Educational psychology in teacher education

Over the years, educational psychology has been a part of teacher preparati on, moving from a centerpiece in many programs, through periods when it was deemed irrelevant by some, to current concerns about its role in the refor ming of teacher education and teaching. Today, psychological knowledge is u sed to ground reforms in teaching and schooling, particularly the call for teaching for understanding. Current standards for teacher certifications an d licensure and suggestions for reform in teacher education assume that tea chers will have a deep and generative understanding of learning, developmen t, motivation, and individual differences. This article explores several th emes that recur in the writing on reforms and teacher standards: the need t o place learning at the center of teaching, the call for integrated studies , and the value of collaboration with the public schools. These themes have both positive and negative implications for the role of educational psycho logy in teacher education.