The Importance of Educational Psychology For Teachers and Educators
The Importance of Educational Psychology For Teachers and Educators
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Our modern education system is highly complex. The more we understand about human
behaviour, cognitive psychology, developmental psychology and the ways in which we learn, the
more we understand that there is no single learning approach that works for everyone.
The objectives of education are broad but generally encompass: imparting knowledge, nurturing
a growth mindset, improving confidence, enhancing personal growth and bettering wider society.
If teachers and educators are to meet these objectives – and, ultimately, give students the best
possible chances of success across their lifespan – acknowledging the important role that
psychology plays in learning environments is key.
Why is educational psychology useful to teachers?
Educational psychology – the branch of psychology concerning the study of how humans learn –
provides valuable insights that can help teachers create educational experiences, measure
learning outcomes, and increase student engagement and motivation.
Moreover, studies have indicated that the role of educational psychology in learning
environments can help teachers:
Because we all access education differently, teaching and learning concepts must adapt to, and
account for, individual differences. In already packed timetables and curriculums, discovering
how to craft the most effective lessons and learning moments is a valuable skill for teachers. As
such, educational psychology should be one of the core facets of teacher education.
Here is an example of a principle from each of the categories, and how the knowledge can be
applied to enhance the teaching-learning process:
This principle focuses on the concept of ‘growth mindsets’ versus ‘fixed mindsets’. The
former relates to the belief that intelligence, talent and other characteristics are malleable and
that success is related to effort; the latter that all of these factors are innate and unchangeable. As
these mindsets are integral to student outcomes and performance, it’s important teachers cultivate
growth mindsets in their learners. This can be achieved in multiple ways, such as: normalising
struggle as part of the process of learning, viewing mistakes as learning opportunities and
celebrating corrections, incorporating problem-solving activities and challenges to help students
overcome obstacles and develop resilience, and avoiding praising intelligence outright and
instead focus on the learning as the achievement.
Classroom activities and practices can be adapted to support students’ need for autonomy.
While this is a place for extrinsic motivation in education, taking time to identify other sources
of motivation will achieve better results in the long-term. What motivates the individuals in a
class? What do they respond to? What are their passions? Working out how they make their own
meaning from learning activities will guide what approaches are most suitable.
Creating a culture of strong academic achievement and positive behaviour helps to develop a
climate that enhances learning. Restorative practices – which are grounded in social psychology
and used to build social bonds between both individual students and wider learning communities
– helps students experience a sense of safety and belonging. In turn, this improves behaviour,
reduces bullying and creates space for students to engage in effective learning. In practice, this
often looks like effective communication, creating shared goals, asking reflective questions,
outlining boundaries and recognising and expressing feelings.
While both are important and useful, formative and summative assessments require different
approaches. Students of different ages are already assessed in different ways, but are there ways
to assess learning that are broader and play to different strengths? For example, weekly quizzes,
home-based projects, group work, in-class discussions, games, presentations or essays.
What are the different types of intelligence?
Dr Howard Gardner’s theory of multiple intelligences was developed to demonstrate the
diversity of human intelligence. The theory has widespread application across both educational
and business settings, and can support the work of educational psychologists, teachers, business
leaders and others with an interest in learning more about a student’s abilities and motivations.
Every person has a different type of intelligence. Gardner argued that traditional psychometric
measures of intelligence are too restrictive and, instead, suggested that there are eight main types
of intelligence. Here, each intelligence type is paired with activities and subject matters to which
it may be particularly suited:
In terms of classroom teaching or any other type of teaching, educators may prefer to plan
learning activities that draw on the diverse strengths and intelligences of all of their students.
Develop as an exceptional educator – with in-depth knowledge of how different individuals can
be supported to access learning – with North Wales Management School’s online MSc
Educational Psychology programme.
Our flexible educational psychology course is designed for those who are ready to take the next
step in their educational career, from head teachers and school managers to teachers and
SENCOs. You’ll gain the skills to apply psychological evidence and learning theories to
classroom practice, and support learners to achieve the best outcomes. Module topics include
child and adolescent development, learning methodologies, forensic psychology, additional
learning needs and giftedness, behaviour disorders, and much more.
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North Wales Management School – Wrexham University
Wrexham University
Mold Road,
Wrexham, LL11 2AW
United Kingdom
International: +44 1978 802 804UK: 0808 164
8484 (Freephone)Email: enrolments@online.wrexham.ac.uk