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Journal articles on the topic 'Teaching practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 August 2024

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Carey, Lois A. "Teaching Macro Practice." Journal of Teaching in Social Work 27, no. 1-2 (June 18, 2007): 61–71. http://dx.doi.org/10.1300/j067v27n01_04.

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12

Ruckdeschel, Roy, and Ian Shaw. "Teaching as Practice." Qualitative Social Work: Research and Practice 1, no. 2 (June 2002): 229–44. http://dx.doi.org/10.1177/1473325002001002621.

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13

McKay, Tabitha, Elizabeth Yakes Jimenez, Vanessa Svihla, Tim Castillo, and Andrea Cantarero. "Teaching Professional Practice." Topics in Clinical Nutrition 31, no. 3 (2016): 257–66. http://dx.doi.org/10.1097/tin.0000000000000079.

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14

Pardo, Matt. "Teaching Performance Practice." Journal of Dance Education 19, no. 2 (November 15, 2018): 79–83. http://dx.doi.org/10.1080/15290824.2018.1434526.

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15

Brooks, Kerry R., Barry C. Nocks, J. Terrence Farris, and M. Grant Cunningham. "Teaching for Practice." Journal of Planning Education and Research 22, no. 2 (December 2002): 188–200. http://dx.doi.org/10.1177/0739456x02238447.

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16

Fitzpatrick, R. "Practice management teaching." Veterinary Record 125, no. 12 (September 16, 1989): 332. http://dx.doi.org/10.1136/vr.125.12.332.

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17

Bromley, Matt. "Teaching practice: Revision." SecEd 2017, no. 11 (March 30, 2017): 4. http://dx.doi.org/10.12968/sece.2017.11.4.

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18

Bromley, Matt. "Teaching practice: Explanations." SecEd 2017, no. 3 (January 19, 2017): 4. http://dx.doi.org/10.12968/sece.2017.3.4.

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19

Ballenger, Cynthia. "Teaching and Practice." Harvard Educational Review 62, no. 2 (July 1, 1992): 199–209. http://dx.doi.org/10.17763/haer.62.2.n8232u2300765186.

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Teachers often learn techniques to manage the behaviors of the children in their classrooms with the assumption that those techniques are universal, rather than culturally based. In this article,Cynthia Ballenger shares her process of coming to understand the cultural assumptions that lie at the heart of effectively managing her class of four-year-old Haitian children. Through multiple"conversations" with a teacher-researcher group, with Haitian teachers and parents in a daycare center, and through her work with Haitian teachers in a child development class, Ballenger learns about Haitian cultural ways and queries the assumptions that shape her own experience as a North American teacher. Her story demonstrates a model of teacher reflection on both theory and practice that can illuminate the practices of other teachers who encounter children of differing cultural, racial, or class backgrounds.
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20

Wehmiller, Paula Lawrence. "Teaching and Practice." Harvard Educational Review 62, no. 3 (September 1, 1992): 373–84. http://dx.doi.org/10.17763/haer.62.3.hh41007467311q44.

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In this article, Paula Lawrence Wehmiller addresses the need for restructuring our schools in ways that encourage educational reform, the integration of school and community, and the building of covenants that take to heart the eradication of ignorance and the hierarchical trappings that prevent systemic change. This article is a revised version of the keynote address given by the author at the 1991 Country Conference for School Heads in Maryland, which was sponsored by the Association of Independent Maryland Schools and the Association of Independent Schools in Greater Washington.
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21

Saylor, Patricia. "Teaching and Practice." Harvard Educational Review 62, no. 4 (December 1, 1992): 519–35. http://dx.doi.org/10.17763/haer.62.4.ww1r74234833042k.

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In this article, Patricia Saylor tells of her experience as a hearing woman dedicated to learning and teaching about the Deaf community. Saylor is the founder and director of BRIDGES, a program aimed at building connections between Deaf culture and hearing culture. In her essay, Saylor offers a moving and detailed description of the program's goals by articulating her own experiences along with those of members of the BRIDGES community. As she explores a world that is largely ignored by the hearing population and describes some of the positive implications of connecting the hearing and deaf worlds, Saylor reveals the strengths and richness of the Deaf community.
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22

McElroy-Johnson, Beverly. "Teaching and Practice." Harvard Educational Review 63, no. 1 (April 1, 1993): 85–105. http://dx.doi.org/10.17763/haer.63.1.x10557r8mxmj7p81.

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In this article, Beverly McElroy-Johnson weaves together memories of her early experiences as a young African-American encountering prejudice in school with reflections on her current practice as a junior high school English teacher. Through this intimate narrative, she expresses concerns about the development of today's African-American students. She believes today's African-American youth continue to face many of the same obstacles that she faced as a young girl — low self-esteem, lack of validation in society and in the classroom, and, consequently, poor motivation and a lack of confidence in their ability to succeed. McElroy-Johnson emphasizes the need for significant improvements in teacher awareness and advocacy that celebrates African-American culture and provides the necessary academic and social education that the next generation must have in order to succeed.
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23

Boudin, Kathy. "Teaching and Practice." Harvard Educational Review 63, no. 2 (July 1, 1993): 207–33. http://dx.doi.org/10.17763/haer.63.2.t875w42q30w8qk04.

