Secondary school teachers' views on a psychological science framework to support their teaching of psychology

This thesis considers how a psychological science framework is perceived by secondary school teachers as a support for their teaching of psychology. There were three phases to this research, an online survey, workshops and individual interviews. Responses suggest that teachers hold a range of views and ways of teaching psychological science. The framework was viewed in different ways and integrated into their teaching to different extents. There are implications for the potential of the framework, working towards a shared meaning of contemporary psychological science, establishing psychology’s place in the curriculum and ongoing support and advocacy for teachers of psychology as professionals.