Teaching Young Adults
A Handbook for Teachers in Post-Compulsory Education
Nonfiction, Reference & Language, Education & Teaching, Higher Education
| Author: | Trevor Dawn, Joe Harkin, Gill Turner | ISBN: | 9781134595808 |
| Publisher: | Taylor and Francis | Publication: | July 4, 2013 |
| Imprint: | Routledge | Language: | English |
| Author: | Trevor Dawn, Joe Harkin, Gill Turner |
| ISBN: | 9781134595808 |
| Publisher: | Taylor and Francis |
| Publication: | July 4, 2013 |
| Imprint: | Routledge |
| Language: | English |
Further and Higher Education in the UK has expanded greatly in recent years, bringing into education large numbers of young people who present teachers with new challenges. At the same time, there is an immense pressure to improve the quality of learning and teaching, and to encourage students to be active participants in the process.
This book is aimed at teachers, aspiring teachers and other professionals in upper secondary schools, further education colleges and universities who wish to increase learner motivation and to create opportunities for greater learner autonomy. It will:
* relate learning theory to practice
* provide practical help for teachers to understand how they tend to interact with students
* suggest how they may build a repertoire of teaching styles that foster sharing of responsibility with learners for more effective learning.
Further and Higher Education in the UK has expanded greatly in recent years, bringing into education large numbers of young people who present teachers with new challenges. At the same time, there is an immense pressure to improve the quality of learning and teaching, and to encourage students to be active participants in the process.
This book is aimed at teachers, aspiring teachers and other professionals in upper secondary schools, further education colleges and universities who wish to increase learner motivation and to create opportunities for greater learner autonomy. It will:
* relate learning theory to practice
* provide practical help for teachers to understand how they tend to interact with students
* suggest how they may build a repertoire of teaching styles that foster sharing of responsibility with learners for more effective learning.
