Written by bestselling author Ann Gravells, this is the complete go-to guide for anyone wanting to be (or working as) a teacher or trainer in the further education and skills sector, in the UK and beyond. It has all the information you need to work towards a qualification such as the Award, Certificate or Diploma in Education and Training. It is also relevant to anyone taking a Train the Trainer course, or an international teaching qualification. The book takes you through all the information you need to know, opening up the topic for learning in an easily accessible way. Interactive activities are included throughout, along with real examples of teaching and training in practice. The book also includes examples of completed teaching documents. This is a comprehensive text, covering: The role of a teacher/trainer Factors contributing to learning Planning and facilitating learning for groups and individuals Using technology and resources to support learning Assessing learning Quality assurance Evaluation, reflection, and continuing professional development (CPD) Preparing for a micro-teach session and teaching/observed practice

Principles and Practice of Education * Fully revised and updated new edition, giving complete coverage of TTC Education syllabuses, plus important in-service items which take account of teaching as a career. * Comprehensive guide to teaching methodology, from basic classroom skills to the wider issues of educational psychology, philosophy and the history of current patterns in African education. * Emphasis on practice rather than theory, on the relationship of education to the requirements of the community, and on the administration of education. * Particularly useful for teachers and student teachers in rural areas without much support and having to be largely self-reliant.

This Book attempts to make a comprehensive and critical exposition of all the facets of teaching. It evaluates the comparative soundness of the Principles, Methods, Techniques and Devices of Teaching. The chief accent of the book is on helping teachers to teach better. The objective is strictly utilitarian and is designed to serve as a reliable guide to the work in the classroom. The book also offers practical suggestions for making the teaching-learning process effective, inspirational & interesting. It incorporates the approaches recommended by eminent educational philosophers and practitioners. A detailed survey of the valuable teaching practices followed in India and abroad also find an important place in the book.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1878 edition. Excerpt: ... CHAPTER XIV. GENERAL COURSE OF STUDY. Preliminart.--For the purpose of a thorough examination and illustration of the subject, a course of study has been prepared of graded schools, where there is an opportunity for the complete development of an educational system. The course comprises four departments of three grades each, requiring on an average twelve years' study. The school-year is divided into three nearly equal parts, conforming to the general custom in this respect. In those schools where a division into two or four terms is adopted, the changes needed will refer only to the details of the work of each grade, and can easily be made by the teacher. Following the general detailed course will be found suggestions in regard to the course adapted to ungraded and country schools, and also in regard to the methods to be pursued to remedy the acknowledged defects of the ungraded system. Principles taken as a Basis.--In preparing this course, the following principles, exemplified in the preceding chapters, have served as a guide in the selection and order of the topics: First: That the objects of education are twofold: the full development of all the powers and faculties, and the acquisition of such knowledge as shall be of the greatest worth in the ordinary vocations and in the discharge of daily duties. Second: That all the faculties of the mind should be cultivated in every department of school-work, in the exact order of the growth and relative activity of each faculty. Third: That the perceptive faculties are the most active in childhood, and that perceptive knowledge should be made the basis of all primary school-work. Fourth: That the "object lessons " used for the development of the perceptive faculties should be so arranged...