Burgess, Katy
2026.
From isolation to innovation: Building community to transform evidence-informed psychology education.
Psychology Teaching Review
32
(2)
, pp. 56-60.
10.53841/bpsptr.2026.32.2.56
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Abstract
Psychology can enhance our understanding of students’ educational experience, which comprises learning, belonging and motivation. However, there is a knowledge-practice gap whereby this evidence does not always translate to higher education teaching and learning. In this case study, I reflect on how I have tried to bridge this gap in my own institution by using psychological evidence to inform teaching practice and by working collaboratively with students. At a sector level, I have created opportunities for colleagues to share practice and learn from one another through the development of the Teaching-Focused University Network (T-FUN), which brings teaching-focused psychologists together to foster a sense of belonging and share evidence-informed practice. Taken together, these examples highlight the value of combining psychological evidence with collaboration to support meaningful and sustainable change in psychology education.
| Item Type: | Article |
|---|---|
| Date Type: | Publication |
| Status: | Published |
| Schools: | Schools > Psychology |
| Additional Information: | RRS policy applied |
| ISSN: | 0965-948X |
| Date of First Compliant Deposit: | 12 November 2026 |
| Last Modified: | 12 Nov 2026 10:00 |
| URI: | https://orca.cardiff.ac.uk/id/eprint/190843 |
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