Full Description
This is a critical examination of learning and teaching theories together with debate on the sociological construct of the curriculum. The authors encourage critical engagement with the practice and research behind the growing number of teaching and learning models and provide an overview of the research basis of many recent theories, looking at their features and use, before considering the overall approach. The formation and development of the curriculum is scrutinized from the classical era to the modern day, highlighting key developments, movement and theorists in the philosophy of curriculum design and providing a grounding for recent theories and practices. With key questions and extra reading boxes throughout, this text provides a really user-friendly guide for undergraduate students on Education Studies courses and postgraduate trainee teachers looking to gain a deeper understanding of teaching and learning theories and curriculum development. It will also provide critical support for all practicing teachers studying towards a Masters in Teaching and Learning.
Contents
1. Introduction; 2. Learning Theory: Conventions and Traditions; 3. Learning Theory: New Directions; 4. Intelligence and Capacity; 5. Historical Approaches to the Curriculum and Models of Design; 6. Knowledge, Power and Ideology; 7. Knowledge as Resistance; 8. Knowledge and Technology; 9. School Ethos and Teaching styles; 10. Conclusion; Bibliography; Index.
