Literatura académica sobre el tema "Novice teacher-researcher"
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Artículos de revistas sobre el tema "Novice teacher-researcher"
Lee, Choon-ja. "An analysis of the experiences of Kindergarten Teachers Participating in Novice Teacher Education using Mentoring". Korean Journal of Teacher Education 39, n.º 6 (30 de noviembre de 2023): 87–105. http://dx.doi.org/10.14333/kjte.2023.39.6.04.
Texto completoSupramaniam, Kaarthiyainy, Mohamad Idham Md Razak y Nalini Arumugam. "Changing Identities in Community of Practice: Expert Teachers to Novice Researchers". Asian Journal of University Education 16, n.º 2 (6 de agosto de 2020): 59. http://dx.doi.org/10.24191/ajue.v16i2.10297.
Texto completoJarusrose, Chomphunuch y Wareesiri Singhasiri. "Novice Teacher’s Learning Through a Project-Based Learning Class". rEFLections 19 (30 de junio de 2015): 17–37. http://dx.doi.org/10.61508/refl.v19i0.114002.
Texto completoFirdaus, Moh Ihsan y I. Imron. "Teacher Professional Development During the Pandemic Through the Simultaneous Beginner Teacher Induction Program at SMK Muhammadiyah 1 Ngadirejo". Urecol Journal. Part G: Multidisciplinary Research 2, n.º 1 (23 de junio de 2022): 26–34. http://dx.doi.org/10.53017/ujmr.152.
Texto completoMartina, Feny, Ira Rahmadani Utari y Syamsul Riza. "An analysis on Teacher Talk using Flanders Interaction Analysis Categories (FIAC)". International Journal of Innovation and Education Research 1, n.º 1 (20 de enero de 2021): 31–52. http://dx.doi.org/10.33369/ijier.v1i1.14065.
Texto completoRidwan, Nurul Haeriyah. "Novice Teachers Challenges in Teaching and Learning Practice: Experiences of Elementary School Teachers in Makassar". Al Hikmah: Journal of Education 3, n.º 1 (1 de julio de 2022): 59–78. http://dx.doi.org/10.54168/ahje.v3i1.65.
Texto completoDeng, Jun. "Phillips, D. K., & Carr, K. (2014). Becoming a teacher through action research (3rd ed.). Oxford: Routledge." Canadian Journal of Action Research 17, n.º 1 (15 de abril de 2016): 83–85. http://dx.doi.org/10.33524/cjar.v17i1.247.
Texto completoTaufiq, Taufiq, Mega Teguh Budiarto, Tatag Yuli Eko Siswono y Ahmad Wachidul Kohar. "Profile of Teacher Decision-Making in Designing Mathematical Tasks Based on Teaching Experience". International Journal of Current Educational Research 2, n.º 2 (3 de octubre de 2023): 80–91. http://dx.doi.org/10.53621/ijocer.v2i2.221.
Texto completoWijaya, Eka Anastasia. "Novice English teachers’ knowledge about assessment of learning, assessment for learning, and assessment as learning". ELT Forum: Journal of English Language Teaching 12, n.º 3 (30 de noviembre de 2023): 157–65. http://dx.doi.org/10.15294/elt.v12i3.62110.
Texto completoSumarsono, Anne Yustica Pramesti. "EXAMINING NOVICE AND EXPERIENCED JUNIOR HIGH SCHOOL TEACHERS’ PERCEIVED TPACK AND THE INFLUENCES ON THE PROFESSIONAL DEVELOPMENT". Perspektif Ilmu Pendidikan 36, n.º 2 (30 de diciembre de 2022): 183–203. http://dx.doi.org/10.21009/pip.362.10.
Texto completoTesis sobre el tema "Novice teacher-researcher"
Cajot, Pierre. "Une comparaison franco-suisse de l'entrée dans le métier d'enseignant chercheur : dynamiques identitaires et environnements de travail en formation". Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMR078.
