Dissertations / Theses on the topic 'PE teachers'
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Wong, Tak-wing Paul. "Stress, burnout and attrition of PE teachers in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601915.
Full textChan, Kam-hung. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18886899.
Full textWong, Tak-wing Paul, and 王德榮. "Stress, burnout and attrition of PE teachers in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959088.
Full textSwan, A. "Learning from multilingual teachers of English." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11891/.
Full textFletcher, Simon. "Touch as problematic practice : PE teachers in the context of risk society." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/343990/.
Full textKarageorgopoulou, Efstathia. "Inclusion and teaching Physical Education (PE) in Greece : PE teachers' understandings and practice of inclusion and Mosston's Spectrum of Teaching Styles." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/29054.
Full textKubanyiova, Magdalena. "Teacher development in action : an empirically-based model of promoting conceptual change in in-service language teachers in Slovakia." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10387/.
Full textChan, Kam-hung, and 陳錦雄. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959222.
Full textSonyel, B. "Teachers' perceptions on their actual teaching performances : a case study of English preparatory school teachers' perceptions in Eastern Mediterranean University of North Cyprus." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11211/.
Full textLei, Man. "Teachers' understandings of the 2011 PRC curriculum for teaching English." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33831/.
Full textGheralis-Roussos, Eleni. "The motivation of English language teachers in Greek secondary schools." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/11245/.
Full textGrell, Lina, and Anutida Holmgren. "(No) Touching Discourse in Indian PE : A study on the physical interactions between PE teachers and their students in the Indian state of Kerala." Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60913.
Full textBeaumont, Lee. "PE teachers' and pupils' perceptions of the delivery of health-related exercise in physical education." Thesis, University of East Anglia, 2012. https://ueaeprints.uea.ac.uk/40454/.
Full textMohammed, Alnijres Batoul. "An investigation into the professional development of English teachers in Syrian secondary schools." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21874/.
Full textUpton, Pamela Rose. "Re-positioning the subject: trainee English teachers' constructions of grammar and English." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/10168/.
Full textChewapun, Suchart. "Job Satisfaction Among Physical Education Instructors at Teachers Colleges in Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330841/.
Full textRossi, Anthony James, and mikewood@deakin edu au. "Knowledge, identities and dilemmas of the self in physical education teacher education." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060727.140209.
Full textJamil, M. G. "Technology enhanced teacher-learning in rural Bangladesh : a critical realist inquiry with secondary teachers of English." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/383975/.
Full textDagkas, Symeon. "Physical education teachers' practice and perceptions in relation to the teaching of PE to Muslim students in Greece." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392788.
Full textWang, Qiang. "Primary EFL in China : teachers' perceptions and practices with regard to learner-centredness." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2420/.
Full textAldred, Deborah Elizabeth. "Exploring students' and teachers' perceptions of roles in English language classrooms in Hong Kong." Thesis, University of Glasgow, 2002. http://theses.gla.ac.uk/1963/.
Full textHerold, Frank. "The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13618.
Full textCan, Nilufer. "A Proverb Learned Is A Proverb Earned: Future English Teachers'." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613381/index.pdf.
Full textexperiences of learning English proverbs in Anatolian Teacher Training High Schools (ATTHS) in Turkey. In order to reveal the situation about proverb teaching in English language classrooms in ATTHS, students&rsquo
opinions are sought and coursebooks are analysed. In doing this, this study aims to find out EFL teacher trainees&rsquo
attitudes towards learning and teaching English proverbs, their conceptualization of proverbs, their thoughts about their knowledge and use of English proverbs, and perceptions about how sufficiently their English teachers and coursebooks at high school taught them English proverbs. This study also aims to uncover how the English coursebooks they used in ATTHS teach proverbs. To achieve these aims, a questionnaire is administered to 187 freshman ELT students
a semi-structured interview is conducted with volunteers and the coursebooks used by the majority are examined using an analysis form and a checklist. As a result, it is found that those teacher trainees have positive attitudes towards learning and teaching English proverbs, think that they do not have enough knowledge of English proverbs and that their English teachers and coursebooks did not teach proverbs sufficiently. Moreover, the participants&rsquo
conceptualization of proverbs reflects traditional definitions. Besides, coursebook analysis reveals that while the examined local coursebooks contain almost no proverbs at all, the analysed international coursebooks include a relatively bigger number of proverbs. However, except for some of the semantic and cultural aspects of proverbs, there is hardly any explicit reference to other aspects of proverbs in all the coursebooks examined.
