Why Do Teachers Need to Know About Psychology: Strengthening Professional Identity and Well-Being

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As a teacher, what are my personal, social and emotional responsibilities in supporting pupils with psychological development Psychology has underpinned educational practice since its inception but understanding what that means in practical terms for educational settings today can seem bewildering. The team draw upon the whole field, covering not only developmental, health, and educational/child psychology, but also organisational and counselling perspectives. Drawing on examples from rural early years settings to large urban secondary schools, this book looks at how psychology can support your teaching practice. It does this by looking at different situations within a teacher's roles and responsibilities, and what this also means for understanding their professional identity. Expertly crafted by Jeremy Monsen, Lisa Marks Woolfson and James Boyle, bringing together the expertise of a team of practitioners and psychologists, this book draws together the latest research and current practice. The team also support you to consider and develop your own views, beliefs and values and explores why it is your responsibility as an educator to make use of psychology not only to ensure the best possible opportunities for children and young people, but also for your own growth in your professional journey.

Reviews

This important new book, written be expert educators and psychologists, will provide new and early careers teachers with a much-needed bridge between psychological theory, recent research and practical reflexive stimulus to deepen understanding. The focus on personal, social and emotional perspectives goes beyond the cognitive sciences currently dominating teacher education. * Elaine Wilson, Senior Lecturer in Education, University of Cambridge, UK *
A unique text that applies psychological theory and research to teacher development with the dual yet integrated focus on fostering teacher well-being and creating effective teaching-learning contexts to foster student learning and well-being. * Bonnie K. Nastasi, Professor of Psychology, Tulane University, USA *

Author Bio

Jeremy Monsen is Principal Educational Psychologist for the Westminster and Kensington and Chelsea Educational Psychology Consultation Service (Bi-Borough Childrens Services), UK, and Honorary Lecturer at IOE, UCLs Faculty of Education and Society, University College London, UK. Lisa Marks Woolfson is Emeritus Professor of Psychology in the School of Psychological Sciences and Health at the University of Strathclyde, UK. James Boyle is Emeritus Professor of Psychology in the School of Psychological Sciences and Health at the University of Strathclyde, UK.