Psychological parameters in teaching

The scientific basis guiding teaching has been the subject of many debates, yet it is clear that for every action there is the need to have a conceptual base. This book addresses the psychological parameters in teaching, reflecting a pragmatic, eclectic approach to central issues of direct concern to Lecturers, Teachers, Student - Teachers, School Counsellors and all Educators. It shows how psychology can contribute to an understanding of present day classrooms and the demand for a new approach to teaching that focuses on constructivism in learning.

The book draws on two research approaches: qualitative data from direct classroom observations in nursery, primary and secondary schools and interviews with university students. This led to discussions about the role of language as a major cognitive mechanism in teaching among others. Quantitive data presented by descriptive statistics, highlighted teachers' beliefs that direct teaching and interactive behaviour. Psychological parameters in teaching demonstrate the importance of studying development and core issues such as the application of psychological theories of thinking, language, personality, motivation, attention, memory, intelligence and even gender sensitivity as psychological construct to educational practices.