Erdoǧan, Sultan. "Experienced EFL teachers' personal theories of good teaching : a PCT-based investigation." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/2624/.
Full textZhang, Naixin. "Beginning EFL teachers' beliefs about teaching and learning in the context of secondary schools in China." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33399/.
Full textArmenta, Delgado I. "Constructing the concept of 'culture' in a Mexican university language department : the struggles of a small group of English teachers and students." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12991/.
Full textChinda, Bordin. "Professional development in language testing and assessment : a case study of supporting change in assessment practice in in-service EFL teachers in Thailand." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10963/.
Full textAlthaqafi, Abeer Sultan. "Perceptions of pioneer female Saudi higher education EFL teachers : a qualitative study of their experiences in English language teaching." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30695/.
Full textPang, Elaine L. L. "In-service education and training (INSET) : the perceptions of English language teachers in Malaysia." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/107763/.
Full textAbdullah-Sani, Azizah Siti Zaleha. "An analysis of the development of teacher belief constructs during teaching practice and in the novice year of teaching : a case study of English language teachers in the Malaysian context." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/36424/.
Full textAugust, Thozama Ncediwe. "Improving school management systems of low pass rate of high schools in the PE school district." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/12571.
Full textKo, James Yue-on. "Consistency and variation in classroom practice : a mixed-method investigation based on case studies of four EFL teachers of a disadvantaged secondary school in Hong Kong." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11363/.
Full textPettersson, Ronny. "Förändringar i skolan de senaste 25 åren och idrottslärares uppfattning om sin undervisning." Thesis, Örebro University, Department of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-279.
Full textI den empiriska undersökning har fem idrottslärare intervjuats om vad det innebär att vara
idrottslärare i dagens skola. För att genomföra undersökningen används kvalitativa
intervjuer för att kunna komma mer på djupet och förstå hur lärarna tänker, dels angående
arbetet som lärare i stort och dels arbetet som just idrottslärare.
Alla fem lärarna är tvåämneslärare och alla jobbar i arbetslag. De har ungefär samma struktur
på sina idrottslektioner. Däremot skiljer de sig lite när man tittar på betygsbedömningen. Fyra
av lärarna utgår ifrån de nationella och de lokala betygskriterierna, medan en inte gör det, för
han anser inte att det befintliga betygssystemet är objektivt.
Svaren från intervjuerna har jag kopplat till de förändringar som skett i skolan under de
senaste 25 åren. Detta för att se hur många av förändringarna som är genomförda i praktiken.
Mifsud, Maria. "The relationship of teachers' and students' motivation in ELT in Malta : a mixed methods study." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12983/.
Full textMcGee, J. E. "Keeping the faith : a study of Muslim schoolgirls' identity and participation in school-based PE, and teachers' understanding of students' religious needs." Thesis, University of Worcester, 2011. http://eprints.worc.ac.uk/1604/.
