The first International Conference on Psychology Curriculum, Learning and Teaching of Psychology

2002 ◽  
Author(s):  
Victor Karandashev
Keyword(s):  
Learning And Teaching ◽  
International Conference ◽  
Teaching Of Psychology ◽  
Psychology Curriculum

scholarly journals 9th International Conference on University Teaching and Innovation (CIDUI): Learning and teaching innovation impacts

2017 ◽  
Vol 7 (2) ◽  
pp. 115
Author(s):  
CIDUI Organising Comittee ◽  
Beatriz Amante ◽  
María Martínez
Keyword(s):  
Science Education ◽  
University Teaching ◽  
Teaching Innovation ◽  
Learning And Teaching ◽  
International Conference ◽  
Points Of View ◽  
Teaching Learning ◽  
Year 2000 ◽  
The Impact

The Organising Committee of the 9th International Conference on University Teaching and Innovation (CIDUI) wishes to thank the Editorial Board of the Journal of Technology and Science Education (JOTSE) for publishing this special issue.Since the year 2000, a new CIDUI conference has been held every two years. Today, it is a well-established event that provides an opportunity to share advances and innovation in the field of higher education.Like the previous editions, this one was also committed to fostering an especially participatory working dynamic and to promoting different points of view. The programmed debates were complemented by contributions from recognised specialists regarding the main topic of the conference: Learning and teaching innovation impacts. In relation to this general subject, papers were specifically focused on one of the four thematic axes proposed for this edition:Analysis of the impact on university teaching and learningNew training scenesProfessional DevelopmentInnovative methodologies in teaching – learning processesThe present special issue of the Journal of Technology and Science Education - JOTSE consists of eleven papers. 

Confronting Heterosexism in the Teaching of Psychology

1996 ◽  
Vol 23 (4) ◽  
pp. 220-226 ◽  
Author(s):  
Jane M. Simoni
Keyword(s):  
Sexual Orientation ◽  
Current Psychology ◽  
Gay Men ◽  
Cultural Context ◽  
Accurate Information ◽  
Psychological Issues ◽  
Lesbian And Gay ◽  
Gay Male ◽  
Teaching Of Psychology ◽  
Psychology Curriculum

Psychology is not immune from the biases of its cultural context, including the devaluation of homosexuality. Historically, the profession has pathologized nonheterosexual orientations and failed to cultivate an appreciation of and sensitivity toward diversity in sexual orientation. Part of the instructor's role is to challenge prevailing heterosexist assumptions and provide accurate information about the psychology of lesbians and gay men. This article presents a rationale for making the psychology curriculum more inclusive of lesbian and gay male issues. Results are presented from a survey of current psychology textbooks that indicate inadequate coverage and segregated treatment of the topic of homosexuality. Finally, suggestions are provided to instructors for expanding coverage of lesbian and gay male psychological issues and avoiding heterosexist bias.

scholarly journals Developing psychological literacy: is there a role for reflective practice?

2016 ◽  
Vol 13 (2) ◽  
pp. 60-78
Author(s):  
Debra Coulson ◽  
◽  
Judi Homewood ◽  
Keyword(s):  
Higher Education ◽  
Cultural Competence ◽  
Reflective Practice ◽  
Learning And Teaching ◽  
Psychology Curriculum ◽  
Small Trial ◽  
Education Psychology

Psychological literacy is an umbrella term that is widely used to describe the attributes or capabilities of psychology graduate (Cranney & Dunn 2011). This article explores some of the complexities inherent in the learning and teaching of psychological literacy by exploring challenges to the development of selfawareness and cultural competence, and posits a role for reflective practice. Evidence for the contribution of reflective practice to the development and application of psychological literacy is offered. The challenges of introducing reflective practice into the psychology curriculum are then discussed, with insights from the literature and a small trial offered to support academics in introducing reflective practice into the higher-education psychology curriculum.

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