The Magic of Psychology in Teacher Education

Abstract

Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based teacher-certification pathways have recently come under attack from various socio-political sectors, and the curriculum for teacher preparation is among the most contested issues. This article examines the lure of psychology for teacher education.Philosophical analysis is required in any serious discussion of education and psychology and their relationships (Norwich, 2000, p. 205).Why is psychology a requirement for teacher certification? To address this question, I analyse research from the two relevant disciplines: Teacher Education and Educational Psychology. According to educational psychologists John Houtz and Carol Lewis, psychologists themselves have had long-standing debates about what ought to be the proper role for psychology with respect to teacher education (see also Alexander

Confidence in and Valuing of Psychological Findings Among Preservice Teachers

“…Many teacher education programs in different countries include courses in psychology or educational psychology in particular, rendering them an important role in teacher education (see Fendler, 2012; Patrick et al, 2011). Furthermore, evidence-based thinking and acting are explicit aims of teacher education: Several researchers call for evidence-based practice in education (e.g., Slavin, 2002), and there are official guidelines asking teachers to use scientific findings and methods (e.g., Commission of the European Communities, 2007; Kultusministerkonferenz, 2004).…”

Knowing Teaching Poetically

“…Despite their ardent efforts, generations of educational psychologists and educational reformers have been unable to engineer learning (Biesta, 2007;Fendler, 2012;Gottlieb, 2012). Even when teachers employ best practices with fidelity, educative moments may or may not manifest themselves in the classroom.…”

University-Based Teacher Preparation and Middle Grades Teacher Effectiveness

“…Foundations coursework includes knowledge of learners and their characteristics, knowledge of educational contexts, and knowledge of educational ends, purposes, and values, diversity, and motivation, including courses on the philosophy of education, multicultural education, and educational psychology (Fendler, 2012; Hanich & Deemer, 2005; Hoy, 2000; Patrick, Anderman, Bruening, & Duffin, 2011; Shulman, 1987). In some analyses, TPPs regarded as exemplary have extensive course requirements for human development and foundations courses including urban education, education law, and social context (Koppich, 2000; Snyder, 2000).…”

“…However, there is conflicting evidence as to whether middle grades trained teachers are sufficiently prepared to implement developmentally appropriate instruction (Conklin, 2012; Howell, Cook, & Faulkner, 2013). In North Carolina, many programs require both a course in educational psychology and a specific course in human development, but there is no research examining the relationship between education psychology courses and effective teaching (Fendler, 2012; Floden & Meniketti, 2005; Patrick et al, 2011).…”