All our efforts in an educational system are focussed on carrying out the process of teaching and learning in a proper way for the needed development and progress of the learners. This book is intended to acquaint the teachers with the essentials of such learning and teaching. Beginning with throwing light on the concept of learning and teaching, it discusses all essentials about the development of the learners; approaches to learning including constructivism perspective; role of teacher in a teaching-learning context; and the intelligence, overall personality development and adjustment of the learners resulted through the process of teaching-learning. With the vast coverage of the subject, the book may prove useful to pre-service and in-service teachers and researchers in universities and teacher education institutes.
Prof. S.K. Mangal (Ph.D. Education), former Principal, and Head of the Department of Postgraduate Studies, C.R. College of Education, Rohtak, Haryana, is a distinguished teacher, researcher and administrator who has devised several psychological tools including the Emotional Intelligence Inventory.
Professor Mangal is a prolific writer and has number of outstanding books in Education to his credit. His books are very popular among students and researchers. He has also published extensively in reputed journals.
Prof. Shubhra Mangal (Ph.D. Education) is the Principal, and Head of the Department of Postgraduate Studies, C.R.S. College of Education, Noida.
She has devised an Emotional Intelligence Inventory for the measurement of Emotional Intelligence of School Teachers. She has written a number of books in the field of Education, Psychology and Teacher Education. The areas of her research interest are Emotional Intelligence and Teacher Education.
Preface
1. Learning and Teaching — Nature and Relationship
Concept of Teaching
– Meaning and Definitions of the Term Teaching
– Nature and Characteristics of Teaching
– Relation of Teaching with other Similar or Related Concepts
– Analytical Concept of Teaching
– Variables of Teaching
– Functions of Teaching Variables
Concept of Learning
– Meaning and Definitions of the Term Learning
– Nature and Characteristics of Learning
Relationship between Teaching and Learning
2. Nature (Heredity) and Nurture (Environment)
What is Heredity or Nature?
The Twins and Heredity
What is Environment or Nurture?
Relative Role and Importance of Nature and Nurture in Development
3. Maturation: Concept and Educational Implications
Concept of Maturation
– Meaning of the Term Maturation
– Effect of Maturation on Growth and Development
Educational Implications of Maturation
4. Development: Concept, Influencing Factors and Relationship with Learning
Introduction
Human Development: Meaning and Concept
Factors Influencing Development
Relationship between Development and Learning
5. Dimensions of Individual Development
Introduction
Physical Development
Intellectual or Mental Development
Emotional Development
Social Development
Language Development
Moral or Character Development
Interrelationship among different dimensions of development
6. Theories of Development
Introduction
Piaget’s Theory of Cognitive Development
Erickson’s Theory of Psycho-Social Development
Kohlberg’s Theory of Moral Development
7. Developmental Tasks and their Implications
Meaning of the Term Developmental Tasks
Identifying and Naming of the Development Tasks
Sources Contributing towards the Upsurge of Developmental Tasks
Critical Ages and Developmental Tasks
Purposes and Goals of Developmental Tasks
Role of Cultural and Social Patterns in Developmental Tasks
Developmental Tasks of the Various Stages of Development
– Infancy (upto two years)
– Early Childhood (from 3 to 5 years)
– Later Childhood (from 6 to 12 years)
– Adolescence (from 13 to 18 years)
Implication of Developmental Tasks
8. Behaviourism Perspective
What is Behaviourism?
Historical Evolution and Development of Behaviourism
The Main Characteristics and Features of Behaviourism
Evaluation of the Behaviouristic Perspective
– Criticism
– Merits and Contribution of Behaviourism to Education
Behaviourism and Behaviouristic Learning
– Thorndike’s Trial and Error or S.R. Theory of Learning
– Watson’s and Pavlov’s Classical Conditioning
– Skinner’s Operant Conditioning
– Guthrie’s Contiguous Conditioning
9. Cognitivism Perspective and Learning
What is Cognitivism?
Historical Evolution and Development of Cognitivism
Main Characteristics and Features of Cognitivism
Cognitivism and Theories of Learning
– Gestalt Theory of Insightful Learning
– Information Processing View Point
10. Humanism Perspective and Learning
What is Humanism and Humanistic Perspective in Education?
Basic Characteristics and Features of Humanism and Humanistic Learning
Rogers’ Theory of Experiential Learning
Bandura’s Social Learning Theory
11. Constructivism Perspective and Constructivist Learning
Introduction
Historical Evolution of Constructivism and its Types
Jean Piaget’s Individual Constructivism
Vygotsky’s Social Constructivism
Learning in Constructivist perspective or Constructivist Learning
– Constructivist Learning Defined
Assumptions and Characteristics of Constructivist Learning
Educational Implications of the Theory of Constructivist Learning
12. Learning as Construction of Knowledge
Introduction
Learning as Construction of Knowledge vs. Learning as Transmission and Reception of Knowledge
Processes Facilitating ‘Construction of Knowledge’
– Experiential Learning and Reflection
– Social Mediation
– Cognitive Negotiability
– Situated Learning and Cognitive Apprenticeship
– Meta Cognition
13. Cognition and Learning
Meaning of Cognition
Role of Cognition Learning
Socio-cultural Factors Affecting Cognition and Learning
– Role of Home and Family
– Role of School
– Role of Society or Community
– Role of Mass Media
– Role of Different Cultures
– Role of Religion
14. Role of Teacher in a Teaching-learning Context
Introduction
Role of Teacher as Transmitter of Knowledge
Role of Teacher as a Model
Role of Teacher as Facilitator
Role of Teacher as Negotiator
Role of Teacher as a Co-learner
15. Intelligence: Concept, Theories and Measurement
Introduction
Concept of Intelligence
Theories of Intelligence
– Unitary Theory
– Anarchic Theory or Multi Factor Theory
– Spearman’s Two Factor Theory
– Thurstone’s Group Factor Theory
– Guilford’s Theory Involving a Model of Intellect
– Cattell and Horn’s Theory of Intelligence
– Sternberg’s Information Processing Theory of Intelligence
– Howard Gardner’s Theory of Multiple Intelligence
Measurement of Intelligence
– Individual Verbal Tests
– Individual Performance Tests
– The Group Vertical Intelligence Tests
– The Group Non-Verbal Intelligence Tests
– Individual v/s Group Tests
Can Intelligence be Measured like a Piece of Cloth?
Concept of Mental Age and Intelligence Quotient
Classification of I.Q.
The Constancy of I.Q.
Uses and Limitations of Intelligence Tests
16. Motivation
Motivation — Nature and Meaning
The Motivational Cycle
Types of Motivation
Need of Motivation for the Learners and Teachers
The Concept of Needs, Drives and Incentives
Strategies or Techniques for Motivating the Students
Teacher’s role in Motivating, Strengthening and Sustaining Motivation Learners
17. Personality — Meaning, Nature and Theories
The Meaning and Nature of Personality
Theories of Personality
– Type Approach
– Trait Approach
– Trait cum Type Approach
– Psycho-analytic Approach
– Humanistic Approach
– Learning Approach
18. Adjustment — Meaning, Nature and Methods
Meaning and Definitions of Adjustment
Nature of Adjustment—In the Context of Teaching and Learning
Adjustment as Achievement or Process
Areas or Spheres of Adjustment
– Personal Adjustment
– Social Adjustment
– Occupational Adjustment
Characteristics of a Well Adjusted Person
Methods of Adjustment
– Direct Methods
– Indirect Methods
References and Suggested Readings
Study Questions