Relevant bibliographies by topics / Teacher pratical knowledge

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Teacher pratical knowledge'

Author: Grafiati
Published: 9 March 2023
Last updated: 31 July 2025

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Journal articles on the topic "Teacher pratical knowledge"

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Smirnova, Oksana, Yuliya Kolisnyk-Humeniuk, Anna Yemelova, Liliia Saprykina, Iryna Krasyuk, and Oksana Piddubna. "The Problem of Introducing Advanced Competencies for Fine Arts Teachers in Ukraine." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 2 (2022): 284–300. http://dx.doi.org/10.18662/rrem/14.2/581.

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This article attempts to improve the Ukrainian system of competencies for fine arts teachers in Ukraine. On the basis of the theoretical analysis of the approaches to classification of components of artistic and pedagogical competence (structural, system, functional), the article justifies the need to improve expected competencies in the context of motivational, cognitive and pratical components of education content. The article proves that the result of the formation of each of the selected components is the development of certain artistic and pedagogical knowledge, skills and experience of c
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Hemy, Hemy Wardani, and Romadhona Kusuma Yudha. "KONTRIBUSI PROGRAM GURU PENGGERAK DALAM MENINGKATKAN KUALITAS PEMBELAJARAN DI SMPN 21 KOTA BENGKULU." Jurnal Pancasila dan Kewarganegaraan (JUPANK) 3, no. 2 (2023): 369–74. http://dx.doi.org/10.36085/jupank.v3i2.5187.

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Abstrak Penelitian ini bertujuan untuk mengetahui; 1) Untuk mengetahui peran guru penggerak dalam meningkatkan kualitas pembelajaran di smpn 21 kota Bengkulu. 2) Untuk mengetahui hambatan guru penggerak dalam meningkatkan kualitas pembelajaran di smpn 21 kota Bengkulu. 3) Untuk mengatasi hambatan guru penggerak di smp 21 kota Bengkulu. Manfaat dari penelitian ini adalah 1) Manfaat Teoritis diharapkan dapat memperbaiki hasil penelitian sebelumnya dan dapat memberikan kontribusi bagi pengembangan ilmu pengetahuan mengenai kontribusi Program Guru Mengemudi dalam meningkatkan kualitas pembelajaran
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Park, Hee-Sook. "Exploring Transformative Capabilities through Field Pratice of Pre-Service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 20 (2024): 911–32. http://dx.doi.org/10.22251/jlcci.2024.24.20.911.

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Objectives The purposes of this study were seek to explore the transformative capabilities of prospective early childhood teachers through early childhood education field practice experiences. Methods The study was conducted using qualitative research methods, and the participants were 15 pre-service early childhood teachers from K University in Gyeonggi-do. Data were collected through play observation records and reflection sheets in 3-, 4-, and 5-year-old classes, and the collected data was divided into high and low categories based on the extracted key keywords and qualitatively analyzed to
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Guarda, Marta, and Gisela Mayr. "PLURALISMO LINGUISTICO NELLA SCUOLA E COMPETENZE DIDATTICHE: ESPERIENZE DALL’ALTO ADIGE." Italiano LinguaDue 15, no. 2 (2023): 569–84. http://dx.doi.org/10.54103/2037-3597/21973.

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In Alto Adige, il trilinguismo istituzionale (tedesco, italiano, ladino) e la diglossia convivono con nuove lingue e varietà portate nel territorio grazie ai flussi migratori. La crescente diversità linguistica e culturale della Provincia di Bolzano ha un forte impatto sulla vita scolastica quotidiana e pone nuove sfide ai docenti: l’inclusione e la valorizzazione di tutte le lingue che alunni e alunne portano in classe, così come la mobilitazione dei loro interi repertori linguistici per l’apprendimento, richiedono infatti abilità, motivazioni e conoscenze specifiche. In questo contributo des
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Molina-Luque, Fidel. "Profiguration and Service Learning in Higher Education: critical perspectives from intergenerational interdependence." Form@re - Open Journal per la formazione in rete 23, no. 2 (2023): 13–23. http://dx.doi.org/10.36253/form-14678.

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This article presents the theoretical (and applied) development of a concept: Profiguration. It is a sample of how Service Learning (SL) promotes new lines of research and induces a symbiosis with teaching. Through Profiguration, Service Learning helps to focus on introspective spaces of society and research, opening the university to society for its improvement. We propose that universities be Profigurative Centers for Intergenerational Training (Age Friendly University) that incorporate the idea and practice of the importance of intergenerational relationships in a society that sometimes see
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Callai, Helena Copetti. "Formação docente." Revista Brasileira de Educação em Geografia 15, no. 25 (2025): 05–22. https://doi.org/10.46789/edugeo.v15i25.1523.

