How Can We Teach Development, Learning Theories, Motivation, and Assessment to Better Prepare Future Educators?

• In Event: Research on teaching and learning in educational psychology: The role of motivation

Abstract

Despite the importance of Educational Psychology courses for improving pre-service teachers’ competencies, few studies have empirically investigated what essential topics should be taught and how they should be delivered. Conducting a thematic analysis of 3,375 open-ended responses from Educational Psychology course takers, we examined how development, learning theories, motivation, and assessment can be taught more effectively. The most and least helpful aspects of each topic, along with suggestions to improve instruction, were identified. Students found practical and applicable knowledge (e.g., developmental stages that inform expectations and developmentally appropriate teaching strategies) to be most helpful, while broad or abstract theories (e.g., Piaget’s stages) were considered least helpful. For instructional improvement, they requested more opportunities to apply concepts and more real-life examples.

Authors

• Wonjoon Cha, The Ohio State University

• Arianna Henning, The Ohio State University

• Eric M. Anderman, The Ohio State University