Academic literature on the topic 'Pre-service'
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Journal articles on the topic "Pre-service"
Bran, Camelia Nadia. "IN-SERVICE AND PRE-SERVICE TEACHERS’ PERCEPTION ON CYBERBULLING." Journal Plus Education 19, no. 1/2018 (2017): 238–48. http://dx.doi.org/10.24250/jpe/1/2018/cnb.
Full textÜLGÜ, Serkan, and Mustafa ER. "PRE-SERVICE LANGUAGE TEACHER EDUCATION IN TURKEY." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 681–88. http://dx.doi.org/10.19062/2247-3173.2016.18.2.28.
Full textKarakaya, Ferhat, Sakine Serap Avgin, and Mehmet Yilmaz. "Environmental Literacy Dimensions of Pre-Service Teachers." Üniversitepark Bülten 6, no. 1 (February 15, 2017): 95–108. http://dx.doi.org/10.22521/unibulletin.2017.61.8.
Full textTUNCA, Nihal. "Pre-service Teachers’ Awareness of Child Abuse." Journal of Educational Sciences Research 5, no. 2 (October 15, 2015): 97–118. http://dx.doi.org/10.12973/jesr.2015.52.6.
Full textAtisabda, Wasant, and Sudarat Atisabda. "Pre-Service Teacher Education in Knowledge-Based Society." International Journal of Information and Education Technology 5, no. 6 (2015): 456–59. http://dx.doi.org/10.7763/ijiet.2015.v5.549.
Full textAkgun, Levent. "Pre-service elementary mathematics teachers' problem solving strategies." International Journal of Academic Research 6, no. 2 (March 30, 2014): 178–85. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.27.
Full textTargamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (December 29, 2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.
Full textCAN, Şendil, and Güliz KAYMAKCI. "Pre-Service Science Teachers’ Awareness of Technological Terms." Eurasian Journal of Educational Research 17, no. 72 (November 30, 2017): 1. http://dx.doi.org/10.14689/ejer.2017.72.9.
Full textNapanoy, Jay B., Glen C. Gayagay, and Jennifer Ruth C. Tuazon. "Difficulties Encountered by Pre-service Teachers: Basis of a Pre-service Training Program." Universal Journal of Educational Research 9, no. 2 (February 2021): 342–49. http://dx.doi.org/10.13189/ujer.2021.090210.
Full textyavuz, Fatih. "Pre-service teachers’ perceptions on foreign language teaching issues." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 55–60. http://dx.doi.org/10.18844/prosoc.v4i1.2052.
Full textDissertations / Theses on the topic "Pre-service"
Unal, Nilufer. "Pre-service Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609963/index.pdf.
Full textfemales had higher attitudes and concerns about environmental issues than males and Early Childhood Education students have higher attitudes and concerns for environmental issues than students from departments of Elementary Science Education and Elementary Mathematics Education. In the stage of preparing environmental education courses as a must course for the faculty of education students in Turkey, the outcome of the study is expected to propose an insight for environmental education for the future teachers.
Senler, Burcu. "Pre-service Science Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.
Full textpersonality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo
self-efficacy and academic self-regulation, and pre-service science teachers&rsquo
academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipated in the study. Self-efficacy (i.e. self-efficacy for student engagement, for instructional strategies, and for classroom management), academic self-regulation (i.e. achievement goals, task value, control of learning beliefs, test anxiety, metacognitive self-regulation, effort regulation, and peer learning), and personality trait (i.e. Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) were assessed by self-report instruments. The results of the path analysis revealed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies were positively linked to different dimensions of self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of academic self-regulation and self-efficacy, openness was found to be negatively linked to these adaptive outcomes.
Cakir, Birgul. "Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613688/index.pdf.
Full textmetacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantitative and qualitative data were collected and analyzed. Quantitative data was collected from 28 PSTs and qualitative data was collected from 7 PSTs who were the members of the researcher&rsquo
s group. In accordance with the purpose of the current study, descriptive statistics and independent samples t-test was conducted for quantitative data. In terms of qualitative part, the study was case study and interviews which were conducted before and after the course were analyzed to observe the change of PSTs&rsquo
metacognition. The result of the study revealed that before the course most of the PSTs did not report metacognitive skills. After the course it was observed that their metacognitive skills were developed. Among metacognitive skills, the most reported skill was monitoring skill after the course. It can be concluded from the study that metacognitive prompts embedded into the manual provided a metacognitively learning environment and a development in PSTs&rsquo
metacognition.
