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Educational Psychology: The Crux of an Interdisciplinary Field-Based Approach to Teacher Education

A significant need for innovation in teacher education was indicated in the September 1975 issue of Teachers College Record in which Kline and Dale proposed a new model for field-based teacher education.1 There has long been widespread acceptance that scientifically developed information about human development, learning, personality, social behavior, evaluation, statistics, and methods of inquiry should be an integral part of the education of all teachers. There have been difficulties, however, in translating this information into teacher behaviors and in getting teachers to manifest these behaviors in teaching. Traditionally, education courses have been taught as separate classes and teachers have tried to relate information to a wide range of ages, classroom situations, subject matter content, ethnic and racial groups, and then expected transfer to specific situations. Field-based approaches are forcing educational psychologists to work in teams with other specialists to make this translation with specific age, ethnic, racial, ability, and disability groups. This paper describes an interdisciplinary program of teacher education that has been implemented at the University of Georgia. This program was designed to facilitate development and practice of effective teacher behaviors and attitudes as well as to encourage transfer across subject matter.