Beschrijving

A guide to child psychology and the psychology of teaching. It presents an account of different kinds of learning; and, summarises knowledge about how teaching can aid learning in schools. It also addresses issues of interest to teachers – including the repertoire of teaching, the main phases of learning, and the classroom environment.

Drawing on educational and psychological research and adhering closely to QTS standards, trainee teachers will find this easy-to-read book an invaluable guide to the psychology of teaching and learning.

The book starts by offering practical guidance on, and illustrative examples of, the full range of issues in the classroom: the repertoire of teaching, the main phases of learning, the classroom environment, keeping order, and planning lessons. The author goes on to consider the main areas of research that have contributed to our understanding of learning, teaching and motivation. In the final section he extends the coverage to more complex topics, such as intelligence, special educational needs, bullying, child abuse, gender, ethnicity, teacher expectations and assessment, all the while writing with both common sense and sensitivity.

Throughout the book, the author gives both national and international examples of practice across all four key stages and different school subjects. He also includes invaluable questions, exercises and transcripts of lessons to help readers engage with the text, and extensive cross-referencing to help readers make links between sections.

Drawing on educational and psychological research and adhering closely to QTS standards, trainee teachers will find this easy-to-read book an invaluable guide to child psychology and the psychology of teaching.

• a realistic and in-depth account of different kinds of learning;
• summarises reliable knowledge about how teaching can aid learning in schools;
• addresses issues of interest to all teachers – including the repertoire of teaching, the main phases of learning, the classroom environment, keeping order, and lesson planning – in a practical and accessible manner;
• also covers more complex topics such as intelligence, special educational needs, bullying, child abuse, gender, ethnicity, teacher expectations and assessment;
• gives examples of practice across all four key stages and different school subjects;
• would form a suitable part of the government-led continuing professional development project: Excellence and Enjoyment – A Strategy for Primary Schools.