Psychological Literacy in Pre-Service Teacher Education: A Narrative Review of Concepts, Barriers and Implications for Practice
Keywords:
psychological literacy; pre-service teachers; teacher education; pedagogical practiceAbstract
Within the rapidly evolving educational landscape, psychological literacy has emerged as an increasingly vital component of pre-service teacher education, integrating psychological domain knowledge, applied skills, and reflective capacities that underpin effective pedagogical practice. Despite its growing significance, research in this domain remains conceptually fragmented and limited in scope, which makes its systematic integration into teacher education programs challenging. Distinguishing itself from prior reviews that addressed isolated facets of psychological literacy or broader higher education contexts, this study offers a context-specific synthesis focused exclusively on pre-service teacher education. It presents a narrative review of international literature published primarily between 2010 and 2025. Based on a synthesis of 55 studies, the review clarifies contemporary conceptualizations and core dimensions of psychological literacy within pre-service teacher education. Building on this synthesis, it identifies recurring structural barriers to its systematic development, including curricular fragmentation, limited practical integration, and the absence of standardized measurement frameworks. At the same time, the study offers practical implications for curriculum design, institutional collaboration, and the structured integration of applied psychological components within pre-service teacher programs. Strengthening psychological literacy thus emerges as a pivotal step towards equipping 21st-century educators to navigate an increasingly complex educational landscape.
https://doi.org/10.26803/ijlter.25.4.39
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