Psychology and education in the 21st century: Analysis of the Russian teachers’ beliefs regarding the use of modern psychological knowledge in practice
DOI:
https://doi.org/10.21638/spbu16.2024.211Abstract
The article proposes an approach to assessing the psychological knowledge of teachers through the analysis of their beliefs regarding the evidence-based principles formulated in the sciences of education in recent years. The study was conducted in 2021/2022 on a sample of Russian school teachers (N = 344, 93.3 % women, 41.7 % from Moscow). The authors’ questionnaire for the study of school teachers’ beliefs was used, based on the 20 evidence-based psychological principles important for teaching and learning, assessing the possession of principles in six areas: the role of the teacher in the effectiveness of learning; lack of faith in myths about teaching and learning; psychologically safe environment; student motivation; classroom management; assessment. The level of teachers’ conviction in the truth of evidence-based psychological principles ranges from 27.9 to 87.9%, while the higher the teacher’s experience, the less likely he believes in such principles and the more often he relies on unsubstantiated statements about teaching and learning. The highest levels of possession of evidence-based psychological knowledge by teachers are demonstrated in blocks related to student assessment and the creation of a psychologically safe environment compared to blocks describing the principles of classroom management, student motivation and the role of the teacher in learning effectiveness. It is also shown that teachers consider psychological knowledge necessary rather in non-standard, difficult practice situations (children with low educational motivation, low level of educational skills, conflicts, strong emotional reactions of students) than in standard situations (preparing and conducting lessons, interacting with students and their parents). The study showed the need for further development of such an approach to the study of psychological knowledge of teachers, which would be based on an assessment of their beliefs in the use of evidence-based psychological principles to resolve specific situations of school practice. The data obtained indicate the need to improve the psychological competence of teachers in general.
Keywords:
psychological knowledge, teachers, teachers' beliefs, psychological competence, principles of effective teaching
Downloads
Download data is not yet available.
References
Литература
Андронова Н. В. Психологическая компетентность как компонент профессиональной компетентности учителя // Вестник Мордовского университета. 2011. № 2. С. 166–171.
Ахутина Т. В., Пылаева Н. М. Преодоление трудностей учения: нейропсихологический подход. СПб.: Питер, 2008.
Бусыгина Н. П., Подушкина Т. Г., Станилевский В. В. Доказательный подход в образовании: критический анализ актуальных дискуссий // Психолого-педагогические исследования. 2021. Т. 13, № 4. С. 162–176. https://doi.org/10.17759/psyedu.2021130410
Выготский Л. С. Педагогическая психология. М.: Работник просвещения, 1926.
Джемс У. Беседы с учителями о психологии. М.: С. Скирмунт, 1902.
Зверева Н. В., Казьмина О. Ю., Каримулина Е. Г. Патопсихология детского и юношеского возраста: учебное пособие. М.: Юрайт, 2019.
Карданова E. Ю., Пономарева А. А., Осин Е. Н., Сафуанов И. С. Сравнительное исследование убеждений и практик учителей математики основной школы в России, Эстонии и Латвии // Вопросы образования. 2014. № 2. С. 44–81. https://doi.org/10.17323/1814-9545-2014-2-44-81
Лазаренко Л. А. Психологическая компетентность педагога как фактор профессионализации // Современные наукоемкие технологии. 2008. № 1. С. 67–68.
Леонтьев А. Н. Овладение учащимися научными понятиями как проблема педагогической психологии: хрестоматия по возрастной и педагогической психологии / под ред. И. И. Ильясова, В. Я. Ляудис. М.: Изд-во Моск. ун-та, 1980. С. 161–186.
Равен Дж. Компетентность в современном обществе. М.: Когито-Центр, 2002.
Рождественская Н. А. Девиантное поведение и основы его профилактики у подростков. М.: Генезис, 2015.
