for 50% of the student's workload;
- Self-study, which accounts for 30% of the student's workload;
- Assessment, which accounts for 20% of the student's workload.
Summary of assessment: A: 40-38; B: 37,5-35,5; C: 35-33; D: 32,5-30,5; E: 30-28; FX: less than 28
Teaching takes place weekly in the form of interactive seminars.
Kolář, M.: Bolest šikanování. Cesta k zastavení epidemie šikanování ve školách. Portál, Praha, 2001
Jánošová a kol. Psychologie školní šikany. Grada, Praha, 2016
Říčan, P.: Agresivita a šikana mezi dětmi. Portál, Praha, 1995
Janošová, P., Kollerová, L., Cakirpaloglu, P., & Vorlíček, R. (2023). Empatie žáků vůči šikanovaným spolužákům. Československá psychologie, 67(1), 1-14.
Active participation in seminars. Detailed information will be given.
Active participation - 20%
Seminar work - 40%
Seminar work 2 - 40%
Aggressive behavior. Characteristics of actors of bullying (personality, characteristics of family environment). Manifestations and possible causes of bullying. Bullying as a group process. The role of teacher, school and parent in solving bullying. Possibilities of prevention of bullying at the level of school, class, individuals. Primary, secondary and tertiary prevention. Socio-psychological activities used in the prevention of bullying.
Knowledge: the graduate of the course can summarize the latest knowledge about bullying in schools and its consequences.
Skills. The student is able to analyse problem situations related to bullying and solve them. The student will develop professional skills through the implementation of prevention activities in seminars.
Competences. The graduate of the course is sensitive to the issue of bullying, knows how to identify bullying in the early stages and prevent it from developing into serious forms.
BENCE, M. et al. 2005. Plávanie. Banská Bystrica: FHV UMB. 198s. ISBN 80-8083-140-8.
[online] Dostupné na: https://www.ff.umb.sk/app/cmsFile.php?disposition=a&ID=571
BUZKOVÁ, K. 2006. Fitness jóga, harmonické cvičení těla I duše. Praha: Grada. ISBN 8024715252.
JARKOVSKÁ, H, JARKOVSKÁ, M. 2005. Posilování s vlastním tělem 417 krát jinak. Praha: Grada. ISBN 9788024757308.
KAČÁNI, L. 2002. Futbal:Tréning hrou. Bratislava: Peter Mačura – PEEM. 278s. ISBN
8089197027.
KRESTA, J. 2009. Futsal.Praha: Grada Publishing, a.s. 112s. ISBN 9788024725345.
LAWRENCE, G. 2019. Power jóga nejen pro sportovce. Brno: CPress. ISBN 9788026427902.
SNER, Wolfgang. 2004. Posilování ve fitness. České Budějovice: Kopp. ISBN 8072322141.
STACKEOVÁ, D. 2014. Fitness programy z pohledu kinantropologie. Praha: Galén. ISBN 9788074921155.
VOMÁČKO, S. BOŠTÍKOVÁ, S. 2003. Lezení na umělých stěnách. Praha: Grada. 129s. ISBN
8024721743.
Min. 80% of active participation in classes.
Slovak language
Brief outline of the course:
The Institute of physical education and sport at the Pavol Jozef Šafárik University offers 20 sports activities aerobics; aikido, basketball, badminton, body-balance, body form, bouldering, floorball, yoga, power yoga, pilates, swimming, fitness, indoor football, SM system, step aerobics, table tennis, chess, volleyball, tabata, cycling.
Additionally, the Institute of physical education and sport at the Pavol Jozef Šafárik University offers winter courses (ski course, survival) and summer courses (aerobics by the sea, rafting on the Tisza River) with an attractive programme, sports competitions with national and international participation.
Sports activities in all their forms prepare university students for their professional and personal life. They have a great impact on physical fitness and performance. Specialization in sports activities enables students to strengthen their relationship towards the selected sport in which they also improve.
BENCE, M. et al. 2005. Plávanie. Banská Bystrica: FHV UMB. 198s. ISBN 80-8083-140-8.
[online] Dostupné na: https://www.ff.umb.sk/app/cmsFile.php?disposition=a&ID=571
BUZKOVÁ, K. 2006. Fitness jóga, harmonické cvičení těla I duše. Praha: Grada. ISBN 8024715252.
JARKOVSKÁ, H, JARKOVSKÁ, M. 2005. Posilování s vlastním tělem 417 krát jinak. Praha: Grada. ISBN 9788024757308.
