Teacher education in the 21st century calls for new perspectives, paradigms and pragmatics to prepare quality teachers. Recent international studies such as PISA and TIMMS point to the success of Asian educational systems in equipping their learners with fundamentals and problem-solving skills to cope with the challenges of a complex knowledge-based era. Teacher thinking must be reflective, adaptive and influential to impact future learners. The field of psychology with its advancements in understanding how people learn best has an increasingly important role in teacher education. This adaptation of Educational Psychology with an Asian contextualisation provides an excellent resource for student-teachers to weave psychology into educational studies, curriculum studies and teaching practice. Insights from the National Institute of Education model of teacher education and the pragmatics of theory-practice links, pedagogical innovations and professional learning communities are incorporated. Realistic cases are provided within the texts for the teacher to reflect upon and relate back to one’s beliefs, philosophy and practice. The contextualised nature of this book and its many key features make it an indispensable addition to the Asian educator’s source of reference.
Preface
Acknowledgements
About the Adapters
Introduction Learning in a Fast Changing Environment: The Learner, The Teacher Factor and Education for Real World Competencies
Chapter 1 The Study of Educational Psychology
Chapter 2 Cognitive and Language Development
Chapter 3 Moral, Personal, and Psychosocial Development
Chapter 4 Learner Diversity
Chapter 5 Learners with Exceptionalities
Chapter 6 Behavioral Approaches to Learning
Chapter 7 Cognitive Approaches to Learning
Chapter 8 Constructivism, Problem Solving, and Creativity
Chapter 9 Group Processes in Instruction
Chapter 10 Motivating Learners
Chapter 11 Effective Learning Communities
Chapter 12 The Design of Instruction
Chapter 13 Classroom Assessment of Student Learning
Chapter 14 Standardized Assessment and Grading
References
Author Index
Subject Index
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Oon-Seng Tan
Oon-Seng Tan is a Professor of Psychological Studies at the National Institute of Education, Nanyang Technological University, Singapore. Prof Tan has published extensively in areas pertaining to cognition, curriculum development, teaching and learning. He is the Editor-in-Chief of Educational Research for Policy & Practice. He was President of the Asia-Pacific Educational Research Association (APERA) and President of the Educational Research Association of Singapore (ERAS). Prof Tan was also Vice-President (Asia & Pacific Rim) of the International Association for Cognitive Education and Psychology.
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Yen-Leng Stefanie Chye
Yen-Leng Stefanie Chye is an Assistant Professor with the Psychological Studies Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. Dr Chye’s research interests include self-regulated learning, innovative pedagogies, and the use of technology in teaching and learning. She teaches and facilitates workshops in the areas of educational psychology, instructional pedagogies and research methods.
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Kek-Joo Lim
Kek-Joo Lim was previously General Counsellor for the University of Sheffield Master of Education programme. She has been a consultant for educational reform projects in Singapore and internationally. Kek Joo has facilitated workshops in educational psychology and problem-based learning for professionals in higher education, healthcare, the military and multinationals. She has also taught educational psychology for pre-service teachers and supervises teaching practice.
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Bee-Leng Chua
Bee-Leng Chua is a lecturer in the Psychological Studies Academic Group at National Institute of Education, Nanyang Technological University, Singapore. Dr Chua has conducted research in the areas of mediated learning, problem-based learning, motivation, cognition and the use of technology in teaching and learning. In addition to her work at the National Institute of Education, she regularly shares her expertise in subject disciplines such as educational studies and instructional pedagogies with schools and educators from other organisations and countries.
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Bruce W. Tuckman
Bruce Tuckman (Ph.D. in Psychology, Princeton University) is the Director of the Social and Cultural Foundations Department in the Ohio State University School of Education. His research interests are motivation and learning strategies for achievement, research methodology, and instructional design. His distinguished career in educational psychology has been marked by numerous publication credits, including the market-leading text RESEARCH METHODS FOR EDUCATION.
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David M. Monetti
David Monetti was Bruce Tuckman's graduate student at Florida State University. He is currently an Associate Professor in the Department of Psychology and Counseling at Valdosta State University. He remains actively involved with public schools as a researcher and evaluator of school improvement practices. His research interests include psychometrics, psychological effects of Internet usage, self-regulation, and epistemology of learning.
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Learning Objectives. Learning objectives at the beginning and end of each chapter will inform readers of what they need to know as well as summarise pertinent information.
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Stories to Learn From. Located at the start of the chapter, these compelling stories and anecdotes will engage the reader in meaningful and applied ways.
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Think It Over. This feature reflects the dual role of the book’s readers - learner and teacher. As learners, readers will reflect upon their understanding of content. As teachers, readers will be invited to connect and reflect upon their newly acquired content.
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Take It to the Classroom. Real life classroom situations are presented to engage your learning and encourage the application of concepts.
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Action Research. Examples and suggestions of action research are provided to trigger the integration of reflection, observational skills and hypothesis-testing.
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Learning Objectives. Learning objectives at the beginning and end of each chapter will inform readers of what they need to know as well as summarise pertinent information.
-
Stories to Learn From. Located at the start of the chapter, these compelling stories and anecdotes will engage the reader in meaningful and applied ways.
-
Think It Over. This feature reflects the dual role of the book’s readers - learner and teacher. As learners, readers will reflect upon their understanding of content. As teachers, readers will be invited to connect and reflect upon their newly acquired content.
-
Take It to the Classroom. Real life classroom situations are presented to engage your learning and encourage the application of concepts.
-
Action Research. Examples and suggestions of action research are provided to trigger the integration of reflection, observational skills and hypothesis-testing.