Chapter 11: Applying Content to Practice: Assessment for Active Learning in Educational Psychology

One challenge teacher educators face when teaching educational psychology in a face-to-face or online environment is helping preservice teachers understand the application of the concepts and theories discussed in class. In an educational psychology course, which is often theory-based, teacher educators must encourage preservice teachers to connect course content to K–12 classrooms to prepare preservice teachers for future careers. When available, field experiences allow preservice teachers to observe the course’s content in K–12 classrooms, which may lead to positive effects on learning the content (Darling-Hammond, 2006; Wilson et al., 2001). However, not all educational psychology courses can provide field experience to preservice teachers due to time, location, or other factors. Thus, teacher educators must find alternative ways to connect the course’s content with the practices seen in a K–12 classroom through authentic application activities. Effective approaches often include modeling instruction aligned with theories discussed in class, providing K–12 classroom examples, and encouraging preservice teachers to reflect on their experiences within a classroom as observers of students (Miri et al., 2007).