KAČÁNI, L. 2002. Futbal:Tréning hrou. Bratislava: Peter Mačura – PEEM. 278s. ISBN
8089197027.
KRESTA, J. 2009. Futsal.Praha: Grada Publishing, a.s. 112s. ISBN 9788024725345.
LAWRENCE, G. 2019. Power jóga nejen pro sportovce. Brno: CPress. ISBN 9788026427902.
SNER, Wolfgang. 2004. Posilování ve fitness. České Budějovice: Kopp. ISBN 8072322141.
STACKEOVÁ, D. 2014. Fitness programy z pohledu kinantropologie. Praha: Galén. ISBN 9788074921155.
VOMÁČKO, S. BOŠTÍKOVÁ, S. 2003. Lezení na umělých stěnách. Praha: Grada. 129s. ISBN
8024721743.
active participation in classes - min. 80%.
Slovak language
Brief outline of the course:
The Institute of physical education and sport at the Pavol Jozef Šafárik University offers 20 sports activities aerobics; aikido, basketball, badminton, body-balance, body form, bouldering, floorball, yoga, power yoga, pilates, swimming, fitness, indoor football, SM system, step aerobics, table tennis, chess, volleyball, tabata, cycling.
Additionally, the Institute of physical education and sport at the Pavol Jozef Šafárik University offers winter courses (ski course, survival) and summer courses (aerobics by the sea, rafting on the Tisza River) with an attractive programme, sports competitions with national and international participation.
Sports activities in all their forms prepare university students for their professional and personal life. They have a great impact on physical fitness and performance. Specialization in sports activities enables students to strengthen their relationship towards the selected sport in which they also improve.
1. Active participation in seminars
2. Elaboration and presentation of PPT presentation on the assigned topic. Maximum number of points 20; minimum number of points 11.
3. Final test in the range of 20 questions from selected chapters and lectures. Maximum number of points 20; minimum number of points 11. The final evaluation (mark) is the sum of points for the presentation and the test. A 40b - 37b B 36b - 33b C 32b - 29b D 28b - 25b E 24b - 21b FX 20b - 0b
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
Psychological preparation for conducting an interview. Self-reflection of one's own possibilities, abilities to lead a conversation, to help. Possibilities of helping with conversations from the point of view of selected psychological approaches. Systematic approach to helping. Interview and professional ways to help and control. Objectivist and constructivist framework of conversation in theory and practice. Is it possible to help with control? Opening the interview, negotiating the course, course, ending the interview. Constructivist questions in the interview. Analysis of individual phases of conducting the interview. Reflex team possibilities of help in conversation. Models of reflective teams. Model situations of conducting an interview with an individual. Model situations of conducting an interview with a group. Professional possibilities, advantages and pitfalls of solving problems with an individual, with a group.
Provide students with basic information about a systemic approach to helping. Train interviewing, clarify orders. Reflect on help options.
The student is able to demonstrate an understanding of the theoretical principles of conducting a helping conversation.
The student is able to describe, explain and evaluate in what context to use which of the selected techniques to help the interview with the individual.
The student is able to use basic selected techniques when working with an individual in the interview process.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
Bačíková a kol. (2023). Keď dieťa potrebuje nielen psychológa. Grada publishing.
Vágnerová, M. Vývojová psychologie. Portál, Praha 2000
Říčan, P. Cesta životem. Portál, Praha, 2004.
Thorová, K. Vývojová psychologie. Portál, Praha, 2015.
Macek, P. Adolescence. Praha: Portál, 2003
Matějček, Z. - rôzne diela
Bačíková, M. Psychológia rodičovskej kontroly, Šafárik Press, Košice 2019
active participation in seminars - 20%
seminar work according to the current instructions on the electronic bulletin board- 40%
final test - 40%
Detailed and updated information will be posted on the electronic board
Determinants and factors of development, cognitive development, personality development. Socialization in separate developmental stages (family, peers, school). Specifics of development in the period of school age, in pubescence and adolescence. Parents and their role in child development. Application of knowledge of developmental psychology in the teacher's practice - communication with students in different developmental stages, creating a teacher-student relationship with respect to the development needs of the student.
The graduate will understand the principles of developmental psychology, and will be able to characterize the norm in separate developmental stages with a specific focus on the period of school age and adolescence. As part of the seminar work, a students will process current knowledge published in foreign journals. They will have a knowledge about the current social discourse on the topics covered. The graduate will be able to consider various aspects of the possible influence of parents and friends on the development of piupils and apply the knowledge of developmental psychology in the practice of the teacher.
