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[Source: Daniel, R. S. (1992). Teaching of Psychology, the journal. In A. E. Puente, J. R. Matthews, and C.L. Brewer (Eds.). Teaching Psychology in America: A History (pp. 433-452). Washington, DC: American Psychological Association.]
Teaching of Psychology evolved into its present form as it succeeded the Teaching of Psychology Newsletter, whose inaugural issue appeared in November, 1950. The newsletter consisted of 59 issues over a 24-year period. Robert S. Daniel (1992), the first editor of the journal proper, noted that this was "an uncommonly long gestation, even for a journal" (p. 433). According to Daniel, nobody is quite sure who edited the first edition, although Elizabeth B. Hurlock, as secretary of Division 2, believes that she produced the first issue (p. 434). Divisional secretary-treasurers (Lillian G. Portenier and Constance D. Lovell) filled the position of editor for the first 7 years.
Wilbert S. Ray was the first appointed editor, assuming the role prior to the November 1958 issue. The content of the journal expanded and the format included a colored cover and a table of contents. In 1963, James M.Joyce succeeded Ray and continued to enlarge the scope of the newsletter. The number of pages increased as well; the Newsletter consisted of 36 pages for Joyce's last issue as editor in 1963. Edward R. Ostrander succeeded Joyce for the first issue of 1964 and was himself succeeded by Theophile S. Krawiec in 1966. Finally Douglas A. Michell served as the last Newsletter editor.
In 1973, Robert S. Daniel was appointed editor for a 2-year term that lasted 13 years. The journal developed its current look under his guidance, increasing from two to four issues a year. In 1985, Charles L. Brewer succeeded Daniel and continued to produce an exceptional journal that was recognized by the editors of Change magazine as one of the top disciplinary journals in the country. After Brewer's dozen years in the leadership position, he retired his IBM-selectric and Randolph A. Smith accepted the role of editor. The original typed manuscripts no longer exist, having been replaced by manuscripts on diskette. The original mimeographed Teaching of Psychology Newsletter has been replaced by the highly successful Teaching of Psychology, which reproduces the role of the newsletter in disseminating articles that illustrate the creativity and enthusiasm of teachers of psychology.
[Source: Wight, R. D., & Davis, S. F. (1992). Division in Search of Self: A History of APA Division 2, The Division of the Teaching of Psychology. In A. E. Puente, J. R. Matthews, and C.L. Brewer (Eds.). Teaching Psychology in America: A History (pp. 365-384). Washington, DC: American Psychological Association.]
Officially, the American Psychological Association agreed on a divisional structure in 1994, but inaugurated them in 1945. The Society for the Teaching of Psychology began its existence simply as Division 2 (Teaching of Psychology). The divisions of General Psychology and the Teaching of Psychology received divisional numbers 1 and 2 because (a) they were the least specialized of the divisions and (b) might represent individuals who did not easily fit into more specialized divisions (Wight & Davis, 1992). The initial membership count was under 50, peaked at about 2,600 in 1976, and has stabilized, it appears, at slightly over 2,000 or so members. This current count does not include the growing number of members who have joined the Society as "affiliates," that is, nonmembers of the American Psychological Association. The total number of members of all types, including high school teachers and post-secondary teachers approaches 3,000.
The original designation of the Society as least specialized might be questioned at this point. Although the Society tries to serve teachers in all environments and therefore shows many facets, the existence of a highly successful divisional journal and the clear presence of divisional activities at the annual convention of the American Psychological Association suggest that teaching of psychology involves specialization that incorporates its own body of research and its own body of practice.