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Books on the topic 'Teacher educators Victoria Attitudes'

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Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

The lives of teacher educators. New York: Teachers College Press, 1993.

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2

Anderson, Linda M. Prospective teachers' beliefs and teacher education pedagogy: Research based on a teacher educator's practical theory. East Lansing, Mich: National Center for Research on Teacher Learning, Michigan State University, 1995.

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3

Motivating students who don't care: Successful techniques for educators. Bloomington, IN: Solution Tree Press, 2000.

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4

Obiakor, Festus E. Voices of foreign-born African American teacher educators in the United States. New York: Nova Science Publishers, Inc., 2010.

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5

Association, National Science Teachers, ed. Lecture-free teaching: A learning partnership of science educators and their students. Arlington, VA: National Science Teachers Association, 2009.

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6

Yonemura, Margaret V. A teacher at work: Professional development and the early childhood educator. New York: Teachers College, Columbia University, 1986.

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7

Yonemura, Margaret V. A teacher at work: Professional development and the early childhood educator. Troy, NY: Educator's International Press, 1997.

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8

Teacher educators' perspectives on development studies: A qualitative analysis of factors affecting implementation in the teacher preparation program. 1989.

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9

Kamau, Nellie M. W. Attitudes of primary teacher trainees toward sexuality education in Kenya. 1989.

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10

Dunleavy, Jodene Florence. Give us something good: Defining effectiveness in teacher education. 1996.

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11

Yeager, Deborah Ann. Sustaining their lives: A life history study of esl teacher educators. 2003.

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12

Beyond The Big House: African American Educators On Teacher Education (Multicultural Education (Cloth)). Teacher College Press, 2005.

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13

Ladson-Billings, Gloria. Beyond The Big House: African American Educators On Teacher Education (Multicultural Education (Paper)). Teacher College Press, 2005.

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14

1952-, Gohier Christiane, ed. Identités professionnelles d'acteurs de l'enseignement: Regards croisés. Québec: Presses de l'Université du Québec, 2007.

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15

Bower, Barbara Elizabeth. Preparing for the first Ontario Teacher Qualifying Test: Experiences of teacher candidates and teacher educators at the Ontario Institute for Studies in Education of the University of Toronto. 2003.

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16

Uncovering the passion: The reclaiming of self in the teaching lives of nurse educators. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1996.

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17

A comparison of role perceptions of a successful physical educator among physical education majors, teacher educators, and physical education teachers in Hong Kong. 1991.

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18

A comparison of role perceptions of a successful physical educator among physical education majors, teacher educators and physical education teachers in Hong Kong. 1991.

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19

Sanderson, Nicole Brigit. The construction and interpretation of gender and race in initial teacher education. 2006.

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20

A comparison of role perceptions of a successful physical educator among physical education majors, teacher educators and physical education teachers in Hong Kong. 1989.

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21

Martin, Jeffrey J. Physical Education Teachers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0040.

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Abstract:
As noted in Chapter 36, children with disabilities have varied experiences in inclusive physical education (PE) settings. The purpose of this chapter is to review the research on inclusive PE teachers and other educators in supporting roles. A fairly robust finding in the adapted PE literature is that many teachers have minimal to zero education in adapted PE and minimal experience teaching adapted PE. As a result, teachers often lack teacher efficacy and feel ill-prepared to teach children with disabilities. Despite teachers’ lack of experience and confidence, many still have positive attitudes toward teaching children with disabilities, although their attitudes are often linked to their perceived competence. Research on support personnel, such as peer tutors, teacher’s aides, and adapted PE specialists, indicates that they have the potential to enrich experiences of children with disabilities. However, their lack of training and challenges compromises their ability to deliver quality adapted PE. Teachers face many significant and daunting challenges to providing children with disabilities quality PE experiences.
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