Infuse social psychological concepts into existing pre-service courses and professional development rather than new standalone courses¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review recommends that teacher educators adapt social psychological principles into classroom practices, evaluate whether they transfer from laboratory to classroom, and disseminate findings to practitioners. Rather than a standalone applied social psychology course, which over-saturated programs are unlikely to adopt, it suggests using parts of existing courses and professional development workshops, connecting concepts to teachers' own experience to leverage the self-reference effect. Small demonstrated interventions can earn latitude for larger ones.

Design Implications¶

Context¶

Requirements¶

• Teacher educators must adapt principles into actual classroom practices and evaluate which applications transfer from laboratory to classroom

Constraints¶

• The review calls pre-service coursework infusion only a partial solution, since it cannot reach the many teachers already practicing

Target Learners¶

• pre-service teachers
• in-service teachers

Target Learning Goals¶

• understanding and applying social psychological principles such as cognitive dissonance, intergroup bias, and social perspective taking in classrooms

Claims¶

• Integrated instructional hours correlate more positively with technology integration ability than stand-alone technology courses [+W]

Related Strategies¶

• Embed subject-specific web credibility modules into existing courses rather than creating standalone courses
• Embed new solutions into existing operations and procedures to sustain and scale them

Examples¶

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Key Sources¶

• Gehlbach, Hunter. (2010). The social side of school: Why teachers need social psychology. Educational Psychology Review 22, no. 3: 349-362. https://doi.org/10.1007/s10648-010-9138-3