A Response to Hartley

Autor/in	Entwistle, Noel
Titel	A Response to Hartley
Quelle	In: Psychology Teaching Review, 18 (2012) 1, S.13-14 (2 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Stellungnahme; Learning Theories; Psychologists; Psychology; Teaching Methods; Feedback (Response); Higher Education; Reflective Teaching; Graduate Students; Undergraduate Students; Teacher Education; Social Sciences + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Psychologist; Psychologe; Psychologin; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerausbildung; Lehrerbildung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften
Abstract	In this article, the author shares his response to James Hartley's "Reflections on 50 years of teaching psychology". The author finds it very interesting to read James Hartley's reflections on the teaching of psychology and he thought it would be worth adding a rather different perspective, while agreeing with Hartley's main conclusions about the relative lack of change in teaching practices. The author's experience is of teaching psychology to teachers, mainly at MEd level and in initial teacher education, but he also taught undergraduate psychologists. It always surprised him how little ideas from education psychology, or even the more general theories of learning, seemed to have influenced psychologists' thinking about the practice of teaching and learning. The problem, as Hartley so clearly pointed out, is that the additional pressures being faced by colleagues in all departments makes it difficult for them to justify the time and effort required to make significant changes in the curriculum or experiment with more innovative ways of teaching. The author suggests that educators have to help students to think and act like professionals and develop a lasting feel for the subject and love of learning, and that can be guided by the relevant research findings. (ERIC).
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	2017/4/10