Full textSousa, Bernardina Santos Araújo de. "A Escola Normal Regional Nossa Senhora do Carmo em Belo Jardim-PE: desfilando o habitus professoral pelas ruas da cidade." Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/4726.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
It is evident the effective participation of the catholic segment in the new directions of the town, including in it the public instruction. In this sense, the crossway of the catholic morality and the teachers‟ education proposal is unveiled as teacher s habitus. Habitus, as a category, is borrowed from Pierre Bourdieu and particularized, in the educational perspective, as a manifestation of a way to be a teacher. Michel de Certeau contributes with the category of quotidian. Through it, the explicit marks of way of being a school and the way of being a city is explored. The categories of memory, silence and forgetfulness find in Paul Ricoeur a fundamental theoretical support. These categories recover along the text some important references about the collective memory of the normalistas‟ (teachers to be in the process of education), of the town and of the Escola Normal Regional Nossa Senhora do Carmo‟. The 1950 decade situates temporally this research as this period refers to the implantation and the closure of this institution. Belo Jardim, Pernambuco responds for the space where this institution wrote its existence. The narratives, the written and iconographic documents, and the journals constituted the corpus of the research. Being ethnographic, this research involves eight subjects in interviews. Seven of them used to be students and one used to be a teacher at the Escola Normal‟. The personal files, as well as the interviewers‟ biographical objects contributed significantly to the constructed understandings about the research object. In the same way, the public achieves contributed with their documents and journals to elucidate various points along this study. The consociated projects referred in the objective supported the commitment of the teacher‟s education with a model of society that assumed the contents of the civilization, higienism, and modernization as the proposed horizon. Thus, the so called the fine flowers girls were demanded, as subjects of prestige, to be committed to the construction of a town in quest of a urban model, designed upon the economical perspective of the industrial capital. This perspective, for one hand, demands a paradigm of the higienism, civilization, urbanity and patriotism and, for another, must preserves the patterns of the catholic morality. In consequence, these women were introduced in this model, as protagonists in the search of the balance between the tensions keeping apart and putting together new habits and old catholic traditions. The genealogy of the Escola Normal Regional Nossa Senhora do Carmo‟ reveals the teachers Antenor Vieira de Melo and Maria do Carmo Paes Vieira as the ones who fomented, in the local plots, the installation of both the Instituto São Luiz e da Escola Normal Regional Nossa Senhora do Carmo. In this sense, they were the responsible ones for the symbolic construction of this paradigm. The religious and civic festivals are highlighted as being of equivalent value to the consociated projects guiding the proposed urban model. The strong involvement of the Escola Normal‟ in these festivals, in spite of its private non-confessional nature, reveals the intents of a town building its conservative-modern discourse through the teacher‟s education bias. Thus, the Escola Normal‟ was identified, by the way of the establishment and consolidation of the teacher s habitus, as the proper ambience to prepare, in the missionary view, the new protagonists of the proposed urban reformation.
Este trabalho tem como objetivo compreender os projetos consorciados entre a Escola Normal Nossa Senhora do Carmo, primeira do seu gênero em Belo Jardim, e a Igreja Católica local. Evidencia-se a participação efetiva do segmento católico nos rumos novos da cidade e da instrução pública. Nesse sentido, o atravessamento da moralidade católica na proposta de formação das normalistas, traduzido no habitus professoral, é desvelado. A categoria habitus, apropriada de Pierre Bourdieu, e ressignificada na perspectiva do pedagógico, em termos gerais, é particularizada como habitus professoral, que se traduz como a manifestação de um jeito de ser professora. Michel de Certeau contribui com a categoria cotidiano. Exploram-se, através dela, as marcas expressas cotidianamente no jeito de ser escola e no jeito de ser cidade. As categorias memórias, silêncio e esquecimento buscam em Paul Ricoeur seu principal apoio teórico. Elas recuperam ao longo do texto importantes referências sobre a memória coletiva das normalistas, da cidade e da Escola Normal. O recorte temporal é a década de 1950, período referente à implantação e fechamento desta instituição e o espacial a cidade de Belo Jardim, em Pernambuco, onde a escola escreveu existência. As narrativas, os documentos escritos e os periódicos constituíram o quadro da pesquisa. De natureza etnográfica, ela envolve envolveu oito entrevistadas, sendo sete ex-normalistas e uma ex-professora. Os arquivos pessoais e objetos biográficos das entrevistadas contribuíram significativamente com os entendimentos construídos. Igualmente contribuíram os acervos de documentos e periódicos dos arquivos públicos (municipal e estadual). Os projetos consorciados referenciadas no objetivo endossaram o compromisso da formação docente com um modelo de sociedade que assumia os conteúdos da civilização, do higienismo e da modernização