Douglas A. Bernstein – författare

Now in its fourth edition, Teaching Psychology: A Step-By-Step Guide synthesizes the latest pedagogical research on effective teaching and translates it into recommendations for classroom application. It explores the rapidly changing academic landscape and offers innovative ideas for teaching psychology and creating inclusive classrooms where all students can experience a sense of belongingness and psychological safety.

This comprehensive volume covers key topics such as planning a course, choosing teaching methods that promote well-being, diversity and inclusion, assimilating technology (including Artificial Intelligence), and the integration of teaching into the rest of your academic life. The authors include an abundance of supportive, supplementary content to guide and inform new teachers, including their own real-life anecdotes and examples. Fully revised throughout, this new edition analyses updated research on topics such as student evaluations of teaching, establishing the value of your courses, student motivation, and trigger warnings. This edition also features a completely new chapter on teaching psychology abroad and focuses on the goals of post-pandemic teaching, including harnessing the power of online and hybrid teaching environments.

Presenting a valuable and cutting-edge guide for psychology teachers, this book is a vital resource for those who are training psychology instructors or undertaking a teaching psychology course. It is also a useful text for more experienced faculty who wish to reevaluate their current teaching practices and explore new teaching ideas and techniques.

Now in its fourth edition, Teaching Psychology: A Step-By-Step Guide synthesizes the latest pedagogical research on effective teaching and translates it into recommendations for classroom application. It explores the rapidly changing academic landscape and offers innovative ideas for teaching psychology and creating inclusive classrooms where all students can experience a sense of belongingness and psychological safety.

This comprehensive volume covers key topics such as planning a course, choosing teaching methods that promote well-being, diversity and inclusion, assimilating technology (including Artificial Intelligence), and the integration of teaching into the rest of your academic life. The authors include an abundance of supportive, supplementary content to guide and inform new teachers, including their own real-life anecdotes and examples. Fully revised throughout, this new edition analyses updated research on topics such as student evaluations of teaching, establishing the value of your courses, student motivation, and trigger warnings. This edition also features a completely new chapter on teaching psychology abroad and focuses on the goals of post-pandemic teaching, including harnessing the power of online and hybrid teaching environments.

Presenting a valuable and cutting-edge guide for psychology teachers, this book is a vital resource for those who are training psychology instructors or undertaking a teaching psychology course. It is also a useful text for more experienced faculty who wish to reevaluate their current teaching practices and explore new teaching ideas and techniques.

The International Handbook of Psychology Learning and Teaching is a reference work for psychology learning and teaching worldwide that takes a multi-faceted approach and includes national, international, and intercultural perspectives. Whether readers are interested in the basics of how and what to teach, in training psychology teachers, in taking steps to improve their own teaching, or in planning or implementing research on psychology learning and teaching, this handbook will provide an excellent place to start. Chapters address ideas, issues, and innovations in the teaching of all psychology courses, whether offered in psychology programs or as part of curricula in other disciplines. The book also presents reviews of relevant literature and best practices related to everything from the basics of course organization to the use of teaching technology. Three major sections consisting of several chapters each address “Teaching Psychology in Tertiary (Higher) Education”, “Psychology Learning and Teaching for All Audiences”, and “General Educational and Instructional Approaches to Psychology Learning and Teaching”.

This compendium of examples of psychological concepts and phenomena is designed to make it easier for both novice and experienced teachers of psychology at all levels to bring new and/or particularly illuminating examples to their lectures and other presentations.

Psychology instructors know that vivid examples bring concepts to life for students, making psychology both more accessible and interesting. Having a good supply of such examples can be particularly important when, as often happens, students fail to immediately grasp particular points, especially those that are complex or difficult. Generating compelling examples can be challenging, particularly when teaching a course, such as Introductory Psychology, in which much of the material is outside one’s main area of expertise, when teaching a course for the first time, or when teaching a course that is entirely outside one’s main area of expertise.

This compendium will serve as a one-stop reference that presents a topic-organized body of compelling examples that instructors can explore as they prepare their teaching materials.  The examples they will find range from simple illustrations (e.g., muting an obnoxious commercial as an example of negative reinforcement), to videos (e.g., of a patient with prosopagnosia), to brief stories (e.g., about how confirmation bias led a man to dismantle a kitchen because he assumed that an electrical stove’s whining clock was a trapped kitten), to short summaries of research that illustrate a concept or phenomenon.

Beyond their value for enhancing the quality and interest level of classroom lectures, the examples in this book can help teachers find ideas for engaging multiple-choice exam and quiz items. They can also serve as stimuli for writing assignments and small group discussions in which students are asked to come up with additional examples of the concept or phenomenon, or link them to other concepts or phenomena.