Christchurch, New Zealand (PRWEB) August 19, 2013
“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.
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About the Author
Douglas Brown was born on May 28, 1924 in Wanganui, New Zealand. After graduating from secondary school, he was called up for army service (World War II) initially in New Zealand then overseas with the 2nd New Zealand Expeditionary Force. After his military service, he completed his BA at what was then the Canterbury University College of the University of New Zealand. He began teaching school in 1948. His first appointment was country school in the Chatham Islands. He spent 16 years teaching at all levels of primary and secondary schools. In 1963, he earned a master’s degree and was appointed senior lecturer in the secondary division of what was then the Christchurch Teachers College where he taught for 23 years. He was a widower with five children that inherited four more when he remarried. He is blessed with numerous grandchildren and great grandchildren.
New Priorities for Teacher Training and School Curriculum * by Douglas Brown
Publication Date: August 12, 2013
Trade Paperback; $15.99; 106 pages; 978-1-4836-6199-5
Trade Hardback; $24.99; 106 pages; 978-1-4836-6200-8
eBook; $3.99; 978-1-4836-6201-5
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