Abstract
Three ideas from "Educational Psychology for Teachers: Reforming Our Courses, Rethinking Our Roles" (Anderson et al., 1995) are further elaborated in this article: (a) the relation of "contemporary psychological perspectives" to the social construction of knowledge and to learner-centered psychological principles, (b) the relation of diversity to the content of educational psychology courses, and (c) the nature of authentic tasks. In addition, suggestions are made as to how these ideas might be implemented in teaching educational psychology for preservice teachers.
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