Topics of questions for the final state examination in basics of Pedagogy and Psychology
Written examination in the basics of Pedagogy and Psychology in the Master’s studies
The examination consists of the following sections:
1. Pedagogy, its definition, subject, objectives and methods. Classification of pedagogical approaches.
2. Place of pedagogy in the system of sciences. School pedagogy, its contents and functions.
Basic terminology and categories of pedagogy (upbringing, education, education
3. Basic characteristics and ideas of the work of J. A. Comenius
4. Brief overview of the modern history of pedagogy (J. Lock, J. J. Rousseau, J. H. Pestalozzi, J. F. Herbart, L. N. Tolstoy and others).
5. Pedagogical approaches of the 20th century (pragmatist pedagogy, positivist pedagogy,
cultural and spiritual pedagogy, Marxist pedagogy, Christian
pedagogy). Major authors and works.
6. Student as a subject of education. Developmental characteristics, types of intelligence, attitude to
7. Teaching profession: specific features, contents, competences, responsibilities, further education.
Profile of the teaching profession. Questions of ethics.
8. Pedagogical communication and interactions. Principles of communication at school and its influence on
9. Class environment. Working with the class environment, its effects and importance in the educational
10. Heredity, class environment, upbringing. Family and upbringing. Relationship between the family and the school,
concept of an open school.
11. School as an institution. Role of the school. Internal management and administration of the school. Standards for work of
a school. Image of the school.
12. Current education system in the Czech Republic (types of schools, structure, focus on contents).
Transformation of Czech education system.
13. Alternative education in the Czech Republic (types of schools, their basic characteristics).
14. Curriculum and curricular documents (their definition, meaning, how to work with them).
15. School laws and their significance (legislative procedure, Collection of Laws). Other legislative norms.
16. Education policy (definition and functions, national and international education
policies, basic documents of the education policy and their contents).
• Bertrand, Y. Soudobé teorie vzdělávání. Praha: 1998.
• Mareš, J., Křivohlavý, J.: Komunikace ve škole. Brno 1995.
• Pol, M. Škola v proměnách. Brno: MU, 2008.
• Průcha, J. Moderní pedagogika. Praha: Portál, 2009.
• Průcha, J. Alternativní školy a inovace ve vzdělávání. Praha: Portál, 2001.
• Framework Education Programme for Primary Education. (available at www.vuppraha.cz)
• Framework Education Programme for Grammar School Education. (available at:
1. Didactics – its subject and approach. Definition of general didactics, branch didactics;
didactics for different levels and types of schools. Systemic approach to didactics.
2. Structure of the curriculum. Didactic materialism, formalism, utilitarianism. Fundamental curriculum.
3. Conditions of teaching and education.
4. Teaching objectives, their distribution, and creation.
5. Methods of teaching and their classification.
6. Verbal methods, individual types and their characteristics.
7. Visual demonstration methods, typology, the foundations of the individual methods.
8. Practical methods, their analysis, basic characteristics.
9. Stages of teaching.
10. Organisational forms of teaching (their classification). Characteristics of the individual forms.
11. Class – a basic teaching unit. Typology of classes.
12. Evaluation, testing and assessment of students. Student and his/her success at school. Self-evaluation.
13. System of material didactic resources. Didactic technique. Information
technologies and their use in teaching.
14. Teacher as a teaching agent.
15. A pupil (student) as a teaching agent.
16. School textbooks. Teacher’s and student’s work with a textbook. The function of textbooks. New types of textbooks.
17. System of didactic principles.
18. Preparation of a teacher for class (teacher’s project activities). Didactic analysis of curriculum.
Teacher’s approach to teaching.
19. Co-operative, individual and competitive learning and teaching.
• Kalhous, Z., Obst, O.: Školní didaktika, Praha, Portál 2002
• Maňák, J. Švec, V.: Výukové metody, Brno, Paido 2003
• Petty, G.: Moderní vyučování, Praha, Portál 1996
Questions from special pedagogy
1. Special pedagogy– concept, subject, objectives, interdisciplinary relationships, classification of the field, terminology.
2. Integration – concept, terminology, forms of integration, possibilities of integration today.
3. Inclusion – inclusive education of pupils with special educational needs – legislation.
4. Special pedagogical diagnostics – concept, subject, objectives, methods, terminology.
5. Pedagogical-psychological counselling services – SPC, pedagogical-psychological consulting centre, ECC, school counselling workplace (guidance counsellor, special pedagogy teacher, school psychologist, prevention methodologist)
6. Physical disability – characteristics, classification, etiology, cerebral palsy, ADHD, education, personal assistance, access to employment.
