Relevant bibliographies by topics / Educational psychology|Teacher education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Educational psychology|Teacher education'

Author: Grafiati
Published: 9 July 2021
Last updated: 1 February 2022

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Journal articles on the topic "Educational psychology|Teacher education"

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Woolfolk Hoy, Anita. "Educational Psychology in Teacher Education." Educational Psychologist 35, no. 4 (2000): 257–70. http://dx.doi.org/10.1207/s15326985ep3504_04.

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Poulou, Maria. "Educational psychology within teacher education." Teachers and Teaching 11, no. 6 (2005): 555–74. http://dx.doi.org/10.1080/13450600500293241.

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Andre, Thomas, and Susan Hegland. "Educational psychology and the reform of teacher education." Educational Psychology Review 2, no. 3 (1990): 237–53. http://dx.doi.org/10.1007/bf01323280.

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SANTI, Prof Ph D. Elena-Ancuța. "Book Review-EDUCAȚIA DIGITALĂ [DIGITAL EDUCATION]." Pro Edu. International Journal of Educational Sciences 3, no. 4 (2021): 85–88. http://dx.doi.org/10.26520/peijes.2021.4.3.85-88.

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The volume Educația digitală [Digital Education] (2020), published by Polirom Publishing House (Iași), is the result of a new and necessary collective effort in the times when the Romanian school is going through the global pandemic context and is trying to identify the most efficient solutions to continue the teaching process and to realize it at higher qualitative standards. The coordinators of this work are well-known personalities in the domain of Educational Sciences, with vast experience, with vision and innovative spirit, authors of books, studies and research works, prize-winning, bein
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OKA, Naoki, Hideki SANO, Hisako ITOI, Keiko OZAKI, Eiji TOMIDA, and Noriaki AZUMA. "School Teacher Education Based on Research in Educational Psychology." Annual Report of Educational Psychology in Japan 52 (2013): 205–7. http://dx.doi.org/10.5926/arepj.52.205.

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Hanich, Laurie B., and Sandra Deemer. "The Relevance of Educational Psychology in Teacher Education Programs." Clearing House: A Journal of Educational Strategies, Issues and Ideas 78, no. 5 (2005): 189–91. http://dx.doi.org/10.3200/tchs.78.5.189-191.

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Nezhad, Akbar Soleiman, and Majid Vahedi. "The Role of Educational Psychology in Teacher Education Programs." Procedia - Social and Behavioral Sciences 30 (2011): 327–30. http://dx.doi.org/10.1016/j.sbspro.2011.10.064.

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Umniashova, Irina Borisovna, and Anastasiia Andreevna Kuznetsova. "Cooperation of the teacher and educational psychologist in the course of the psychology and pedagogical analysis of educational interaction." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2017): 121–29. http://dx.doi.org/10.51314/2073-2635-2017-4-121-129.

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In article the role and potential of professional interaction of the educational psychologist and teacher in the course of the joint analysis of a lesson and activity after lessons is discussed. The joint analysis of activity is one of types of psychology and pedagogical examination in an education system. Cooperation of the teacher and educational psychologist is carried out in the course of psychological maintenance of educational activity, promotes creation of psychology and pedagogical conditions of implementation of the federal state educational standard of the general education and devel
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PATRICK, HELEN, LYNLEY H. ANDERMAN, PAIGE S. BRUENING, and LISA C. DUFFIN. "The Role of Educational Psychology in Teacher Education: Three Challenges for Educational Psychologists." Educational Psychologist 46, no. 2 (2011): 71–83. http://dx.doi.org/10.1080/00461520.2011.538648.

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Löfström, Erika. "Student Teachers' Experiences of Their Studies in Educational Science and Psychology." Journal of Teacher Education for Sustainability 10, no. 1 (2008): 56–67. http://dx.doi.org/10.2478/v10099-009-0025-2.

