Why Educational Psychology? Fostering Teaching Efficacy in Preservice Educators Through Transferability (Poster 43)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Teaching of Educational Psychology Poster Session

Abstract

Preservice educators benefit from understanding psychological concepts situated within the classroom context; yet teacher education programs typically require few specialized educational psychology courses. Prior research reveals that seeing connections between theory and practice enhances educator effectiveness. We explored the relationship between perceived transferability of educational psychology constructs and teaching efficacy. With the increasing number of online courses, we also explored whether modality affects this relationship. Participants (N = 258) from undergraduate educational psychology courses completed an online survey. Results indicate student perceptions of knowledge transfer positively predicted teacher sense of efficacy, regardless of modality. Provided instructors emphasize applicability of concepts to the classroom context, these findings suggest that modality should not pose a barrier to effective knowledge transfer.

Authors

• Jaime Lewandowski, Oklahoma State University

• Paul Hunhoff, Oklahoma State University

• Jane S. Vogler, Oklahoma State University