The role of educational psychology in the preparation of teachers
- 1 January 1996
- journal article
- Published by Taylor & Francis in Educational Psychologist
- Vol. 31 (1) , 5-14
- https://doi.org/10.1207/s15326985ep3101_1
Abstract
This article continues the dialogue initiated by Anderson et al. (1995) on the teaching of educational psychology to prospective teachers. It approaches the problem from the perspective of what educational psychology represents as a field and the way modem-day educational psychology can contribute to the preparation of teachers. The diversity that exists in the field, the long-standing tension between scientific theory and educational practices, and the adequacy of such metaphors as "middleperson" and "application" are among the issues discussed. The relation of educational psychology to other aspects of the teacher education program, topics that might be included and instructional methods that might be used in an educational psychology course, and implications of these issues for the preparation of doctoral students in educational psychology are also discussed.Keywords
This publication has 12 references indexed in Scilit:
- Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and MathematicsPublished by Taylor & Francis ,2018
- Guided, Cooperative Learning and Individual Knowledge AcquisitionPublished by Taylor & Francis ,2018
- Educational psychology for teachers: Reforming our courses, rethinking our rolesEducational Psychologist, 1995
- Toward an Integrated Theory of Teaching and LearningEducational Psychologist, 1993
- Telling the Stories of Educational PsychologyEducational Psychologist, 1992
- An Empowering Conception of Educational PsychologyEducational Psychologist, 1992
- The two cultures of teaching and teacher preparationTeaching and Teacher Education, 1992
- Phases of Meaningful LearningReview of Educational Research, 1990
- Developing a viable link between scientific psychology and educational practicesInstructional Science, 1982
- Psychology and social practice.Psychological Review, 1900