Texto completoIn France, a 2018 decree established a national framework for pedagogical training for newly recruited professors in higher education, while in Switzerland, pedagogical training programs for young teachers-researchers have existed for two decades following local initiatives. For several years, university pedagogy has become a major concern amid transformations in a context of increasing failure rates, enrollment, and heterogeneous student populations (Michaut and Romainville, 2006). By combining various specific contributions from adult education and university pedagogy, we are interested in the professional development of novice teacher-researchers integrated into the professionalization programs (Wittorski, 2007). This research, conducted with seven novice teacher-researchers from different universities, one in France and the other in Switzerland, examines the process of professional development at the beginning of their careers. The thesis, through a comparative and longitudinal analysis based on interviews at two time points with young teacher-researchers, aims to describe and understand the resources they mobilize as well as the strategies novice teacher-researchers deploy during their interactions with their work and training environments. Specifically, the changes experienced by novices in terms of practices, professional beliefs, and postures, as well as their perceptions of their work and training environments and their individual characteristics, help identify the reference points and conditions necessary for their professional development. Using a systemic analysis framework, the thesis highlights several configurations that combine the characteristics of training programs and institutional framework with the profiles of teacher-researchers and their unique perceptions of the training offerings. The results of this work identify distinct perceptions based on the types of programs offered to the participants. Likewise, certain individual characteristics, including prior experience, and certain variables in the work environment, particularly the influence of peers, emerge as predominant factors in our configurations
Chen, Jian-Cheng y 陳建誠. "Professional Growth of Novice Mathematics Teacher Educator-Researcher by Mentoring In-Service Mathematics Teachers in Designing Conjecturing Activities: Focusing on Learning through Evolution of Mentoring Strategies". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/f9484h.
Texto completo國立臺灣師範大學
數學系
103
Conjecturing is viewed as backbone of mathematical thinking, which suggests that students should engage in conjecturing activities for enhancing their mathematical competence in a comprehensive way. The key to enactment of conjecturing activities in classrooms is Mathematics Teachers’ (MTs) competence in designing such kinds of instructional activities. In this regard, how Mathematics Teacher Educator-Researchers (MTE-Rs) arrange, implement, and refine professional development programs to facilitate MTs in designing conjecturing tasks is of concern. This study reports professional growth of a novice mathematics teacher educator-researcher(MTE-R) evolved through mentoring in-service MTs in designing conjecturing activities. In particular, the study focuses on the evolution process of mentoring strategies that the novice MTE-R adopted and refined. By means of action research approach, professional growth of the novice MTE-R can be identified from five perspectives including (1) developing the program for facilitating in-service MTs in designing conjecturing tasks; (2) being aware of tensions and challenges encountered when facilitating the learning of MTs in the program; (3) refining the program and the strategies to facilitate the learning of MTs based on the tensions and challenged noticed, which can be generally described as the evolution from content-oriented to both student-centered and teacher-centered; (4) knowing how MTs learn from participating in design-based program in terms of MTs’ competence in designing conjecturing tasks, MTs’ sensitivity to student learning, and how MTs build up professional learning communities on school basis; (5) eliciting principles involving entry phase, attack phase and review phase for arranging and implementing design-based programs. On the basis of the results derived from the action research, this study further provides suggestions to research on professional growth of MTE-Rs, and to the implementation of design-based professional development programs for facilitating MTs’ learning.
Capítulos de libros sobre el tema "Novice teacher-researcher"
Wicht, Steven. "The Influence of Mentors on Instruction and Reflection". En Advances in Higher Education and Professional Development, 248–72. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8380-0.ch010.
Texto completoAyar, Zülal. "The Driving Forces Behind Teacher Attrition and Its Multifaceted Face in Language Teaching". En Handbook of Research on Language Teacher Identity, 310–28. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7275-0.ch017.
Texto completoRose, Crystal Dail. "Developing Scholarly Dispositions While Becoming a Participatory Action Researcher". En Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education, 192–211. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7267-2.ch010.
Texto completoFajardo-Dack, Tammy, Mónica Abad Célleri y Juanita Argudo Serrano. "10 Supervising Student- Teachers’ Research: Between Reinforcing our Supervisor-Researcher Identities and Enabling Novice Teacher-Researchers". En Professional Development through Teacher Research, 151–66. Multilingual Matters, 2022. http://dx.doi.org/10.21832/9781788927727-013.
Texto completoActas de conferencias sobre el tema "Novice teacher-researcher"
Penner-Williams, Janet. "Thinking Like a Researcher: What Novice Teacher-Researchers Can Learn From Surveys About Teacher Professional Development". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573156.
Texto completoPeens, Shaun. "THE FUTURE AND SUSTAINABILITY OF MEANINGFUL EDUCATION LIES IN THE ABILITY OF SEASONED TEACHERS TO CULTIVATE NOVICE TEACHERS THROUGH STRENGTH-BASED-MENTORING". En International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end066.
Texto completoMotloung, Amos y Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" En International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.
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