como horizonte. As moças da fina flor foram convocadas, como sujeitos de prestígio, a assumirem o compromisso com a construção de uma cidade que perseguiu um modelo urbano, construído na perspectiva econômica do capital industrial. Tal perspectiva, ao mesmo tempo em que demanda um paradigma moderno de higienismo, civilidade, urbanidade e patriotismo, deve manter, contudo, os padrões próprios da moral católica. Assim, essas mulheres se inseriam na construção desse modelo como protagonistas na busca do equilíbrio entre as tensões que separam e aproximam novos costumes e velhas tradições católicas. A genealogia da escola normal revela os professores Antenor Vieira de Melo e Maria do Carmo Paes Vieira como os sujeitos que fomentaram, nas tramas do local, a implantação do Instituto São Luiz e da Escola Normal Regional Nossa Senhora do Carmo, fazendo, assim, emergir a construção simbólica desse paradigma. Nessa construção, as festividades cívicas e religiosas se tornam de equivalente valor dentro dos projetos consorciados que encaminham o modelo urbano proposto. O forte envolvimento da Escola Normal nas festividades cívicas e religiosas da cidade, apesar de sua natureza não confessional e seu pertencimento à esfera privada, revela os propósitos de uma cidade que edificava seu discurso moderno-conservador pelo viés da formação de normalistas. Assim, a Escola Normal identificou-se, através do estabelecimento e consolidação do habitus professoral, como ambiente que se reservava o dever de preparar, na perspectiva missionária, as novas protagonistas da reforma urbana proposta
Hassan, Syed Sabih Ul. "Recent education changes at higher education level in Pakistan : English language teachers' perceptions and practices." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7662/.
Full textKutubkhanah, Alsaeid Hanan I. "The opportunities and constraints experienced by students and teachers using online systems for learning English at King Abdulaziz University, Saudi Arabia." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/50824/.
Full textElvinsson, Tomas. "It's always good to exercise : A qualitative study about young PE teachers' attitudes towards weight training for students in primary and middle school." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-43704.
Full textMélo, Edjane de Lima Brito. "Formação continuada dos professores alfabetizadores do PNAIC da rede municipal de ensino de Catende - PE: desafios e aprendizagens." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5592.
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A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). Esta tem como objetivo geral analisar a formação continuada oferecida aos professores alfabetizadores da rede municipal de ensino de Catende-PE, no âmbito do Programa Pacto Nacional pela Alfabetização na Idade Certa, considerando as possibilidades de mudanças ou não na prática pedagógica dos professores egressos da primeira edição do Programa. Os objetivos específicos são: descrever a formação continuada do PNAIC no município de Catende; analisar as possíveis contribuições da proposta de formação continuada do PNAIC para professores alfabetizadores da rede municipal; e propor ações para potencializar a transformação das práticas docentes voltadas para a alfabetização no município de Catende. Proposto pelo Ministério da Educação (MEC), o PNAIC tem por objetivo alfabetizar todas as crianças até os oito anos de idade, e, para atingir esta meta, o programa traz como eixo principal, a formação continuada docente. A relevância desse estudo consiste nas reflexões feitas sobre os desdobramentos desse Programa na formação dos professores alfabetizadores e o reflexo desta nas salas de aula do terceiro ano do ensino fundamental. A abordagem da pesquisa é qualitativa e o tipo é estudo de caso, com produção de dados através da realização de uma seção reflexiva, realizada com vinte e um professores alfabetizadores das escolas urbanas, bem como do questionário aplicado a vinte e dois professores das escolas urbanas que participaram do PNAIC no período de 2013 a 2016 ininterruptamente. O referencial teórico foi construído a partir dos documentos do programa (BRASIL, 2015) e da contribuição de autores como Soares (2015), Tardif (2002), Gatti (2008), Freitas (2002). Os resultados da pesquisa indicaram que a formação continuada do PNAIC trouxe importantes contribuições para a mudança da prática dos professores alfabetizadores de Catende. Dentre essas mudanças destacam-se a valorização da troca de saberes e experiências docentes, a reflexão crítica sobre a prática, o reconhecimento da importância da ludicidade, a aplicabilidade de práticas de letramento. Foram detectados também entraves que atrapalharam o processo formativo: problemas de infraestrutura, pois não havia um local específico para os encontros; falta de recursos para apoiar o professor na confecção de materiais pedagógicos. Outras dificuldades identificadas foram a ausência dos gestores escolares nas ações do programa e a falta de uma proposta de acompanhamento sistemático às salas de aula. A partir da análise dos dados foi elaborado um Plano de Ação Educacional cujo objetivo é colaborar para a superação dos desafios encontrados e suscitar estudos posteriores e mais aprofundados em torno da temática aqui discutida. As principais ações do PAE são: monitoramento às salas de aula; organização de um calendário de formação continuada mensal para professores, educadores de apoio e gestores escolares, incluindo este último nas ações do programa e disseminação das boas práticas pedagógicas no âmbito da rede municipal de ensino de Catende.
