Auswahl der wissenschaftlichen Literatur zum Thema „Tutorat inversé“
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Zeitschriftenartikel zum Thema "Tutorat inversé"
DOUZE, E. J. „TUTORIAL LINEAR INVERSE FILTERS IN ORTHOGONAL COORDINATES*“. Geophysical Prospecting 33, Nr. 8 (Dezember 1985): 1093–102. http://dx.doi.org/10.1111/j.1365-2478.1985.tb01354.x.
Der volle Inhalt der QuelleGivoli, Dan. „A tutorial on the adjoint method for inverse problems“. Computer Methods in Applied Mechanics and Engineering 380 (Juli 2021): 113810. http://dx.doi.org/10.1016/j.cma.2021.113810.
Der volle Inhalt der QuelleJin, Bangti, und William Rundell. „A tutorial on inverse problems for anomalous diffusion processes“. Inverse Problems 31, Nr. 3 (10.02.2015): 035003. http://dx.doi.org/10.1088/0266-5611/31/3/035003.
Der volle Inhalt der QuelleUlrych, Tadeusz J., Mauricio D. Sacchi und Alan Woodbury. „A Bayes tour of inversion: A tutorial“. GEOPHYSICS 66, Nr. 1 (Januar 2001): 55–69. http://dx.doi.org/10.1190/1.1444923.
Der volle Inhalt der QuelleScales, John A., und Luis Tenorio. „Prior information and uncertainty in inverse problems“. GEOPHYSICS 66, Nr. 2 (März 2001): 389–97. http://dx.doi.org/10.1190/1.1444930.
Der volle Inhalt der QuelleWang, Tan K. „Prestack Inverse-Ray Imaging of A 2D Homogeneous Layer: A Tutorial Study“. Terrestrial, Atmospheric and Oceanic Sciences 13, Nr. 4 (2002): 399. http://dx.doi.org/10.3319/tao.2002.13.4.399(t).
Der volle Inhalt der QuelleStamnes, Knut, Børge Hamre, Snorre Stamnes, Nan Chen, Yongzhen Fan, Wei Li, Zhenyi Lin und Jakob Stamnes. „Progress in Forward-Inverse Modeling Based on Radiative Transfer Tools for Coupled Atmosphere-Snow/Ice-Ocean Systems: A Review and Description of the AccuRT Model“. Applied Sciences 8, Nr. 12 (19.12.2018): 2682. http://dx.doi.org/10.3390/app8122682.
Der volle Inhalt der QuelleLuo, Xiangang, Mingbo Pu, Fei Zhang, Mingfeng Xu, Yinghui Guo, Xiong Li und Xiaoliang Ma. „Vector optical field manipulation via structural functional materials: Tutorial“. Journal of Applied Physics 131, Nr. 18 (14.05.2022): 181101. http://dx.doi.org/10.1063/5.0089859.
Der volle Inhalt der QuelleMohammad-Djafari, Ali. „Regularization, Bayesian Inference, and Machine Learning Methods for Inverse Problems“. Entropy 23, Nr. 12 (13.12.2021): 1673. http://dx.doi.org/10.3390/e23121673.
Der volle Inhalt der QuelleChristiansen, Rasmus E., und Ole Sigmund. „Compact 200 line MATLAB code for inverse design in photonics by topology optimization: tutorial: erratum“. Journal of the Optical Society of America B 38, Nr. 6 (10.05.2021): 1822. http://dx.doi.org/10.1364/josab.427899.
Der volle Inhalt der QuelleDissertationen zum Thema "Tutorat inversé"
Foliot, Céline. „L'influence des pratiques d'enseignement de la lecture littéraire des enseignants stagiaires tutorés sur les enseignants chevronnés tuteurs : Le "reverse mentoring" au service de la formation des enseignants ?“ Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ2021.
