A Follow-Up Note on Graduate Training in the Teaching of Introductory Psychology

Abstract

This note extends a previous report (Rickard, Prentice-Dunn, Rogers, Scogin, & Lyman, 1991) on a graduate course in the teaching of introductoy psychology. Students who had completed the supervised-teaching experience performed better on a test of psychology content than did comparable students who had not. Data supported the informal observations of faculty, doctoral students, and PhD graduates about the value of teh supervised-teaching experience.