IP 89-9 Educational psychology as a "foundation" in teacher education: Reforming an old notion.
Abstract
A far-reaching reexamination of teacher education in America is underway, stimulated by reform initiatives from within the profession and criticisms from without. In this article, the authors raise questions about the place and form of educational psychology in the larger conversation about the thoughtful preparation of teachers. Recent research and theory in cognition and instruction suggest alternatives to traditional conceptions of the learner, the teacher, and classroom learning. This research has implications for the reconsideration of the content, curriculum, and methods of educational psychology and also for the ways in which teacher educators learn to teach the adults who will become tomorrow's teachers.