The effects of the decline in the training of educational psychologists in South Africa on preservice teacher training and learner support (Education Association of South Africa (EASA), South Africa)

• In Event: Worldwide Education Research Priorities and Collaborative Opportunities from the Vantage of Education Research Associations

Abstract

The literature on the role of educational psychology in teacher training programmes can be traced back to educational psychologists like James [1] and Thorndike [2]. Teacher education programmes are developed around the theoretical and practical understanding of child development, learning, assessment, behaviour management and motivation, which are areas of expertise in educational psychology. This paper aims to (a) critically investigate the contribution of educational psychology in the training of preservice teachers at South African universities and (b) understand the distribution of educational psychologists in public schools to support teaching and learning. A narrative literature review and email request for unpublished documents from 4 educational psychologists were used as a method to collect literature to answer the following questions: What contribution does educational psychology make to training preservice teachers at public universities in South Africa? What contributions do educational psychologists make to support learners in South African public schools? Analysis was done by identifying recurring patterns in the literature reviewed. This study found that of the 26 public universities in South Africa, only six universities offer educational psychology programmes. Educational psychology programmes in higher education institutions are declining, leading to a decrease in qualified educational psychologists. This decline negatively affects the involvement of educational psychologists in training preservice teachers in educational psychology modules or courses. Therefore, the inclusion of educational psychology as a core or fundamental module in the curriculum of preservice teachers to avoid dependence on the decreasing number of educational psychologists in higher education institutions is key. An increase in teacher training programmes in higher education should be merged with an equal increase in educational psychology core or fundamental courses in the curriculum of preservice teachers.

Educational psychology informs preservice teachers on how learning takes place and how an individual learns. The author of [3] confirms that educational psychology is the study of child development and learning, counselling, guidance, special education and reading. The training of preservice teachers focuses on, e.g., the learning process and learning theories, including different domains of child development like cognitive, emotional, social and physical development [1,2]. Focusing on theories of child development and learning and how they contribute to teaching and learning helps understand the learning process. Educational psychology’s role in training preservice teachers aims to equip teachers with the necessary knowledge and skills to understand, identify and assess learning problems using theories of development and learning and non-standardised tests, as well as to support or refer learners for further support. Furthermore, pre-service teachers can be exposed to and trained in using and developing non-standardised assessment tests that are essential to teaching and learning. Education and educational psychology are interdependent [4]. The authors of [5] (p.73) define educational psychology as “the development and application of psycho-logical principles to education, as well as the adoption of psychological perspectives on education”. This definition draws a link between educational psychology and education. The American Psychology Association Dictionary defines educational psychology as “a branch of psychology that applies psychological principles and theories to a broad spectrum of teaching, training, and learning issues in educational settings.

Author

• Motlalepule Ruth Mampane, University of Pretoria