EDUCATIONAL PSYCHOLOGY AND THE TEACHERS FORMATION
Moreira, C.E., Amorim, C.A, Braga, C., Gaburro, D.D. and Possoli, M., Pontifcia Universidade Catlica do Paran, Brazil
The Educational Psychology can be understood as a subject that links Psychology and Education, and therefore offers help for activities of formation. The objective of this research was to analyse the contribution of the Educational Psychology to the formation of teachers. A questionary elaborated specifically for this research was applied , containing six opened questions. Thirty teachers who have already studied the subject of Educational Psychology. Twenty-nine persons were female and one, male. With ages between 18 and 49, and with experience of 3 years. The data was collected from 2 universities (PUC-PR and UTP). The results suggests that the contents related to the development and learning, as well as the knowledge of the main authors (Piaget, Vygotsky, Wallon), are very important. Among the themes that should be analysed by the Educational Psychology, the most emphasized were: learning disturbs (22); emotional and affective problems (08); and also were mentioned disorder, motivation and behavior problems. As positives aspects were emphasized learning and development procedures comprehension and intervention in difficults and learning problems; while the negative aspects were: the difficult to turn practice the theorical contribution in the classroom daily. Among the suggestions figured the presence of a professional psychology in the school and more coherence between theorical reading and local reality. It was concluded that the teachers have elevated expectation about Educational Psychology, but desire for more application of that knowledge in their daily activities.