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Psychology Teaching Review

Psychology Teaching Review (PTR) was established to encourage research on teaching and learning in psychology; to serve as a vehicle for the sharing of good practice and, to improve the teaching of psychology at all levels.

Scheduled publication frequency:

  • Twice a year


  • General Editor: Rebecca Stack
  • Book Reviews Editor: Gillian Hendry
  • Abstracts Editor: Matt Jarvis

The Editor welcomes articles on any aspect of teaching and learning in psychology, particularly those with a strong theoretical underpinning and a good methodology.

Authors need not be members of the Division for Teachers and Researchers in Psychology but non-members are encouraged to join. We also welcome submissions from students.

PTR will usually be structured into six parts, explained below. Submissions which do not obviously fall into one of the categories should be discussed with the editor.

For any queries please email [email protected]

For copyright enquiries and permissions requests please email [email protected]

To place paid advertising or to find out about rates, please contact Kai Theriault at Cambridge Publishers Ltd on 01223 378 051 or email [email protected]


1. Refereed papers

Papers should be as short as is consistent with clear presentation of subject matter, and will normally be 5000-7000 words in length. Examples of refereed papers include those presenting primary qualitative or quantitative data, secondary data analysis (e.g. metasynthesis, systematic review), detailed reflection on practice and literature reviews.

An abstract of no more than 150 words should be provided along with a list of keywords describing the content of the paper. The title should indicate accurately but briefly the subject of the paper, and a running head title should be given.

A policy of blind reviewing will be instated, so authors are requested not to put any personal information on the manuscript. In the first instance, the Editor will read each submitted manuscript to see if it is appropriate to be considered for publication in Psychology Teaching Review. If it is not, the author will be contacted and feedback given.

If it is considered appropriate, the manuscript will be independently refereed by two reviewers. In the light of the reports received, the Editor will decide whether or not to recommend the article for publication. All papers will be evaluated by the Editor and refereed in terms of academic merit, readability and interest.

2. Practice exchange papers

Submissions are sought from authors who wish to write thought-provoking, controversial pieces (2000-4000 words) designed to inform and stimulate current pedagogical debate. An abstract of 150 words is required.

Articles may focus on personal reflections of current teaching and learning practice, ethical issues in the teaching of psychology, controversies or points to debate in psychology pedagogy, calls for changes to current practice and further research or debating political issues in related to education and teaching in psychology. Such paper may be philosophical or reflective and need not contain necessarily contain primary research/data.

3. Student submissions

Research by undergraduate students, usually based on project dissertations, is especially welcome as long as the research is relevant to the teaching and learning of psychology. Please follow the guidance provided for refereed papers when submitting contributions of this nature.  

4. Practical teaching advice

Contributors are welcome to share their suggestions for good teaching activities, whether pre-tertiary, undergraduate or postgraduate.

Such contributions should outline the nature of the activity, experience of its use and a brief consideration of research, suggesting an explanation for its success.

5. Abstracts

Current and significant abstracts related to the teaching and learning of psychology are culled and presented.

Abstracts for submissions should be sent to the Abstracts Editor at [email protected]

6. Book reviews

In addition to the above, book reviews are welcomed. These will be considered by the Book Reviews Editor who will communicate a publication decision directly to the contributor.

Book reviewers should offer fair and valid criticisms and avoid being defamatory, and all authors of reviewed books have the right of reply.

Reviews (up to 1000 words) should be sent as a word document to the Book Reviews Editor via [email protected]

Contributions should be submitted by email attaching a Word compatible document which is double spaced with wide margins. Footnotes should be avoided, and sheets should be numbered. A copy should be retained by the author.

All personal identification should appear on a front page which can be removed for refereeing purposes. Authors are requested to make sure that no personal identification appears elsewhere in the manuscript.

Tables should be on separate pages at the end of the document with clear indication in the text where they should be inserted. Each should have a self-explanatory title and should be comprehensible without reference to the text. They should be referred to in the text by Arabic numerals. Data given should be checked for accuracy and must agree with mentions in the text.

Figures, i.e. diagrams, graphs or other illustrations should add new information to the article and should not duplicate information given elsewhere in a different form.

Any Figures that are hand drawn should be in camera-ready form, each on a separate sheet, numbered sequentially (Figure 1, etc.), and each identified on the back with the title of the paper. They should be carefully drawn, larger than their intended size.

Captions should be listed on a separate sheet.


Bibliographical references in the text should quote the author's name and the date of publication thus: Entwistle (2002). They should be listed alphabetically by author at the end of the article according to APA style.

Particular care should be taken to ensure that references are accurate and complete and that all l journal titles are given in full.

