Alle Folien 2

Definition of Pedagogy

• Origin of the term:

  • From Greek: "paidagogia" meaning the guidance (âgein) of children (pais).

• Definition (Schnotz, 2019):

  • Education is defined as the guidance of individuals towards specific cognitive, motivational, and affective goals in personal development, with related processes termed educational processes.

  • Reference: Schnotz, W. (2019). Pädagogische Psychologie. Kompakt. 3rd ed. Weinheim: Beltz.

Definition of Educational Psychology

• Definition (Fischer, 1917):

  • Educational psychology is the scientific study of the psychological aspects of education.

  • It examines educational processes that are taken as given and analyzes these through their psychological implications, focusing on psychological prerequisites, foundations, and effects of educational techniques.

  • Reference: Hasselhorn, M. & Gold, A. (2022). Pädagogische Psychologie. Erfolgreiches Lernen und Lehren. 2nd ed. Stuttgart: Kohlhammer.

Educational Psychology as a Field

• Focus Areas:

  • Analysis of psychological components involved in education, socialization, and learning processes.

  • Emphasis on motivational and affective aspects in socialization processes.

  • Focus on cognitive aspects in educational processes, such as knowledge and skill acquisition.

  • Development of measures to optimize education, teaching, and support.

Definition of Educational Psychology

• Definition (Spiel et al., 2022):

  • Educational psychology deals with all educational processes that contribute to the development of desirable personality traits from a societal perspective, along with conditions, activities, and measures (e.g., instruction by teachers, individual learning behavior, knowledge transmission) that influence these processes.

  • Reference: Spiel, C. et al. (Eds.) (2022). Bildungspsychologie. Ein Lehrbuch. Göttingen: Hogrefe.

Structure Model of Educational Psychology

• Dimensions:

  • Educational Career:

    • Comprised of 7 phases: infancy, preschool age, primary education, secondary education, tertiary education, middle adulthood, and higher adulthood.

  • Task Areas:

    • Research, counseling, prevention, intervention, educational monitoring, and evaluation.

  • Action Levels:

    • Micro-level (individual conditions), Meso-level (institutions), Macro-level (education policy systems).

Scientific Tasks in Educational Psychology

• Basic Research:

  • Description of phenomena in education, learning, and teaching.

  • Explanation and prediction of cognitive, emotional, and motivational processes as well as behaviors.

• Applied Research:

  • Development and standardization of testing procedures and measurement methods.

  • Development and evaluation of support programs and teaching methods.

  • Development and evaluation of teaching and learning media.

  • Conducting school performance comparisons (e.g., PISA, TIMSS).

Professional Fields in Educational Psychology

• Counseling Areas:

  • Education, partnership, and life counseling through relevant service centers.

  • School psychology, including psychological diagnostics of school performance, learning support, therapy, and giftedness consultation.

  • Quality assurance and development in education.

Overview of Current Core Tasks of School Psychology in Austria

• Individual Tasks:

  • Information, counseling on personal development, community promotion, learning/behavior/emotional crises, educational advice, expert activities, psychological treatment for personal and health promotion, crisis management support for schools.

• Systemic Tasks:

  • Continuing education for teachers/principals on special topics (e.g., dyslexia, behavioral problems), development of training concepts for students and advisors, public information (e.g., brochures, internet).

  • Development support (prevention and intervention strategies) and coordination within and outside schools.

Historical Overview of Educational Psychology Development Phases

1. Founding Years (circa 1900-1920):

   • Establishment of the Journal of Educational Psychology in 1899.

   • Development of organizations promoting empirical research in education and teaching, leading to the establishment of the first chair in educational psychology in Leipzig in 1906.

2. Reorientation Between the Wars (1920-1933):

   • Rise of various scientific schools such as behaviorism and Gestalt psychology creating methodological disputes.

   • Establishment of pedagogical psychology as an academic discipline in teacher training.

3. Decline During the Third Reich (1933-1945):

   • Breakdown in collaboration with international scholars; emigration or removal of Jewish scientists.

   • Introduction of the first diploma examination regulations in psychology with educational psychology as a subject.

4. Restoration and Renewal (up to 1960):

   • Reconstruction of international connections; focus on practical training for teachers.

   • Increase in interdisciplinary research efforts.

5. Upturn in the Era of Educational Reform (1960-circa 1980):

   • Increased funding due to recognized educational crises.

   • Establishment of pedagogical colleges and a surge in empirical educational research initiatives.

6. Development Trends Since Approximately 1980:

   • Growth in international collaborations and research expansion.

   • Increased focus on cognitive processes, emotional and motivational factors, teacher-student relationships, and the impact of learning environments.