Öğrenme ve Gelişimin Temeli Olarak Eğitim Psikolojisi
Özet
Bu bölümün amacı, eğitim psikolojisi alanının günümüz eğitim sisteminde ve öğretim süreçlerinde oynadığı kritik rolü anlamak için kapsamlı bir içerik sunmaktır. İlk olarak, günümüzde okul sistemi, öğrenme ve öğretim konularını ele alarak, çeşitlilik, teknoloji entegrasyonu, öz-yeterlik inançları ve eğitimdeki beklentiler üzerinde durulmaktadır. İkinci olarak, iyi öğretim ve öğretmenlik kavramları incelenerek, etkili öğretim modelleri ve öğretmenlerin rolü tartışılmaktadır. Üçüncü olarak, eğitim psikolojisi alanının önemi ve bu alanın öğrenci gelişimi ve öğretim stratejilerine katkısı vurgulanmaktadır. Son olarak, eğitim psikolojisinde kullanılan araştırma yöntemleri açıklanarak, bu yöntemlerin öğretim ve öğrenme süreçlerini nasıl desteklediği incelenmektedir. Bu bölüm, eğitimcilere, politika yapıcılara ve diğer eğitim paydaşlarına, daha kapsayıcı, etkili ve sürdürülebilir bir eğitim sistemi oluşturma konusunda rehberlik eden önemli bilgiler sunmaktadır.
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Abdolrezapour, P., Jahanbakhsh Ganjeh, S., & Ghanbari, N. (2023). Self-efficacy and resilience as predictors of students’ academic motivation in online education. Plos One, 18 (5), e0285984. Doi: 10.1371/journal.pone.0285984
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Ansari, A., Hofkens, T. L., & Pianta, R. C. (2020). Teacher-student relationships across the first seven years of education and adolescent outcomes. Journal of Applied Developmental Psychology, 71, 101200. Doi: 10.1016/j.appdev.2020.101200
Arslan, R., Guclu, N. T., & Alkın-şahin, S. (2023). Öğretmen adaylarının mesleki kaygı düzeylerinin bazı değişkenler açısından incelenmesi. Manas Sosyal Araştırmalar Dergisi, 12 (1), 161-171. Doi: 10.33206/mjss.1158406
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Atlay, C., Tieben, N., Hillmert, S., & Fauth, B. (2019). Instructional quality and achievement inequality: How effective is teaching in closing the social achievement gap? Learning and Instruction, 63, 101211 Doi: 10.1016/j.learninstruc.2019.05.008
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Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility!. Computers & Education, 166, 104159. Doi: 10.1016/j.compedu.2021.104159
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Berliner, D. (2011). Rational responses to high stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal of Education, 41 (3), 287-302. Doi: 10.1080/0305764X.2011.607151
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Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49 (3), 203-217. Doi: 10.1007/s11125-020-09494-x
Busler, J., Kirk, C., Keeley, J., & Buskist, W. (2017). What constitutes poor teaching? A preliminary inquiry into the misbehaviors of not-so-good instructors. Teaching of Psychology, 44 (4), 330-334. Doi: 10.1177/0098628317727907
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Cattelino, E., Testa, S., Calandri, E., Fedi, A., Gattino, S., Graziano, F., ... & Begotti, T. (2023). Self-efficacy, subjective well-being and positive coping in adolescents with regard to Covid-19 lockdown. Current Psychology, 42 (20), 17304-17315. Doi: 10.1007/s12144-021-01965-4
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