7. Mental disability – characteristics, classification according to WHO, etiology, Down syndrome, dementia, education, access to employment.
8. Autism spectrum disorders – characteristics, etiology, education.
9. Visual impairment – characteristics, classification, etiology, education, access to employment.
10. Hearing impairment – characteristics, classification, etiology, education, sign language, access to employment, prosthetics.
11. Impaired communication ability – characteristics, classification, etiology, re-education, education.
12. Alternative and augmentative communication – characteristics, individual systems.
13. Specific learning disorders – characteristics, classification, etiology, diagnostics, re-education, education, access to employment.
14. Behavioural disorders – characteristics, classification, institutional and protective education, prevention.
15. Multiple concurrent disabilities – education, therapy.
• BARTOŇOVÁ, M., VÍTKOVÁ, M. Strategie ve vzdělávání dětí a žáků se
speciálními vzdělávacími potřebami. Brno: Paido, 2007. ISBN 978-80-7315-158-4.
• BARTOŇOVÁ, M., PIPEKOVÁ, J., VÍTKOVÁ, M. Strategie ve vzdělávání žáků s
mentálním postižením v odborném učilišti a na praktické škole. Brno: MSD, 2007.
• LECHTA, V. (ed.) Základy inkluzivní pedagogiky. Praha: Portál, 2010. ISBN 978-
• PIPEKOVÁ, J. (ed.) Kapitoly ze speciální pedagogiky. Brno : Paido, 2010. ISBN 978-
• VÍTKOVÁ, M. (ed.) Integrativní speciální pedagogika. Brno : Paido, 2004. ISBN 80-
Questions from psychology
1. Concept and development of educational psychology – methodology, educability,
skills, abilities, talent, methods of obtaining basic information in pedagogical psychology.
2. Learning – learning and maturing, memory and learning, types of learning, controlled learning, learning theory, learning and motivation.
3. Intelligence and creativity – definition of intelligence and creativity and their measurement, structure of intelligence and creativity, relationship between intelligence and creativity
4. Psychodidactics – knowledge, habits, skills and their creation, teaching styles, individual differences in teaching.
5. Psychology of education and personality of a pupil – psychological aspects of educational goals, reward and punishment, styles and patterns in upbringing, personal approach to upbringing, cultural stimulation and self-education. Pupil’s personality – recognizing the personality and its characteristics, the student’s role, adaptation to school environment, development of the pupil’s personality.
6. Learning and behavioural disorders – intellectual and non-intellectual causes of poor school results, success or failure at school, symptoms of ADHD/ADD, specific developmental learning disorders, neurotic disorders, aggression and bullying.
7. Mental hygiene of the educational process – basics of teaching and self-study based on mental hygiene principles, mental hygiene at examinations, stress, overburdening and its prevention.
8. Psychology of a teacher – relationship between a teacher and a student, types of teachers, requirements on a teacher’s personality, communication in a pedagogical situation, relationships between teachers, teacher’s self-reflection.
9. Social and psychological issues in classes and schools – class as a small social group, social environment of classes and schools, family, home, school, socialisation of a student, social learning.
• ČÁP, J. Psychologie výchovy a vyučování. Praha : Karolinum 1991, 415 s.
• ČÁP, J., MAREŠ, J. Psychologie pro učitele. Praha : Portál 2001, 655 s.
• FONTANA, D. Psychologie ve školní praxi. Praha : Portál 2003, 383 s.
• HELUS, Z.: Dítě v osobnostním pojetí. Praha : Portál 2004, 228 s.
• HILL, G.: Moderní psychologie. Praha : Portál 2004. 282 s.
• KOHOUTEK, R. Úvod do psychologie: normalita a abnormalita psychiky a osobnosti.
Brno : MU 2005, 63 s.
• KOHOUTEK, R. Základy užité psychologie. Brno : CERM 2002, 544 s.
• KOHOUTEK, R.a kol. Základy pedagogické psychologie. Brno : CERM 1996, 184 s.
• KULIČ, V. Psychologie řízeného učení. Praha : Academia 1992, 187 s.
• MAREŠ, J. Styly učení žáků a studentů. Praha : Portál 1998, 239 s.
• MAREŠ, J., KŘIVOHLAVÝ, J. Komunikace ve škole. Brno : MU 1995, 210 s.