How Long to Read Teaching and Learning: Building Effective Pedagogies

By Jennifer Howell

How Long Does it Take to Read Teaching and Learning: Building Effective Pedagogies?

It takes the average reader to read Teaching and Learning: Building Effective Pedagogies by Jennifer Howell

Assuming a reading speed of 250 words per minute. Learn more

Description

Teaching and Learning: Building Effective Pedagogies introduces pre-service teachers to the principles of teaching across the early childhood, primary and middle years of school. The book guides students to gradually build theoretical knowledge and practical skills to prepare for their classroom experience. It covers the journey to becoming a teacher - the process and pedagogies needed to meet the diverse needs of students, comprehensive coverage of the phases of learning and development and explores the wider contexts of school culture, professional responsibilities and the transition from pre-service to practice.

How long is Teaching and Learning: Building Effective Pedagogies?

Teaching and Learning: Building Effective Pedagogies by Jennifer Howell is 0 pages long, and a total of 0 words.

This makes it 0% the length of the average book. It also has 0% more words than the average book.

How Long Does it Take to Read Teaching and Learning: Building Effective Pedagogies Aloud?

The average oral reading speed is 183 words per minute. This means it takes to read Teaching and Learning: Building Effective Pedagogies aloud.

What Reading Level is Teaching and Learning: Building Effective Pedagogies?

Teaching and Learning: Building Effective Pedagogies is suitable for students ages 2 and up.

Note that there may be other factors that effect this rating besides length that are not factored in on this page. This may include things like complex language or sensitive topics not suitable for students of certain ages.

When deciding what to show young students always use your best judgement and consult a professional.

Where Can I Buy Teaching and Learning: Building Effective Pedagogies?

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