Stephan Dutke, Manfred Holodynski, Elmar Souvignier
What Psychology Can Contribute to Contemporary Teacher Education
Číslo: 4/2018
Periodikum: Pedagogika
Klíčová slova: teacher education; video-based instruction; evidence-based teaching; research-based learning.
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Anotace:
We describe basic concepts of contemporary teacher education from a psychological
perspective, typifi ed by examples from teacher education programs run at the University of
Münster, Germany. After describing the context of teacher education in Germany, the criteria
are discussed which determine the selection of psychological contents to be included into teacher
education curricula. Furthermore, three curriculum components are discussed that help to adopt
a psychological perspective on instruction at school. Classroom videos reduce the distance between
psychological knowledge suitable to guide teacher behaviour on the one hand and examples of
how teachers actually behave during class on the other. Students’ small-scale classroom research
projects bridge the gap between theory and practice, and curriculum components focusing on individual
diff erences help to raise awareness for diagnostics, individual aid, and inclusion. Finally,
psychology’s role in teacher education is discussed with regard to relevant content knowledge and
methodological knowledge teacher education curricula might benefi t from.
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perspective, typifi ed by examples from teacher education programs run at the University of
Münster, Germany. After describing the context of teacher education in Germany, the criteria
are discussed which determine the selection of psychological contents to be included into teacher
education curricula. Furthermore, three curriculum components are discussed that help to adopt
a psychological perspective on instruction at school. Classroom videos reduce the distance between
psychological knowledge suitable to guide teacher behaviour on the one hand and examples of
how teachers actually behave during class on the other. Students’ small-scale classroom research
projects bridge the gap between theory and practice, and curriculum components focusing on individual
diff erences help to raise awareness for diagnostics, individual aid, and inclusion. Finally,
psychology’s role in teacher education is discussed with regard to relevant content knowledge and
methodological knowledge teacher education curricula might benefi t from.