Psychology of Education    Dr. Paul Conway     PDE @ UCC        2010-11
Developing a “psychologicalperspective” on teaching   Understanding learning and    development in school (and out)     ...
Some of the topics to beaddressed   Changing social context of adolescence       Family, school-work, globalisation, ICT...
P Conway, PDE @ UCC   4
Developing a “psychologicalperspective”   A psychological perspective has the potential    to help us be more thoughtful,...
Teachers’ use of praise           P Conway, PDE @ UCC   6
P Conway, PDE @ UCC   7
Novice-experts andprofessional knowledge   Experts in any area or profession    have deep and flexible knowledge    (Berl...
What do teachers need toknow?   Teacher knowledge (Shulman, 1987)       Content knowledge       General pedagogical kno...
Are the so-called foundations‘foundational’?   Myth of technical rationality, I.e. an    applied science view based on   ...
A cautious optimism   “Psychology ought certainly to give    the teacher radical help. And yet I    confess that, acquain...
“An intermediary inventivemind”   “Psychology is a science, and    teaching is an art; and sciences    never generate art...
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Pde psych education-lecture 1_intropsyched

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Pde psych education-lecture 1_intropsyched

  1. 1. Psychology of Education Dr. Paul Conway PDE @ UCC 2010-11
  2. 2. 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
  3. 3. 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
  4. 4. P Conway, PDE @ UCC 4
  5. 5. 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
  6. 6. Teachers’ use of praise P Conway, PDE @ UCC 6
  7. 7. P Conway, PDE @ UCC 7
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. “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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