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Psychological Pedagogy for Quality Teaching and Learning

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Psychological Pedagogy for Quality Teaching and Learning Psychological Pedagogy for Quality Teaching and Learning Professor Lucija Rutka, Dr.psych, Mg.math. University of Latvia Aim of presentation To acquaint in general with the personal academic and research experience and to discuss together the most effective ways of achieving the learning outcomes in the Educational Psychology Module About me • Professor, University of Latvia, Faculty of Education, Psychology and Art • Expert in education at the Council of Sciences of the Republic of Latvia • Since 2015 - National research programme „Innovative Solutions in Social Telerehabilitation in the Schools of Latvia in the Context of Inclusive Education” • 2012 – 2013 – ESF project „Creating a Support System for the Youth at Risk of Inclusive Education and Social Exclusion, Preparing and Providing Necessary Personnel and Improving Their Competence” My courses in bachelor, master and doctoral study programs • Developmental Psychology • Theories of Developmental Psychology • Communication Psychology • Personalization of Pedagogical Process • Teaching and Learning in University • Development of the Personality in the Socialization Process • Educator's Personal Effectiveness • Communication in the Study Process • Communication Peculiarities between Doctor and Patient • and others Psychological pedagogy My research area is Psychological pedagogy, wich is new trend in our university. The main research subject of psychological pedagogy is psychological competence of teachers (students) Research area The teacher’s psychological competence is composed of the knowledge of psychology, psychological thinking, the person’s qualities of professional importance, abilities of self- analysis, empathy, abilities of taking decisions, skills of rendering psychological support, skills of self-regulation and stress management. (Lefrancois, 2000; Зинченко, 2002; Simikin, 2006; Kepalaite, 2008; Rutka, 2012; Gregory, 2016) Psychological competence develops in reflective activity, during the process of thinking directed to the awareness of one’s actions, behavior, language, experience, emotions, abilities, character, attitudes, conviction, analysis and understanding concerning other people, one’s tasks and functions in search of the solution of different problems (McCormick Davis, 2005; Loughran, 2006; Sense, 2007; Korthagen, Verkuyl, 2007; Russel, 2007; Kepalaite, 2008; Rutka, 2012; Latkovska, 2014) One of the home pages of psychological aid, (http://www.teenfad.ph/beintheknowcontent.php), considers psychological competence to be the most important life skill and it is defined as the individual’s ability and skill to cope with everyday problems, to keep feeling fine and demonstrate adaptive, positive behavior in cooperation with other people in their cultural environment. Psychological competence is important in the preservation of one’s physical and mental health, and it determines the individual’s sense of feeling in the social environment as well. Not only teachers’ psychological competence is researched in the world but also the psychological competence of other professionals, e.g., doctors, lawyers, actors, businessmen (Кочубей, 2001; Nastasi, Pluymert, Moore, 2002; Ambuel, Rappaport, 2005; Bluckert, 2007; Zanelti-Dalenbach, Tschudin, Lapaire, Holzgreve, 2009) One dimension of the study process – educator’s psychological pedagogical knowledge, skills and competence for achieving the learning outcomes Practical part We have a lot of questions A discussion about the ways how to achieve the best learning outcomes. Program Intended Learning Outcomes in Educational Psychology : • Knowledge and Understanding • Skills - cognitive (thinking), professional (practical) • Competence – autonomy, responsibility, interaction (collaboration) Knowledge and Understanding • Advanced knowledge of STEM, involving a critical understanding of learning theories and principles. • Apply the appropriate strategies for enhancing students’ active and flexible learning through motivation, self-efficacy and engagement. • Broad, integrated and advanced knowledge about students’ diversity and its impact on teaching and learning processes • Broad, integrated and advanced knowledge in adjoining areas - educational psychology, involving a critical understanding of learning theories and principles. Skills Cognitive (thinking) • Demonstrate advanced cognitive skills including logical, intuitive and creative thinking for enhancing students’ motivation, self-efficacy, and engagement • Demonstrate advanced cognitive skills including logical, intuitive and creative thinking for integrating STEM teaching practices in classroom Skills Professional (practical) • Demonstrate practical skills in application of different learning theories in STEM classroom • Demonstrate practical skills in classroom management and classroom leadership • Demonstrate practical skills in creating inclusive and motivating learning environment in STEM classroom. • Demonstrate practical skills in responding to students’ diversity and to diverse learning cultures Competence Autonomy Demonstrate autonomy in managing class situations through encouraging students’ engagement, mutual trust and active learning. Responsibility Takes responsibility for responding to students’ diversity and managing diverse learning cultures Interaction (collaboration) Demonstrate competence for enhancing students’ social interaction in innovative learning environments Which knowledge, skills and competences are especially important for university educators to promote achievement of better learning outcomes? This will be important and useful both for improving the Psychology module and preparing the training in Riga. Knowledge, skills and competences offered for discussion: To promote students’: 1. Self-motivation 2. Critical thinking 3. Communication skills 4. Positive emotions and self-awareness 5. Self assessment and peer-to-peer assessment 6. Self-discipline 7. Ethical understanding 8. Respect for diversity 9. Mutual trust and mutual support 10. Initiative 11. Independence 12. Decision making Procedure of practical activities 1. Please organise yourselves in groups of 3-4 people. 2. Each group receives an envelope with slips that have psycho-pedagogical skills and competences written on them. There are alsosome extra slips that you can use to write your variants. 3. Each group receives 3 A4 sheets in 3 different colours. 4. Please discuss which of the formulated skills and competences you are good? at and put them on the green sheets. 5. Then discuss wich of the formulated skills you use in your work, but you would like to improve them, and then place these slips on the yellow sheet. Procedure of practical activities 6. Finally, discuss wich skills or competences seem important to you, but it is not clear how to aply them and you would like to do it. 7. You can also add your variants and put them on the coloured sheets. 8. The skills that you do not consider important put aside. 9. You have 10-15 minutes. At the end discussion each group should give their feedback about the discussion. 10. I would like to take a picture of every grops coloured sheets. I am planning to use them in training in Riga next year. Unfortunately, we can’t discuss the meaning and content of every skill and competence because it is very time consuming. We will do it next year in Riga! Thank you for your attentions, active participation and feedback! I look forward to futher cooperation!.
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