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portada Teaching Psychology
Type
Physical Book
Publisher
Author
Language
English
Pages
422
Format
Paperback
ISBN13
9781032612553
Edition No.
4

Teaching Psychology

Douglas A. Bernstein; Sue Frantz; Stephen L. Chew (Author) · Routledge · Paperback

Teaching Psychology - Douglas A. Bernstein; Sue Frantz; Stephen L. Chew

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Synopsis "Teaching Psychology"

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.

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The book is written in English.

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The binding of this edition is Paperback.

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