Making a Difference in Teacher Education Courses: A Psychological Reconsideration
الموضوعات :
Faezeh Fatehi Ghahfarokhi
1
,
Ahmad Mohseni
2
,
Massood Yazdani Moghaddam
3
,
Alireza Ameri
4
1 - Islamic Azad University, South-Tehran Branch, Tehran. Iran
2 - Islamic Azad University, South-Tehran Branch, Tehran. Iran
3 - Islamic Azad University, South-Tehran Branch, Tehran. Iran
4 - Islamic Azad University, South-Tehran Branch, Tehran. Iran
الکلمات المفتاحية: psychology, Educational Psychology, teacher education courses,
ملخص المقالة :
The interdependency between education and psychology has been valued for a long time and the educational psychology as an interdisciplinary field reconciling these two disciplines has been introduced to the field of teacher education. However, theoretically present in teacher training programs, the practical ways of applying educational psychology has not gained enough attention. The interviews with 21 Iranian EFL teachers and educators reveal that those teachers start their career after doing a teacher education course, do not have enough awareness to deal with learners’ cognitive and emotional problems. Therefore, the researchers tried to put psychological theories into practice through assigning some mini-action research during the teacher education courses. To check the effectiveness of the method, two groups (experimental and control) were selected and then their awareness of psychological issues while reflecting on their teaching process were compared after the treatment. The qualitative findings of the study indicate that the method was successful in increasing pre-service teachers’ psychological awareness towards language teaching. The method is beneficial for those designing and planning teacher education courses.
Agudo, J. D. D. M., & Azzaro, G. (2018). Emotions in learning to teach EFL in the practicum setting: Facing the emotional dilemmas and challenges associated with professional practice. In Emotions in second language teaching (pp. 365-384). Springer, Cham.
Anderson, L. M., Blumenfeld, P., Pintrich, P. R., Clark, C. M., Marx, R. W., & Peterson, P. (1995). Educational psychology for teachers: Reforming our courses, rethinking our roles. Educational Psychologist, 30(3), 143-157.
Ary, D., Jacobes, L. C. Sorensen, C. Razavieh, A. (2010). Introduction to Research in Education. Belmont, CA: Wadsworth.
Balota, D. A., Marsh, E., & Marsh, E. J. (Eds.). (2004). Cognitive psychology: Key Readings. NY and Hove: Psychology Press.
Berliner, D. C. (1993). The 100-year journey of educational psychology: from interest, to disdain, to respect for practice. In T. R. Fagin & G. R. Vanden Bas (Eds.), Exploring applied psychology: Origins and critical analyses (pp. 39–78). Washington, DC: American Psychological Association.
Brown, H. D. (2007). Principles of Language Learning and Teaching. NY: Pearson Longman.
Brown, H. D. & Lee, H. (2015). Teaching by Principle. NY: Pearson Education.
Celce-Murcia, M., Brinton, D. M. & Snow, M. A. (Eds.) (2014). Teaching English as a Second or Foreign L anguage. Boston: National Geographic Learning.
Cook, V. (2008). Second Language Learning and Language Teaching. London: Hodder Education.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.
Dӧrnyei, Z. (2014). Motivation in Second Language Learning. In M. Celce-Murcia, D. M. Brinton, M. A. Snow (Eds.). Teaching English as a Second or Foreign Language. (pp. 518-531). Boston: National Geographic Learning.
Dӧrnyei, Z. (2005). The Psychology of the Language Learner. Oxen: Lawrence Erlbaum.
Dӧrnyei, Z. (1990). Conceptualizing motivation in foreign-language learning, Language Learning, 40, 45-78.
Dӧrnyei, Z. &Ushioda, E. (2011). Teaching and Researching Motivation. Harlow: Longman.
Ellis, R. (2008). The Study of Second Language Acquisition. Oxford: OUP.
Gardner, R. C. (2007). Motivation and second language acquisition. PORTA LINGUARUM, 8, 9-20.
Gardner, R. (1985). Social Psychology and Second Language Learning. London: Edward Arnold.
Gardner, R. & Lambert, W. (1972). Attitudes and Motivation in Second-language Learning. Rowley, MA: Newbury.
Grinder, R. E. (1989). Educational psychology: The master science. In An abbreviated version of this paper was presented at the annual meeting of the American Psychological Association, Washington, DC, 1986.. Lawrence Erlbaum Associates, Inc.
Krashen, S., (1985). The Input Hypothesis: Issues and Implications, London and New York: Longman.
Kubat, U. (2018). Identifying the Individual Differences among Students during Learning and Teaching Process by Science Teachers. International Journal of Research in Education and Science, 4 (1), 30-36.
Kumari, A. R., Sundari, R. S., & Rao, D. B. (2006). Methods of Teaching Educational Psychology. New Delhi: Discovery Publishing House.
Love, P. (2009). Educational psychologists: the early search for an identity. Educational Psychology In Practice, 25(1), 3-8. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook. 2006–07 Edition.
Manichander, T. (2015). Psychology of Learners & Learning. Laxmi Book Publications, Maharashtra, pp.14-18.
Martin, J. L. & Torok-Gerard (2019). Educational Psychology. California: ABC-CLIO, LLC.
Mayer, R. E. (1987). Cognitive aspects of learning and using a programming language. In Interfacing thought: Cognitive aspects of human-computer interaction (pp. 61-79).
Miller, J., & Reynolds, A. (2003). The locus of redundant-targets and nontargets effects: Evidence from the psychological refractory period paradigm. Journal of Experimental Psychology: Human Perception and Performance, 29(6), 1126.
Ni, H. (2012). The Effects of Affective Factors in SLA and Pedagogical Implications. Theory and Practice in Language Studies, 2(7), 1508-1513.
Orío, S. F. (2013). Motivation and second language acquisition. Universidad de La Rioja.Servicio de Publicaciones: Grado en Estudios Engleses.
Poulou, M. (2005). Educational psychology within teacher education. Teachers and Teaching: theory and practice, 11(6), 555-574.
Robinson, P. (2002). Individual Differences in Instructed Language Learning. Amsterdam: John Benjamins.
Rodriguez, J. & Irons-Georges, T. (2001). Psychology and Mental Health. Hackensack NJ: Salem Press Inc. Seifert, K., & Sutton, R. (2009). Educational Psychology, 2009. Cited, 17(02), 2012.
Shakir, M. & Sharma, S. (2017). Using Educational Psychology for Better Teaching-Learning Environment. International Journal of Education. 8: 20-28. In http://ijoe.Vidyapu blications.com
Skehan, P. (2014). Individual differences in second language acquisition. NY and London: Routledge.
Smith, M.C. & DeFrates-Densch, N. (2016). Challenges and Innovations in Educational Psychology Teaching and Learning. Charlotte, NC: Information Age Publishing Inc.
Soleiman Nezhad, A. & Vahedi, M. (2011). The Role of Educational Psychology in Teacher Education Programs. Procedia - Social and Behavioral Sciences. 30 (1), 327 – 330.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology review, 8(2), 175-185.
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46 (2), 195-207.
Ushioda, E. (2013). Motivation in second language acquisition. In C. Chapelle (Ed.). The encyclopedia of applied linguistics (3763-3768). West Sussex, UK: Wiley-Blackwell.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. Motivation, language identity and the L2 self, 215- 228.
Wiley, J., & Jee, B. D. (2011). Cognition: Overview and recent trends. Learning and cognition in education,3-8.www.http://psychlearningcurve.org/these-psychological-principles-will-help-your-students-learn-more-effectively/
