Thematische Bibliographien / Asian teachers

Auswahl der wissenschaftlichen Literatur zum Thema „Asian teachers“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 3. Februar 2022

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Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Zeitschriftenartikel zum Thema "Asian teachers":

1

Agustin, Ma Lourdes S., und Darryl Roy Montebon. „An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program“. International Journal of Evaluation and Research in Education (IJERE) 7, Nr. 1 (01.03.2018): 1. http://dx.doi.org/10.11591/ijere.v7i1.7635.

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Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Institute of Teaching and Learning of PNU initiated the Project Teacher Exchange for ASEAN Teachers (TEACH). This paper reports the assessment of the piloting of the Project TEACH as experienced by the Thai participants. Moreover, this research aims to develop a model that can be utilized by other ASEAN communities as they prepare for their own international teacher education programs.
2

Agustin, Ma Lourdes S., und Darryl Roy Montebon. „An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program“. International Journal of Evaluation and Research in Education (IJERE) 7, Nr. 1 (22.01.2018): 1. http://dx.doi.org/10.11591/ijere.v1i1.7635.

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Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Institute of Teaching and Learning of PNU initiated the Project Teacher Exchange for ASEAN Teachers (TEACH). This paper reports the assessment of the piloting of the Project TEACH as experienced by the Thai participants. Moreover, this research aims to develop a model that can be utilized by other ASEAN communities as they prepare for their own international teacher education programs.<em><strong></strong></em>
3

Rundall, Richard, und Fernando Hernandez. „Asian Teachers: A New Dimension“. Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, Nr. 2 (Oktober 1986): 91–92. http://dx.doi.org/10.1080/00098655.1986.9959293.

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4

Frankenberg, Erica. „The Segregation of American Teachers.“ education policy analysis archives 17 (09.01.2009): 1. http://dx.doi.org/10.14507/epaa.v17n1.2009.

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Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.
5

Bracey, Gerald W. „Why So Few Asian American Teachers?“ Phi Delta Kappan 83, Nr. 1 (September 2001): 14–16. http://dx.doi.org/10.1177/003172170108300107.

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6

Subedi, Binaya. „Contesting racialization: Asian immigrant teachers' critiques and claims of teacher authenticity“. Race Ethnicity and Education 11, Nr. 1 (März 2008): 57–70. http://dx.doi.org/10.1080/13613320701845814.

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7

Gao, Fang. „Imagined community, identity, and Chinese Language Teaching in Hong Kong“. Journal of Asian Pacific Communication 22, Nr. 1 (10.02.2012): 140–54. http://dx.doi.org/10.1075/japc.22.1.08gao.

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Second language (L2) teaching and learning is mediated by imagined community involving positioning learners themselves or being positioned by others in possible worlds. This research explores how Chinese language subject teachers in Hong Kong imagine the possible memberships of the communities in which South Asian learners will participate, and how the imagination makes a difference to their pedagogies and classroom practice. Through classroom observations and interviews with 14 secondary school teachers, research findings illustrate that the teachers treat South Asian learners as legitimate ethnic minorities in Hong Kong, while labeling them as illegitimate Chinese language users and second-class citizens in the host society. This imagination, while reflecting the subordinate position South Asians occupy, has an impact upon the teachers’ pedagogies and classroom practice, which are oriented to the instruction of basic language knowledge, albeit being sensible of South Asian culture and customs. The research results suggest that imagining L2 learners as multilingual individuals and legitimate L2 users is a necessary condition to break the structural constraints on L2 acquisition.
8

Lim, Sovannarith. „Learning to Teach Intelligible Pronunciation for ASEAN English as a Lingua Franca: A Sociocultural Investigation of Cambodian Pre-service Teacher Cognition and Practice“. RELC Journal 47, Nr. 3 (01.08.2016): 313–29. http://dx.doi.org/10.1177/0033688216631176.

