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ERIC Number: ED447133
Record Type: Non-Journal
Publication Date: 2000-Oct
Pages: 30
Abstractor: N/A
Reference Count: N/A
Reforming Teacher Education through Educational Psychology: Kentucky's Example.
Fasko, Daniel, Jr.; Skidmore, Ronald; Abell, Deborah
This paper discusses the role of educational psychology in meeting the Kentucky Education Professional Standards Board (KEPSB) requirements and mandates for the Kentucky Educational Reform Act (KERA) for new and experienced teachers. There are two areas at the university program level where educational psychologists, individually and collectively, could address the concerns of educational reformers and practitioners. The first is the establishment of a core curriculum and pedagogical practices designed to facilitate preservice teachers' mastery of effective teaching procedures and practices. The second is within the context of the college or university classroom. To more effectively incorporate theoretical implications regarding teaching and learning into reform and practice, the focus should be one of integrating science and practice while recognizing the idiosyncratic contexts of classrooms. Because a course in educational psychology seems to be a relatively consistent entity in college and university teacher education programs, it becomes a viable venue for addressing issues of reforming preservice teacher preparation with regard to the presentation, application, and practice of current perspectives, ideologies, and strategies. (Contains 32 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Kentucky Education Reform Act 1990