Secondary School Teaching And Educational Psychology

Name: Secondary School Teaching And Educational Psychology
SKU: 019c9b1d59cb7e5c121570e164d86fd8
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Bol Written for trainee teachers wishing to improve their teaching skills as well as for in-service teachers, especially those engaged in the supervision of trainees, this is concerned with day-to-day teaching in a secondary school and has focused chapters plus suggestions for seminar or tutorial work. A companion volume to Primary School Teaching and Educational Psychology, this book concerns itself with the day-to-day business of teaching in a secondary school. Throughout the book four themes reoccur: that teachers can best understand the development of children by observing their learning and their relationships within school; that assessment and evaluation are integral to effective teaching; that effective teaching and learning depend on both teacher and child being able to monitor own progress and to find solutions to problems that occur; and finally that there must be explicit recognition of the common-ground between educational psychology and other disciplines such as sociology, philosophy and the history of education.

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Written for trainee teachers wishing to improve their teaching skills as well as for in-service teachers, especially those engaged in the supervision of trainees, this is concerned with day-to-day teaching in a secondary school and has focused chapters plus suggestions for seminar or tutorial work. A companion volume to Primary School Teaching and Educational Psychology, this book concerns itself with the day-to-day business of teaching in a secondary school. Throughout the book four themes reoccur: that teachers can best understand the development of children by observing their learning and their relationships within school; that assessment and evaluation are integral to effective teaching; that effective teaching and learning depend on both teacher and child being able to monitor own progress and to find solutions to problems that occur; and finally that there must be explicit recognition of the common-ground between educational psychology and other disciplines such as sociology, philosophy and the history of education.

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