An Introduction to Teaching
Psychological Perspectives
Published on 3. May 1995
Book
Hardback
360 pages
978-0-631-18726-4 (ISBN)
Description
An Introduction to Teaching is intended for students on pre-service and in-service courses who are training to be classroom teachers. It aims to inform teachers' decision making, planning, reflection and evaluation from a psychological perspective. It starts from the premise that an understanding of psychology can offer many benefits to teachers, and that teachers and psychologists have hugely overlapping interests in learning, communication, intellectual growth and human relations. Too many textbooks present psychological theory in abstract terms and do not successfully relate to the actual practice of teachers. Throughout, An Introduction to Teaching explicitly brings this psychological research to bear on the range of practical problems routinely met by teachers in the classroom. It offers psychological perspectives to teachers in a critical and practical framework: critical in the sense that limitations and controversies are exposed as well as strengths and ramifications: practical in the sense that psychological perspectives are used to help learner teachers understand their situation and their options in promoting children's learning.
Each contributor is an expert in their field and each defines the main pedagogic issues in the light of most recent research and thinking.
Each contributor is an expert in their field and each defines the main pedagogic issues in the light of most recent research and thinking.
More details
Language
English
Place of publication
Oxford
United Kingdom
Publishing group
John Wiley and Sons Ltd
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 244 mm
Width: 172 mm
Weight
775 gr
ISBN-13
978-0-631-18726-4 (9780631187264)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Content
Introduction. Part I: Basic Processes: 1. What is Involved in Learning: Geoffrey Brown (University of East Anglia). 2. What is to be Learned: Clive Carre (University of Exeter). 3. Development and Learning: Richard Fox (University of Exeter). Part II: Contexts for Learning: 4. Learning in Classrooms: Anne Cockburn (University of East Anglia). 5. Learning Out of School: Charles Desforges (University of Exeter). Part III: Teaching and Classroom Management: 6. Direct Teaching: Chris Kyriacou (University of York). 7. Teaching Through Discussion: Richard Fox (University of Exeter). 8. Managing Through Groupwork: Neville Bennett (University of Exeter). 9. Organising Experience: Sarah Tann (Oxford Brookes University). 10. Teaching for Order and Control: Charles Desforges (University of Exeter). 11. Teaching for Autonomous Learning: Susan Nolen (University of Washington). 12. Teaching for Diversity: Phil Bayliss (University of Exeter). 13. Ethic and Gender Differences: Gaby Weiner (South Bank University). 14. Personal, Social and Moral Education: John Thacker (University of Exeter). 15. Managing Time: Neville Bennett (University of Exeter). Part IV: Assessment and Evaluation: 16. Approaches to Educational Assessment: Brian Dockrell (University of Newcastle). 17. Assessment, Teaching and Learning: Brain Dockrell (University of Newcastle). 18. Evaluation, Self-Appraisal and Reflection: Gareth Harvard (University of Exeter). References. Index.