ABSTRACT
We have referred to one of our main findings on more than one occasion. That is, the fact that by and large students have favourable attitudes towards educational psychology and we find this an encouraging augury for future work in this field. The fact that this general approval embraces a vast psychological territory does not seem to us to be a major obstacle to progress in the field if tutors and other psychologists seriously reappraise the proper boundaries of the subject as a course in teacher preparation. An important problem is still that of deciding what to leave out, but it is not the only problem. There is the equally crucial decision as to the most appropriate orientation for courses in educational psychology and our contribution to the debate on this issue can only be that of urging the close relationship of the course with the practical problems of school teaching and learning.
