Psychology postgraduates’ perspectives of teaching related support and training.

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)37-45
JournalPsychology, Learning and Teaching
Volume7
Issue number1
DOIs
Publication statusPublished - 1 Mar 2008
Externally publishedYes
One hundred and forty-seven psychology postgraduates from 60 UK universities completed an online survey. The survey aimed to examine the experiences of psychology postgraduates around teaching and to provide an initial benchmark against which future developments in their support could be measured. This report explores respondents' experiences of teaching, training and support they receive as well as how they balance the roles of teaching and research. Findings indicate that while generally the experiences of postgraduates in teaching are good, concerns are evident in relation to marking, preparation, time and dealing with difficult students. Problems with time were found often to be associated with marking and preparation. Remuneration for time spent on teaching was also an issue. Findings suggest that postgraduates could benefit from clearer and more realistic guidance. Significant differences were found between teaching tasks undertaken by respondents at pre and post 1992 institutions and postgraduates at post 1992 institutions more often exceed assigned teaching hours.

External organisations

  • Higher Education Academy
  • Kingston University

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