This paper is a plea to enable prospective teachers to use the conceptual frameworks,
tools and approaches that the discipline of psychology has to offer, so as to understand
how children learn. In the course of reviewing Michael Howe's classic book
(1999/1984), I will make a distinction between gaining
knowledge of theories of learning as mere information, and a deeper “understanding” that
allows teachers to research learning in the context of their own classrooms. I will argue
that initial teacher education programmes should shift focus from teaching theories of
learning as a product to be assimilated, to understanding the processes used to generate
these theories