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Student Teachers' Experiences of Their Studies in Educational Science and PsychologyGeneral studies in Educational Science and Psychology provide for many subject teacher students their first contact with pedagogy. The experiences may influence students' desire to pursue teacher education studies and to continue in the profession after graduation. The aim of the study was to analyse how students perceive intentionality, contextuality, constructivism, collaboration, feedback, and transfer of knowledge. Further, the university teachers' intentions for creating a meaningful learning experience fo
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Dissertations / Theses on the topic "Educational psychology|Teacher education"

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Adams, Sebastian Phillip. "Teacher-Student Rapport in the Secondary Instrumental Music Ensemble| Educational Psychology and Teacher Disposition Standards." Thesis, Colorado State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10812416.

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<p> Critical topics of teaching music continue to undergo philosophical evolution as unique concepts and perspectives are introduced by a variety of experts both in and out of the field. One concern among many is the role of the secondary music educator in the ideal classroom for student learning, part of which is impacted by teacher-student rapport. Teacher-student rapport is defined in this paper by the author as an adaptation of the general definition of rapport by Carey et al. (1986a): the quality of relationship between teacher and student that is characterized by communication and mutual
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Evans, Patrick Garland. "Peak experience in educational encounters| A phenomenological-hermeneutic study." Thesis, California Institute of Integral Studies, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117910.

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<p> This study inquires into the peak experience of educators arising within educational encounters with students. It indicates a particular trend in education away from authoritarian modes of teacher behavior toward dialogic, empathetic relationships cultivated by teachers with their students. Also indicated is the potential for teachers to transform themselves morally, thereby creating conditions necessary for students to develop moral attitudes and behavior. By developing capacities for meditation, contemplation, and self-reflection, by developing intrapersonal and interpersonal skills, tea
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Daytner, Gary Thomas. "The decision to teach and the development of perceived competence and teacher efficacy among teacher candidates." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3183920.

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Cassily, Shaleen. "Burned Out or Trapped in Conscientiousness| A Case Study of Three NH Middle School Teachers." Thesis, University of New Hampshire, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10821874.

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<p> The purpose of this research was to explore the nature of teachers&rsquo; experiences of burnout and teacher self-efficacy, and the relationship between these two constructs. Although the research has demonstrated a well-established relationship between burnout and teacher self-efficacy, the exact dynamic between these two constructs is open to debate (Skaalvik &amp; Skaalvik, 2010). Additionally, most of the existing research around burnout and teacher self-efficacy is quantitative. Therefore, this study investigated these two constructs qualitatively in order to gain a deeper understandi
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Kennedy, Hilarie Fotter. "Adverse Childhood Experiences and the Effects on Teachers' Beliefs about Classroom Behavior Management." Thesis, University of Southern Maine, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809710.

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<p> The aim of this survey research pilot study was to determine if there is a relationship that exists between a teacher&rsquo;s perceptions about their disciplinary style and early life exposure to adverse experiences. The method consisted of two brief questionnaires (the Adverse Childhood Experience questionnaire and the Behavior and Instruction Management Scale) which was completed electronically by 2,149 teachers (response rate 16.51%) practicing within the state of Maine. The Behavior and Instruction Management Scale (BIMS) is a validated measure of teacher beliefs about their behavioral
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Davis, Bradley John. "How Do Challenging Classroom Behaviors in a Simulated Reality Environment Affect Self-Reported Stress and Psychological Responses of Pre-Service Teachers with Low and High Teacher Self-Efficacy." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626105284506251.

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Weishuk, Heidi. "Professional engagement, critical thinking, and self-efficacy beliefs among early career K-12 school teachers." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261102.

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<p> An online study was conducted to ascertain the potential of two independent variables, teaching self-efficacy and critical thinking skill (via a self-efficacy survey and a critical thinking appraisal) to predict four aspects of professional engagement (via a teaching career aspirations survey) among 95 self-selected early-career K-12 teachers. A regression model was attempted across the four aspects of professional engagement surveyed: planned persistence (PP), professional development (PD), professional leadership (PL), and planned effort (PE). However the data violated regression assumpt
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Fischler, Robert B. "SimTeacher simulation-based learning in teacher education /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3210046.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0835. Adviser: Curtis J. Bonk. "Title from dissertation home page (viewed March 16, 2007)."
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Annable, David Edwin. "Using Short Presentations to Increase Student Teacher Knowledge of School Psychology." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1213392576.