This thesis is developed in the Professional Master in Management and Education Assessment (PPGP) of the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). It has the general objective to analyze the continuing education offered to literacy teachers of municipal Catende-PE teaching under the Programme National Pact for Literacy in the Age One, considering the possibilities of change or not in the pedagogical practice of the graduating teachers of the first edition from the program. The specific objectives are: to describe the continuing education of PNAIC in the municipality of Catende; analyze the possible contributions of the proposed continuous training of literacy teachers PNAIC to the municipal system; and propose actions to enhance the transformation of teaching practices for literacy in the municipality of Catende. Proposed by the Ministry of Education (MEC), the PNAIC aims to alphabetize all children up to eight years old, and to achieve this goal, the program has as main axis, the teacher continuing education. The relevance of this study consists of reflections on the developments of this program in the training of literacy teachers and the reflection of this in the classrooms of the third year of elementary school. The research approach is qualitative and the type is case study with production data by performing a reflective session, held twenty-one literacy teachers in urban schools as well as the questionnaire applied to twenty-two teachers from urban schools who participated in the PNAIC in the period from 2013 to 2016 without interruption. The theoretical framework was built from the program documents (BRAZIL, 2015), and the contribution of authors such as Smith (2015), Tardif (2002), Gatti (2008 Freitas (2002). The results indicated that the training continued the PNAIC brought important contributions to change the practice of literacy teachers Catende. Among these changes include the appreciation of the exchange of knowledge and teaching experiences, critical reflection on practice, the recognition of the importance of playfulness, the applicability of literacy practices. were also detected obstacles that hindered the formation process: infrastructure problems, as there was no specific location for the meetings; lack of resources to support the teacher in the production of teaching materials. Other problems identified were the lack of school managers in the program's actions and the lack of a proposal for systematic monitoring to classrooms. From the data analysis was prepared an Educational Action Plan which aims to contribute to overcoming the challenges encountered and raise further studies and more in-depth about the topic discussed here. The main actions of PAE are monitoring the classrooms; organizing a monthly continuing education calendar for teachers, support teachers and school managers, the latter including the program's actions and dissemination of good pedagogical practices in the municipal Catende teaching..
Williams, Leslie Michelle. "A Case Study of Virtual Physical Education Teachers' Experiences in and Perspectives of Online Teaching." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4962.
Full textHassan, Zuber. "PE teacher education in Malaysia : a case study." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399838.
Full textCoetzee, Mercia. "Klasklimaat vir die onderrig van liggaamlike opvoeding / Mercia Coetzee." Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9356.
Full textProefskrif (PhD (Menslike Bewegingskunde))--PU vir CHO, 1995
Campos, Del Valle Daniela Sofía, Baltazar Camila Guadalupe Carrion, Reynoso Gerardo Manuel Mazanett, Hurtado Diana Isabel Salinas, and Navarro Francisco Javier Urbina. "Proyecto EduPro." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/657612.
Full textThe concrete project was with a purpose that is an additional and escape route for the development of education not only at the school and university level, but also for the people who teach these classes that it is evident that you must be in a constant update of new trends and this project has the name "EduPro". EduPro is a virtual platform focused on teacher learning. That is why an online channel was created where you can find different courses to enhance the teaching of people who teach classes and have difficulties. The courses will be designed to enhance teaching and energize the class so that the student does not feel dissatisfied with the learning method and common problems in this new time where everything is in digital format. This project arose due to the problem of Covid-19 that is still being experienced and the projection that the Peruvian population may be affected tends to more than 2 years due to the measures that must be chosen for the expected vaccine for all people in the country, is For this reason, the educational institutions were closed due to the non-contact of the people and the most affected were the students as well as the teachers who are accustomed to face-to-face classes with traditional teaching methods and without using any other means to stimulate the lessons. Within this context, various problems occurred in the education sector, but EduPro came to help teachers to energize a class and that the student does not feel that feeling of being outside the classroom, but the most important thing is to provide a quality of teaching to students and that the essence of the face-to-face class is not lost by incorporating the new educational platforms.
