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- Publisher
- SAGE
- Copyright
- © 1974 Australian Council for Educational Research
- ISSN
- 0004-9441
- eISSN
- 2050-5884
- DOI
- 10.1177/000494417401800314
- Publisher site
- See Article on Publisher Site
Abstract
BOOK REVIEWS includq ranlung and clustering, the authors conclude rather sorrowfully that all subjects showed “very wide general acceptance of all the objectives”. They complain that “This blanket approval of anything that smacks of psychology and children is, of course. the major problem ”, but they do not have the time to question “ such an indiscriminate acceptance ”. It appears that tutors, and students at the end of their third year of training, are uniformly sympathetic towards objectives of this kind. One wonders what such a survey would find in this part of the world. The second survey used a Likert-type scale to check attitudes towards educational psychology. Again students and teachers showed a uniformly favourable attitude and a general acceptance that educational psychology has a useful contribution to make to the training of teachers. With the theoretical and experimental justifications taken care of, the way is now cleared to launch the book’s most important contribution, the course in educational psychology for teacher trainees set out in terms of specific objectives. Though this reviewer was convinced by the theoretical debate and as favourably inclined as the people surveyed towards specific objectives and educational psychology, he was doubly shocked
Journal
Australian Journal of Education – SAGE
Published: Oct 1, 1974