Abstract

This book will help preservice teachers develop the skills necessary to become reflective practitioners who can frame questions about their classrooms and use a scientist practitioner approach to answer those questions. It does so by highlighting a set of guiding questions about important topics for classroom, providing an example of a situation that provokes a question for the teacher and describing the theories and empirical findings that might be drawn on to respond to the situation. The book discusses development and motivation, learning and teaching, assessment, introducing educational psychology and reflective practice, and cognitive development. Furthermore, social development, individual differences among learners, motivation to learn, and engaging students in learning are explained.

This book discusses on behavioral learning theory, cognitive theories of learning, effective teachers and process of teaching, social constructivism and learning in community, and managing learning in classrooms are postulated. Finally, the book discusses learning from peers, classroom assessment, and standardized and standards-based assessment.

Recommended for students and lecturers.