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Brooks, Sean M. "Urban High School Educators' Perceptions of Pre-Service and In-Service Conflict Resolution and Violence Prevention Education." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747045.

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<p> Studies have shown that conflict resolution and violence prevention education may be lacking within school-based environments. There is a gap in the literature regarding pre-service and in-service conflict resolution and violence prevention education for urban high school educators. The purpose of the study was to understand the experiences and perceptions of urban high school educators&rsquo; pre-service and in-service conflict resolution and violence prevention education, and the student health-related antecedents that contribute to both. Utilizing a case study methodology, this study em
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Books on the topic "Educational psychology|Teacher education"

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Peterson, Penelope L. Educational psychology as a "foundation" in teacher education: Reforming an old notion. National Center for Research on Teacher Education, 1989.

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Miller, M. David. Measurement and Assessment in Teaching. Merrill/Pearson, 2009.

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Education on trial. Oneworld, 1992.

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Roncin, Charles. Bien vivre la classe: La classe dans une approche systémique. Presses universitaires de France, 1995.

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Ṣalībī, Rizq. ʻAlāqat al-mumārasāt al-tarbawīyah lil-muʻallimīn wa-al-tawāfuq al-nafsī min wijhat naẓar ṭalabat al-marḥalah al-thānawīyah fī madāris mudun Muḥāfaẓat Bayt Laḥm. R. Ṣalībī, 1999.

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Gholar, Cheryl Renee. Connecting with students' will to succeed: The power of conation. Pearson/Skylight, 2003.

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Uruntaeva, Galina, and Ekaterina Gosheva. Psychology of cognition preschooler in professional and pedagogical activity of the teacher. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1074084.

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The monograph is devoted to analysis of professional and pedagogical activity of educator of preschool educational organizations in the aspect of cognition of preschool children. Describes the conceptual presentation of these activities, including structural-functional model of the activities to knowledge and activities for analysis of its process and results in order to assess its effectiveness. In accordance with the business model for knowledge of child the proposed system of professional training of future educators for its development in the learning process at the University, partly expe
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The motivated student: Unlocking the enthusiasm for learning. Association for Supervision and Curriculum Development, 2009.

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Shilony, Tamar. Model menṭali shel morim menusim ṿe-ṭironim be-miḳtsoʻot madaʻiyim ṿe-humaniyim le-gabe lemidah be-ḳerev yeladim. h. mo. l., 1994.

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1916-, Peretti André de, ed. Les Régulations de la relation pédagogique. L'Harmattan, 1997.

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Book chapters on the topic "Educational psychology|Teacher education"

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Malott, Curry Stephenson. "The Social Construction of Educational Psychology (Continued): Implications for Teacher Education." In Critical Pedagogy and Cognition. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0630-9_4.

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Fendler, Lynn. "Psychology in Teacher Education: Efficacy, Professionalization, Management, and Habit." In Educational Research: The Attraction of Psychology. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5038-8_4.

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Gonzalez-DeHass, Alyssa R., and Patricia P. Willems. "Case-Study Instruction in Educational Psychology: Implications for Teacher Preparation." In Exploring Learning & Teaching in Higher Education. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55352-3_4.

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Wehmeyer, Michael L., Sung Hyeon Cheon, Youngsun Lee, and Matthew Silver. "Self-Determination in Positive Education." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_9.

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AbstractOne of the constructs that has been widely researched in positive psychology is self-determination, which refers generally to acting volitionally, based upon one’s own preferences, interests, and values. This chapter overviews conceptualizations of self-determination in the context of theories of agentic human behaviour, motivational psychology, and disability. Two primary theoretical perspectives on self-determination, Self-Determination Theory and Causal Agency Theory, are discussed, and their relative contributions to understanding the development of self-determination examined. Three education-based interventions that have been derived from these theoretical perspectives are described, as well as the evidence supporting their implementation: an intervention to increase teacher skills and knowledge to be autonomy-supportive; a schoolwide intervention that emphasizes autonomy, competency, and relationships; and a teaching model that enables teachers to teach students to self-regulate problem-solving leading to setting and attaining educational goals. To create schools that benefit all students, we need to focus on promoting student agency, student ownership over learning, and meaningfulness and purpose.
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de Jesus, Cícero Ramon Cunha, and Marilena Ristum. "Teacher Participation in the Constitution of the Educational Self." In Cultural Psychology of Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98602-9_9.

