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The role of educational psychology in teacher education: expert opinions on what teachers should know about learning, development, and assessment

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Abstract

The aim of this study is to identify psychological topics within the areas of learning, development, and assessment that are especially important for teachers and should be included in the university teacher education curriculum. Based on the observation that teacher educators in psychology often face the challenge of having to select certain topics from a large body of possible content, at the risk of causing large variation of knowledge between teachers, we asked 48 experts from different fields of teacher education (psychologists, non-psychologists at university, and educators from the induction phase) to evaluate psychological topics with respect to their importance to teaching. In the following two rounds (Delphi method), experts selected topics which they felt should be taught at university. Although differences existed at the beginning, a ranking of topics was obtained. Further, we explored the way experts with different backgrounds achieved consensus to support the validity and acceptance of the results. Concluding, we discuss the usefulness of the results with a focus on the acquisition of psychological knowledge for teachers and to foster the position of educational psychology within teacher education.

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Notes

  1. We intended both to keep selection rates within content areas nearly constant, i.e., we wanted to avoid cases where one person selects only two topics whereas another person selects all topics and to avoid arbitrarily weighting all content areas equally. Therefore, we conducted a small additional study with participants of the same sample (N = 35). Herein, experts had to allocate different amounts of credit hours to the different content areas. The mean over all experts was round to full numbers and presented in the instruction.

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Authors and Affiliations

  1. Department of Educational Psychology, Institute of Psychology, Goethe-University Frankfurt, Grüneburgplatz 1, 60323, Frankfurt/Main, Germany

    Hendrik Lohse-Bossenz, Olga Kunina-Habenicht & Mareike Kunter

Authors
  1. Hendrik Lohse-Bossenz
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  2. Olga Kunina-Habenicht
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  3. Mareike Kunter
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Correspondence to Hendrik Lohse-Bossenz.

Additional information

Hendrik Lohse -Bossenz. Department of Educational Psychology, Institute of Psychology, Goethe-University Frankfurt, Senckenberganlage 15, Frankfurt/Main 60325, Germany; e-mail: lohse@paed.psych.uni-frankfurt.de; website: http://www.uni-frankfurt.de

Current themes of research:

Teacher education, teachers’ professional competence, psychology as part of teachers’ professional knowledge, educational measurement.

Relevant publications:

Kunina-Habenicht, O., Lohse-Bossenz, H., Kunter, M., Dicke, T., Förster, D., Gößling, J., et al. (2012). Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung? Ergebnisse einer Delphi-Studie. [Which educational topics are important for teacher education? Results of a Delphi study]. Zeitschrift für Erziehungswissenschaft, 15(4), 649–682. doi:10.1007/s11618-012-0324-6.

Terhart, E., Schulze, F., Kunina-Habenicht, O., Dicke, T., Förster, D., Lohse-Bossenz, H., et al. (2012). Bildungswissenschaftliches Wissen und der Erwerb professioneller Kompetenz in der Lehramtsausbildung - Eine Kurzdarstellung des BilWiss-Projekts. [Knowledge about educational foundations and the development of professional competence in teacher education – a short overview on the BilWiss-project]. Lehrerbildung auf dem Prüfstand, 5(1), 96–106.

Olga Kunina-Habenicht. Department of Educational Psychology, Institute of Psychology, Goethe-University Frankfurt, Senckenberganlage 15, Frankfurt/Main 60325, Germany; e-mail: kunina@paed.psych.uni-frankfurt.de; website: http://www.uni-frankfurt.de

Current themes of research:

Teacher education, professional competence of teachers, educational measurement, cognitive diagnostic models.

Relevant publications:

Kunina-Habenicht, O., Rupp, A. A., & Wilhelm, O. (2012). The impact of model misspecification on parameter estimation and item-fit assessment in log-linear diagnostic classification models. Journal of Educational Measurement, 49(1), 59–81. doi: 10.1111/j.1745-3984.2011.00160.x.

Wilhelm, O., Herzmann, G., Kunina, O., Danthiir, V., Schacht, A., & Sommer, W. (2010). Individual differences in perceiving and recognizing faces - one element of social cognition. Journal of Personality and Social Psychology, 99(3), 530–548. doi: 10.1037/a0019972.

Kunina-Habenicht, O., Rupp, A.A., & Wilhelm, O. (2009). A practical illustration of multidimensional diagnostic skills profiling: Comparing results from confirmatory factor analysis and diagnostic classification models. Studies in Educational Evaluation, 35(2–3), 64–70. doi: 10.1016/j.stueduc.2009.10.003.

Mareike Kunter. Department of Educational Psychology, Institute of Psychology, Goethe-University Frankfurt, Senckenberganlage 15, Frankfurt/Main 60325, Germany; e-mail: kunter@paed.psych.uni-frankfurt.de; website: http://www.uni-frankfurt.de

Current themes of research:

Professional competence of teachers, teacher career development, classroom instruction, motivation at school.

Relevant publications:

Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289–301. doi: 10.1016/j.cedpsych.2011.07.001.

Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates' general pedagogical and psychological knowledge: Test construction and validation. Journal of educational psychology 103(4), 952–969. doi: 10.1037/a0025125.

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. doi: 10.3102/0002831209345157.

Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468–482. doi: 10.1016/j.learninstruc.2008.06.008.

Furtak, E., & Kunter, M. (2012). Effects of autonomy supportive teaching on student learning and motivation. Journal of Experimental Education 80(3), 284–316. doi: 10.1080/00220973.2011.573019.

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Lohse-Bossenz, H., Kunina-Habenicht, O. & Kunter, M. The role of educational psychology in teacher education: expert opinions on what teachers should know about learning, development, and assessment. Eur J Psychol Educ 28, 1543–1565 (2013). https://doi.org/10.1007/s10212-013-0181-6

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