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Interviewing in intercultural psychodiagnostics
Tušl, Martin ; Niederlová, Markéta (advisor) ; Boukalová, Hedvika (referee)
The topic of the following work is the intercultural psychodiagnostics with a focus on the method of interviewing. The first part is a theoretical introduction to psychodiagnostics; briefly are described test methods and clinical methods with a deeper elaboration of the clinical interview. The next part focuses on the problem of using a clinical interview in the intercultural examination. Meaning a situation where the psychologist and the client do not share the same culture, do not have the same mother tongue, do not know the rules and habits of each others culture, etc. In the last part I have designed a survey which would evaluate the experiences of the czech clinical psychologists with intercultural psychodiagnostics.
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Interviewing in intercultural psychodiagnostics
Tušl, Martin ; Niederlová, Markéta (advisor) ; Boukalová, Hedvika (referee)
The topic of the following work is the intercultural psychodiagnostics with a focus on the method of interviewing. The first part is a theoretical introduction to psychodiagnostics; briefly are described test methods and clinical methods with a deeper elaboration of the clinical interview. The next part focuses on the problem of using a clinical interview in the intercultural examination. Meaning a situation where the psychologist and the client do not share the same culture, do not have the same mother tongue, do not know the rules and habits of each others culture, etc. In the last part I have designed a survey which would evaluate the experiences of the czech clinical psychologists with intercultural psychodiagnostics.
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Preparing student teachers for constructivist teaching about society in primary grades
Dvořáková, Michaela ; Spilková, Vladimíra (advisor) ; Stará, Jana (referee) ; Brtnová Čepičková, Ivana (referee)
Preparing student teachers for constructivist teaching about society in primary grades Michaela Dvořáková Abstract The content of primary social studies could be described as cultural universals - domains of human existence that form part of everybody's experience. Despite that, children do need a skilled instruction helping them to elaborate these topics. We suppose that for the constructivist teachers, deep content knowledge and pedagogic content knowledge is necessary to elaborate and conceptualize children's experiences. In this thesis, we wanted to learn more about the knowledge base of pre-service teachers. To explore the education students' content knowledge and pedagogical content knowledge of social studies topics, we elicited students' concepts related to the topic of family using concept mapping. Then we performed the content analysis of the obtained concepts. We tried to determine whether pre-service teachers rely on their prior knowledge (including misconceptions) of family or whether they use the knowledge gained in social science classes at the high school or at our university. Students do not use their academic knowledge gained in social studies classes spontaneously, but they are able to do when prompted. An important part of pedagogical content knowledge of a social studies teacher are the...
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