10 SES 06 D, Situated and Comparative International Teacher Education
The relationship between educational psychology and teacher education has raised doubts and uncertainties. This fact is due to the difficulty of finding evidence of the contributions of this branch of psychology in assisting teachers in their experiences in the context of the classroom.
The emergence of educational psychology appears linked to Thorndike who in 1903 published the book Educational Psychology (Veiga, 2013). Since the birth of psychology to the 50s of the twentieth century, all the scientific literature on this subject is originated with certain exclusivity of the Anglo - Saxon world and the United States of America. In this period there was already concern among theorists to establish the difference between general psychology and educational psychology and how psychological knowledge in education could be applied. From the first two decades of the twentieth century , show up three fields of research: studies of measures of individual differences, development testing and analysis of learning processes as well as child psychology (Hilgard, 1996; Beatty, 1998; O'Donnell & Levin, 2001; Pressley & Hilden, 2006). Regarding the study of educational psychology and teacher education research has raised concerns given that this discipline has so far not given the objectives it proposes (McInerney, 2006). Regarding psychological knowledge and its relationship to education in Brazil, Angola and Portugal, studies show that in the Brazilian context the psychology of education in educational context is fragile and decontextualized (Cunha, 2003). In Angola the study of this discipline occurs transversely (Silepo, 2011). In the Portuguese context according to Esteves (2001), studies of educational psychology demonstrate the existence of disputes between the base of scientific knowledge and professional practice of teachers.
Studies emphasize the high importance that educational psychology (Veiga, 2013) has in teacher and psychologists training, especially those which act at school. Woolfolk (2010), points out that the psychology of education should be seen as a separate discipline that must have own domain. Should still use the knowledge of scientific psychology, consider the areas involving the various spheres of human development including: cognitive, emotional and interpersonal. In his body of study must be considered the processes of teaching and learning, student development, teaching strategies, teacher attitudes and even the resolution of problematic situations that may occur in the educational space.
The aim of this study was to analyze and understand the scientific research conducted in the last twenty years in Brazil, Angola and Portugal in educational psychology area, from the perspective of teacher training. We seek, therefore, to understand this issue in order to develop intervention programs and how to structure the initial and continuing training of teacher education.
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