BÓNOVÁ, I. - JASINSKÁ, L.: Jazyková kultúra nielen pre lingvistov. Košice: UPJŠ 2019. 100 s.
FINDRA, J.: Štylistika slovenčiny. Martin : Osveta, 2004.
FINDRA, J.: Štylistika slovenčiny v cvičeniach. Martin : Osveta, 2005.
KRÁĽ, Á.: Pravidlá slovenskej výslovnosti. Martin: Matica slovenská 2006. 423 s.
Krátky slovník slovenského jazyka. Martin: Matica slovenská 2020.
SABOL, J.- SLANČOVÁ, D. - SOKOLOVÁ, M.: Kultúra hovoreného slova. Prešov, FF UPJŠ
1989.
Pravidlá slovenského pravopisu. Bratislava: Veda 2000 (2013).
SABOL, J. – BÓNOVÁ, I. – SOKOLOVÁ, M.: Kultúra hovoreného prejavu. Prešov: FF PU
2006.
SLANČOVÁ, D.: Praktická štylistika. 2., upravené a doplnené vydanie. Prešov: Slovacontact
1996. 178 s. ISBN 80-901417-9-X.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2006.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2011.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2015.
Conditions for successful completion of the course:
a) regular active participation in seminars,
b) preparation of basic literature and content of lectures,
c) elaboration of seminar work / creative task,
d) successful completion of the final test.
Conditions for obtaining the final evaluation: a) seminar work / creative task b) final test (min. 56%) Final evaluation: 100,00 - 92,00% A 91,99 - 83,00% B 82,99 - 74,00 % C 73.99 - 65.00% D 64.99 - 56.00% E 55.99% and less FX
Prerequisites for successful completion of the course are annually updated on the electronic bulletin board in AIS2.
Slovak language
Characteristics of basic terms of general linguistics (language – speech, language functions, the sign character of language, language levels, content and form in language, individual and general aspect of language units) on interdisciplinary background and with the application to Slovak as a national language. Language standard, codification, usus. Basic codification manuals. Application of orthographic rules in practical documents. Sound culture, pronunciation styles. Orthoepic phenomena in vowels and consonants. Application of rhythmic law and its exceptions. Assimilation and its specific features in Slovak. Style, stylization – methods and demonstration of structure of text components.
During the final evaluation, the student demonstrates adequate mastery of the content standard of the course, which is defined by the required literature and seminar content, and demonstrates mastery of the performance standard, within which the student is able to practically apply the standard of standard Slovak in oral and written communications. manuals, gain skill in the bibliographic and citation standard. The graduate of the course normatively masters written communication on the basis of current orthographic rules and knows the basic characteristics of the means of expression of the text and functional language style.
Bačíková, M., Janovská, A., Orosová, O. Základy metodológie pedagogicko-psychologického výskumu. 2.doplnené vydanie. Šafárik Press, 2019. dostupné online: https://unibook.upjs.sk/img/cms/2019/FF/zaklady-metodologie-ped-psych-vyskumu-2-vyd-web.pdf
Gavora, P.: Úvod do pedagogického výskumu. Bratislava, UK 1999.
Švec, Š. a kol.: Metodológia vied o výchove. Bratislava, Iris 1998. Turek, I.: K základom pedagogického výskumu. Prešov, KPÚ 1991.
Ferjenčík, J.: Úvod do metodológie psychologického výskumu. Praha, Portál 2000.
http://www.e-metodologia.fedu.uniba.sk/
- active participation in seminars, presentation of assignments in groups, final exam
Research in pedagogy and psychology. Scientific research, scientific thinking. Parts of a research project. Research planning. Topic selection, research problem formulation. Types of research plans. Hypothesis, variables, operationalization. Ethical issues of scientific research. Experiment (experiment problems, control of variables in the experiment). Experimental plans, quasi-experiment. Reliability and validity of research. Research sample, methods of sample selection. Data collection techniques - questionnaire, interview, sociometry, semantic differential, observation, tests. Introduction to qualitative methodology. Possibilities of quantitative data processing. How to write a scientific article, presentation, poster, qualification work. Interpretation of findings, integration of findings into context.
The graduate of the course will gain information about the research methodology, will understand the basic methods of pedagogical and psychological research that can be used in the practice of the teacher. Within the seminars, students will develop professional skills through their own demonstration of a specific research method. The graduate of the course will be able to carry out simple scientific research, present the results of research and read the results of the latest research in the field of pedagogy and psychology.