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ERIC Number: ED129651
Record Type: RIE
Publication Date: 1976-Apr
Reference Count: 0
Teachers Are Psychologists, Too: On the Application of Psychology to Education. ACT Research Report No. 73.
Hunt, David E.
The premise of this paper is that psychologists need to reconsider the process by which psychological ideas are applied in educational practice. Psychological ideas do not guide educational practice as much as they should because psychologists fail to consider what is happening in the classroom. How a teacher thinks as a psychologist can be identified through the teacher's conceptions of students, teaching approaches, and learning outcomes. Measurement tests developed for the study of a person's perceptions are described in this report for the purposes of identifying teachers' conceptions. Determining why teachers teach and why they adopt new programs will help psychologists understand the process of program implementation before they prescribe programs to teachers. Also, the reflexivity principle that a teacher is a psychologist and a psychologist is a person--both entities generate psychological ideas and must be accounted for by their ideas--should be applied to psychology theories as well as to communication between psychologists and teachers. This view of teachers should facilitate communication between psychologists and teachers, improve the quality of educational psychology practice, and enrich psychology theory and research. (Author/ND)
Descriptors: Conceptual Schemes, Educational Psychology, Elementary Secondary Education, Learning, Perception, Psychoeducational Methods, Psychological Studies, Psychologists, Psychometrics, Social Science Research, Social Sciences, Teacher Behavior, Teachers, Teaching Methods, Teaching Programs, Theories
ACT Publications, The American College Testing Program, P.O. Box 168, Iowa City, Iowa 52240 (order no. 4-7-73, $1.00 paper cover)
Publication Type: Books
Education Level: N/A
Authoring Institution: American Coll. Testing Program, Iowa City, IA. Research and Development Div.