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Relevant bibliographies by topics / Teaching practice

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Academic literature on the topic 'Teaching practice'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 August 2024

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Journal articles on the topic "Teaching practice"

1

Fleming, Lynne. "Teaching practice." Nursing Standard 18, no. 18 (January 14, 2004): 26. http://dx.doi.org/10.7748/ns.18.18.26.s41.

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Baum, Howell S. "Teaching Practice." Journal of Planning Education and Research 17, no. 1 (September 1997): 21–29. http://dx.doi.org/10.1177/0739456x9701700103.

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Rowitz, Louis. "Teaching Practice." Journal of Public Health Management and Practice 3, no. 3 (May 1997): 70. http://dx.doi.org/10.1097/00124784-199705000-00014.

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Davis, Jean. "Practice teaching: Practice learning: practice competence?" Social Work Education 6, no. 1 (December 1986): 3–6. http://dx.doi.org/10.1080/02615478611220191.

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Wiegerová, Adriana, and Hana Lukášová. "Teaching degree students´ experience of teaching practice." Journal of Language and Cultural Education 9, no. 1 (March 1, 2021): 60–71. http://dx.doi.org/10.2478/jolace-2021-0006.

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Abstract The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students’ feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers’ frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.

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Burbridge, Deborah, and Jacqueline Orchard. "Teaching Miles in his first year in mainstream school." Down Syndrome Research and Practice 1, no. 2 (1993): 79–80. http://dx.doi.org/10.3104/practice.15.

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Hammond, Nick. "Enhancing Teaching Practice." Psychology Learning & Teaching 2, no. 1 (March 2002): 5. http://dx.doi.org/10.2304/plat.2002.2.1.5.

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Silverston, Paul P. "Teaching general practice." British Journal of General Practice 69, no. 679 (January 31, 2019): 64.3–65. http://dx.doi.org/10.3399/bjgp19x700925.

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Davies, Christine, Vivian Welham, Arlene Glover, Lynn Jones, and Fiona Murphy. "Teaching in practice." Nursing Standard 13, no. 35 (May 19, 1999): 33–38. http://dx.doi.org/10.7748/ns1999.05.13.35.33.c2604.

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Netting, F. Ellen, and Mary Katherine O'Connor. "Teaching Organization Practice." Administration in Social Work 29, no. 1 (January 2005): 25–43. http://dx.doi.org/10.1300/j147v29n01_03.

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Dissertations / Theses on the topic "Teaching practice"

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Hayajneh, Ferial A. "Teaching nursing practice at Jordanian universities." Thesis, University of Glasgow, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295322.

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Cobb, H., and Karina T. Croucher. "Assembling Archaeology: Teaching, practice and research." Oxford University Press, 2020. http://hdl.handle.net/10454/17951.

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No
Assembling Archaeology provides a radical rethinking of the relationships between teaching, researching, and practicing as an archaeologist in the twenty-first century. At its heart, this book addresses the marketization of higher education, demonstrating how this fundamentally impacts contemporary archaeological practice. The book proposes a solution which is grounded in a theoretical rethinking of archaeological teaching, training, and practice. Archaeology is currently undergoing a material turn which sees the revaluing of artefacts, objects, and the non-human in understanding the world. Drawing upon this, Cobb and Croucher approach the discipline as a subject of investigation and offer a new perspective founded upon the notion of learning assemblages. The holistic approach they propose challenges traditional power structures and the global marketization of the higher education system. The issues addressed here are global and applicable wherever archaeology is taught, practiced, and researched. This book is therefore valuable to all archaeologists, from academics to those in Cultural Resource Management, from heritage professionals to undergraduate students, and provides significant insights for educators throughout higher education.

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Bayard, Max, Cathy Peoples, Jim Holt, and David Daniel. "An Interactive Approach to Teaching Practice Management to Family Practice Residents." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/6492.

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Three years ago, our residency program began a new approach to teaching practice management to our second- and third-year residents. The underlying principles for the new curriculum involved a realization that our residents lacked basic business understanding and that they would likely learn more effectively through a hands-on approach.The newcurriculum, which we describe in this article, is in large part built around the establishment of a mockpractice during thesecond year ofresidency. Although the curriculum is still evolving, initial response and evaluation have been encouraging.

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McDonald, Michael L. "Teaching microcomputer software applications (electronic spreadsheets) : guided practice vs. independent practice /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841173.

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Niessen, Theodorus Johannes Hubertus. "Emerging epistemologies :making sense of teaching practice." [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Universiteit Maastricht [host], 2007. http://arno.unimaas.nl/show.cgi?fid=11066.

