研究儿童和青少年的发展是职前教师教育的普遍特征，这是有充分理由的。这是理所当然的假设，知识的发展教育科学是教育工作者专业技能的核心。儿童如何学习、记忆、推理、解决问题、与他人互动;影响动机、坚持和调整的因素;学校如何组织，如何与家庭和社区联系;这些和其他主题对成功的教学实践和良好运作的学校至关重要。因此，发展和教育心理学知识是教师教育项目的重要认证标准也就不足为奇了。事实上，学习者发展是州际教师评估和支持联盟(InTASC)模式核心教学标准的第一个。标准1确认“教师理解学习者如何成长和发展，认识到学习和发展的模式在认知、语言、社会、情感和身体领域内和跨领域内各不相同，设计和实施适合发展的、有挑战性的学习体验”
澳洲教育学论文代写:青少年的教育
The study of child and adolescent development is a ubiquitous feature of preservice teacher education, and for good reason. It is rightfully assumed that knowledge of developmental and
educational science is central to the professional craft of educators. How children learn, remember,reason, solve problems, interact with others; the factors that influence motivation, persistence, and adjustment; how schools are organized and interface with families and neighborhoods; these and other topics are crucial to successful instructional practice and to well-functioning schools.It is not surprising, then, that knowledge of development and educational psychology is an important accreditation standard of teacher education programs. Indeed, learner development is the very first of the Interstate Teacher Assessment and Support Consortium (InTASC) model core teaching standards. Standard 1 affirms that that “The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional and physical areas and designs and implements developmentally appropriate and challenging learning experiences”