Psychological literacy can be considered as one of the most important literacies for the 21st century, which should be one of the major outcomes of undergradual teacher education. The main target of this study was to identify the level of psychological literacy among teachers working at various levels of education. The research sample consisted of 180 teachers working in preschool, primary and secondary schools in the Slovak Republic. In this study we focused on selected components of psychological literacy: psychological misconceptions, critikal thinking disposition, critical openness, reflective skepticism, integrity and trust in science. Our analysis showed statistically significant differences between primary school teachers and secondary school teachers in two components: trust in science (p = 0.014) and integrity (p = 0.009). These results pointed out some important facts that should be reflected in differentiated development of psychological literacy based on teachers’ professional focus. It also indicate the importance of psychological literacy into undergradual teacher education and continuing education for teachers in practise.

Authors:
Lucia Rapsová, Constantine the Philosopher University in Nitra, Slovakia
Katarína Grznárová, Constantine the Philosopher University in Nitra, Slovakia

About the Presenter(s)
PaedDr. Lucia Rapsová, PhD. is currently an assistant professor at the Faculty of Education of Constantine the Philosopher University in Nitra. She works at the Department of Educational and School Psychology.

See this presentation on the full schedule – Wednesday Schedule

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