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A Content Analysis of the Syllabi of Educational Psychology Survey Courses for Preservice Teachers
Thu, May 4, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation GalleryFri, May 5, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation Gallery
Abstract
This study adds to the research literature on the role of the syllabus in survey courses on educational psychology for undergraduate and graduate students in initial teacher licensure programs in the United States. A sample (n = 25) of educational psychology course syllabi from colleges and universities are analyzed for implications in how these courses are structured, what is emphasized, and what is communicated to preservice teachers via the syllabus as itself being a pedagogical tool. Themes were derived from word frequencies of the syllabi in the aggregate. Discussion of implications is contextualized based on the syllabi overviews, learning objectives, and related information as derived from word frequencies, term-to-term correlations, and a qualitative comparison across the sample.