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English has been referred to as a lingua franca for the Association of Southeast Asian Nations (ASEAN). As the region moves towards establishing the ASEAN Economic Community (AEC), the diversity of pronunciation of the ASEAN member states is seen as a forefront issue for English language teaching (ELT). From a sociocultural perspective, this study explored teachers’ cognitions about pronunciation instruction and their classroom practice. The findings were based on qualitative data collected from three pre-service non-native English teachers. All the findings were based on these multicultural and multilingual context. Data were obtained from interviews and practicum-teaching observations and were coded and analysed thematically to understand the teachers’ emic perspectives of pronunciation instruction. Four themes emerged from the data and were discussed in relation to the 2015 AEC, based on which I challenge the current status of English as a foreign language in the Cambodian ELT mindset. Briefly, these themes include the teachers’ self-acknowledgement of their own pronunciation, the perceived goal of pronunciation instruction, their approaches to teaching pronunciation and their attitudes towards ASEAN English as a lingua franca (ELF). The article concludes with implications for English language teacher education in Cambodia and beyond and calls for more research to expand the ASEAN ELF literature.
9

Rong, Xue Lan, und Judith Preissle. „The Continuing Decline in Asian American Teachers“. American Educational Research Journal 34, Nr. 2 (Januar 1997): 267–93. http://dx.doi.org/10.3102/00028312034002267.

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10

Sereni, Luthfi Nicola, und Elih Sutisna Yanto. „A STORY OF SOUTH-EAST ASIAN TESOL WHY TEACH ABROAD: ITS OPPORTUNITIES AND CHALLENGES“. Journal of Languages and Language Teaching 9, Nr. 3 (27.07.2021): 264. http://dx.doi.org/10.33394/jollt.v9i3.3978.

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This study aimed to investigate a story from a South-East Asian TESOL teacher. The purpose of this study is to inspire and guide in-service and pre-service English teachers to teach EFL/ESL overseas either to native English-speaking or non-native English-speaking countries. The participant of the study is a BA TESOL Teacher from the Philippines teaching English in the Kingdom Saudi of Arabia. The data were collected through a semi-structured interview and analyzed through Braun & Clarke’s thematic analysis. The data then will be coded, read multiple times, and themes were assigned and generated. The findings describe that teaching abroad provides better prosperity and additive and transformative development for the teachers. However, teachers that aim to teach abroad should be globally accepted and possess proper identity and agency to overcome culture shock, language differences, homesickness as the common challenges of teaching abroad. Overall, teaching abroad should be considered greatly by teachers who are interested to receive a higher salary and involved various teachers’ development experience.
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Zeitschriftenartikel Dissertationen Bücher

Dissertationen zum Thema "Asian teachers":

1

Lu, Yen-Hui. „Stories of teacher identity a narrative inquiry into East Asian ESL teachers' lives /“. College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3127.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
2

Che, Mustafa Mazlina. „Supporting Asian immigrant English language learners : teachers’ beliefs and practices“. Thesis, University of Canterbury. School of Educational Studies and Leadership, 2015. http://hdl.handle.net/10092/10382.

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This phenomenological study explores the beliefs and practices of New Zealand early childhood teachers in supporting English acquisition for Asian immigrant English language learners (ELLs). The focus of the study is on the analysis of early childhood teachers’ beliefs about how they can support English acquisition among Asian immigrant ELLs and how these beliefs influence the teachers’ practices in early childhood education (ECE) settings. The theoretical framework of this research draws on a range of sociocultural perspectives, including (i) the sociocultural positions initially defined by Lev Vygostky (1978), (ii) the notion of guided participation articulated by Barbara Rogoff (2003), (iii) theories of second language acquisition discussed by Lantolf and Thorne (2000), and by Krashen (1982, 1985), and (iv) acculturation as addressed by Berry (2001). The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two ECE centres. Four Asian parents participated in interviews to ascertain the parents’ perspectives about their children’s learning of English and their maintenance of home language. Research methods for the teachers included observations and semi-structured pre- and post-observation interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers supported the ELLs as they acquired English. The findings were analysed using thematic analysis, and presented three themes: English dominance, social cultural adaptation, and guided participation. These themes impacted the learning experiences of the Asian immigrant ELLs and other children attending the ECE as well as the teaching approaches of the early childhood teachers. The findings revealed that there were dissonances between the teachers’ beliefs and their practices, as well as variation between individual teachers’ beliefs and practices. Because of a significant increase in the number of ELLs in New Zealand ECE centres, it is important for early childhood teachers to understand the emphasis upon sociocultural theories in the ECE curriculum, so that they can effectively apply these theories to their practices. This study will provide a basis from which to consider how early childhood teachers in New Zealand can draw upon sociocultural perspectives to better support ELLs as they acquire English, while valuing and supporting their linguistic and cultural backgrounds.
3

Rakhit, Anuradha. „The career experiences of Asian women teachers : a life-history approach“. Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36350/.

