About the Book

This book explores the strategies and tactics of knowledge-transfer for quality education, which starts with identifying the elements of knowledge, may be it factual or procedural. It deals with pertinent issues like Teacher and associated changed roles vis-à-vis manpower characteristics in the changing scenario and changed educational perspectives of teachers in the rapidly changing paradigm along with necessary traits to enhance their effectiveness and ethical vitalities amidst of marketization of education.

The volume thrives to ‘uncover’ the content relating to ‘wh’ of pedagogy, the systems approach thereof, ideals of the profession, the process of Instruction, impact of Learning-style, Motivation and Communication, required skill-sets for Teaching and Instructional media, apart from basics of Measurement and Psychopedagogy for  the teachers of the present and future.

The book is expected to familiarize the readers with the essentials of teaching, some of which are usually not being taught in the traditional teacher-education programmes in India.

About Author

Rajarshi Roy is Professor and presently Head of the Department of Education at Vinaya Bhavana of Visva-Bharati, Santiniketan and prior to this, he served as the Head of the Department of Education at National Institute of Technical Teachers’ Training and Research, Kolkata and also as a member of faculty of the Department of Education of Sir Ashutosh Mukhyopadhyaya School of Educational Sciences at Assam University, Silchar.

Professor Roy is actively associated with Educational and Policy Research for the development of the oppressed. His specific contribution is in the arena of Ethnopedagogy. Roy also contributed in the arena of Environmental Education and socio-educational studies for the improvement of man-standard and life-quality of the population at crisis, apart from Education for Sustainable Development (ESD), Pedagogy of Engineering Education and Indigenous Technology. Professor Roy has to his credit more than hundred publications of International and National repute. 

Contents

Foreword                                                                                                                     

Preface                                                                                                                         

Section A

Teacher, Pedagogy-System and Curriculum

The Teacher

Learning: Psychology and Principles

Glimpse of Pedagogy and Curriculum

Section B

Instruction

Instructional Objectives

Instructional Strategies and Instructional Methods

Designing Classroom Instructional Plan

Section C

Learning Styles, Motivation and Communication

Learning Styles

Principles of Motivation and Motivating Students in Classroom

Principles of Communication and its’ Application in Classroom

Section D

Skill-sets for Teaching and Instructional Media

Overview of Instructional Media

Principles of Visual Media Design

Teaching Skills

Development of Teaching Skill

Section E

Measurement, Evaluation and Measuring Devices

Basics of Measurement, Evaluation and Allied Devices

Questions: Types and Characteristics

Skill Evaluation

Instructional Plan for Laboratory

Section F

Psychopedagogy and Teaching

Interface of Psychology, Education and Guidance

Psychopedagogy for Guiding Adolescent Students

Psycho-pedagogical Tests and Inventories in Career Guidancevis-a-vis Emotional Intelligence

Bibliography

Index      

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