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Chan, Yuk-fai Ronald, and 陳玉輝. "Building a collaborative culture in teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960698.

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Cheng, Hsing-Fu. "Motivational teaching practice of Taiwanese English teachers." Thesis, University of Nottingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431328.

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Edwards, Kelly Alison. "Teaching for professional responsibility in medical practice /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7649.

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Chan, Yuk-fai Ronald. "Building a collaborative culture in teaching practice." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304488.

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Bilgin, Sezen S. "Code switching in ELT teaching practice in Turkey : teacher practices, beliefs and identity." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/67873/.

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Code switching involves the interplay of two languages and as well as serving linguistic functions, it has social and psychological implications. In the context of English language teaching, these psychological implications reveal themselves as teachers’ thought processes. While the nature of code switching in language classrooms has been widely studies, as yet little if any attention has been paid to the relationship between such switching and the beliefs of the teachers involved. This study is designed to respond this gap in current research. In the study, I worked with five student teachers undertaking their teaching practicum at a private school in Turkey, aiming to investigate their thinking in relation to code switching in their classrooms by using the analysis of classroom interactions, individual interviews and stimulated recall interviews. The first step of the research involved video recording lessons taught by the five student teachers within the framework of their university Teaching Practice course. This was followed by individual interviews with the student teachers focusing on their views of code switching during their teaching experience and their general views about language teaching. The last stage involved stimulated recall interviews with the student teachers based on selected extracts from their lessons chosen after an analysis of spoken interaction in their classes. The data were then analysed using thematic analysis. The findings revealed that code switching is more than merely a linguistic matter; it is also indicative of a number of other dimensions including how teachers define themselves professionally, teacher beliefs, teacher identity, affective factors influencing teachers, and their relationships with supervisors. This study suggests that code switching could usefully be included as a topic in teacher education programmes and in supervisor/mentor training.

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Books on the topic "Teaching practice"

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Teachers, National Union of. Teaching practice. London: N. U. T., 1985.

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Teachers, National Union of. Teaching practice. London: NUT, 1985.

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Teachers, National Union of, ed. Teaching practice. London: National Union of Teachers, 1986.

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Tolley, H. Black teaching practice. Cambridge: Chris Kington, 1996.

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Geng, Gretchen, Pamela Smith, Paul Black, Yoshi Budd, and Leigh Disney, eds. Reflective Practice in Teaching. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9475-1.

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Shardlow, Steven, and Mark Doel. Practice Learning and Teaching. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-11308-8.

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Shardlow, Steven. Practice learning and teaching. Houndmills, Basingstoke, Hampshire: Macmillan, 1996.

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C, Ornstein Allan, ed. Teaching: Theory into practice. Boston: Allyn and Bacon, 1995.

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Inc, ebrary, ed. Surviving your teaching practice. Maidenhead, England: McGraw Hill/Open University Press, 2011.

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Weller, Paul. Fethullah Gülen’s Teaching and Practice. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97363-6.

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Book chapters on the topic "Teaching practice"

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Farrell, Thomas S. C. "Practice Teaching." In Doing Reflective Practice in English Language Teaching, 173–85. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003178729-12.

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Stahl, Garth, Erica Sharplin, and Benjamin Kehrwald. "Fostering Teaching Practice and Practical Teaching Skills." In Real-Time Coaching and Pre-Service Teacher Education, 67–79. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6397-8_5.

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Rivera, F. D. "Content-Practice Teaching." In Teaching to the Math Common Core State Standards, 151–73. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-503-8_12.

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Rivera, F. D. "Content-Practice Teaching." In Teaching to the Math Common Core State Standards, 193–212. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-962-3_14.

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Webber, Martin. "Teaching practice research." In The Routledge Handbook of Social Work Practice Research, 255–66. 1. | Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429199486-24.

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McCown, Donald, Diane Reibel, and Marc S. Micozzi. "Practice Scripts and Descriptions." In Teaching Mindfulness, 193–220. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-09484-7_8.

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Busch, Bradley, Edward Watson, and Ludmila Bogatchek. "Retrieval Practice." In Teaching & Learning Illuminated, 13–25. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003334361-2.

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Lum, Chee-Hoo, and Siew Ling Chua. "Practice and Pedagogy." In Teaching Living Legends, 45–62. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1482-6_4.

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Kahn, Peter, and Lorraine Anderson. "Shifting collective practice." In Developing Your Teaching, 85–99. Second edition. | New York : Routledge, 2019. | Series: Key guides for effective teaching in higher education series | “First edition published by Routledge 2006”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429490583-6.

