Innovation in Psychology Teaching in Europe: A Scoping Survey of European Union Universities Use of Technology, Aims and Status of Teaching, Drivers of Change, and a Thematic Review of Recent Publications

Autor/inn/en	Reddy, Peter; Hammond, Jennifer; Lewandowska, Anna; Trapp, Annie; Marques, J. Frederico
Titel	Innovation in Psychology Teaching in Europe: A Scoping Survey of European Union Universities Use of Technology, Aims and Status of Teaching, Drivers of Change, and a Thematic Review of Recent Publications
Quelle	In: Psychology Teaching Review, 20 (2014) 1, S.41-60 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Foreign Countries; Teaching Methods; Psychology; Technology Uses in Education; Universities; Literature Reviews; Instructional Innovation; School Surveys; Questionnaires; Likert Scales; Educational Objectives; Educational Change; Educational Strategies; Educational Practices; Thematic Approach; Europe; European Union + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; University; Universität; Educational Innovation; Bildungsinnovation; Fragebogen; Likert-Skala; Educational objective; Bildungsziel; Erziehungsziel; Bildungsreform; Lehrstrategie; Bildungspraxis; Themenzentrierter Unterricht; Europa
Abstract	To investigate innovation in psychology teaching in European Union (EU) higher education, Europlat partners were surveyed and 43 replies were received from 30 countries. Estimated use of e-learning and other technologies including e-books and journals, virtual learning environments, lecture recording, plagiarism detection, laboratory simulation and virtual world software is reported. A focus on the teaching of theory, key findings and research methods and on academic skills such as critical evaluation and academic writing emerged. Innovation is driven by rising numbers, technical change, and the need to find research time, but is also rooted in care for students' academic, personal and professional development. A thematic review of publications within the past five years about the learning and teaching of psychology identified 56 articles, mainly from two specialist journals, generating 120 codings to 16 themes. Results are discussed in relation to the changing higher education context and implications for the future importance of quality in learning and teaching are considered. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01