What is the PTR?
The Psychology Teaching Review (PTR) is one of only two UK publications dedicated to the topic of teaching Psychology, the other being Psychology, Learning & Teaching (PLAT). We are also one of 1,527 journals that are indexed cover to cover in PsycINFO. Our papers are indexed in ERIC and our abstracts are published in Taylor Francis (Research into Higher Education Abstracts), Educational Research Abstracts Online (ERA) and PLAT.
More specifically, PTR is a peer-reviewed membership publication run by the Division. We publish two editions of PTR regularly every year, contributions to which are double-blind reviewed. Past copies of the journal are available to purchase at the societies online shop, and are free to access for members of the Division.
For information on how to contribute to the PTR click here.
A word from the editor
The PTR is a UK membership publication that focuses on research and theoretical issues surrounding the teaching of Psychology whether in schools, colleges of further education, universities or elsewhere. Currently the publication consists of peer reviewed papers but there are plans to extend this to include material at the editor’s discretion. Submissions could include profiles of departments, autobiographies of distinguished teachers or researchers, perhaps including recipients of teaching awards, or interviews; something that postgraduates might like to get involved in.
The PTR operates a positive reviewing policy. We have to be mindful of academic standards but we will try and give supportive guidance on re-working submissions where necessary to get them into print. All of our contributions are double-blind reviewed.
Whilst we publish two editions regularly every year, we will produce more if we receive sufficient material. In that, the frequency and appearance of PTR is largely in your hands!
Associate Professor Jacqui Taylor, Bournemouth University, UK
Phil Banyard, Nottingham Trent University, UK
Associate Professor Paul Chang, Edith Cowan University, Australia
Dr Steve Charlton, Douglas College, Canada
Professor Lynne Cohen, Edith Cowan University, Australia
Dr Matthew Coxon, Leeds Metropolitan University, UK
Professor James Hartley, University of Keele, UK
Dr Julie Hulme, Higher Education Academy, UK
Dr Steve Jones, Leeds Trinity University College, UK
Dr Tim Jones, University of Worcester, UK
Dr Carolyn Mair, London College of Fashion, UK
Associate Professor Tim Moss, University of the West of England, UK
Dr Martin Rowley, University of Keele, UK