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dc.contributor.authorRobertson, S. Ian
dc.contributor.authorTeoh, Kevin
dc.contributor.authorMcMurray, Isabella
dc.contributor.authorRoberts, Patricia Isobel
dc.contributor.authorSochos, Antigonos
dc.date.accessioned2022-09-01T09:19:39Z
dc.date.available2022-09-01T09:19:39Z
dc.date.issued2011-01-01
dc.identifier.citationRobertson SI, Teoh K, McMurray I, Roberts P, Sochos A (2011) 'Research informed learning in the psychology curriculum: an initial evaluation', Psychology Learning and Teaching, 10 (2), pp.84-94.en_US
dc.identifier.doi10.2304/plat.2011.10.2.84
dc.identifier.urihttp://hdl.handle.net/10547/625519
dc.description.abstractResearch-informed teaching and learning have become an important area for development in psychology departments. There is an assumption that staff research can enhance the curriculum and the student experience. The methods of research and statistical awareness are also deemed important skills for a student in professional psychology to develop. This article reports an evaluation of the degree to which research informs staff teaching and the impact of research methods teaching on student employability. Undergraduate students and recent graduates were surveyed in a mixed qualitative and quantitative research design involving questionnaires, focus groups and a job analysis. A discrepancy was found between lecturers' and students' views of the extent to which staff's research informed their teaching. While lecturers regarded themselves as researchers as well as teachers, students regarded them as mainly teachers and ‘entertainers’. Where staff did refer to their own research to illustrate their teaching they were regarded as enthusiastic and authoritative. Staff-led projects in particular had a positive impact on both students and staff as they appeared to enhance group identity among the students involved and to improve students' understanding of research design. The focus on research, research methods, statistics and research ethics appears to have led some students to develop a critical attitude to events and information in the media and everyday life.en_US
dc.language.isoenen_US
dc.publisherSAGEen_US
dc.relation.urlhttps://journals.sagepub.com/doi/10.2304/plat.2011.10.2.84en_US
dc.subjectpsychologyen_US
dc.subjectteachingen_US
dc.titleResearch informed learning in the psychology curriculum: an initial evaluationen_US
dc.typeArticleen_US
dc.identifier.eissn1475-7257
dc.contributor.departmentUniversity of Bedfordshireen_US
dc.identifier.journalPsychology Learning and Teachingen_US
dc.date.updated2022-09-01T09:17:13Z
dc.description.note


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