Page: 367-377 Author: DUTKE, S., HOLODYNSKI, M., SOUVIGNIER, E. Key words: teacher education; video-based instruction; evidence-based teaching; research-based learning
We describe basic concepts of contemporary teacher education from a psychological perspective, typified by examples from teacher education programs run at the University of Münster, Germany. After describing the context of teacher education in Germany, the criteria are discussed which determine the selection of psychological contents to be included into teacher education curricula. Furthermore, three curriculum components are discussed that help to adopt a psychological perspective on instruction at school. Classroom videos reduce the distance between psychological knowledge suitable to guide teacher behaviour on the one hand and examples of how teachers actually behave during class on the other. Students’ small-scale classroom research projects bridge the gap between theory and practice, and curriculum components focusing on individual differences help to raise awareness for diagnostics, individual aid, and inclusion. Finally, psychology’s role in teacher education is discussed with regard to relevant content knowledge and methodological knowledge teacher education curricula might benefit from.
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