When Teaching Becomes Learning

A Theory and Practice of Teaching

Häftad, Engelska, 2007

Av Eric Sotto

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Intended to help anyone who teaches, this book has something of a cult following. Drawing on extensive teaching experience, the author presents a personal account of good practice, written in an engaging and accessible style and based on extensive scholarly sources. Part I 'Learning' and Part II 'Teaching' complement one another, and the book as a whole offers an insight into how to teach in any set of circumstances. It does so without being prescriptive, instead helping teachers to think through their own problems and situations. As a result, "When Teaching Becomes Learning" is a book to which teachers will return on countless occasions. This edition has been updated throughout and now has 2 new chapters - Reflections of Educational Technology, and Why Teach? Chapters are now also divided up so they are each shorter and more user-friendly than before.

Produktinformation

Utgivningsdatum2007-03-15
Mått173 x 249 x 18 mm
Vikt580 g
FormatHäftad
SpråkEngelska
Antal sidor332
Upplaga2
FörlagBloomsbury Publishing PLC
ISBN9780826489098

Tillhör följande kategorier

Pedagogisk metodik inom Psykologi och pedagogik

Part I: Learning; 1 Introduction; 2 Preliminaries; 3 Motivation and Learning; 4 The Learning Process; 5 Learning Applications; 6 Perception; 7 Memory - Facts and Answers; 8 Real Learning; 9 A Model of the Mind; 10 Tacit Learning and Conscious Learning; 11 Learning and Experiencing; Part II: Teaching; 12 The Transmission Method and an Alternative Approach; 13 The Teaching Process; 14 Teaching a Factual Subject; 15 Preparing a Lesson; 16 Classroom Interaction; 17 Difficult Lessons; 18 Teachers and Learners Asking Questions; 19 Overview; Afterword; Further Reading; Notes; Index.

"'This is a remarkable and delightful book, presented in a style reminiscent of a cross between Woody Allen and Ludwig Wittgenstein. Eric Sotto has not so much written as crafted it from a blend of his own experience and a wide knowledge of relevant psychological theory.' R A Becher, Professor of Education, University of Sussex, 1994 '...You have been able to clarify for me, in readable and understandable language, many of the intuitive feelings I have had about teaching all these years but have been unable to articulate.... Your book has also helped me to make sense out of all the conflicting cognitive theories used by psychologists, sociologists and philosophers.... The personalised and anecdotal illustrations of the different points you wished to make were so useful to help understanding' Letter to author from reader in Austria, 1994 'I am finding your book an inspiration... it has set me on a journey of reflection and reinterpretation of my own experiences of teaching and learning.' Letter from lecturer in Social Sciences, The Open University, 1995"