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This thesis explores the career perceptions and experiences of 20 experienced Asian women teachers who had commenced their careers in the last 25 years. By focusing on the accounts / stories of those Asian women teachers, I have attempted to answer the question: What is it like to be a black teacher in British schools? The stories were collected through a series of life-history interviews. Early research on the educational experience of black people in Britain focused more or less exclusively on schooling and 'black underachievement'. All tended to locate the problem and its solutions, within black children, their families and cultures, hence isolating 'race' issues from those of gender and social class. The research also have tended to continue to focus on pupils in schools and on those who are seen to have failed within the system. Instead, this study examines the experiences of Asian women teachers who had largely succeeded in their education. Despite the fact that my interviewees did not comprise a homogeneous group, there was uniformity regarding their perceptions of their career experiences and the way they related to their social environment. The Asian women teachers in this study encountered barriers at all stages in their careers and faced racism, albeit in different forms and guises. These teachers were perceived by white colleagues, parents and pupils as being the inferior 'Other'. In addition, apart from the overt, wounding type of racism, they were subjected to institutionalized racism, which denied them their dignity and made professional advancement very difficult. Many of these teachers often had to find alternative routes to promotion, in multicultural areas of teaching and not in mainstream section. They, sometimes, had to survive in hostile environments. But they all succeeded despite the system, rather than because of it. Success was often made at considerable personal cost, and with great determination and commitment. The study concludes that the experiences of these teachers were racially affected. A number of generalised patterns regarding their career developments and on the articulations of racism in their working lives emerge from these biographies and are discussed in this thesis. However, despite the existence of structural racism in society, the Asian teachers in this study found different ways of managing and responding to it.
4

Armstrong, Sean P. „Chinese English Teachers' Perceptions of Foreign English Teachers| A Qualitative Study in Positioning“. Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13420743.

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In this qualitative explanatory single case study, community of practice and positioning theory were used to examine the perceptions of Chinese English teachers (CETs) concerning foreign English teachers (FETs) in a bilingual primary school in an urban environment in East China. The problem in this study was the difficulty of CETs and FETs to work harmoniously to teach English in Chinese primary schools. Specifically, the research questions were a) what are the Chinese English teachers’ perceptions of barriers to collaborating with foreign English teachers? and b) What are the Chinese English teachers’ perceptions regarding the contributions of the foreign English teachers in relation to English language teaching? At this school, each Chinese teacher was paired up with a foreign teacher as co-teaching dyad with shared responsibility. After conducting interviews with seven Chinese English teachers at the school, the interview transcripts were coded using values coding methods and descriptive coding. After compiling the data, six themes emerged relative to the research questions. Concerning barriers to collaboration, the Chinese English teachers mentioned noticeable differences in the dedication to teaching, a lack of solidarity between the two groups, and problems with the administration of the school. Contributions of the foreign teachers were providing cultural context, different approaches in teaching and working with the students, and native speaker model. From these results, it was recommended that foreign teachers need to demonstrate their desire to teach in better ways to their Chinese coworkers. Additionally, school administration must provide more direct leadership so that teachers can know what is expected of them concerning how to work together with the other teachers.

5

Zhang, Yiyue. „Pre-Service and In-Service Music Teachers' Perceptions of Readiness to Teach East Asian Vocal Music“. Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/329587.