Yilmaz, Simge. "Pre-service And In-service Preschool Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613025/index.pdf.
Full textviews regarding creativity in early childhood education by determining similarities and/or differences among their views. The data of the study was gathered from 10 pre-service and 11 in-service teachers by asking their views about creativity in early childhood education. This study has been realized by the qualitative research method and the data was gathered through a type of interview, namely focus group technique. The seven basic interview questions developed by Aslan &
Cansever (2009) for primary school teachers were rephrased considering early childhood education context. In the data analysis procedure, four basic themes were constituted: &ldquo
teachers'
views on creativity&rdquo
, &ldquo
teachers'
views on creative people&rdquo
, &ldquo
teachers&rsquo
views on the importance of creativity in early childhood education&rdquo
, and &ldquo
teachers&rsquo
views on the obstacles to creativity in early childhood education&rdquo
. The results demonstrated that although every participant had their own creativity definitions, they agreed on some common ideas about creativity. The participants were aware of the value of creativity in preschool education and they stated that they prepare and implement creative activities to nurture children&rsquo
s creativity as well as stating that there are many obstacles to achieve this goal. They indicated that these obstacles are mostly based on school administrators, teachers, and parents. Moreover, it was concluded that the most striking difference between pre-service and in-service early childhood teachers&rsquo
views was the fact that unlike in-service teachers, only the pre-service teachers gave some recommendations to tackle with the obstacles to children&rsquo
s creativity.
Ayan, Didem. "Promoting Efl Pre-service Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611554/index.pdf.
Full texts own learning in a practicum course among pre-service teachers from the Department of Foreign Language Education, Middle East Technical University. A qualitative case study research method was applied to analyze the data gathered from pre- and post-ICT surveys, pre- and post Self-Directed Learning Readiness Scales, interviews, and the electronic journals and artifacts demonstrated in pre-service teachers&rsquo
web-based electronic portfolios. The data were collected from eight 4th grade undergraduate pre-service teachers enrolled in School Experience course of the English Language Teaching program at METU during 2008-2009 Fall Term. Electronic portfolios, having the opportunity to provide multimedia displays, allow the pre-service teachers to monitor the outcomes of their learning goals and strategies regularly and by monitoring their studies and reflections they review their own work and have a chance to evaluate their learning and teaching process. Essentially, portfolios transfer the responsibility of learning and decision making to the student with its dynamic process
when students are required to reflect on the information they acquire and on how they acquire this information, they begin to accept their learning practice as a process under their control. This study recognizes the notion that information and communication technologies are crucial to teacher education for both learning and teaching
and takes the constructivist stance that using ICTs tools, mainly electronic portfolios in this case, enhances reflective thinking, authentic self-assessment, self-management, and ownership over learning process and facilitates technological competence which all in all foster self-direction in learning.
Cihangir, Cihan Gulin. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611596/index.pdf.
Full textprocesses of construction of explanations regarding environmental problems, and (2) provide an environment for researchers to understand the dispositions of participants in terms of how using environmental explanations for answering the questions. The research has been realized within the context of an elective course titled &ldquo
Laboratory applications in environmental education&rdquo
in the Department of Elementary Education throughout 2008-2009 Spring semesters. The 21 pre-service science teachers attended the course and participated the environmental learning activities including five different environmental problems
biological diversity, surface waters, drinking water, waste water and air pollution with in a small group. Field trip activities, group discussions and whole class discussions were conducted through the course. Data were collected through audio and video recorders from one small group and through pre, post-tests. Analyses of data revealed that pre-service science teachers could not aware of the complex and multidisciplinary nature of environmental knowledge, so they mostly interpreted environmental problems through the everyday knowledge that they derived from everyday experiences. Through peer collaboration in fields and student-facilitator collaboration in discussions weeks, the pre-service science teachers have a chance to analyze different perspectives and ideologies about the causes and solutions of environmental problems. The pre-tests and post-test results revealed that in the field-based collaborative inquiry activities the participants&rsquo
nature of explanations shifted from descriptive to formal and scientific explanations.
