Teaching, Learning and Psychology

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods, Health & Well Being, Psychology
Cover of the book Teaching, Learning and Psychology by Jane Yeomans, Christopher Arnold, Taylor and Francis
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Author: Jane Yeomans, Christopher Arnold ISBN: 9781135056339
Publisher: Taylor and Francis Publication: May 13, 2013
Imprint: David Fulton Publishers Language: English
Author: Jane Yeomans, Christopher Arnold
ISBN: 9781135056339
Publisher: Taylor and Francis
Publication: May 13, 2013
Imprint: David Fulton Publishers
Language: English

Presenting a range of psychological theories in a non-technical and readable style, this book shows how psychology can be used to effectively deliver educational objectives and enhance children’s learning. Linking theory with practical application, the authors consider the wider role that schools can play in the social development of children through:

  • teaching and managing individual pupils
  • teaching and managing groups of pupils
  • the teacher as part of an organisation and school system
  • the teacher as part of the community of the school and area.

Structured to reflect the standards for QTS and relevant for key stages 1-4, this book shows how understanding the psychological theories underpinning pedagogy can help both trainee and practising teachers become reflective and informed practitioners when faced with new and challenging teaching situations.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Presenting a range of psychological theories in a non-technical and readable style, this book shows how psychology can be used to effectively deliver educational objectives and enhance children’s learning. Linking theory with practical application, the authors consider the wider role that schools can play in the social development of children through:

Structured to reflect the standards for QTS and relevant for key stages 1-4, this book shows how understanding the psychological theories underpinning pedagogy can help both trainee and practising teachers become reflective and informed practitioners when faced with new and challenging teaching situations.

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