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Kostoulas, Achilleas, and Anita Lämmerer. "15. Making the Transition into Teacher Education: Resilience as a Process of Growth." In Language Teacher Psychology, edited by Sarah Mercer and Achilleas Kostoulas. Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099467-019.

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Varghese, Manka M. "5. Drawing on Cultural Models and Figured Worlds to Study Language Teacher Education and Teacher Identity." In Language Teacher Psychology, edited by Sarah Mercer and Achilleas Kostoulas. Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099467-009.

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De Bonis, Anna Maria, and Luca Tateo. "Walking in a Book: Teacher Professional Identity Between Psychology and Culture." In Cultural Psychology of Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98602-9_10.

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Waters, Lea. "Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_6.

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AbstractThis chapter puts forward three key ideas for expanding the field of positive education. First, I call for the field to develop evidence-based ways to implicitly deliver wellbeing practices in addition to the current delivery mode of explicit programs. Second, I suggest that the current practice of teaching the content of wellbeing would benefit from including approaches that also build the contexts for wellbeing. Third, I recommend that the field must empower teachers to utilize their own teaching expertise as compared to simply delivering a pre-designed wellbeing curriculum. The core “change lever” to incorporate implicit approaches, build contexts for wellbeing, and empower teachers is that of pedagogy. “Positive Education Pedagogy” reflects the idea that how a teacher educates, not just what is taught, is a key factor in building student wellbeing. Infusing positive education into teacher pedagogy allows wellbeing to be built in all classes and subjects across the entire school and not just in those classes that explicitly teach positive education programs. To demonstrate these ideas, a qualitative case study investigating the outcomes of a positive pedagogical intervention is presented. Results of this study found that teachers who are trained in positive education pedagogy are able to legitimize, action, and spread wellbeing. Positive education pedagogy creates change within the teacher, across classrooms, and throughout the school. These findings are explained through three key positive psychology theories: mindsets, broaden and build, and systems informed positive psychology (SIPP).
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Wittmann, Erich Christian. "Teaching Units as the Integrating Core of Mathematics Education." In Connecting Mathematics and Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.

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AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.
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Conference papers on the topic "Educational psychology|Teacher education"

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Klomkul, Dr Lampong, Phramaha Prasit Kaewsri, and Phrapalad Raphin Duangloi. "Applying Educational Psychology for Spiritual Teacher Development in Thailand." In The International Conference on Research in Psychology. Acavent, 2019. http://dx.doi.org/10.33422/icrpconf.2019.03.134.

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"INTEGRATING MEDIA DIDACTIC COMPETENCES IN PSYCHOLOGY COURSES OF TEACHER EDUCATION." In 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014c042.

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Raižienė, Saulė. "Dynamic Interactions Between Teacher Involvement And Satisfaction Of Students’ Basic Psychological Needs." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.81.

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Francesconi, Denis. "Yoga Practice As In-Service Teacher Education Activity: Preliminary Data From A Qualitative Study." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.82.

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Yang, Hui, and Xiaodan Liu. "Thinking Teacher Education Colleges and Universities Under the Perspective of Positive Psychology." In Proceedings of the 2nd International Conference on Humanities Education and Social Sciences (ICHESS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/ichess-19.2019.106.

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Inoue-Smith, Yukiko. "A Teacher Professional Development Course Fo-Cusing On Reflective Practice." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.57.

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Birta-Székely, Noémi. "Caracteristics Of Natural Science Misconceptions Among Transylvanian Hungarian Teacher Training Students." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.73.

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Balaban, Vlado. "Beginner Physical Education Teacher And Concept Of Discipline: Comparison From Two Countries." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.38.

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Skorova, Larisa V., and Anna Yu Kachimskaya. "Activity tests in professional teacher training aimed at ensuring psychological safety in the educational environment." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-63.

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Escalante, Elsa. "Quality Of Colombian Early Childhood Education: An Exploratory Study Of Teacher-Child Interactions." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.63.

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