Psychology of Education Dr. Paul Conway PDE @ UCC 2010-11
Developing a “psychologicalperspective” on teaching Understanding learning and development in school (and out) E.g. Learning in V out of school (Resnick, 1987) Become more aware of your own and learning and development as basis for supporting that of others in schools P Conway, PDE @ UCC 2
Some of the topics to beaddressed Changing social context of adolescence Family, school-work, globalisation, ICTs Ability, ‘intelligence’ and achievement Motivation: that of students & teachers Technologies: tools to amplify the mind Promoting well-being (including mental health) The ‘good teacher’ Different schools of psychology: (psychodynamic), behaviorist, cognitive, socio-cultural, (neuro-psychological, evolutionary) P Conway, PDE @ UCC 3
Developing a “psychologicalperspective” A psychological perspective has the potential to help us be more thoughtful, effective, caring & ethical as professional educators Psychology: a very significant influence in/on education in the last 100 years E.g. the ‘self’ alphabet, ‘mastery’, teaching ≠ learning, IQ tests, core conditions for human change, stages & critical periods, emotional intelligence(s), stereotype threat, FCL, motivation (incl. praise), teacher knowledge Different schools of psychology have (very) different ways of thinking about teaching, learning and development P Conway, PDE @ UCC 5
Novice-experts andprofessional knowledge Experts in any area or profession have deep and flexible knowledge (Berliner, 2004), e.g. The 10,000 hour rule & deliberate practice (with coaching) Comparisons between novice and experts in various professions and activities P Conway, PDE @ UCC 8
What do teachers need toknow? Teacher knowledge (Shulman, 1987) Content knowledge General pedagogical knowledge Curriculum knowledge Pedagogical content knowledge (PCK) Knowledge of learners & their culture Educational contexts/settings Goals & purposes of teaching Technology pedagogical content knowledge (TPCK) (Mishra et al, 2004) Knowledge of self (Grossman, 1995) P Conway, PDE @ UCC 9
Are the so-called foundations‘foundational’? Myth of technical rationality, I.e. an applied science view based on flawed ‘transfer’ assumption (Peterson et al, 1991) Moving from a rational technical to reflective practice Knowledge for teaching Knowledge in teaching Knowledge of teaching (Cochran- Smith & Lytle, 1999) P Conway, PDE @ UCC 10
A cautious optimism “Psychology ought certainly to give the teacher radical help. And yet I confess that, acquainted as I am with the height of your expectations, I feel a little anxious lest, at the end of these simple talks of mine, not a few of you may experience some disappointment at the net results….” William James, (1892) Talks to Teachers, p. 22 P Conway, PDE @ UCC 11
“An intermediary inventivemind” “Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediary inventive mind must make the application, by using its originality” James, 1892, p. 24 P Conway, PDE @ UCC 12
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