A Systematic Literature Review on the Historical Aspects and Implications of Psycho-Pedagogy for Teacher Education Perspectives

Definitionally, psycho-pedagogy represents a sophisticated interdisciplinary domain, meticulously integrating the foundational tenets of psychology with the art and science of pedagogy (Huang & Zheng, 2022). Psycho-pedagogy, as a multifaceted discipline, intricately weaves psychological understanding with pedagogical practices, thereby profoundly shaping the landscape of teacher education (Shuell, 1996). A systematic exploration of its historical evolution reveals a dynamic interplay of philosophical, psychological, and educational theories that have progressively informed and transformed the ways in which teachers are trained and how they approach the art and science of teaching (Väätäjä & Ruokamo, 2021). Understanding the historical trajectory of psycho-pedagogy provides critical insights into the foundational principles that underpin contemporary teacher education programs, enabling educators to critically evaluate and adapt their practices to meet the ever-evolving needs of diverse learners. This exploration necessitates a deep dive into the theoretical underpinnings of psycho-pedagogy, tracing its roots from early philosophical inquiries into the nature of learning and the human mind to the emergence of distinct psychological schools of thought that have significantly impacted educational practices (Hinduja et al., 2021). Furthermore, examining the historical context in which psycho-pedagogy has evolved allows for a nuanced understanding of the social, cultural, and political influences that have shaped its development, thereby informing current debates and future directions in teacher education. The integration of social justice and equity within teacher preparation programs highlights the crucial role of psycho-pedagogy in fostering inclusive and equitable learning environments (Wiedeman, 2002).