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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition


Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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48. Learning to Feel Like a Teacher


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Learning to Feel Like a Teacher

Kelvin Seifert


In this postmodern age, searching for identity has become a risky business. Who am “I,” and how do “I” compare to the various “me’s” which others (hopefully) notice? Erik Erikson described how individuals gradually become able to answer this question, at least when all goes well (1950/1967)— though as optimistic as he was, even Erikson admitted that developing a felt identity was fraught with risk. In Erikson’s world, shadowy clouds of “identity diffusion” lingered in the blue skies of self-knowledge, even for the best of us. Others of a psychological bent have echoed his description, often with more detail about the cloudy weather: descriptions are plentiful about factors that frustrate identity development, about how the self as experienced can go wrong even when it looks healthy enough (see, for example, Marcia, 1993; Waterman & Archer, 1990). Identity goes right, it seems, in more singular, predictable ways than it goes wrong. So personality psychologists often end up echoing Leo Tolstoy: “Happy families are all alike; every unhappy family is unhappy in its own way” (Tolstoy, 1912). As with families, so with individuals when viewed as examples of identity development: individuals tend to look more similar when happy, positive, and successful, than when doubtful, anxious, or unsure. At least that is how they are portrayed.

While we might therefore complain that...

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