Соловьева Ю., Кинтанар Л. Организация учебного процесса в соответствии с деятельностной теорией: практическое применение метода // Вестник Московского университета. Сер. 14. Психология. 2021. № 4. С. 143–191. https://doi.org/10.11621/vsp.2021.04.05
Степанова М. А. От Л. С. Выготского к П. Я. Гальперину: психотехнический подход в психологии образования // Вопросы психологии. 2010. № 4. С. 14–27.
Степкина М. В. Принципы доказательного образования в развитии одаренности // Социальные явления. 2020. № 2. С. 76–82. https://doi.org/10.47929/2305-7327_2020.02_76-82
Цукерман Г. А., Ермакова И. В. Развивающие эффекты системы Д. Б. Эльконина — В. В. Давыдова // Психологическая наука и образование. 2003. Т. 8, № 4. С. 56–73.
Щербакова Т. Н. Психологическая компетентность учителя: акмеологический анализ: автореф. дис. … д-ра психол. наук. Ростов н/Д., 2006. URL: https://new-disser.ru/_avtoreferats/01003308343.pdf (дата обращения: 21.08.2023).
American Psychological Association, Coalition for Psychology in Schools and Education. Top 20 principles from psychology for preK-12 teaching and learning. 2015. URL: http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf (дата обращения: 03.11.2022).
Arnon S., Reichel N. Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers // Teachers and Teaching. 2007. No. 13. P. 441–464. https://doi.org/10.1080/13540600701561653
Ashton P. T. Historical overview and theoretical perspectives of research on teachers’ beliefs // International Handbook of Research on Teachers’ Beliefs. H. Fives, M. G. Gill (eds). New York: Routledge, 2015. P. 31–47.
Coalition for Psychology in Schools and Education. Report on the Teacher Needs Survey. (2019). Washington: American Psychological Association, Center for Psychology in Schools and Education. URL: https://www.apa.org/ed/schools/coalition/2019-teacher-needs-report.pdf (дата обращения: 04.08.2022).
De Bruyckere P., Kirschner P. A., Hulshof C. D. Urban myths about learning and education // Myths about Learning. London: Elsevier, 2015. P. 17–92. https://doi.org/10.1016/b978-0-12-801537-7.00003-2
Dunlosky J., Rawson K. A., Marsh E. J., Nathan M. J., Willingham D. T. Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology // Psychological Science in the Public Interest. 2013. No. 14. P. 4–58. https://doi.org/10.1177/1529100612453266
Eisenhart M., Shrum J., Harding J., Cuthbert A. Teacher beliefs: Definitions, findings, and directions // Educational Policy. 1988. No. 2 (1). P. 51–70. https://doi.org/10.1177/0895904888002001004
Fives H., Buehl M. M. Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? // APA educational psychology handbook. Vol. 2: Individual differences and cultural and contextual factors. Washington: American Psychological Association, 2011. P. 471–499. https://doi.org/10.1037/13274-019
Hattie J. Visible Learning. London: Routledge, 2008. https://doi.org/10.4324/9780203887332
Kiewra K. A., Gubbels P. S. Are educational psychology courses educationally and psychologically sound? What textbooks and teachers say // Educational Psychology Review. 1997. No. 9. P. 121–148. https://doi.org/10.1023/A:1024788428888
Kyriakides L., Campbell R. J., Christofidou E. Generating criteria for measuring teacher effectiveness through a self-Evaluation approach: A complementary way of measuring teacher effectiveness // School Effectiveness and School Improvement. 2002. No. 13. P. 291–325. https://doi.org/10.1076/sesi.13.3.291.3426
Maluf M. R., Almeida Sargiani R. de. Educational and school psychology in Latin American countries: Challenges and new possibilities // Psychology in Latin America. Cham: Springer, 2018. https://doi.org/10.1007/978-3-319-93569-0_6
Menz C., Spinath B., Seifried E. Misconceptions die hard: Prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers // European Journal of Psychology of Education. 2021. No. 36. P. 477–494. https://doi.org/10.1007/s10212-020-00474-5
Niemi H. Relationships of Teachers’ Professional Competences, Active Learning and Research Studies in Teacher Education in Finland // Reflecting Education. 2012. No. 8. P. 23–44.
