"Some Students Really Want to Know Obscure Facts about Chi-Square but Others Will Pass out in Terror if You Mention It": Psychology Postgraduates' Experiences of Teaching Research Methods

Autor/inn/en	Davies, Emma L.; Jackson, Emma J.
Titel	"Some Students Really Want to Know Obscure Facts about Chi-Square but Others Will Pass out in Terror if You Mention It": Psychology Postgraduates' Experiences of Teaching Research Methods
Quelle	In: Psychology Teaching Review, 20 (2014) 1, S.13-22 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Foreign Countries; Graduate Students; Psychology; Teaching Methods; Research Methodology; Online Surveys; Teaching Experience; Grading; Self Esteem; Learner Engagement; Teacher Student Relationship; Locus of Control; Qualitative Research; Statistical Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Research method; Forschungsmethode; Notengebung; Schulnote; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Qualitative Forschung; Statistische Analyse; Großbritannien
Abstract	Gaining teaching experience is an important aspect of being a psychology postgraduate. We undertook an online survey of 140 postgraduates from 50 UK institutions to explore their experiences of teaching with a focus on research methods in order to inform training and workshop provision. Of the sample, 91 per cent were involved in some type of teaching; the most commonly reported activity was marking. Participants reported a high level of enjoyment of teaching and thought it was an important part of their future careers. Written responses were received from 85 respondents about their experiences of teaching research methods. Qualitative analysis of these findings allowed us to identify the positive aspects of this experience, such as finding it rewarding to help students with this important area of their learning. Our findings also identified challenges in teaching research methods such as confidence, student disengagement and lack of control over content taught. The findings are discussed in light of their implications for future training provision for postgraduates who teach. (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