Adibelli, Elif. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611624/index.pdf.
Full text(PSTs) epistemological beliefs regarding the nature of knowledge and learning in the domain of environment through comparing with the domains of biology, physics, chemistry, and mathematics. A total of 12 PSTs voluntarily participated in the study. The sample of this study was consisted of senior elementary PSTs who registered for an elective course titled &ldquo
Laboratory Applications in Science and Environmental Education&rdquo
in the fall semester of 2008-2009 at a public university, in Ankara. The major data of this study was collected by using a semi-structured interview protocol, developed by Schommer-Aikins (2008). The data of this study were analyzed through descriptive statistics and Miles and Huberman approach (1994). The data analyses of this study were presented along with five dimensions of epistemological beliefs. The analysis of omniscient authority indicated that the PSTs less trust in environmental experts&rsquo
opinions, give more importance to informal education in the acquisition of environmental knowledge, and believe that environmental knowledge is justified more on the basis of direct observation. The analysis of stability of knowledge revealed that the PSTs conceived of environmental knowledge as more uncertain. The analysis of structure of knowledge pointed out that the PSTs consider environmental knowledge as more complex. The analysis of control of learning revealed that the PSTs believe that the large percentage of ability to learn can be acquired after the birth more in environment. The analysis of speed of learning indicated that the PSTs believe that much of learning takes less time in the domain of environment. This study provided evidence that epistemological beliefs are multidimensional and domain-specific. Moreover, this study highlighted that the nature of environmental knowledge and learning are also an important issue to be addressed in environmental education.
Kurt, Gonul. "Pre-service Elementary Mathematics Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612740/index.pdf.
Full text(PEMTs&rsquo
) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs&rsquo
SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-interviews and 22 post-interviews were made through the study. Observations were also performed for each teaching practice. Besides observations, PEMTs&rsquo
end of semester reflection papers in the context of Teaching Practice course were examined in the study. In addition to those multiple data sources, initial interviews representing detailed information about the participants were also analyzed. The overall data were analyzed by using the SRL framework combined and adapted from Zimmerman&rsquo
s and Pintrich&rsquo
s SRL models. The findings of the pre-interviews revealed that PEMTs began with a &lsquo
lesson planning process&rsquo
reflecting the forethought phase. This phase included searching resources, arranging and organizing the available sources, asking for help and feedback when needed, mental planning of the lesson, and setting goals for the teaching session. These strategies were considered as cognitive self-regulation strategies. In addition to cognitive SRL strategies, motivational factors such as self-efficacy, perception of task, and intrinsic interest were appeared in the study. Post-interviews reflecting the self-reflection phase revealed that PEMTs had a self-evaluation process covering various issues for their teaching sessions as a final step through the study. Finally, it was seen that contextual issues related to teaching practice played a substantial role in PEMTs&rsquo
SRL strategies.
Kaplan, Merve. "Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613176/index.pdf.
Full textuse of GCs and their views on the use of the tool in mathematics learning are considered to be valuable. The purpose of this study was to investigate the difficulties pre-service elementary mathematics teachers face, and the benefits and constraints they emphasize while learning elementary school algebra through using the Casio Classpad after receiving an instruction with graphing calculators. The graphing calculator used in the present study is the Casio Classpad 330, which is an evolved handheld device combining features of graphing calculators, dynamic geometry environment, computer algebra systems and more. The following two research problems guided the study: What are the difficulties do pre-service elementary mathematics teachers face while using Classpad in learning elementary school algebra after receiving an instruction with graphing calculators? What benefits and constraints do pre-service elementary mathematics teachers emphasize while learning elementary school algebra through using Classpad after receiving an instruction with graphing calculators? With the aim of investigating the views of a group of pre-service elementary mathematics teachers, qualitative research strategies were used. The data was collected and analyzed by means of a case study design. Classroom observations, a questionnaire, and focus group interviews were the main data sources of the existing study. The study was carried out with 21 pre-service elementary mathematics teachers. In the classroom studies elementary level algebra was taught to the participants with the use of Classpad as a main tool by giving one tool to each of the participants. Classroom observations ended in five weeks &ndash
20 courses &ndash
including one week of a training period. After the classroom observations, participants filled out a questionnaire including five open-ended questions about the classroom studies. Finally, data collection procedure was ended with three focus group interviews. The data was analyzed with qualitative means by transcribing and analyzing the observation records, answers of the questionnaire, and records of the three interviews. Results revealed that pre-service teachers&rsquo
view Classpad in three categories
as a personal tool, as an educational tool, and the relationship between CP and motivation. They viewed CP as a personal tool that they were eager to use the tool in every level of mathematics from elementary to mastering degrees. As an educational tool, they preferred to use the tool as a teacher by giving some cautions that teachers and students should be careful with. Lastly, they considered that the tool has a positive effect on motivation when used appropriately. Pre-service elementary mathematics teachers faced some difficulties in the beginning courses of the classroom studies which was their learning period of how to use CP and they overcome most of the difficulties at the end of the classroom studies. As the new elementary school level mathematics curriculum encourages the use of various technologies in teaching and learning of mathematics, the results of this study will have useful implications for mathematics teachers and curriculum developers.