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Music Education
Ph.D.
The purpose of this study was to investigate and compare pre-service and in-service music teachers' perceptions of readiness to teach East Asian vocal music. Through a survey design, the study focused on pre-service and in-service music teachers' preparation, satisfaction, and self-confidence to explore the extent to which the two groups of music teachers feel ready to teach East Asian vocal music. A web-based survey was developed to explore pre-service music teachers' perceptions of readiness to teach East Asian vocal music. It was sent to 149 pre-service music teachers who were undergraduate music education majors at eight northeastern NASM accredited universities. A similar web-based survey was developed to explore in-service music teachers' perceptions of readiness to teach East Asian vocal music. It was sent to 132 in-service music teachers who were K-12 public school certified music teachers in Mid-Atlantic states. The two surveys were designed for pre-service and in-service music teachers to rate their multicultural/world music training regarding East Asian vocal music in order to reflect their preparation, satisfaction, and self-confidence in teaching East Asian vocal music. Data regarding participants' demographic information (e.g., gender, age, ethnicity, educational background, second language learning), collegiate course work, music education faculty, and musical experiences were also collected to investigate what factors influenced pre-service and in-service music teachers' preparation, satisfaction, and self-confidence in relation to their perceptions of readiness for teaching East Asian vocal music. Descriptive statistics (e.g., frequency distribution, central tendency, and dispersion) were used to analyze demographic data, responses to questions in Preparation component, Satisfaction component, and Self-Confidence component, and responses for the questions reflected participants' beliefs about teaching world music and East Asian vocal music. Inferential statistics (Cronbach's Alpha Coefficient, Pearson Correlation, and Independent-Sample T-Test) were used to analyze factors that influenced participants' perceptions of readiness to teach East Asian vocal music, and to compare the differences in perceptions of readiness to teach East Asian vocal music between pre-service music teachers and in-service music teachers. Data revealed that both pre-service and in-service music teacher participants felt they received inadequate preparation for teaching East Asian vocal music from their college training and professional development experiences, they felt dissatisfied with their college programs and training experiences in relation to teaching East Asian vocal music, and they did not feel confident to teach East Asian vocal music. The results of the t-tests suggested that no significant differences existed in the perceptions of readiness to teach East Asian vocal music between pre-service and in-service music teachers.
Temple University--Theses
6

Jamiat, Nurullizam. „Designing Problem Based Learning for Teachers in Malaysia| A Study of the Nine-Step Problem Design Process“. Thesis, The Florida State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685790.

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The purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey & Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25 preservice teachers enrolled in a video production course. Various data sources were collected such as a designer log, extant data, surveys, and interviews. The findings indicated that the nine-step problem design process was somewhat suitable in the context of this study due to conditions such as decision-making power, existing materials, lack of knowledge, unclear information of the steps, and time. Therefore, it is recommended that designers have client buy-in when deciding which design model or processes to follow and have some content expertise and experience designing problem based learning. It is also important to have subject matter expert involvement when using the steps to design problem based learning. In regards of participants’ perceptions, the instructor had positive views toward problem based learning and indicated her intention to use it again in the future. However, the instructor felt that designing problem based learning was a challenging and time-consuming task. Overall, the students found problem based learning to be interesting but challenging in terms of completing the video competition and reflection tasks. For future research, performance data such as students’ achievement and problem-solving skills should be collected to inform the effectiveness of the problems developed by using the nine-step problem design process.

7

Monobe, Gumiko. „Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275243730.

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8

Sri-Amnuay, Aree. „Developing a model of peace education in the undergraduate teacher training process for early childhood education at Rajabhat Universities, Thailand“. Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/11426/.

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The conflict and violence of both the unrest in the southernmost provinces which claimed thousands civilians and officials in the last few years and the deep social division among the people throughout the country make peace education as a key tool for solving these problems for Thailand. The role of teacher education has been used for solving these conflicts. This study explores the universities’ policy on peace education in the teacher training process of the early childhood education programmes of Rajabhat Universities as the biggest groups of universities in teacher training across the country. Two main research questions were explored: 1) has peace education been delivered in early childhood education programmes of Rajabhat Universities in Thailand? and 2) if so, how does it differ across universities? The study employed both quantitative and qualitative methods to understand the phenomenon in two Rajabhat Universities. Quantitative methods employed questionnaires to collect data from students of both universities from the first to fifth year (N=100). The data from both universities has been analysed by the Mann Whitney U Rank test (p<0.05). Qualitative methods employed semi-structured interviews to collect data from six chief administrators, ten lecturers in the Early Childhood Education Programmes, and four experts in peace outside the university. Four focus groups composed of five students in each group were used to collect data from the first- and fourth-year students of both universities. Collected documentations relating to curricula were analysed. Thematic analysis was used to analyse qualitative data. The findings presented four key areas: University’s Policies on Peace Education; Teaching, Learning and Curriculum about Peace Study in RUs; Participants’ Ideas about Peace Studies; and Culture, Climate and Peace Studies in the RUs’ Contexts. The findings from quantitative and qualitative methods were integrated into the Peace Education Model of Rajabhat Universities (PEMRU) framework. The findings revealed that the policies of Rajabhat Universities have included peace education in teacher training programmes. However, very few policies have been named directly. Peace education has been integrated into classroom activities and universities’ activities as well as the universities’ regulations. The significant differences across universities were found in that one university had both direct and indirect policies on peace education whilst never officially naming them. The other university had both direct and indirect policies on peace education, which in contrast, were promulgated officially by the University Council. The study also found that the concept of peace in the Thai context was a combination of outer and inner peace; the role of the teachers was emphasised as a method of teaching peace education. Finally, the key concepts emerging from the analyses were developed into the Proposed Model of Peace Education for Rajabhat Universities. This model was composed of the concepts of peace and peace education in the Thai contexts as the centre of the model to work with; the three main components were the dynamic work-units (university’s policy, peace education centre, peace education curriculum); and five influential components surrounding the model as the supporters and conditions to work with (politics and government, religions and cultures, economic and equality, environment and responsibility, and ethnicity and identity). This proposed model is hoped to be a dynamic, rapid and sustainable way to solve conflicts and violence in the country.
9

