International Handbook of Psychology Learning and Teaching

The International Handbook of Psychology Learning and Teaching is a reference work for psychology learning and teaching worldwide that takes a multi-faceted approach and includes national, international, and intercultural perspectives. Whether readers are interested in the basics of how and what to teach, in training psychology teachers, in taking steps to improve their own teaching, or in planning or implementing research on psychology learning and teaching, this handbook will provide an excellent place to start. Chapters address ideas, issues, and innovations in the teaching of all psychology courses, whether offered in psychology programs or as part of curricula in other disciplines. The book also presents reviews of relevant literature and best practices related to everything from the basics of course organization to the use of teaching technology. Three major sections consisting of several chapters each address “Teaching Psychology in Tertiary (Higher) Education”, “Psychology Learning and Teaching for All Audiences”, and “General Educational and Instructional Approaches to Psychology Learning and Teaching”.

• Teaching psychology
• Psychology learning and teaching
• Educational and instructional approaches in psychology teaching
• Educational and instructional approaches in psychology learning
• Handbook of educational psychology

• Department of Educational Research, University of Salzburg, Salzburg, Austria

  Joerg Zumbach

• Department of Psychology, University of South Florida, Bonita Springs, USA

  Douglas A. Bernstein

• School of Science - Faculty of Psychology, Psychology of Learning and Instruction, Technische Universitaet Dresden, Dresden, Germany

  Susanne Narciss

• Department of Human, Philosophical and Educational Sciences (DISUFF), University of Salerno, Fisciano, Italy

  Giuseppina Marsico

Joerg Zumbach received his Diploma in Psychology 1999 from Ruprecht-Karls-University Heidelberg, Germany. He got his Dr. phil. in Educational Psychology 2003 from Ruprecht-Karls-University Heidelberg, Germany. Since 2006 he is Full Professor for Science Teaching and Learning Research and e-Learning at the Paris-Lodron University Salzburg, Austria. He served there as head of department and co-director of the School of Education. He also was and is in different editorial boards (e.g., Journal of Educational Multimedia and Hypermedia, International Journal of Learning Technologies, Journal of Interactive Learning Research, Computers in Human Behavior, Psychology Teaching and Learning). He authored and co-authored various research articles and text books in the areas of Multimedia and Hypermedia Learning, Higher Education, Problem-Based Learning, Violent Media and Aggression and others.

Douglas Bernstein received his bachelor's degree in psychology at the University of Pittsburgh in 1964 and his masters and Ph.D. in clinical psychology at Northwestern University in 1966 and 1968, respectively. From 1968 to 1998, he was on the psychology faculty at the University of Illinois at Urbana-Champaign where he served as Associate Department Head and Director of Introductory Psychology. He is currently Professor Emeritus at Illinois and Courtesy Professor of Psychology at the University of South Florida. In 2013, he stepped down after 30 years as chairman of the National Institute on the Teaching of Psychology, and in 2018 founded the Biennial International Seminar on the Teaching of Psychological Science in Paris. He has written or co-authored a book on the teaching of psychology, as well as textbooks on introductory, clinical, and abnormal psychology, and on criminal behavior and progressive relaxation training.

Susanne Narciss is full professor and head of the research team “Psychology of Learning and Instruction (PsyLI)” at the Technische Universitaet Dresden. Her current interests include research on (a) promoting self-regulated learning, (b) the role of motivation and metacognition in instructional contexts, (c) conditions and effects of interactive learning tasks, and (d) conditions and effects of informative tutoring feedback strategies. Her work on feedback strategies was considered cutting-edge by the American Association on Educational Communication and Technology (AECT) and awarded the prestigious AECT Distinguished Development Award 2007. Susanne Narciss is not only a productive scholar, but dedicates her expertise, time and effort also to improve the teaching and learning of psychology. She has been member of the founding executive board of the European Society for Psychology Teaching and Learning (ESPLAT), and has been elected ESPLAT’s President in September 2021.

Giuseppina Marsico is Associate Professor of Development and Educational Psychology at the University of Salerno (Italy), Visiting Professor at Ph.D Programme in Psychology, Federal University of Bahia, (Brazil). She is President Elect of the American Psychological Association-Division 52 International Psychology and President Elect of the European Society of Psychology Learning and Teaching (ESPLAT). She is a 20 years experienced researcher, with a proven international research network. She is Editor-in-chief of the Book Series Cultural Psychology of Education (Springer), Latin American Voices - Integrative Psychology and Humanities (Springer), co-editor of SpringerBriefs Psychology and Cultural Developmental Sciences (together with Jaan Valsiner) and Annals of Cultural Psychology: Exploring the Frontiers of Mind and Society (InfoAge Publishing, N.C.,USA, together with Carlos Cornejo e Jaan Valsiner). She is also co-editor of Human Arenas. An Interdisciplinary Journal of Psychology, Culture and Meaning (Springer) and of Trends in Psychology (Springer), Associate Editor of Cultural & Psychology Journal (Sage) and Social Psychology of Education (Springer), and member of the editorial board of several international academic journals, (i.e. IPBS- Integrative Psychological & Behavioural Science, Springer). Her academic tracks and list of publications include two complementary lines of investigations: 1) an educational-focused research activity where prof. Marsico is the leading figure of the new field of Cultural Psychology of Education; 2) a cultural oriented interdisciplinary perspective based on both theoretical and empirical investigation, focusing on the borders as a new ontogenetic perspective in psychology and other social sciences. Prof. Marsico has established a new research field called Developmetnal Mereotopology. 

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