Psychology for Teachers

In pulling the strands of this book together four generic issues have emerged. The main consequence from reading this book, we hope, has been a learning experience, whereby you have extended your own knowledge of psychology for teaching. Equally, you should reflect on why psychology matters for teachers, how can it be used to enhance the skills of the learner, including yourself as ‘learner’, and on how knowledge of psychology can enhance your employability.

The links to the teachers’ standards at the start of each chapter, excluding this one, will similarly enable you to identify how your teaching and understanding of psychology can be used to meet these criteria, no matter what stage of your career.

Most of all, the book has encouraged you to develop your psychological ‘toolkit’, or perhaps a better analogy for teachers would be a psychological ‘pencil case’, where, through engaging with the reflections and the activities, you have not only developed strategies to assist with your teaching, but also have the understanding of why such strategies work, embodying these through your educational philosophy. We hope that you have so much enjoyment in both the teaching profession and the depth of psychology as a subject that you will continue to be rewarded with each new perspective.