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O texto discute a formação do professor com base na relação teoria e pratica e a produção de um conhecimento que que lhe é próprio. Apresenta os depoimentos de professores pesquisadores de três instituições universitárias a partir das ações que realizam. E, entrevistas com outros professores acerca da realidade de sua formação inicial e continuada, como fundamento para o exercício profissional que realizam. A análise é sustentada pelas proposições de autores que discutem a educação geográfica bem como as políticas públicas de educação. Palavras-chave Políticas públicas; Inclusão; Formação cida
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Valisa, Viola Vinca, Evi Suryawati, and Arnentis Arnentis. "BUKU PENUNTUN PRAKTIKUM JARINGAN HEWAN MENGGUNAKAN VIRTUAL LABORATORY." Biogenesis 17, no. 2 (2021): 81. http://dx.doi.org/10.31258/biogenesis.17.2.81-87.

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The most problem occurs in the praticum in the real laboratory, so it's not going well. It can affect the depth of concepts, principles, laws and theories that must be understood by the biology teacher candidates. One of the alternatives that can be done is practicum to use a virtual laboratory. The purpose of research is to develop a practical guidebook for animal tissue materials in practicum activities using virtual laboratories for teacher candidates. This research was conducted at the Laboratory of PMIPA FKIP Riau University in December 2020–May 2021. It used a Research and Development (R
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Kusumawati, Arie, Nuraini Purwandari, and Ester Lumba. "Model Pembelajaran Mind Mapping Menggunakan Microsoft Visio 2007 bagi Guru-Guru SDIT Al-Kautsar Cikarang." Jurnal Karya untuk Masyarakat (JKuM) 2, no. 1 (2021): 26–37. http://dx.doi.org/10.36914/jkum.v2i1.478.

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Abstrak: Teknologi informasi dan komunikasi (TIK) telah berkembang dengan cepat saat ini. Pemanfaatan TIK dengan pendidikan diharapkan mampu mengoptimasi proses belajar dan mengajar sehingga tercipta generasi yang unggul. Penggunaan teknologi pada software aplikasi yang mudah dan mempermudah proses belajar mengajar namun powerfull sangat dibutuhkan. Salah satu penerapan teknologi software aplikasi dalam pembelajaran adalah dengan memanfaatkan Microsoft Visio untuk pembuatan metode mind mapping. Menerapkan metode mind mapping dengan memanfaatkan Microsoft Visio didalam proses belajar mengajar b
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Agustianda, Agustianda. "The Influence of Sufism Thought Shaykh Burhanuddin among the Minangkabau Community in Medan City." al-Lubb: Journal of Islamic Thought and Muslim Culture (JITMC) 2, no. 1 (2020): 18. http://dx.doi.org/10.51900/lubb.v2i1.8586.

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<p>Shaykh Burhanuddin is one of the great famous ulama from West Sumatra, who has developed Islam teachings through the Tariqa Shattariyya which spread until Medan City. Shaykh Burhanuddin developed his thinking through education at the surau. The students who studied at the Surau Shattariyyah opened to learn a whole series of Islamic knowledge. The people of Minangkabau know and practice wisdom. They are not limited to Minangkabau people in West Sumatra. Minangkabau people outside West Sumatra still regard Shaykh Burhanuddin as wali Allah and a great ulama. Shaykh Burhanuddin’s teaching
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Bellacicco, Rosa, Dario Ianes, and Vanessa Macchia. "Teachers with disabilities: a systematic review of the international literature." Form@re - Open Journal per la formazione in rete 22, no. 1 (2022): 64–88. http://dx.doi.org/10.36253/form-12138.

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Despite an increasingly heterogeneous student population, the teaching staff is still characterized by a high level of homogeneity and the under-representation of teachers with disabilities. Research on the issue is also quite limited. To fill this knowledge gap, in this article we present a systematic review conducted by selecting primary studies published between 1990 and 2018 investigating the experiences of teachers with disabilities. The 32 included studies were evaluated in terms of methodological rigor and analyzed through thematic analysis, from which 9 categories emerged. The latter h
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Dissertations / Theses on the topic "Teacher pratical knowledge"

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BALCONI, BARBARA. "Prove Invalsi e azione didattica: quali riflessioni sulla progettazione per competenze." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/53049.

