Poster #34 - Preservice Teacher Perceptions of Educational Psychology Learning Theories

• In Event: 51.082 - MTCC Poster Session 12
  In Poster Session: 51.082-8 - Teaching Educational Psychology Poster Session

Abstract

There is a discrepancy in the way educators and educational researchers define theoretical constructs and apply learning theory, a theory-practice gap. Modelling effective teaching practices and allowing time for application level practice in pre-service Educational Psychology courses may help to close the theory-practice gap. The purpose of this case study is to explore the understanding of learning theory and perspectives of its practical use by a pre-service teacher who is enrolled in an Educational Psychology course that employs Team Based Learning and allows for application activities within the course. Findings indicate that teacher relationship and authentic opportunities for application are important to students’ theory-based learning experiences. Implications are discussed.

Authors

• Emily A Finney, Oklahoma State University - Stillwater

• Kaia Christofferson, Oklahoma State University