For details, please consult APA Style Manual, but an ;example of four common sources is given here:

  • For journal articles:

    Banyard, P. & Duffy, K. (2014). Student representations of psychology in the UK.Psychology Teaching Review, 20(2), 110–120

  • For books:

    Richardson, J.T.E. (2000). Researching student learning. Approaches to studying in campus-based and distance education. Buckingham: SRHE & Open University Press

  • For chapters:

    Norton, L., Kahn, P., Van Arendsen, J. & Waiters, D. (2001). Reflective thinking about the study of psychology, mathematics and music at degree level: Does it change over the first year? In C. Rust (Ed.), Improving student learning strategically (pp.120–131). Oxford: The Oxford Centre for Staff and Learning Development

  • For internet articles:

    Lovell, A. (7 February 2003). ;More students, less funding, worse learning? Retrieved 25 March 2005, from The Higher Education Academy website

Particular care should be taken to ensure that references are accurate and complete. Give all journal titles in full.


Authors should abide by the BPS Guidelines for the Use of Non-Sexist Language which are contained in the booklet Code of Conduct, Ethical Principles and Guidelines, which can be obtained from the Society's office.

Please note that all contributions must be provided in English.


Proofs are sent to authors for the correction of print but not for the introduction of new or different material.

Authors will receive a copy of the journal in which their article is published, but, in order to keep costs down, they will not receive reprints. To facilitate this process please include your address when submitting your contribution.

A copy of the manuscript should be e-mailed as a word document to [email protected]

Authors need not be members of the Division for Teachers and Researchers in Psychology but non-members are encouraged to join.

Find out more from the membership section at www.bps.org.uk/dtrp or by contacting the membership team at [email protected].

    ​​​For hard copy subscription please email [email protected], quoting the full title of the publication you want to subscribe to.

    We will also require your name and details of the billing and delivery address.

    Alternatively, please call 0116 252 9551 and a member of the sales team will process your order. 

    All our prices include delivery to your door.

    Please note all subscriptions must be pre-paid. 

    Single issues are available for purchase in pdf format via the BPS Shop online.

    Members of the Division of Academic, Researchers, Teachers in Psychology can download the Psychology Teaching Review for free.

      Call for Papers: Supervision, Final Year Project and the Undergraduate Dissertation

      Special issue of Psychology Teaching Review

      Undergraduate dissertations and projects are challenging and rewarding for students and supervisors alike. Students often struggle to define their question, manage competing demands, sustain an argument over a prolonged period of time, manage time and resources effectively, and increasingly, combine this with the demands of paid work, stress and poor mental health, and life outside of university.

      Considered a capstone assessment in which students are expected to demonstrate autonomy, independence, subject knowledge and accumulated research skills, the dissertation or project is often a heavily weighted assessment which contributes significantly to the overall degree classification. Moreover, supervision is typically a novel and challenging learning experience in which the student and supervisor may be relative strangers before they work together, there is an unequal power relationship between them, each may have differing personalities, attitudes and values, and tutors may adopt differing supervisory styles.

      For supervisors, training is often scarce, opportunities for peer learning limited and many rely on their own experiences of being supervised or learn on the job. Supervision raises dilemmas about what practices to adopt, what relationships to build with students, and what teaching aims to prioritise in order to best ‘do’ supervision.

      Developing targeted supervision to help student negotiate complex learning activities is especially challenging whilst having to manage diverse projects/students simultaneously, limited time to become familiar with students’ learning styles and needs, and an increasingly diverse student body. 

      The goals of this special issue are to:

      1. stimulate debate about supervision as a pedagogic practice
      2. showcase different ways of doing supervision and/or supporting students through the dissertation/project process
      3. identify challenges and dilemmas in dissertation and project supervision and ways of addressing these

      We invite submissions from multiple perspectives which explore teaching and learning in relation to undergraduate dissertations, final projects and/or supervision as a pedagogic practice. This might include, but is not limited to, the following:

      • Dilemmas in supervision
      • Alternatives to face-to-face and/or individual supervision
      • Innovations in and around the dissertation or project
      • Supervision as a pedagogic practice
      • Good practice/success in supervision
      • Inclusivity and diversity in supervision
      • Disseminating and celebrating student dissertation and project research
      • Power dynamics in supervision
      • Assessing the dissertation/project
      • Training, support and development for supervisors

      We welcome a variety of submissions including: Refereed papers (5000-7000 words); Practice Exchange papers (2000-4000 words) - thought-provoking, controversial pieces designed to inform and stimulate current pedagogical debate; and short papers.

      The deadline for submissions is 17 Jan 2020.

      Submissions should be sent to [email protected] 

      For informal discussion, please contact the Editor at [email protected]

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