The issue of teacher preparation has been and continues to be a major focus for researchers and educators worldwide, stemming from their belief in the importance of equipping future teachers with the skills and competencies that qualify them to perform their roles to the fullest. As education today, just as it has always been, needs an infusion of new ideas and innovative scientific methodologies to raise a generation capable of adapting well, bearing responsibility, facing the demands and challenges of the era, harnessing creative energies, and thinking scientifically, attention has been focused on qualifying teachers who can achieve effective learning among their students and gain their trust and affection. The elements of the education system—curricula, books, teaching aids, equipment, and school buildings—remain of limited benefit without a competent teacher. The teacher is the most crucial element in the education system, and the more attention we pay to their preparation, training, and care, the greater the returns we get in the teaching-learning process.

Given the importance of preparing teachers properly, the need has emerged to continuously develop practical education programs in faculties of educational sciences, both in their theoretical and practical aspects, in light of new and contemporary changes and developments that contribute to the student-teacher acquiring the necessary skills and competencies for their multiple and evolving roles.

The idea of authoring the book 'Effective Practical Education' came with the aim of creating and providing a fundamental scientific reference for teaching the theoretical practical education course to university students at the undergraduate level, in addition to meeting the professional needs of student-teachers that help them undertake their roles, responsibilities, and functions in the schools where they will train during their practical application. This book can also contribute to providing those working in the educational field—such as practical education supervisors, teachers, and school principals—with the knowledge and expertise they need to enhance the teaching-learning process.

The book contains twelve chapters, distributed as follows:

• Chapter One: The Teaching Profession: It covers the definition of the teaching profession, how to improve its status, the reasons for reluctance to enter this profession, its ethical rules, and how to prepare teachers and the components of preparation programs.
• Chapter Two: The Nature of Practical Education: It addresses the concept, importance, objectives, principles, and stages of practical education, as well as the duties and responsibilities of the student-teacher, cooperating teacher, supervisor, and school principal.
• Chapter Three: Reflective Practice and Self-Assessment: It covers the definition, importance, benefits, and principles of self-assessment, and the tools used in it.
• Chapter Four: Lesson Planning: It discusses the definition of planning, its importance, principles, semester planning and its elements, and daily planning and its elements.
• Chapter Five: Behavioral Objectives: It deals with the levels and definitions of educational objectives, the importance, characteristics, and benefits of behavioral objectives, in addition to the cognitive, affective, and psychomotor domains with illustrative examples.
• Chapter Six: Teaching Strategies: It covers some strategies that are important for student-teachers, such as direct instruction and cooperative learning strategies with a full explanation, in addition to the inquiry-based learning strategy.
• Chapter Seven: Motivation: It covers its definition, the theories that have addressed it, its sources, motivation for learning, and selected strategies to stimulate motivation for learning.
• Chapter Eight: Feedback: It covers its definition, characteristics, different classifications, and the importance of its use.
• Chapter Nine: Classroom Questions: It addresses their concept, importance, how to formulate them, principles for directing them to students, principles for receiving answers from students and improving the quality of their answers, the skill of wait time, and some classifications of classroom questions.
• Chapter Ten: Written Work and Homework: It covers the definition of written work, its effective use, principles for correcting it, and wrong practices in its implementation. It also defines homework, its educational justifications, characteristics, positive and negative effects, in addition to clarifying the current reality of homework.
• Chapter Eleven: Classroom Management: It covers the concept of classroom management, its importance, tasks, styles, classroom problems and how to deal with them effectively, punishment and its forms and effectiveness, and classroom management in light of total quality management.
• Chapter Twelve: Dealing with Students with Special Needs: It covers how to name and classify students with special needs, and defines the following categories of special needs: mental retardation, learning disabilities, speech and communication disorders, health and physical disabilities, visual impairment, hearing impairment, at-risk students, and the gifted. The chapter also includes guidance on how to teach these categories while they are in regular classrooms.

Number of Pages: 264

Year of Publication: 2010

Binding Type: Paperback

Edition: 1st

Print Color: Black

Size (cm): 17x24

Weight (kg): 0.500

Barcode: 9789957065850