Teaching and Learning Guide for Education Professors and Beginning Teachers is Released
"Why are beginning teachers unprepared for survival as professionals?" Many beginning teachers leave the profession after three years. Half leave after five. New Priorities for Teacher Training and School Curriculum explains why this happens and what can be done about it.
According to author Douglas Brown, the extent of the intractability of underachievement in education systems indicates a flaw in pedagogy. There is a failure to realize the interdependence of motivation, communication and cognition. For optimal student learning, a specialized cognitive lexicon is required. His new publication, New Priorities for Teacher Training and School Curriculum, provides this lexicon.
Brown addresses the interconnectedness of motivation, communication and cognition, and connects theory with practice. He makes the case that effective teaching mandates a pedagogy that gives primacy to communication and explains the principles and practices that derive from its interrelationship with motivation, communication and cognition. He describes this interconnectedness and details the changes in teacher education and curriculum that are mandatory if beginning teachers are to professionally meet the challenges of classroom teaching.
New Priorities for Teacher Training and School Curriculum explains why beginning teachers unwittingly perpetuate students' underachievement, and describes the training and practice required if teachers are to successfully meet the educational challenges that underachieving students provide.