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ERIC Number: EJ1146466
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: ERIC
ISSN: ISSN-0965-948X
The Case for Pedagogical Action Research in Psychology Learning and Teaching
Norton, Lin
Psychology Teaching Review, v20 n2 p5-13 Win 2014
It is just over 12 years since "Psychology Teaching Review"'s first Special Issue on action research psychology. In the guest editorial for that issue Lin Norton suggested that pedagogical action research can be controversial, and that for some academic psychologists it appears to be more than curriculum development rather than "real" research (Norton, 2002). Norton considers how much has changed since then. It is still difficult to find many studies in the published literature about systematically investigating aspects of teaching psychology practice through an action research approach, although there are more sources that use key word phrase like "reflective teaching" and "professional practice." In this article Norton considers why this might be the case. Norton argues for a more inclusive approach to pedagogical research which enables psychology academics to think more critically about how they teach and how they might improve their students' learning.
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:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A