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This research explores the changes that educational institutions have faced in the last decade. Systemic evaluation, which considers the school as a set of interrelated elements to be evaluated in a transparent and systematic way, is the perspective adopted. In spite of many legislative actions (Autonomy Law n.59 of 1997) issued on and of many pressures on the international overview regarding accountability and improvement surveys, schools still don’t have the instruments and the methodologies needed to fulfil these needs (Capperucci, 2011; Maccario 2006). Even the creation of a National Ev
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Reis, Maria Elidia Teixeira. "Formação de professores leigos em serviço : um estudo sobre saberes e praticas docentes em geometria." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252448.

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Orientador : Dario Fiorentini<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-08T14:14:19Z (GMT). No. of bitstreams: 1 Reis_MariaElidiaTeixeira_D.pdf: 1443802 bytes, checksum: 071ccc67bdf1398f08e8092fe7ce513e (MD5) Previous issue date: 2007<br>Resumo: Esta pesquisa analisou um processo de formação de professores leigos, em serviço, que tinha como objetivo responder à seguinte questão investigativa: Como os professores � principalmente leigos em serviço � percebem, narram e evidenciam as contribuições e as lim
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Chacon, Diego Firmino. "Ensinar/aprender a gostar de hist?ria: saberes docentes e constru??o do conhecimento hist?rico escolar com professores de Arez-RN." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14581.

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Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 DiegoFC_DISSERT.pdf: 1791736 bytes, checksum: c1a48565d6b9685b6d186a3cf2c0d882 (MD5) Previous issue date: 2013-12-06<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior<br>This dissertation aims to analyze the relevant knowledge in countryside History teachers practice in high school and understand how these teachers themselves construct school knowledge in History, from the mobilization of different knowledge that make up teaching practice. Tree teachers from State Jacumauma High School and the research
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Andrade, Telga Persivo Pontes de. "O professor universitÃrio, sem formaÃÃo pedagÃgica, e a origem e construÃÃo de sua prÃxis docente: que competÃncias? Que racionalidade? Que caminhos?" Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=309.

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Abordamos o tema saberes docentes, que està no epicentro das pesquisas internacionais. AtravÃs da narrativa das histÃrias de vida, de entrevistas semi-estruturadas, dentre outros instrumentos de mediaÃÃo, buscamos entender o sentido do discurso de 20 professores, de universidades pÃblicas e particulares de Fortaleza-CearÃ-Brasil, destituÃdos de formaÃÃo pedagÃgica, sobre suas prÃticas de ensino, modos de ser e fazer; suas concepÃÃes sobre como, onde e com quem aprenderam a lecionar. Intentamos ainda construir um quadro teÃrico sobre o saber docente e uma ilustraÃÃo das mÃltiplas facetas e ori
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ANDRADE, Telga Persivo Pontes de. "O professor universitário, sem formação pedagógica, e a origem e construção de sua práxis docente: que racionalidade? Que caminhos?" http://www.teses.ufc, 2006. http://www.repositorio.ufc.br/handle/riufc/3291.

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ANDRADE, Telga Persivo Pontes de. O professor universitário, sem formação pedagógica, e a origem e construção de sua práxis docente: que racionalidade? Que caminhos?. 2006. 129 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006.<br>Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-07-17T13:28:40Z No. of bitstreams: 1 2006_tese_TPPAndrade.pdf: 878185 bytes, checksum: 117fd85b7e2e448fe68830522df8d4ea (MD5)<br>Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-17T1
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Sabo, Ricardo Dezso. "Saberes docentes: a análise combinatória no ensino médio." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/11440.

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Made available in DSpace on 2016-04-27T16:59:02Z (GMT). No. of bitstreams: 1 Ricardo Dezso Sabo.pdf: 6509941 bytes, checksum: b45f4f13e333775bac308dd846292805 (MD5) Previous issue date: 2010-03-24<br>Given the scenario described by academic research, which provides us with the difficulties faced by students when understanding the concepts of combinatorial analysis and the hypothesis that the students misconceptions might result from the teacher s knowledge and methodology, this work aims at investigating, by means of semi-structured interviews, the knowledge of mathematics teachers of secon
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Book chapters on the topic "Teacher pratical knowledge"

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Pavan, Elena, and Sara Gesuato. "I futuri insegnanti d’inglese alla scuola primaria Un’indagine sulla percezione delle competenze." In Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8/007.

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In this paper we explore primary school trainee teachers’ perception of their linguistic-communicative competence in EFL and of their training as language teachers. 44 questionnaires were administered and 17 semi-structured interviews were conducted with Italian trainee teachers. The findings revealed that the respondents considered themselves only partly ready to handle pluralistic approaches for teaching in a plurilingual, multicultural and socially fluid context. In fact, while they expressed confidence in their general pedagogical knowledge, they perceived their linguistic-cultural educati
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