1. Psychology of EducationDr. Paul Conway PDE @ UCC2010-11

2. Developing a psychologicalperspective on teaching Understanding learning anddevelopment in school (and out) E.g. Learning in V out of school(Resnick, 1987) Become more aware of your ownand learning and development asbasis for supporting that of others inschools P Conway, PDE @ UCC 2 3. Some of the topics to beaddressed Changing social context of adolescence Family, school-work, globalisation, ICTs Ability, intelligence and achievement Motivation: that of students & teachers Technologies: tools to amplify the mind Promoting well-being (including mentalhealth) The good teacher Different schools of psychology: (psychodynamic), behaviorist, cognitive,socio-cultural, (neuro-psychological,evolutionary) P Conway, PDE @ UCC 3 4. P Conway, PDE @ UCC 4 5. Developing a psychologicalperspective A psychological perspective has the potentialto help us be more thoughtful, effective,caring & ethical as professional educators Psychology: a very significant influence in/oneducation in the last 100 years E.g. the self alphabet, mastery, teaching learning, IQ tests, core conditions for humanchange, stages & critical periods, emotionalintelligence(s), stereotype threat, FCL, motivation(incl. praise), teacher knowledge Different schools of psychology have (very)different ways of thinking about teaching,learning and developmentP Conway, PDE @ UCC5 6. Teachers use of praise P Conway, PDE @ UCC 6 7. P Conway, PDE @ UCC 7 8. Novice-experts andprofessional knowledge Experts in any area or professionhave deep and flexible knowledge(Berliner, 2004), e.g. The 10,000 hour rule & deliberatepractice (with coaching) Comparisons between novice andexperts in various professions andactivitiesP Conway, PDE @ UCC8 9. What do teachers need toknow? Teacher knowledge (Shulman, 1987) Content knowledge General pedagogical knowledge Curriculum knowledge Pedagogical content knowledge (PCK) Knowledge of learners & their culture Educational contexts/settings Goals & purposes of teaching Technology pedagogical content knowledge(TPCK) (Mishra et al, 2004) Knowledge of self (Grossman, 1995) P Conway, PDE @ UCC 9 10. Are the so-called foundationsfoundational? Myth of technical rationality, I.e. anapplied science view based onflawed transfer assumption(Peterson et al, 1991) Moving from a rational technical toreflective practice Knowledge for teaching Knowledge in teaching Knowledge of teaching (Cochran-Smith & Lytle, 1999) P Conway, PDE @ UCC 10 11. A cautious optimism Psychology ought certainly to givethe teacher radical help. And yet Iconfess that, acquainted as I amwith the height of your expectations,I feel a little anxious lest, at the endof these simple talks of mine, not afew of you may experience somedisappointment at the net results.William James, (1892) Talks toTeachers, p. 22 P Conway, PDE @ UCC11 12. An intermediary inventivemind Psychology is a science, andteaching is an art; and sciencesnever generate arts directly out ofthemselves. An intermediaryinventive mind must make theapplication, by using its originality James, 1892, p. 24 P Conway, PDE @ UCC 12