Author's Response to Peer Commentary

Autor/in	Hartley, James
Titel	Author's Response to Peer Commentary
Quelle	In: Psychology Teaching Review, 18 (2012) 1, S.43-44 (2 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Stellungnahme; Information Technology; Psychology; Reflective Teaching; Teaching Methods; Foreign Countries; Peer Evaluation; Higher Education; Feedback (Response); Academic Achievement; United Kingdom + Suchen Sie Ihr Suchwort? Informationstechnologie; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Großbritannien
Abstract	This article presents the author's response to peer commentary on his article entitled "Reflections on 50 years of teaching psychology." The author is pleased that most of them share some of his concerns about the lack of progress in the teaching of psychology over the last 50 years, and he welcomes the fact that they then go on to raise individual points and discuss different ways forward. In this response to peer commentary, the author reiterates that in his article he sounded a warning about the idea that new informatiation technologies will save the day. He still thinks that they have the power to do things differently and perhaps more efficiently but he is not sure that they "always" improve student learning. (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