Victorian school teachers of Psychology views on a ‘psychological science’ framework as a support for their teaching

Psychology is a very popular study in Victorian schools, especially in the senior years. Teachers are curriculum designers and purposefully plan their implemented curriculum to suit their school context and students’ learning needs. The intended curriculum, published by the curriculum authorities, acts as a starting point for this planning and teachers are expected to connect the different curriculum sections together. Psychology sits within Science and the Australian Science Curriculum includes science practices. Interweaving the teaching of concepts with science practices encourages sophisticated learning of both concepts and practices (NRC, 2012), shifting the emphasis from ‘facts and skills’ to ‘how we know’ and ‘why we believe’ (Duschl, 2008). A focus on teaching psychology concepts with science practices could offer a way for teachers to connect the curriculum and build on students’ learning experiences.This paper explores the views of 11 Victorian teachers of Psychology on a ‘psychological science’ framework designed to support their teaching of psychology concepts with the science practices that inform these concepts. The teachers were introduced to the framework during a focus group meeting and curriculum mapping exercise. Three months later, teachers were interviewed to follow up their views and use of the framework since the meeting. The data were thematically analysed. Teachers’ views and experiences were built around themes of using the framework to promote an understanding of the discipline of Psychology (psychology’s diversity, deeper thinking, and use of science practices); connecting with the intended curriculum (senior psychology curriculum and F-10 Australian & Victorian curricula); supporting their implemented curriculum (connect and build on learning experiences, and planning for teaching); and identifying conditions for teacher change (more professional development, more opportunities for planning and collaborating; intended curriculum changes, and resources to support the framework). Value and constraints of the framework are discussed and future possibilities for supporting the teaching of psychology are considered.