Semiz, Kivanc. "Pre-service Physical Education Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.
Full textTPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.
Books on the topic "Pre-service"
Review, New York (State) Legislature Legislative Commission on Expenditure. Correctional officer pre-service training program. Albany, N.Y: The Commission, 1990.
Find full textDelamarter, Jeremy. Proactive Images for Pre-Service Teachers. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13491-4.
Full textRadakovic, Nenad, and Limin Jao, eds. Borders in Mathematics Pre-Service Teacher Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44292-7.
Full textStahl, Garth, Erica Sharplin, and Benjamin Kehrwald. Real-Time Coaching and Pre-Service Teacher Education. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6397-8.
Full textCrime, United States Congress House Committee on the Judiciary Subcommittee on. Implementation of the Pretrial Services Act of 1982: Hearing before the Subcommittee on Crime of the Committee on the Judiciary, House of Representatives, Ninety-eighth Congress, second session ... March 6, 1984. Washington: U.S. G.P.O., 1985.
Find full textUnited States. Congress. House. Committee on the Judiciary. Subcommittee on Crime. Implementation of the Pretrial Services Act of 1982: Hearing before the Subcommittee on Crime of the Committee on the Judiciary, House of Representatives, One Hundredth Congress, first session ... June 18, 1987. Washington: U.S. G.P.O., 1988.
Find full textPhD, James P. Takona. Primer to Developing a Successful Pre-Service Teacher Portfolio. Laham: University Press of America, 2004.
Find full textHuang, Ju. Pre-Service Teacher Education and Induction in Southwest China. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96478-2.
Full textReforming Zambian pre-service teacher education for quality learning. Lusaka: University of Zambia Press, 2013.
Find full textKelly, Nick, Marc Clarà, Benjamin Kehrwald, and Patrick Alan Danaher. Online Learning Networks for Pre-Service and Early Career Teachers. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50302-2.
Full textBook chapters on the topic "Pre-service"
Miller, Andrew. "Pre-Service Teaching." In Raging against the Mass-Schooling Machine, 55–66. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-851-8_5.
Full textTong, Li, and Xinrong Yang. "Pre-service Mathematics Teacher Education." In New Frontiers of Educational Research, 339–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55781-5_17.
Full textWei, Ge. "Understanding pre-service teachers' practical knowledge." In Reimaging Pre-Service Teachers' Practical Knowledge, 7–30. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003304111-2.
Full textWei, Ge. "Reimaging pre-service teachers' practical knowledge." In Reimaging Pre-Service Teachers' Practical Knowledge, 129–43. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003304111-8.
Full textSato, Mistilina, and Sara Kemper. "Teacher Assessment from Pre-Service through In-Service Teaching." In The SAGE Handbook of Research on Teacher Education, 944–62. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n54.
Full textte Riele, Kitty. "Reflective Thinking for Pre-service Teachers." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_35-1.
Full textAlbion, Peter. "Pre-service Teachers’ Teaching with Computers." In Networking the Learner, 723–32. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_73.
Full textCoppé, Sylvie, and Ngai-Ying Wong. "Pre-service Mathematical Education of Teachers." In The Proceedings of the 12th International Congress on Mathematical Education, 517–22. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_51.
Full textAshton, Patricia, and Ramesh Bakhtiari Conley. "Pre-Service Teacher Education: Multicultural Education." In Encyclopedia of Cross-Cultural School Psychology, 750–52. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_331.
