Educational Psychology's Identity Crisis

Abstract

Educational psychology lacks precise definitions regarding curriculum, clientele, research emphases, and accountability. A literature analysis indicates that to resolve the problems "educational psychologists should direct their attention toward the classroom and the instructional processes that take place there."

Effects of Abstract and Educationally Oriented Learning Contexts on Achievement and Attitudes of Preservice Teachers

“…The implications of the findings for teacher training and future research are discussed. E ducation core courses, such as those in educational psychology and foundations, are often criticized for spending too much time on theories and not enough time on practical applications in the classroom (Brenner, 1979;Clinefelter, 1979;Isakson & Ellsworth, 1979;Ross, Raines, & Cervetti, 1978). The particular concerns expressed are not so much with what is taught in the educational core.…”

The Magic of Psychology in Teacher Education

“…To address this question, I analyse research from the two relevant disciplines: Teacher Education and Educational Psychology. According to educational psychologists John Houtz and Carol Lewis, psychologists themselves have had long‐standing debates about what ought to be the proper role for psychology with respect to teacher education (see also Alexander, ; Andre and Hegland, ; Chase, ; Clinefelter, ; Hilgard, ). Houtz and Lewis () tell us that ‘Both William James … and John Dewey … suggested by their writings that educational psychology was a “middleman” between theory and practice … James considered psychology to be a science but education an art’ (p. 3).…”