Der volle Inhalt der QuelleIn-service teacher training has been shown to be inadequate and sometimes ill-adapted (Cour des Comptes, 2023), allowing only a slow dissemination of advances in research into practice. More specifically, experienced teachers struggle to grasp knowledge about reading literary texts and their didactics, which are subject to the standardization inherent in the writing of any official curriculum (Ahr & Peretti, 2020; Brunel & Perreti, 2020). The latest French reforms in teacher training emphasise the value of postgraduate training that combines practice time in school with academic study at the university (‘alternance' in France), which is supposed to favour integration. At this level, by supporting the development of practical experience, the mentors known as ‘field tutors' are expected to contribute to ‘integrative alternation training' (Escalié & Magendie, 2019). However, unlike the novices, who benefit from up-to-date scientific input at university, field tutors have received little training and find themselves weakened as a result (Jaspers et al., 2014). Therefore, the need to train tutors (Chaliès, 2016) is still relevant (Orland-Barak & Wang, 2021). These observations have prompted us to explore an innovative training system known as reverse mentoring (RM). RM grew out of a university experiment in the USA in 1998 (Murphy, 2012). RM has proven to be heuristic for teacher training by providing a win-win situation (Browne, 2021) conducive to the mutual professional development of the experienced teachers and the inexperienced novice teachers in the novel position of mentor (Aydin, 2017). The conceptual framework is twofold. It draws on the one hand on the didactics of literature and more precisely on literary reading and its modelling (Dufays, 2016), which is the object of transfer within the mentor/mentee relationship, and on the other hand on an activity-based framework for work analysis, more specifically culturalist anthropology (Chaliès & Bertone, 2021). Empirically, the aim is to engage the subjectivisation of the person being trained, by teaching ‘rules' that will allow the development of ‘normative capacities' (Chaliès, 2016). The study therefore analyses how a training system based on RM can help ‘field tutors' teaching literature to master literary reading. The results show that by providing a structure to the teaching of literary reading, ‘regulated' by three tool sheets, tutors were able to gradually engage their meaning-making, analysis and realisation skills, simulated by coteaching (Gallo-Fox & Scantlebury, 2016). The research provides food for thought about the conditions for carrying out the RM process. It also investigates the link between the two theoretical frameworks and proposes to irrigate ‘field tutors' practical reasoning by providing didactic knowledge. This attempt encourages further exploration of technological avenues that combine subject didactics with activity analysis in teacher training
Bücher zum Thema "Tutorat inversé"
Innovación Docente y Calidad Institucional : Jornadas de Innovación Docente e Investigación Educativa UZ, Zaragoza, 5 y 6 de septiembre de 2019. Universidad de Zaragoza, 2021. http://dx.doi.org/10.26754/uz.978-84-09-29715-3.
Der volle Inhalt der QuelleBuchteile zum Thema "Tutorat inversé"
Schooneveld, C. „Inverse Problems: A Tutorial Survey“. In Underwater Acoustic Data Processing, 393–411. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2289-1_44.
Der volle Inhalt der QuelleAngelis, F. De. „The Mass Spectrometric Determination of Retro-Inverso Linear Peptides“. In Mass Spectrometry in the Biological Sciences: A Tutorial, 357–69. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2618-2_23.
Der volle Inhalt der Quelle„Inverse Multiplexing“. In Network Tutorial, 58–60. CRC Press, 2003. http://dx.doi.org/10.1201/9781482280876-15.
Der volle Inhalt der QuelleGrudzien, Colin, und Marc Bocquet. „A Tutorial on Bayesian Data Assimilation“. In Applications of Data Assimilation and Inverse Problems in the Earth Sciences, 27–48. Cambridge University Press, 2023. http://dx.doi.org/10.1017/9781009180412.004.
Der volle Inhalt der QuelleLebedeva, Nadezhda Anatolievna. „Borrowing Distance Teaching Methods From Asian Scientists Into the Practice of a Foreign Language Teaching“. In Advances in Educational Technologies and Instructional Design, 36–54. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2952-8.ch004.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Tutorat inversé"
Woodburn, David. „Tutorial on Inverse Mechanization“. In 36th International Technical Meeting of the Satellite Division of The Institute of Navigation (ION GNSS+ 2023). Institute of Navigation, 2023. http://dx.doi.org/10.33012/2023.19180.
Der volle Inhalt der QuelleWu, Sean H., Alexander Tetelbaum und Li-C. Wang. „How does inversed temperature dependence affect timing sign-off“. In Tutorial (ICICDT). IEEE, 2008. http://dx.doi.org/10.1109/icicdt.2008.4567300.
Der volle Inhalt der QuelleGallello, Gianni, Sonia Machause López und Agustin Diez Castillo. „Respuesta docente frente a la pandemia de la COVID-19: el uso de Blackboard y Flipped Teaching en la asignatura de Metodología Arqueológica“. In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12012.
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