Full textte Riele, Kitty. "Reflective Thinking for Pre-service Teachers." In Encyclopedia of Teacher Education, 1541–47. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_35.
Full textConference papers on the topic "Pre-service"
Mortari, Luigina, Roberta Silva, and Claudio Girelli. "COMMUNITY SERVICE LEARNING EXPERIENCES IN PRE-SERVICE TEACHERS’ TRAINING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1434.
Full textKozina, Francka Lovšin. "Pre-Service Teacher Trainees' Textile Literacy." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.038.
Full textÖner, Diler. "Pre-service teachers' experiences with Wiki." In the 5th International Symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1641309.1641353.
Full textSanz Ponce, José Roberto, and Inmaculada Hernando Mora. "Pre-service Secondary teachers’ learning styles." In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.270.
Full textPrieto, José Carlos Sánchez, Susana Olmos Migueláñez, and Francisco J. García-Peñalvo. "Mobile acceptance among pre-service teachers." In the 3rd International Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2808580.2808601.
Full textMaiorana, Francesco, Gretchen Richards, Chery Lucarelli, Miles Berry, and Barbara Ericson. "Interdisciplinary Computer Science Pre-service TeacherPreparation." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325543.
Full textZhang, Meng, and Yuehui Fu. "Modification of Pre-service Teacher Education." In 2022 11th International Conference on Educational and Information Technology (ICEIT). IEEE, 2022. http://dx.doi.org/10.1109/iceit54416.2022.9690738.
Full text"Pre-service Teachers’ Mindfulness and Anxiety." In 2021 European International Conferences. Excellence in Research & Innovation (EIRAI), 2021. http://dx.doi.org/10.17758/eirai11.f1221410.
Full textDurnin, John H. "Technology workshops by in-service teachers for pre-service teachers." In the 29th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/500956.501013.
Full textNaeem, Rakhshanda, Asma Kazi, and Shabana Manzoor. "THE OCCUPATIONAL BELIEFS OF PRE-SERVICE AND IN-SERVICE TEACHERS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0255.
Full textReports on the topic "Pre-service"
Vogt, Terrine. Understanding Pre-service Teachers' Conceptualizations of Diversity. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7022.
Full textAnderson, C. S., and W. L. Yarroch. [Michigan Technological University Pre-Service Teacher Enhancement Program]. Progress performance report. Office of Scientific and Technical Information (OSTI), April 1993. http://dx.doi.org/10.2172/10149069.
Full textAnderson, C. S., and W. J. Yarroch. MTU-pre-service teacher enhancement program. Final report, September 1992--May 1995. Office of Scientific and Technical Information (OSTI), January 1996. http://dx.doi.org/10.2172/188890.
Full textVelychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Olga V. Bondarenko. The support of the process of training pre-service mathematics teachers by means of cloud services. CEUR Workshop Proceedings, June 2021. http://dx.doi.org/10.31812/123456789/4454.
Full textVelychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Ольга Володимирівна Бондаренко. The support of the process of training pre-service mathematics teachers by means of cloud services. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4385.
Full textStrutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4437.
Full textAnderson, C. S., and W. L. Yarroch. [Michigan Technological University Pre-Service Teacher Enhancement Program]. [Includes a copy of the Student Guide]. Office of Scientific and Technical Information (OSTI), April 1993. http://dx.doi.org/10.2172/6439049.
Full textRodríguez Buitrago, Carolina, Clara Isabel Onatra Chavarro, and Sandra Marina Palencia González. Pre-Service Language Teachers’ Perceptions towards Self-Regulated Learning: Paving the way for Flipped Learning. Institucion Universitaria Colombo Americana, June 2019. http://dx.doi.org/10.26817/paper.07.
Full textSchulte, Rebecca. Special Education Teacher Candidates and Mentors: Case Studies of Collaboration in Pre-service Field Experiences. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1028.
Full textHayden, David D., Richard C. Bishop, Joel T. Park, and Stephen M. Laverty. Model 5514 Capsize Experiments Representing the Pre-Contract DDG51 Hull Form at End of Service Life Conditions. Fort Belvoir, VA: Defense Technical Information Center, April 2006. http://dx.doi.org/10.21236/ada455271.
Full text