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In this article, Kathy Boudin recounts her story as an inmate and literacy educator at Bedford Hills Correctional Facility for women. While the standard literacy education curriculum for the facility emphasized instrumental, workbook-based reading skills, Boudin sought to make the literacy program more relevant to the women's lives and experiences. By working with the women in the literacy program, Boudin incorporated critical literacy teaching practices into the skills-based curriculum, using the subject of AIDS in prison as a means of linking the women's experiences with their acquisition of literacy skills. Although the article focuses on prison education, the women in Bedford Hills are like other women in urban communities for whom literacy is only one of many problems. Thus, the pedagogical and social issues raised here have many implications that extend beyond the prison bars.
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24

Clifford, Patricia, and Sharon Friesen. "Teaching and Practice." Harvard Educational Review 63, no. 3 (September 1, 1993): 339–59. http://dx.doi.org/10.17763/haer.63.3.y112450043270360.

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Patricia Clifford and Sharon Friesen are team teachers in an open-area classroom at University Elementary School in Calgary, Alberta, Canada. In this article, they capture their process of creating, with their students, a curriculum that takes its life from the interests and varied experiences of their classroom community. Using excerpts from their teaching journals, the authors recount their work with a classroom of six- and seven-year-olds, in which they continually question, challenge, and ultimately change fundamental assumptions about the education of young children. Through the voices and stories of these authors and their students, we witness the rich life of a classroom where teachers and children are passionate and vibrant learners.
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25

Lucas, Peter. "Teaching Practice Placements." British Journal of In-Service Education 14, no. 2 (March 1988): 92–99. http://dx.doi.org/10.1080/0305763880140204.

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26

Leshem, S., and R. Bar-Hama. "Evaluating teaching practice." ELT Journal 62, no. 3 (April 17, 2007): 257–65. http://dx.doi.org/10.1093/elt/ccm020.

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27

O’Flaherty, Joanne, Rachel Lenihan, Ann-Marie Young, and Orla McCormack. "Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice." Education Sciences 14, no. 1 (December 28, 2023): 35. http://dx.doi.org/10.3390/educsci14010035.

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Micro-teaching as a pedagogical approach is practiced in many higher education programmes focused on building knowledge, understanding, skills and attitudes that can be applied in a professional setting. The previous literature attests to the usefulness of micro-teaching experiences in supporting the development of the beginning professional. This paper describes the design and implementation of a micro-teaching programme in one teacher preparation programme with a dual focus on core practices and Approximation of Practice (AoP). AoPs, in this instance, are defined as opportunities to engage in core practices that are proximal to the practices of a particular profession. The paper begins by exploring practice-based education, focusing on core practices and approximations of practice. Micro-teaching as a pedagogical approach is briefly introduced before describing the design and implementation of a specific enactment of pedagogy, a micro-teaching programme using core practices and AoPs. Opportunities and challenges of designing and implementing the micro-teaching programme are discussed and problematised. Finally, some practice considerations are offered to the broader higher education audience regarding the use of AoPs in higher education in the preparation of beginning professionals.
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28

Heidenreich, Regine, Jean-FranÇois Chenot, Michael M. Kochen, and Wolfgang Himmel. "Teaching in practice: a survey of a general practice teaching network." Medical Teacher 28, no. 3 (January 2006): 288–91. http://dx.doi.org/10.1080/01421590600703283.

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29

Al-Azzawi, Bev. "Practice Teaching in HealthcarePractice Teaching in Healthcare." Nursing Standard 25, no. 5 (October 6, 2010): 31. http://dx.doi.org/10.7748/ns2010.10.25.5.31.b1119.

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30

Wang, Li'e, and Fenshan Liu. "Teaching Knowledge Sharing in Virtual Practice Teaching." International Journal of Emerging Technologies in Learning (iJET) 18, no. 04 (February 23, 2023): 170–85. http://dx.doi.org/10.3991/ijet.v18i04.38239.

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Physical education, skill training and other related courses with physical exercises and experience training as the main means are suitable for teaching with virtual reality technology. Constructing teaching knowledge sharing strategy can promote the sharing of virtual practical teaching resources among students. At present, no scholars have paid attention to how to promote the exchange of ideas and experiences among students participating in virtual practical teaching, so that teaching knowledge can spread among students faster and more effectively. Therefore, this article studies the teaching knowledge sharing method of virtual practice teaching and constructs BiLSTM-Attention relation extraction model to recognize named entities of teaching knowledge resources in virtual practice teaching, to record the information of knowledge points involved in teaching knowledge resources, and to explore the information hidden in knowledge resources more deeply. This article constructs a knowledge sharing model of virtual practice teaching based on traditional evolutionary game, and analyzes the local stability of the model based on Jacobin Matrix. Experimental results verify the effectiveness of the model.
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31

Véliz Salazar, Miriam Iliana, and Victoria Eugenia Gutiérrez Marfileño. "Teaching models on good teaching practices in virtual classrooms." Apertura 13, no. 1 (March 26, 2021): 150–65. http://dx.doi.org/10.32870/ap.v13n1.1987.

