Educational Psychology and Teacher Education: Reflections and Self-Study of a Professor

• In Event: Advocating for Educational Psychology Within Teacher Education: A Reflection Across Career Levels and Institutions

Abstract

Purpose
My teaching goals as a professor of Educational Psychology are to strive for excellence in teaching and help educators develop a deep understanding of learning and development to support diverse learners. I aim to prepare teachers to become culturally and developmentally responsive educators, engage in collaborative school-based research, and build partnerships with educational professionals.

Perspectives and Method
Educational psychology is at the heart of my scholarly identity and practice. It informs my research on adolescent motivation and developmentally responsive learning environments, as well as my mentorship, service, and leadership. I will use self-reflection and self-study (LaBoskey, 2004) to better understand the role of faculty in advocating for educational psychology in teacher education. Initial reflections on what teaching educational psychology means to me include:
1) It is personal and relational. How can I cultivate authenticity in my teaching practice? How can I develop relationships characterized by trust and respect with students, colleagues, and educational professionals? How can I strive to know my students as individual learners, as well as “know myself” as a teacher, learner, scholar, and human?
2) It is complex. I am in awe of the complexities of human development and learning as well as the teaching and learning process, and the implications this has for better understanding ourselves and others. How can I encourage a deep understanding and appreciation of these complexities in my teaching practice?
3) It is deeply cultural. Individuals bring diverse cultural backgrounds, social identities, and unique lived experiences into the learning context. How can I foster an equitable learning environment that supports all students? How do I engage in culturally sustaining and motivating practices? How do I develop my teaching and mentoring to support the evolving needs, values, and goals of my students?

Initial reflections on current issues and challenges:
1) Fostering cross-curricular connections. How can teacher educators foster cross-curricular connections and collaborations across courses and disciplines to help advocate for the intentional and systematic integration of educational psychology into teacher education?
2) Preparing culturally responsive practitioners. How can teacher educators leverage their understanding of educational psychology to prepare educators who engage in culturally responsive beliefs and practices that foster equitable learning environments to support diverse learners (Kahn et al., 2014; Miller Dyce & Owusu-Ansah, 2016). This is a critical issue, especially for educators working within challenging school environments.

Significance
By sharing my perspective as a faculty member, I aim to better understand and advocate for the integration of educational psychology into teacher education to prepare effective educators. This collaborative session also has implications for identifying critical issues and areas growth, enacting change, and advancing the field of teacher education.

Author

• Sarah Kiefer, University of South Florida