Lim, Hee Sook. „The relation between ethnic identity of female Asian students and their perceptions of teachers as role models“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ42654.pdf.

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10

Sangar, Maninder Kaur. „Mental health and Shame : a Foucauldian analysis of the discourses of South Asian girls and their teachers“. Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8634/.

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Dominant discourses construct South Asian girls and women as having a high risk of internalised problems such as depression and anxiety. Existing literature suggests that services for mental distress are under-utilised by South Asian women with the construct ‘Shame’ cited as a potential barrier to help-seeking. Little research has examined how South Asian girls construct ‘Shame’ and ‘Mental Health’ and how these constructions relate to help-seeking. This study explores discourses of ‘Mental Health’ and ‘Shame’ through the talk of South Asian girls and their teachers. Foucauldian Discourse Analysis (Willig, 2008) is employed to analyse semi-structured interview data from seven girls and five teachers. This research specifically explores how South Asian girls are positioned within the discourses of ‘Shame’ and ‘Mental Health’ and how they “open up” or “close down” opportunities for help-seeking. The analysis highlights that discourses of Mental Health are complex, contradictory and tied to prevailing discourses of abnormality and the medicalisation of mental distress. Pupil and teacher discourses surfaced contemporary understandings of Mental Health as a universal and dynamic state, demonstrating a shift in discourse. Similarly, ‘Shame’ was constructed as oppressive, sexist and regulatory as well as helpful and protective. These constructions have implications for educational psychology practice.
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Bücher zum Thema "Asian teachers":

1

Ghuman, Paul A. Singh. Asian teachers in British schools: A study of two generations. Clevedon, Avon, England: Multilingual Matters, 1995.

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2

Jagdev, Veena. Culture, language and experience: Their impact on Asian teachers and teaching. Birmingham: University of Birmingham, 1995.

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3

Rakhit, Anuradha. The career experiences of Asian women teachers: A life-history approach. [s.l.]: typescript, 1999.

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4

Avalos, Beatrice. Initial teacher training: South Asian approaches : Bangladesh, India, Pakistan, Sri Lanka : an overview. London, England: Commonwealth Secretariat, 1993.

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5

Rawlinson, Andrew. The book of enlightened masters: Western teachers in eastern traditions. Chicago: Open Court, 1997.

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6

Li, Guofang. Culturally contested pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Albany: State University of New York Press, 2005.

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7

Sebastian, J. Jayakiran. Enlivening the past: An Asian theologian's engagement with the early teachers of faith. Piscataway, NJ: Gorgias Press, 2009.

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Sebastian, J. Jayakiran. Enlivening the past: An Asian theologian's engagement with the early teachers of faith. Piscataway, NJ: Gorgias Press, 2009.

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9

Sidin, Robiah. Tokoh pendidikan Melayu. Bangi: Institut Alam dan Tamadun Melayu, 2005.

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10

Christensen, Matthew B. A performance-based pedagogy for communicating in cultures: Training teachers for East Asian languages. Columbus, Ohio: National East Asian Languages Resource Center, Ohio State University, 2002.

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Buchteile zum Thema "Asian teachers":

1

I, Ji Yeong, Hyewon Chang und Ji-Won Son. „Results from Teacher Survey: Korean Teachers’ Perspectives on Teaching Mathematics for KLLs“. In Mathematics Education – An Asian Perspective, 79–117. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0966-7_6.

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2

Lin, Fou-Lai, und Yu-Ping Chang. „Mathematics Teachers Professional Development in Taiwan“. In Mathematics Education – An Asian Perspective, 109–17. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2598-3_9.

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3

Ho, Orlando Nang-Kwok. „Teachers as Translators in Asian Religious Education“. In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 67–89. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-940-0_6.

