A Response to Hartley

Autor/in	Jones, Tim
Titel	A Response to Hartley
Quelle	In: Psychology Teaching Review, 18 (2012) 1, S.29-34 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Stellungnahme; Psychology; Teaching Methods; Undergraduate Students; Student Motivation; Student Attitudes; Career Education; Social Sciences; Higher Education; Feedback (Response) + Suchen Sie Ihr Suchwort? Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Schülerverhalten; Arbeitslehre; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	In responding to Hartley (2011), this paper considers his concluding remarks as recommendations for the future of teaching undergraduate psychology and challenges the position that the teaching of psychology hasn't altered vastly during the last 50 years. In doing so, it is acknowledged that the content and delivery of higher education psychology is externally constrained, but argues that departments have flexibility to innovate, excite and enthuse students whilst aligning teaching practices and assessment with employability skills. Further the article is positioned against the backdrop of rapid changes and challenges facing the sector. (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	2017/4/10