EFPA - BEA - poziv za dostavu članaka/radova
Dr. Stephan Dutke poziva zainteresirane kolegice i kolege za dostavu članaka/radova za posebno izdanje časopisa "Psychology Learning and Teaching". Niže donosimo izvorni tekst poziva sa svim potrebnim podacima:
Dear colleagues,
The EFPA Board of Educational Affairs was successful in submitting a proposal for a special issue on "Evidence-based teaching: Examples from learning and teaching psychology" to the Psychology Learning an Teaching Journal .
Call for papers:
'To what extent are psychology students presented with opportunities to benefit from psychological research within their own learning?'
Psychology academics and teachers are invited to address this question by contributing to a special issue of Psychology Learning and Teaching on evidence-based teaching convened by the EFPA Board of Educational Affairs.
More information:
Psychological research has generated theoretically well-founded and empirically investigated principles of learning and teaching, e.g., spaced learning, writing to learn, multi-modal learning, collaborative learning, practice testing, and many others. According to Dunn et al. (2013), evidence-based teaching rests on the idea that teaching and learning can be improved when teachers consider these principles in designing learning opportunities and when learners recognise them as supporting their own learning processes. However, applying such abstract principles or rules requires adapting them to the demands and constraints of the specific learning situation and content. Teachers and students of psychology should be in the best position to apply these principles of teaching and learning, because they emerged from psychological research, i.e. from their own academic discipline!
Is this an over-optimistic expectation? Do we apply our own research results to our own teaching? To what extent is the teaching of psychology evidence-based?
Guest editors:
Stephan Dutke (University of Münster, Germany)
Helen E. Bakker (Utrecht University, The Netherlands)
Ioulia Papageorgi (University of Nicosia, Cyprus)
Jacqui Taylor (Bournemouth University, United Kingdom)
The call for papers can be consulted here.
Send your abstract to:
If you are interested in contributing, please contact one of our guest editors (Ova e-mail adresa je zaštićena od spambota. Potrebno je omogućiti JavaScript da je vidite. ) or submit an abstract to Ova e-mail adresa je zaštićena od spambota. Potrebno je omogućiti JavaScript da je vidite. for initial consideration.
Submission deadline:
Submission of abstracts (≤ 300 words) before 1 February 2016!
Looking forward to your contribution,
Best regards,
Stephan Dutke
Convenor EFPA Board Educational Affairs
Dear colleagues,
The EFPA Board of Educational Affairs was successful in submitting a proposal for a special issue on "Evidence-based teaching: Examples from learning and teaching psychology" to the Psychology Learning an Teaching Journal .
Call for papers:
'To what extent are psychology students presented with opportunities to benefit from psychological research within their own learning?'
Psychology academics and teachers are invited to address this question by contributing to a special issue of Psychology Learning and Teaching on evidence-based teaching convened by the EFPA Board of Educational Affairs.
More information:
Psychological research has generated theoretically well-founded and empirically investigated principles of learning and teaching, e.g., spaced learning, writing to learn, multi-modal learning, collaborative learning, practice testing, and many others. According to Dunn et al. (2013), evidence-based teaching rests on the idea that teaching and learning can be improved when teachers consider these principles in designing learning opportunities and when learners recognise them as supporting their own learning processes. However, applying such abstract principles or rules requires adapting them to the demands and constraints of the specific learning situation and content. Teachers and students of psychology should be in the best position to apply these principles of teaching and learning, because they emerged from psychological research, i.e. from their own academic discipline!
Is this an over-optimistic expectation? Do we apply our own research results to our own teaching? To what extent is the teaching of psychology evidence-based?
Guest editors:
Stephan Dutke (University of Münster, Germany)
Helen E. Bakker (Utrecht University, The Netherlands)
Ioulia Papageorgi (University of Nicosia, Cyprus)
Jacqui Taylor (Bournemouth University, United Kingdom)
The call for papers can be consulted here.
Send your abstract to:
If you are interested in contributing, please contact one of our guest editors (Ova e-mail adresa je zaštićena od spambota. Potrebno je omogućiti JavaScript da je vidite. ) or submit an abstract to Ova e-mail adresa je zaštićena od spambota. Potrebno je omogućiti JavaScript da je vidite. for initial consideration.
Submission deadline:
Submission of abstracts (≤ 300 words) before 1 February 2016!
Looking forward to your contribution,
Best regards,
Stephan Dutke
Convenor EFPA Board Educational Affairs