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4

Kaur, Berinderjeet, und Lai Fong Wong. „Professional Development of Mathematics Teachers in Singapore“. In Mathematics Education – An Asian Perspective, 97–108. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2598-3_8.

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5

I, Ji Yeong, Hyewon Chang und Ji-Won Son. „Discussion and Conclusion: Korean Teachers’ Perspectives and Practices“. In Mathematics Education – An Asian Perspective, 157–65. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0966-7_8.

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Murase, Fumiko. „Learner Autonomy in Asia: How Asian Teachers and Students See Themselves“. In Innovating EFL Teaching in Asia, 66–81. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230347823_6.

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Huang, Rongjin, Lijun Ye und Kyle Prince. „Professional Development of Secondary Mathematics Teachers in Mainland China“. In Mathematics Education – An Asian Perspective, 17–31. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2598-3_2.

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8

Aldhafri, Said. „Theoretical and Psychometric Review of Arabic Teachers’ Self-Efficacy Beliefs Research“. In The Psychology of Asian Learners, 139–55. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_9.

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Goh, Pauline Swee Choo. „Preservice Teachers’ Approaches to Learning and Their Learning Outcomes: A Malaysian Experience“. In The Psychology of Asian Learners, 203–16. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_13.

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Chen, Jian-Cheng, und Fou-Lai Lin. „School-Based In-service Mathematics Teachers’ Professional Development: Designing Diagnostic Conjecturing Activities“. In Mathematics Education – An Asian Perspective, 223–39. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2598-3_16.

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Konferenzberichte zum Thema "Asian teachers":

1

Setyarini, Sri. „Teachers’ Understanding in Constructing Higher Order Thinking-Based Assessments: Voice from English Teachers’ Experience“. In 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.009.

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2

Lie, Anita, Siti Mina Tamah, Trianawaty und Fransiskus Jemadi. „Challenges and Resources in Enhancing English Teachers’ Proficiency“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.9-2.

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Annotation:
This study addresses the conflicting views of the role of English as a means of global communication. Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves might not be adequately prepared to use English as a means of communication; improving their English proficiency and the willingness to communicate in English (Clement, 2003) has thus become a matter of concern amidst the prevailing resistance to English as the language of the imperialist. The present study focuses on teachers’ English proficiency, which has been recognized as an important qualification for successful English teaching. Thirty secondary school teachers of English who were participating in an in-service professional development program were asked to self-assess their English proficiencies based on the ACTFL guidelines as well as to identify their challenges and resources. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The study also conducted in-depth interviews of selected teachers. This study found that teachers strive to build their willingness to communicate in English despite challenges, and still grapple to improve their proficiency. They employ various resources to overcome the prevailing challenges.
3

Kanca, I. Nyoman, I. Ketut Iwan Swadesi und I. Kadek Satyawan. „The Profesional Development of Teachers of Physical Education, Sports and Health“. In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007305304110414.

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Zaqiah, Qiqi Yuliati, und Aan Hasanah. „Analysis of Teachers’ Professionalism and Parental Patern on the Students’ Character Building“. In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007297900210028.

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Herawati, Desti, und Didit Ardianto. „Pre-Service Science Teachers Socioscientific Argumentation: A Decision Regarding Nuclear Power Plant“. In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007304903900394.

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Tajuddin, Mimi Rita @. Aishah binti, Aizan bin Yaacob und Faizahani Ab Rahman. „Investigating Pre-service Teachers' Oral Performance Anxiety in Islamic and Asian Civiizations Content“. In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.42.

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Arabit-Zapatos, Ma Lorella C., J. Sapriya, Abdul Azis Wahab und Sunaryo Kartadinata. „Assessing the Multicultural Competencies of In-Service Teachers“. In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.84.

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Liliasari, S., E. Nursa’adah und L. N. Amsad. „Describing Pre-service Chemistry Teachers’ Misconceptions of Proton Transfer in Acids-Bases Brønsted-Lowry“. In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007301502190222.

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Yuliani, Galuh, Heli Siti Halimatul, Siti Aisyah und Tuszie Widhiyanti. „The Profile of Teachers’ Performance in Designing Practical Chemistry Laboratory Works“. In 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.062.

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Artini, Luh Putu, und Ni Nyoman Padmadewi. „Cyclic Relective Model for Promoting Prospective English Teachers’ Creativity in Instructional Designing“. In 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.001.

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