ERIC Number: ED312239
Record Type: RIE
Publication Date: 1988-Oct
Reference Count: 0
Reconceputalizing Educational Psychology To Facilitate Teacher Empowerment and Critical Reflection.
This paper discusses teaching psychological foundations courses to undergraduate preservice teachers. It is argued that the current approach to pedagogy in this area is ineffective because it does not take account of the fact that most prospective teachers, after years of acting as participant observers of the acts of teaching and learning, have implicit and limiting assumptions about the nature of teaching and learning. There is considerable evidence to suggest that the way courses such as educational psychology typically are taught actually serves to reinforce and confirm the narrow, unexamined and often mythical assumptions preservice students hold. The primary focus of this paper is on a critical pedagogy that is developmentally appropriate, provides optimal facilitation of further cognitive and epistemological development, and that takes as its starting point preservice teachers' existing conceptions of knowing, learning and teaching. Among the instructional techniques used in this form of pedagogy are class participation, journal writing, formal writing for a variety of audiences, and the extensive use of large and small group discussions. Syllabi of several courses in educational psychology are appended. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Midwestern Association for Teachers of Educational Psychology (Bloomington, IN, October, 1988).