Pajares M. F. Teachers’ beliefs and educational research: Cleaning up a messy construct // Review of Educational Research. 1992. No. 62 (3). P. 307–332. https://doi.org/10.3102/00346543062003307
Podolsky A. I. Toward applied model-based theory construction // D. Ifenthaler, P. Pirnay-Dummer, M. Spector (eds). Understanding Models for Learning and Instruction. Cham: Springer; 2008. P. 211–223. URL: https://link.springer.com/chapter/10.1007/978-0-387-76898-4_11 (дата обращения: 21.08.2023).
Sundberg D. From pedagogik to educational sciences? Higher education reform, institutional settings and the formation of the discipline of educational science in Sweden // European Educational Research Journal. 2007. No. 6 (4). P. 393–410. https://doi.org/10.2304/eerj.2007.6.4.393
Tan A.-G. Psychology in teacher education: A perspective from Singapore’s pre-service teachers // Asia Pacific Education Review. 2006. No. 7. P. 1–10. https://doi.org/10.1007/BF03036779
Turner J. C., Christensen A., Meyer D. K. Teachers’ beliefs about student learning and motivation // L. J. Saha, A. G. Dworkin (eds). International Handbook of Research on Teachers and Teaching. Boston: Springer, 2009. https://doi.org/10.1007/978-0-387-73317-3_23
Van Oers B., Pompert B. Assisting teachers in curriculum innovation: An international comparative study // New Ideas in Child and Educational Psychology. 2021. No. 1 (1). P. 43–76. https://doi.org/10.11621/nicep.2021.0103
Vysotskaya E., Lobanova A., Yanishevskaya M. The “Moon Test”: A step toward evaluation of educational text comprehension through model mediation // Psychology in Russia: State of the Art. 2021. No. 14 (4). P. 111–129. http://doi.org/10.11621/pir.2021.0408
Zinkiewicz L., Hammond N., Trapp A. Applying Psychology Disciplinary Knowledge to Psychology Teaching and Learning: A review of selected psychological research and theory with implications for teaching practice. New York: The Higher Education Academy Psychology Network, 2003. (Report and Evaluation Series; No. 2). https://doi.org/10.1037/e718142011-001
Wolf Sh., Brown A. Teacher beliefs and student learning // Human Development. 2023. No. 67 (1). P. 37–54. https://doi.org/10.1159/000529450
References
Akhutina, T. V., Pylaeva, N. M. (2008). Overcoming the difficulties of teaching: a neuropsychological approach. St. Petersburg, Piter Publ. (In Russian)
American Psychological Association, Coalition for Psychology in Schools and Education (2015). Top 20 principles from psychology for preK-12 teaching and learning. Available at: http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf (accessed: 03.11.2022).
Andronova, N. V. (2011). Psychological competence as a component of a teacher’s professional competence. Vestnik Mordovskogo universiteta, 2, 166–171. (In Russian)
Arnon, S., Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teachers and Teaching, 13, 441–464. https://doi.org/10.1080/13540600701561653
Ashton, P. T. Historical overview and theoretical perspectives of research on teachers’ beliefs. In: H. Fives, M. G. Gill (eds). International Handbook of Research on Teachers’ Beliefs. New York, Routledge, 2015.
Busigina, N. P., Podushkina, T. G., Stanilevskii, V. V. (2021). Evidence-based approach in education: A critical analysis of current discussions. Psikhologo-pedagogicheskie issledovaniia, 13 (4), 162–176. https://doi.org/10.17759/psyedu.2021130410 (In Russian)
Coalition for Psychology in Schools and Education. Report on the Teacher Needs Survey (2019). Washington: American Psychological Association, Center for Psychology in Schools and Education. Available at: https://www.apa.org/ed/schools/coalition/2019-teacher-needs-report.pdf (accessed: 04.08.2022).
