Available Online: 26 September 2021
Victoria University, Uganda (email@example.com)
The study highlights that Education without psychology is inconsequential and can hardly be significant to both the individual and society. The study observed that mutual dependency on education psychology in teacher education training is a significant concept for an effective teacher training process. The study discovered that the contemporary education has introduced new education concepts like psychology which has transformed education fortitude and bestowed another implication to teacher educators and debunked the old discriminative system which defined students’ abilities based on their social class. The study further discovered that human beings can differ in terms of their mental abilities but all have the potential to learn. In this regards, education psychology orients the teachers into a comprehensive human state which involves the mind among other things. The study establishes that education psychology is essential for teacher trainees since learning hinges more on students’ mental abilities. Moreover, Educational Psychology gives hand to teachers in managing the status quo, it gives room to teachers to understand what makes the teaching more relevant, what to teach and how to teach it. Hence it is through education psychology that teachers are able to meet the 21st century contentment in as far as nurturing a competent human labor-force is concerned. In raising alarm, criticizing the status quo, and making recommendations, various study groups and blue ribbon panels have focused on economic issues, equity and excellence, the need for more rigorous subject matter preparation, and on the restructuring of incentives are the career ladder for teachers.
Keywords: education psychology, teacher Education, Uganda
Cite this article:
Pontian, K. (2021). Examining the critical role of education psychology in teacher education: Circumventing professional misalliance in teacher training institutions in Uganda. International Journal of Research Studies in Education, 10(14), 135-140. https://doi.org/10.5861/ijrse.2021.a081