Psychopedagogy and the Fields of Action of Educational Psychologists

Authors

  • Marcelo Remigio Castillo Bustos Universidad Indoamérica
  • Aracelly Fernanda Núñez Naranjo Universidad Indoamérica

DOI:

https://doi.org/10.33423/jhetp.v23i14.6381

Keywords:

higher education, learning, integral development, psychopedagogy, learning and development, social action

Abstract

This work analyzes the essential aspects of Psychopedagogy as a scientific discipline and educational psychologists’ main fields of action. It is theoretical research developed with the hermeneutic method. The problem identification reveals excessive divergences in Psychopedagogy’s conceptions and other aspects. In the empirical phase, little difference is observed between Psychopedagogy and psycho-pedagogical practice; Psychopedagogy has been generally and loosely linked to formal education, to unique or specific educational needs, and learning problems in the school context. Regarding the fields of action of educational psychologists, the existing information is minimal. In the interpretative phase, the findings in the theoretical, methodological, and praxeological order reveal that Psychopedagogy has as its object of study the learning and development of the human being; it directs the psycho-pedagogical practice given from the principles of prevention, development, and social action. Hence, the fields of action of psychopedagogy are all those contexts in which human learning takes place, highlighting formal education and integral development; family and interpersonal relationships; health and body care; business, labor, and professional development; and the meaning of life and values, all of which is supported by the fact that human beings, as social beings by essence, learn, develop and transform throughout life.

Downloads

Published

2023-09-15

How to Cite

Castillo Bustos, M. R., & Núñez Naranjo, A. F. (2023). Psychopedagogy and the Fields of Action of Educational Psychologists. Journal of Higher Education Theory and Practice, 23(14). https://doi.org/10.33423/jhetp.v23i14.6381

Issue

Section

Articles