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The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that distinguish good practices and the traits that are relevant to assess pedagogical interventions in virtual classrooms is not identified. Faced with this situation, this paper presents a comparative analysis of teaching models on good educational practices in virtual education, to identify the characteristics of effective practice. A bibliographic review consisting of 11 proposals and 25 evaluation features is synthesized; in which it was found that continuous feedback, interactivity, knowing the student’s needs, multisensory teaching materials and promoting active learning are some of the most successful practices. Based on these results, it is concluded that the characterization of good educational practices in virtual classrooms is more focused on pedagogical strategies than on the technological supports of virtual education, therefore, the interest of teachers considered effective in their practice, is inclined towards their didactic and academic specialization.
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32

Kavanagh, Sarah Schneider, Elizabeth Schiavone Gotwalt, and JeanMarie Farrow. "Practice-based coaching for project-based teaching: Understanding relationships between coaching practice and teaching practice." Teaching and Teacher Education 132 (October 2023): 104255. http://dx.doi.org/10.1016/j.tate.2023.104255.

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33

Manson, Lyn, and Willy Mwakapenda. "OBE and Teaching Practice." International Journal of Learning: Annual Review 12, no. 8 (2007): 89–98. http://dx.doi.org/10.18848/1447-9494/cgp/v14i08/45439.

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34

Tickle-Degnen, L. "Teaching Evidence-Based Practice." American Journal of Occupational Therapy 54, no. 5 (September 1, 2000): 559–60. http://dx.doi.org/10.5014/ajot.54.5.559.

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35

Tanner, Christine A. "Teaching Is a Practice." Journal of Nursing Education 36, no. 7 (September 1997): 306–7. http://dx.doi.org/10.3928/0148-4834-19970901-03.

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36

Eble, Kenneth E., and Philip W. Jackson. "The Practice of Teaching." Journal of Higher Education 58, no. 6 (November 1987): 718. http://dx.doi.org/10.2307/1981107.

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37

Brazeau, Gayle A. "Teaching, Practice and Technology." American Journal of Pharmaceutical Education 71, no. 3 (September 2007): 57. http://dx.doi.org/10.5688/aj710357.

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38

Earle, Libby. "Teaching Clinical Skillsin Practice." Veterinary Nursing Journal 16, no. 3 (May 2001): 84–86. http://dx.doi.org/10.1080/17415349.2001.11013165.

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39

Noddings, Nel. "Is Teaching a Practice?" Journal of Philosophy of Education 37, no. 2 (May 2003): 241–51. http://dx.doi.org/10.1111/1467-9752.00323.

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40

MacKenzie, Suzanne. "Teaching assistants: Good Practice." Five to Eleven 3, no. 6 (November 2003): 25–27. http://dx.doi.org/10.12968/ftoe.2003.3.6.25.

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41

Drolen, Carol S. "Teaching Undergraduate Community Practice." Journal of Teaching in Social Work 5, no. 1 (June 12, 1991): 35–47. http://dx.doi.org/10.1300/j067v05n01_05.

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42

Eble, Kenneth E. "The Practice of Teaching." Journal of Higher Education 58, no. 6 (November 1987): 718–20. http://dx.doi.org/10.1080/00221546.1987.11778296.

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43

Barnes, Arthur E. "Teaching yes, practice no." Leading Edge 14, no. 10 (October 1995): 1039–40. http://dx.doi.org/10.1190/1.1437070.

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44

Shardlow, Steven, and Mark Doel. "Practice teaching and knowledge." Social Work Education 11, no. 3 (January 1992): 45–53. http://dx.doi.org/10.1080/02615479211220211.

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45

Johnson, David W. "The Practice of Teaching." Contemporary Psychology: A Journal of Reviews 33, no. 9 (September 1988): 766–67. http://dx.doi.org/10.1037/025977.

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46

Bromley, Matt. "Teaching practice: Sixth form." SecEd 2017, no. 12 (April 20, 2017): 4. http://dx.doi.org/10.12968/sece.2017.12.4.

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47

Bromley, Matt. "Teaching practice: Hinge questions." SecEd 2017, no. 4 (January 26, 2017): 4. http://dx.doi.org/10.12968/sece.2017.4.4.

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48

Bromley, Matt. "Teaching practice: Dialogic questioning." SecEd 2017, no. 5 (February 2, 2017): 4. http://dx.doi.org/10.12968/sece.2017.5.4.

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49

Bromley, Matt. "Teaching practice: Socratic seminars." SecEd 2017, no. 6 (February 9, 2017): 4. http://dx.doi.org/10.12968/sece.2017.6.4.

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50

Bromley, Matt. "Teaching practice: The lecture." SecEd 2017, no. 7 (March 2, 2017): 4. http://dx.doi.org/10.12968/sece.2017.7.4.

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