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Main, Katherine. "Communities of practice." In Teaching Early Years, 254–66. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003296768-23.

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Conference papers on the topic "Teaching practice"

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Martyniak, Marta. "Teaching Millennials: Practice, Practice and Once Again Practice." In 3rd International Scientific Conference Teaching Methods for Economics and Business Sciences. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-356-2.2.

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"Critical Bridge: Learning Practice / Teaching Practice." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.46.

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The bridge between two apparently opposite poles, the academy and the profession, isn’t a relationship where one underpins the other. Instead it should be seen as a continuum that establishes a system of checks and balances where in order to thrive, one needs the other. In his book ‘New Essentialism / Material Architecture’ Borden discuss-es this relationship between the ‘practice of architecture’ and the ‘practice of teaching’. “Leading practitioners and design thinkers are associated with academic institutions. This connection to teaching represents a critical bridge that endows the academy with an experimental and investigative validity while providing the ever renewing energy, experimentation, and inquiry that feeds and validates a professional office.” The association between these two poles produce a symbiosis with one learning from and teaching the other. The academy is validated through the accountability of the profession, while at the same time, the profession is nourished through the curious and investigative environment that only the academy can provide. On the one hand, professional practice is primarily seen as a service-based profession that wrestles with the pressures of societal demands that influence its outcomes whether they be in the form of research or a product/commodity. Practice is the point of translation of ideation to reality, a process dominated by pragmatics and constraints. This process, in some respects, is the validation of disciplinary experimentation and speculation that can be undertaken in both the profession or academy. The academy, on the other hand has the option of freeing itself of societal demands and pragmatic constraints, and serves as the guardian of the disciplinary calling which separates architecture from building. The design studio is a place where knowledge in generated in a diverse, equitable and inclusive manner. However, this freedom can be seen in two ways. Some view the work produced in an academic environment lacking rigor and not grounded in reality. This view leads to a questioning of its validity and the beneficial implications that it might have for the betterment of the profession and society at large. However, without this freedom and ability to speculate severely limits the possibilities for innovation in the field.

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Zhang, Wei, and Zhong-cheng Fan. "Research and Practice on Computer Hardware Curriculums Practical Teaching." In 2nd International Conference on Teaching and Computational Science. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ictcs-14.2014.62.

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Nketsia, William, Maxwell Peprah Opoku, and Eric Lawer Torgbenu. "Teacher Trainees’ Experiences of Inclusive Practices During Teaching Practice." In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.18.

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Henderson, Tristan. "Teaching Data Ethics." In CEP '19: Computing Education Practice. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3294016.3294017.

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Zang, Xueping, and Weifeng Wu. "Exploration and practice in-class practice teaching mode." In 14th Conference on Education and Training in Optics and Photonics, ETOP 2017, edited by Xu Liu and Xi-Cheng Zhang. SPIE, 2017. http://dx.doi.org/10.1117/12.2269569.

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He, Xiangfeng, Yazhou Zhao, Jing Wu, Kefeng Fang, Hongwei Chen, and Wei Ge. "Teaching Reform and Practice of Specialized Practice Courses." In 2021 2nd International Conference on Modern Education Management, Innovation and Entrepreneurship and Social Science (MEMIESS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210728.033.

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Yang, Yang, and Jinliang Li. "Exploration and Practice of Laser Processing Practice Teaching." In 2018 International Conference on Management and Education, Humanities and Social Sciences (MEHSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mehss-18.2018.22.

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Macbride, Charles, Federico Garcia Lammers, and Jessica Garcia Fritz. "Theory and Practice: The Formulation and Delivery of Teaching Professional Practice." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.104.

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This paper describes the pedagogy, development, and delivery of an ongoing professional practice (pro-practice) course sequence, as both a critique of traditional pro-practice coursework and within the unique context of a recently formed architecture program in an underserved region. Among the challenges in starting a degree program from scratch is the approach to pedagogy and curriculum. Student exposure to a range of voices and instructors is a significant challenge and one that has been addressed through a curriculum of interrelated course sequences, including studio, media, history, technology, and perhaps most successfully, professional practice. Delivered across the final four semesters of the program, the professional practice sequence has been consciously developed to teach to an inseparable condition of practice and theory. In addition, the courses have been conceived within the unique and place-specific lessons of a small pro-gram with little architectural tradition. Practice has its own narrowly defined lane in the region, and as such, any theory surrounding it has only now been proposed or verbalized by the emerging faculty. Though traditional pro-practice courses typically exist as a single-semester offering, spreading content across four courses has allowed the department to connect diverse theoretical and practical positions, while exceeding the narrow requirements for accreditation. Legal responsibilities in the profession, financial practices, environmental ethics, and the management of practice unfold respectively through Regulation, Economics, Stewardship, and Management courses. These themes are theoretically framed by rooting architectural practices through their historical emergence, intersection with small urban places, and as a critique of normative models. Simultaneously, they are framed as theoretical extensions of the studio and other curricular course sequences. It has been found that this four-course sequence has established a popular and successful teaching methodology that both supports departmental pedagogy and has introduced a platform for wider investigation and dialogue in this professional context.