De Bruyckere, P., Kirschner, P. A., Hulshof, C. D. (2015). Urban myths about learning and education. In: Myths about Learning (pp. 17–92). London, Elsevier. https://doi.org/10.1016/b978-0-12-801537-7.00003-2
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. https://doi.org/10.1177/1529100612453266
Eisenhart, M., Shrum, J., Harding, J., Cuthbert, A. (1988). Teacher beliefs: Definitions, findings, and directions. Educational Policy, 2 (1), 51–70. https://doi.org/10.1177/0895904888002001004
Fives, H., Buehl, M. M. (2011). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In: APA educational psychology handbook, vol. 2: Individual differences and cultural and contextual factors (pp. 471–499). https://doi.org/10.1037/13274-019
Hattie, J. (2008). Visible Learning. London, Routledge. https://doi.org/10.4324/9780203887332
James, W. (1902). Conversations with teachers about psychology. Moscow: S. Skirmunt Publ. (In Russian)
Kardanova, E. Yu., Ponomareva, A. A., Osin, E. N., Safuanov, I. S. (2014). Comparative studies of beliefs and practices of primary school mathematics teachers in Russia, Estonia and Latvia. Voprosy obrazovaniia, 2, 44–81. https://doi.org/10.17323/1814-9545-2014-2-44-81 (In Russian)
Kiewra, K. A., Gubbels, P. S. (1997). Are educational psychology courses educationally and psychologically sound? What textbooks and teachers say. Educational Psychology Review, 9, 121–148. https://doi.org/10.1023/A:1024788428888
Kyriakides, L., Campbell, R. J., Christofidou, E. (2002). Generating criteria for measuring teacher effectiveness through a self-evaluation approach: A complementary way of measuring teacher effectiveness. School Effectiveness and School Improvement, 13, 291–325. https://doi.org/10.1076/sesi.13.3.291.3426
Lazarenko, L. A. (2008). Psychological competence of a teacher as a factor of professionalization. Sovremennye naukoemkie tekhnologii, 1, 67–68. (In Russian)
Leontiev, A. N. (1980). Students’ mastery of scientific concepts as a problem of educational psychology. In: I. I. Ilyasov, V. Ya. Lyaudis (eds). Khrestomatiia po vozrastnoi i pedagogicheskoi psikhologii. Moscow, MSU Press. (In Russian)
Maluf, M. R., Almeida Sargiani, R. de. (2018). Educational and school psychology in Latin American countries: Challenges and new possibilities. In: Psychology in Latin America. Cham, Springer. https://doi.org/10.1007/978-3-319-93569-0_6
Menz, C., Spinath, B., Seifried, E. (2021). Misconceptions die hard: Prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers. European Journal of Psychology of Education, 36, 477–494. https://doi.org/10.1007/s10212-020-00474-5
Niemi, H. (2012). Relationships of Teachers’ Professional Competences, Active Learning and Research Studies in Teacher Education in Finland. Reflecting Education, 8, 23–44.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (3), 307–332. https://doi.org/10.3102/00346543062003307
Podolsky, A. I. Toward applied model-based theory construction. In: D. Ifenthaler, P. Pirnay-Dummer, M. Spector (eds). Understanding Models for Learning and Instruction (pp. 211–223). Cham, Springer. Available at: https://link.springer.com/chapter/10.1007/978-0-387-76898-4_11 (accessed: 21.08.2023).
