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The purpose of this study was to examine the developmental psychology sections of the most commonly used educational psychology textbooks with respect to; their use of politically correct language, epistemological styles, breath/depth of content, scope and utilization of up to date information. Content analysis was used to examine the textbooks. Results showed that the existing textbooks significantly lacked concern about non-discriminative/politically correct language; they were places in dualism; content typically introduced basic concepts and classic developmental theories. Findings, limitations of the study and implications for future studies and teachers education were discussed

A Content Analysis of Developmental Psychology Sections of Educational Psychology Textbooks Used for Teachers’ Education in Turkey