Psychology in Teacher Education: Efficacy, Professionalization, Management, and Habit

Abstract

Educational psychology is a required element in the curriculum for all accredited teacher preparation programs in the United States, and background knowledge in educational psychology is assessed on examinations for teacher licensure in most jurisdictions. Traditional university-based teacher certification is under attack from various sectors, and the curriculum for teacher preparation is among the most contested issues. In this chapter, I examine four possible hypotheses that might be offered to explain the continued presence of educational psychology in the curriculum of US teacher education. Efficacy: Educational psychology is a requirement in teacher education curricula because the study of psychology makes better teachers (regardless of how one might define ‘better’). Professionalization: Educational psychology is included in the curriculum of teacher education because the affiliation with a scientific discipline helps to raise the professional status of teaching and teacher education. Policy/Management: Educational psychology remains in the curriculum of teacher education because psychological research renders the unruly practices of teaching more predictable, rational, and manageable; the language of psychology gives teacher educators a voice in educational policy making. Habit: Educational psychology continues to be included in the curriculum of teacher education out of habit.