Full Description
Given the complexity of learning, an increasingly diverse student population, and growing demands on today's teachers, educational psychology has never been more relevant for informing instructional practice. Notably, an understanding of learning, both what it is and how it occurs, is essential for teachers to design and implement effective instruction that is responsive to the needs of their learners. As part of the six-part series Theory to Practice: Educational Psychology for Teachers and Teaching, this volume highlights what and how teacher educators should teach about learning so that developing teachers will be more effective in their instructional practice.
Preservice teachers represent a group of unique learners; in that they are learning about learning in order to support others' learning. Similarly, teacher educators represent a unique group of educators in that they are guiding others in not just content knowledge but also in how to teach content across a variety of domains. As a means to highlight the ideas and constructs most essential for preservice teachers to learn, this volume was crafted for teacher educators, whether teaching educational psychology content incorporated into domain-specific courses or in a dedicated educational psychology course. Each chapter offers insight into what teachers need to know about learning as well as practical applications for how to teach the content. Chapters draw from a variety of theoretical perspectives about learning and identify common misconceptions that educational psychology instructors and teacher educators need to address in their work with preservice teachers.
Contents
Foreword: Toward Transparency in Teaching Learning for Learners Who Will Teach; Nancy E. Perry and Anita Woolfolk Hoy.
Acknowledgments.
Section I: A Guide For Navigating The Gap Between Learning Theory And Practice.
Chapter 1. Introduction: Setting a Course for the Teaching of Learning; Jane S. Vogler and Michelle M. Buehl.
Chapter 2. Transparent Pedagogy: Promoting Metacognition for Students of Teaching; Laura Kelley and Monique Alexander.
Section II: Tools For Navigating Learning.
Chapter 3. Student Perceptions of Teachers: What Can Students Teach Teachers About Teaching? Angela D. Miller and Jeff Vomund.
Chapter 4. Developing Students' Intercultural Competence Through Educational Psychology; Kimberly M. Alberts, Alexandra A. Lee, Marissa Zhu, and David Wong.
Chapter 5. Assessment as an Instructional Strategy: Coupling Assessment for Learning and Instruction in Teacher Education; Aarti P. Bellara and Jessica O. Lototski.
Section III: Charting Instruction To Challenge Students' (Mis)Conceptions Of Learning.
Chapter 6. I Went to Class Every Day, So All That Stuff Must Be in My Head Somewhere: Common Misconceptions About the Nature of Knowledge and Learning; Jeanne Ellis Ormrod.
Chapter 7. Strategies and Challenges to Teaching for Conceptual Learning; Marcus Lee Johnson, Imogen Rose Herrick, Ashley R. Vaughn, Suzanne H. Jones, Sydnie Schoepf, and Gita Taasoobshirazi.
Chapter 8. Preventing "I Never Learned How to Study": How Teachers Can Develop Students' Effective Learning Strategies; Lauren Hensley, Yeo-eun Kim, Robin Sayers, and Anna C. Brady.
Section IV: Learning As A Collaborative Journey.
Chapter 9. Vygotsky's Sociocultural Theory: Key Concepts, Common Misconceptions, and Applications for Inclusive Classrooms; Jenna Kelley Zucker and Meagan M. Patterson.
Chapter 10. The Effectiveness of Cooperative Activities in Promoting Individual Learning; Katherine S. Moore and James E. Corter.
Section V: Developing The Learning Itinerary With Daily Excursions.
Chapter 11. Applying Content to Practice: Assessment for Active Learning in Educational Psychology; Tim Pressley.
Chapter 12. Practicing What We Preach: Knowing and Learning in Preservice Teacher Education; Elizabeth X. de los Santos.
Chapter 13. Preparing Future Educators to Teach Across Content Areas: Infusing Educational Psychology Into Teacher Preparation; Annemarie H. Hindman, Samantha Schwartz, Brianna McMillan, Johnson Ho, and Qiling Wu.
About the Authors.
Index.