Trabajo de investigación
Modén, Adam. ""Idag ska vi tälta på skolgården" : Ramfaktorers inverkan på friluftsundervisningen." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36428.
Full textSyftet med min studie har varit att undersöka hur lärare i idrott och hälsa upplever olika ramfaktorers inverkan på sin friluftsundervisning samt deras val av didaktiskt tillvägagångssätt. Min studie lutar sig mot Lundgrens (1989) ramfaktorsteori samt Peitersens (2001) didaktiska inlärningsmodell. För att besvara mina frågeställningar har en kvalitativ forskningsmetod används. Jag har med hjälp av semistrukturerade intervjuer intervjuat sex idrottslärare som alla jobbar på högstadiet. Utifrån mina resultat ser man att idrottslärarna upplever undervisningstiden och klasstorlekarna som de ramfaktorer som påverkar friluftsundervisningen i störst grad. Lärarna väljer ofta en deluppbyggnadsundervisning när de ska lära ut friluftsliv i skolan. Utifrån mina resultat är uppsatsens slutsats att idrottslärarna upplever friluftsundervisningen som en stor del av ämnet. De anser att de organisatoriska ramarna är påfrestande och kräver en noga didaktisk planering.
Jassas, Rashid. "The promotion of physical activity within secondary boys schools in the Kingdom of Saudi Arabia." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10252.
Full textRoth, Mattias. "Friluftsliv i skolan : En kvalitativ studie om hur lärare tolkar och undervisar friluftsliv i skolan." Thesis, Högskolan i Halmstad, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41775.
Full textUndervisning inom friluftsliv har sedan länge varit en självklar del i skolan, framför allt i ämnet idrott och hälsa. I den nya läroplanen, Lgr 11, har friluftsliv mer utrymme än i tidigare läroplaner. Syftet med studien är att undersöka vad idrottslärare säger om hur de undervisar i friluftsliv samt undersöka vilka faktorer som påverkar undervisningen inom friluftsliv. Resultatet visar att samtliga idrottslärare som deltagit i undersökningen tycker att det är positivt att friluftsliv har fått en mer betydande roll i den nya läroplanen men säger att det förekommer mindre friluftsliv i deras undervisning än vad de önskar. De största faktorerna som påverkar deras undervisning i friluftsliv är kunskap, tid och skolans läge.
Adkins, Gregory. "TEACHER PERFORMANCE PAY: THE PERCEPTIONS OF CERTIFIED SCHOOL-BASED PE." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3585.
Full textEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
Gunnarsson, Tomas. "Friluftsliv i gymnasieskolan En kvalitativ studie om idrottslärares uppfattning om hur friluftsliv bedrivs och värderas Outdoor education in high School A qualitative study of PE teachers perception of how outdoor education is conducted and valued." Thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-56747.
Full textFranco, Dulanto Renata, and Escurra Grethel Ximena Galvez. "Inteligencia emocional y engagement en docentes del sector público en Lima." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653393.
Full textThe objective of this research is to relate the dimensions of Emotional Intelligence and Engagement in teachers of Educational Institutions of the public sector of Metropolitan Lima. As specific objectives, emotional intelligence and engagement were compared through sex, marital status, dictation shift, and the teachers' stages of adulthood. There are 210 participants from 20 to 69 years old, 57.1% women. Two instruments were applied to this sample: Wong-Law Emotional Intelligence Scale WLEIS (Wong & Law, 2002), and the Utrecht Work Engagement UWES (Schaufeli & Bakker, 1990). The exploratory factor analysis was performed in both instruments and their components were confirmed. The results show a unilateral positive correlation between the variables and a positive correlation between the dimensions Use of emotion to facilitate performance (WLEIS) with the dimensions Dedication, Vigor and Absorption (UWES). Significant differences were found in the comparative analysis according to the stage of adulthood in which the teacher is.
Tesis