Development and Application of a Scale for Assessing Pre-Service Teachers’ Beliefs about the Nature of Educational Psychology

Epistemological beliefs are subjective views about the nature of knowledge and knowing. A large number of research approaches are dedicated to this field. Yet, there is no research investigating the beliefs that pre-service teachers have towards educational psychology, a highly relevant domain for their prospective profession. Based on this theoretical background, two studies have been conducted. In the first study, epistemological beliefs with regard to contemporary educational psychology research and their change during a research-based lecture on educational psychology have been assessed ( N = 82). In a second study, the aim was to examine these epistemological beliefs during different phases of a pre-service teacher programme ( N = 252). Findings indicate that students entering a programme are already partly aware of the nature of educational psychology. Results also reveal that students’ knowledge and beliefs develop during the programme, although the relevance of educational psychology as being a central part future professional practice is not recognized. Findings also imply that especially the trust in scientific quality and the awareness of the importance of this field for teacher training and practice could be enhanced. Possible solutions could include more research-oriented courses and a more reflected integration of educational psychology within the curriculum.

Authenticity and Learning: Implications for Reference Librarianship and Information Literacy Instruction

This article articulates and defends a student-centered approach to reference and instructional librarianship defined by authentic engagement with students’ interests. A review of the history of the construct of authenticity in philosophy, humanistic and existential psychology, and contemporary educational psychology is traced. Connections are drawn between the philosophy of authentic engagement and the tradition in librarianship of “Counselor Librarianship.” Recommendations for applications to the library context are then outlined.

Contemporary practices in a changing climate: Critical issues for Australian educational and developmental psychologists

A number of crucial issues face educational and developmental psychologists as they attempt to make sense of the emerging climate for contemporary practices. Downsizing, contracting out of services, and changes to standards of practice are examples of tensions in the work climate. This compilation of brief presentations at a symposium at the 33rd Annual Conference of the Australian Psychological Society (APS) is aimed to inform members of the APS College of Educational and Developmental Psychologists (CEDP) about some compelling issues in contemporary educational psychology work.

The Deception Study: A Potential Paradigm for the Evaluation of Generalizability of Social Skills Training

Research into social skills training has, in common with much other contemporary educational psychology practice, been beset by the problem of how best to evaluate effectiveness. Alongside the movement towards more behaviourally inclined approaches has grown a dissatisfaction with the traditional methods of evaluting effectiveness. If we recognize behaviour per se as being the appropriate level for intervention, whether in relation to academic skills teaching, classroom management, social skills training or whatever, then it follows that effectiveness can only logically be assessed in terms of measurable changes in observed behaviour. Evaluation methodology has tended to lag behind interventional methodology, however, so that it has not been uncommon to see behavioural work assessed in terms of changes in attitude and/or knowledge. On occasion evaluation is not even attempted and behaviour change is assumed to generalize outside the specific confines of the intervention situation.