Psychological Knowledge and Education Practices: Tradition and Present

Autor/in	Ventura, Ana C.
Titel	Psychological Knowledge and Education Practices: Tradition and Present
Quelle	In: Journal of Educational Psychology - Propositos y Representaciones, 2 (2014) 2, S.215-230 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2307-7999
Schlagwörter	Psychology; Educational Practices; Psychoeducational Methods; Theory Practice Relationship; Teacher Education + Suchen Sie Ihr Suchwort? Psychologie; Bildungspraxis; Theorie-Praxis-Beziehung; Lehrerausbildung; Lehrerbildung
Abstract	This article is aimed to propose a main issue for the Psychology and Education: relationships between psychological knowledge and educational practices. These relationships have not been established without any problem, on the contrary, it has generated debates and controversies, which were expressed under certain ruptures between psychological theories and educational practices. Moreover, this article also presents the main psychoeducational traditions that generated these discussions and a set of current psychoeducational approaches that are aimed to reduce the gap between theoretical knowledge and practical skills for the training of future teachers and training teachers. (As Provided).
Anmerkungen	Universidad San Ignacio de Loyola S.A. Avenue La Fontana 550, Urbanizacion San Cesar de La Molina, Lima 12, Peru. Tel: 511-317-1000, Ext. 3139; e-mail: propositosyrepresentaciones@usil.edu.pe; Web site: http://revistas.usil.edu.pe/index.php/pyr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/3/09