What Psychology Can Contribute to Contemporary Teacher Education: Basic Concepts and Exemplary Implementations


  • Stephan Dutke Vydavatelství Pedagogické fakulty Univerzity Karlovy v Praze, Česká republika
  • Manfred Holodynski
  • Elmar Souvignier





We describe basic concepts of contemporary teacher education from a psychological perspective, typified with examples from teacher education programs run at the University of Münster, Germany. After describing the context of teacher education in Germany, criteria are discussed which guide the selection of psychological contents to be included into teacher education curricula. Furthermore, three curriculum components are discussed that help to adopt a psychological perspective on instruction at school. Classroom videos reduce the distance between psychological knowledge suitable to guide teacher behaviour and examples of how teachers actually behave during class. Students’ small-scale classroom research projects bridge the gap between theory and practice, and curriculum components focussing on individual differences help to raise awareness for diagnostics, individual aid, and inclusion. Finally, psychology’s role in teacher education is discussed with regard to relevant content knowledge and methodological knowledge teacher education curricula might benefit from.


Key words: teacher education, video-based instruction, evidence-based teaching, inclusion

Biografie autora

Stephan Dutke, Vydavatelství Pedagogické fakulty Univerzity Karlovy v Praze, Česká republika

University of Muenster

Institute for Psychology in Education

Fliednerstr. 21

D-48149 Muenster





Bundesministerium für Bildung und Forschung (2016). Neue Wege in der Lehrerbildung. Die Qualitätsoffensive Lehrerbildung [New ways of teacher education. The teacher education initiative]. Berlin: BMBF.

Cranney, J. (2013). Toward psychological literacy: A snapshot of evidence-based learning and teaching. Australian Journal of Psychology, 65, 1–4.


Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers of Psychology, 3.


PMid:23087664 PMCid:PMC3475349

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58.



Dunn, D. S., Saville, B. K., Baker, S. C., & Marek, P. (2013). Evidence-based teaching: Tools and techniques that promote learning in the psychology classroom. Australian Journal of Psychology, 65, 5–13.


Dutke, S., Bakker, H., Sokolová, L., Stuchlikova, I., Salvatore, S., & Papageorgi, I. (2018). Psychology curricula for non-psychologists? A framework recommended by the EFPA Board of Educational Affairs. Psychology Learning and Teaching.


Gold, B., & Holodynski, M. (2017). Using digital video to measure the professional vision of elementary classroom management: Test validation and methodological challenges. Computers & Education, 107, 13–30.


Gold, B., Hellermann, C., & Holodynski, M. (submitted). Video-based learning in teacher education for promoting professional vision of classroom management – the role of different analytic perspectives.

Goldman, R., Pea, R., Barron, B., & Derry, S. J. (Eds.). (2007). Video research in the learning sciences. Mahwah, NJ: Routledge.

Graesser, A. C., Halpern, D. F., & Hakel, M. (2008). 25 principles of learning. Washington, DC: Task Force on Lifelong Learning at Work and at Home.

PMid:18344321 PMCid:PMC2290771

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

Healey, M. (2005) Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 67–78). Maidenhead, UK: McGraw-Hill.

Hellermann, C., Gold, B., & Holodynski, M. (2015). Förderung von Klassenführungsfähigkeiten im Lehramtsstudium [Promoting classroom management skills in teacher education]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 47, 97–109.


Herget, A. (1914). Psychologie und Erziehungslehre [Psychology and Education]. Prague: Haase.

Horn, R. A., Troyer, J. A., Hall, E. J., Mellott, R. N., Cotè, L. S., & Marquis, J. D. (2007). The scientist-practitioner model: A rose by any other name is still a rose. American Behavioral Scientist, 50, 808–819.


Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142.


Kirschner, P. A., & van Merrienboer J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48, 169–183.


Kounin, J. S. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart and Winston.

Kultusministerkonferenz. (2014). Standards für die Lehrerbildung: Bildungswissenschaften: Beschluss der Kultusministerkonferenz vom 12.0 6. 2014 [Standards for teacher education. Educational sciences: Resolution of the Standing Conference of the Ministers for Cultural Affairs and Education from June 12, 2014]. Retrieved under https://www.kmk.org

Lauth-Lebens, M., & Lauth, G. W. (2016). Behavioural modification and classroom management skills as protective factors against mental health problems in teachers: A synthesis of research. Journal of Mental Disorders and Treatment, 2, 107.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105–119.



Renkl, A. (2014). Toward an instructionally oriented theory of example-based learning. Cognitive Science, 38, 1–37.



Reisenzein, R. (2014). The attributional approach to emotion and motivation: Introduction to a special section of Emotion Review. Emotion Review, 6, 332–335.


Roediger, H. L. III, & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1, 242–248.


Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. (2011). Videobased lesson analysis: Effective science PD for teacher and student learning. Journal of Research in Science Teaching, 48, 117–148.


Santagata, R., & Yeh, C. (2014). Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video- and practice-based approach. Journal of Mathematics Teacher Education, 17, 491–514.


Schöll, E., & Dutke, S. (2018). Metakognition in Lernprozessen als Facette von Heterogenität [Metacognition in learning as a facet of heterogeneity]. In D. Rott, N. Zeuch, C. Fischer, E. Souvignier, & E. Terhart (Eds.). Dealing with Diversity. Innovative Lehrkonzepte in der Lehrer*innenbildung zum Umgang mit Heterogenität und Inklusion [Dealing with diversity. Innovative concepts in teacher education for dealing with diversity and inclusion] (pp. 175–187). Münster, Germany: Waxmann.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Schönpflug, W. (2004). Geschichte und Systematik der Psychologie [History and systematics of psychology]. Weinheim: Psychologie Verlags Union.

Schwartz, B. M., & Gurung, R. A. R. (2012). Evidenced-based teaching for higher education. Washington, DC: American Psychological Association.


Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51, 739–771.


Sherin, M. G. (2007). The development of teachers' professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. J. Denny (Eds.), Video research in the learning sciences (pp. 383–395). Mahwah, NJ: Erlbaum.

Thorndike, E. L. (1913). Educational psychology. Vol. 2: The psychology of learning. New York: Columbia University Press.

Westfälische Wilhelms-Universität (2017). Statistisches Jahrbuch 2016 [Statistical Yearbook 2016]. Retrieved under: https://www.uni-muenster.de

Wiggins, S., Chiriac, E. H., Abbad, G. L., Pauli, R., & Worrell, M. (2016). Ask not only 'What can problem-based learning do for psychology?' But 'What can psychology do for problem-based learning?' A review of the relevance of problem-based learning for psychology teaching and research. Psychology Learning and Teaching, 15, 136–154.