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Boisvert, Charles. "Teaching relational database fundamentals." In CEP '19: Computing Education Practice. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3294016.3294031.

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Reports on the topic "Teaching practice"

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Smith, David, Katie Shearn, Joanne Lidster, Girish Ramchandani, Jonathan Wheat, Libby Allcock, Lewis Partington, Hannah Brierley, Ben Robinson, and Tamas Sebok. Research-Informed Teaching Toolkit. Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/steer/research_informed_teaching.

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Research-informed teaching is a term used to describe the different ways in which students are exposed to research content and activities during their time at university. Depending on your discipline this could also be called practice-informed teaching. A four-year body of research involving over 600 students from across Sheffield Hallam University has been used to draw together the following five key Curriculum Design Principles to embed research and practice into teaching:1) Embed research and practice skills at the course level and develop them through the course. Moving students from consumers of research and best practice to creators of research and best practice. 2) Academic research and practice can form the basis of taught content and be used as direct examples of applied knowledge. 3) Accessing research literature is a high-level skill and requires scaffolding. 4) Research and practice skills should be taught in context and task linked. 5) Research undertaken by the students should be co-created, with students involved in the design process. Students and University staff from Sport, Nursing, Midwifery, Biosciences and Chemistry were involved in the creation of this toolkit. This toolkit is most relevant for those looking to embed research-informed teaching in their practice. The toolkit includes an introduction to research-informed teaching, how students perceive research, the barriers and enablers for staff and students to engage with research-informed teaching, skills students develop and ideas for the integration of research-informed teaching.

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Tofaris, Elizabeth. ESRC-DFID Research for Policy and Practice: Quality Teaching. REAL Centre, University of Cambridge and The Impact Initiative, July 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii312.

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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.

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Ahmed, Nabeela, Iain McVicar, and Steve Payne. Teaching postgraduate surgery and assessment of learning in surgical practice. BJUI Knowledge, April 2022. http://dx.doi.org/10.18591/bjuik.0700.

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Bell, Chelsea, Li-Fen Anny Chang, Marian O'Rourke-Kaplan, Janie Stidham, Charles Edward Freeman, Lisa McRoberts, Melanie Carrico, and Linda Ohrn-McDaniel. Teaching design research through practice: a pilot study for collaborative exploration. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-877.

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Golson, Eric. Teaching economics to social scientists: is current practice fit for purpose? Bristol, UK: The Economics Network, December 2012. http://dx.doi.org/10.53593/n2274a.

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Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), December 2021. http://dx.doi.org/10.55203/gvkz5128.

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Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them eﬀectively can present multiple opportunities and challenges for academic staﬀ. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide oﬀers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.

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Gruber, Peter. Teaching and Learning Statistics with ChatGPT. Instats Inc., 2023. http://dx.doi.org/10.61700/m71hf8ug0ces1469.

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This two-day workshop responds to the disruption that the AI revolution introduces to statistics education and practice. This seminar will equip academics and PhD students with the skills and insights needed to integrate ChatGPT into their statistics teaching and learning. Participants will gain hands-on experience with ChatGPT in classroom and assessment settings, as well as using it to prepare course material and exercises, while gaining a deeper understanding of how to use it to enhance statistics learning and practice. The seminar will also explore the wider institutional and ethical ramifications that the use of AI brings to education institutions and the wider economy. An official Instats certificate of completion and 2 ECTS Equivalent points are provided upon completion.

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Hennessy, Sara, Saalim Koomar, and Adam Kreimeia,. Teachers’ experiences of teaching with technology in Tanzania: Recommendations for policy and practice. EdTech Hub, May 2022. http://dx.doi.org/10.53832/edtechhub.0125.

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Cilliers, Jacobus, Brahm Fleisch, Cas Prinsloo, and Stephen Taylor. How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching. Research on Improving Systems of Education (RISE), September 2018. http://dx.doi.org/10.35489/bsg-rise-wp_2018/024.

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