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ERIC Number: EJ978115
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: ERIC
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0965-948X
A Response to Hartley
Knapper, Christopher
Psychology Teaching Review, v18 n1 p22-28 Spr 2012
In his article, "Reflections on 50 years of teaching psychology", James Hartley concludes that the teaching of psychology has changed relatively little over the past several decades. Hartley begins his paper on a personal note with recollections of his first university teaching experience at Keele University. In his paper Hartley comments on the many changes in the Keele psychology department over the past 40 years. There has been some suggestion that technology might offer a solution for some of pressures, and indeed systems such as WebCT and Moodle have proved effective for course management and have streamlined a lot of routine teaching tasks. But on the whole the author agrees with James Hartley that most educational technologies have served to reinforce traditional (didactic) teaching practices rather than empowering the sort of teaching and assessment changes that educational research suggests are needed. Another factor in changing teaching is the academic reward structure which increasingly emphasises research and publications, even if it means neglecting undergraduate students. (Contains 2 footnotes.)
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
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom