Psychology in the Classroom

• Credit value: 15 credits at Level 5
• Convenor: Ana Da Cunha Lewin
• Assessment: two coursework assignments of 2000 words or equivalent in the form of essays, case studies, reports and class presentations (45% each) and class participation (10%)

This module introduces key theories and concepts in the area of ‘psychology of education’, and enables you to explore your own theories (both explicit and implicit) that guide your understanding of education and your field of practice.

The module consists of two interrelated parts: the first part explores psychological theories and concepts (public theories), aiming to offer an overview of the academic field of psychology of education. The second part focuses on the processes of reflection and self-reflection. In so doing you will be supported in exploring your own ‘knowledge’, understandings, perceptions and predispositions towards the theme of discussion. Finally, you will explore the ways your personal theories relate to public theories and the ways both personal and public theories impact upon the field of practice. This relationship between personal and public theories and between theories and the field of action will be explored with reference to each of the themes of this module.

The themes are structured into three different blocks:

• Organisational and Institutional Features: as institutions, schools themselves are distinctive social contexts whose explicit policies are sometimes endorsed, and sometimes undermined, by the hidden curriculum of school. Using a range of psychological perspectives, we will discuss the impact of this on the experience of teaching and learning. We will also reflect on students’ personal experience and understanding of the role of schools and their specific role in an educational context.
• Learning Processes: examines developmental traits and issues of ability and attainment. We will explore a number of different learning processes and the conditions that seem to play a central role in teaching and learning, including age/developmental stage, concepts of intelligence and attainment, the role of the environment/teachers and other cognitive and affective factors. One of the main aims of this block is to show that the learning process is far more complex than simple assimilation and necessarily entails periods of uncertainty and confusion. We will explore developmental theories of learning and concepts of cognitive and emotional intelligence and their relation to achievement. We will also consider students’ own personal theories and experiences in relation to this topic of discussion.
• Social Relations in Schools: though much educational research has ignored peer relations, many studies attest to its crucial significance for children and young people themselves. Teacher-pupil relationships, in which teachers’ own socio-cultural identity and feelings for their own curriculum, both play a part, are critical in whether classroom learning ‘takes’. Various approaches towards ‘problem pupils’ and the management of disruptive behaviour will also be explored. As we present a number of studies and approaches in the area of social relationships we will also attempt to explore our own personal theories and the ways these impact upon our knowledge, understandings and field of practice.

By the end of this module, you will be able to:

• identify and reflect on the differences between ‘public’ and ‘personal’ theories and the ways those influence our understandings and practices
• appreciate the system of knowledge generation and application in the field of education - the ‘academic’, ‘research’ and ‘applied’ domains and the ways these relate to ‘personal’ and ‘public’ theories
• explain the contribution of psychological perspectives to the understanding of classroom learning
• discuss the significance of informal and unofficial learning
• critically evaluate concepts of ability
• discuss institutional features affecting classroom learning
• discuss the relation of psychological development to the organisation of schooling
• critically evaluate research on ‘problem pupils’
• appreciate the role, impact and characteristics of social relationships in the school setting
• recognise a range of research methods that might be appropriate to the study of this area of psychology (identifying strengths and weaknesses of core methodologies)
• identify the ethical issues when conducting research in this area (with particular consideration of harm)
• demonstrate an appropriate awareness of cultural considerations in the evaluation of theory and research
• adopt a reflective stance towards the theories, concepts and research in this area of study
• adopt a self-reflective stance towards own beliefs, assumptions, predispositions and biases and the ways these may influence the understanding of education and own field of everyday practice
• illustrate the practical applications of research findings
• distinguish between the processes of ‘description’ and of ‘analysis/interpretation’.