Raven, J. (2002). Competence in Modern Society. Moscow, Kogito-Tsentr Publ. (In Russian)
Rozhdestvenskaya, N. A. (2015). Deviant Behavior and the Basics of its Prevention in Adolescents. Moscow, Genezis Publ. (In Russian)
Shcherbakova, T. N. (2006). Psychological competence of a teacher: Acmeological analysis: Thesis of Doctoral diss. Rostov on Don. Available at: https://new-disser.ru/_avtoreferats/01003308343.pdf (accessed: 21.08.2023). (In Russian)
Solovieva, Yu., Quintanar, L. (2021). Organization of the educational process in accordance with the activity theory: Practical application of the method. Vestnik Moskovskogo Universiteta. Ser. 14. Psikhologiia, 4, 143–191. https://doi.org/10.11621/vsp.2021.04.05 (In Russian)
Stepanova, M. A. (2010). From L. S. Vygotsky to P. Ya. Galperin: A psychotechnical approach in the psychology of education. Voprosy psikhologii, 4, 14–27. (In Russian)
Stepkina, M. V. (2020). Principles of evidence-based education in the development of giftedness. Sotsial’nye iavleniia, 2, 76–82. https://doi.org/10.47929/2305-7327_2020.02_76-82 (In Russian)
Sundberg, D. (2007). From pedagogik to educational sciences? Higher education reform, institutional settings and the formation of the discipline of educational science in Sweden. European Educational Research Journal, 6 (4), 393–410. https://doi.org/10.2304/eerj.2007.6.4.393
Tan, A.-G. (2006). Psychology in teacher education: A perspective from Singapore’s pre-service teachers. Asia Pacific Education Review, 7, 1–10. https://doi.org/10.1007/BF03036779
Turner, J. C., Christensen, A., Meyer, D. K. (2009). Teachers’ beliefs about student learning and motivation. In: L. J. Saha, A. G. Dworkin (eds), International Handbook of Research on Teachers and Teaching. Boston, Springer. https://doi.org/10.1007/978-0-387-73317-3_23
Van Oers, B., Pompert, B. (2021). Assisting teachers in curriculum innovation: An international comparative study. New Ideas in Child and Educational Psychology, 1 (1), 43–76. https://doi.org/10.11621/nicep.2021.0103
Vygotsky, L. S. (1926). Pedagogical Psychology. Moscow, Rabotnik prosveshcheniia Publ. (In Russian)
Vysotskaya, E., Lobanova, A., Yanishevskaya, M. (2021). The “Moon Test”: A step toward evaluation of educational text comprehension through model mediation. Psychology in Russia: State of the Art, 14 (4), 111–129. http://doi.org/10.11621/pir.2021.0408
Wolf, Sh., Brown, A. (2023). Teacher beliefs and student learning, https://doi.org/10.1159/000529450
Zinkiewicz, L., Hammond, N., Trapp, A. (2003). Applying psychology disciplinary knowledge to psychology teaching and learning. A review of selected psychological research and theory with implications for teaching practice. Report and Evaluation Series, 2, 1–97. https://doi.org/10.1037/e718142011-001
Zukerman, G. A., Ermakova, I. V. (2003). Developing effects of the system D. B. Elkonin — V. V. Davydova. Psikhologicheskaia nauka i obrazovanie, 4 (8), 56–73. (In Russian)
Zvereva, N. V., Kazmina, O. Yu., Karimulina, E. G. (2019). Pathopsychology of childhood and adolescence, textbook. Moscow: Iurait Publ. (In Russian)
Downloads
Published
2024-07-12
How to Cite
Sidneva, A., Chumachenko, D., Kalimullin, A., & Lobanova, A. (2024). Psychology and education in the 21st century: Analysis of the Russian teachers’ beliefs regarding the use of modern psychological knowledge in practice. Vestnik of Saint Petersburg University. Psychology, 14(2), 365–384. https://doi.org/10.21638/spbu16.2024.211
Issue
Section
Empirical and Experimental Research
License
Articles of "Vestnik of Saint Petersburg University. Psychology" are open access distributed under the terms of the License Agreement with Saint Petersburg State University, which permits to the authors unrestricted distribution and self-archiving free of charge.
