Littérature scientifique sur le sujet « 330305 Teacher Education: Higher Education »
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Articles de revues sur le sujet "330305 Teacher Education: Higher Education"
Afanasiev, D. V., O. A. Denisova, O. L. Lekhanova et V. N. Ponikarova. « Higher Education Teacher Readiness for Inclusive Education ». Psychological-Educational Studies 11, no 3 (2019) : 128–42. http://dx.doi.org/10.17759/psyedu.2019110311.
Texte intégralHofman, Amos, et Doron Niederland. « Is Teacher Education Higher Education ? The Politics of Teacher Education in Israel, 1970–2010 ». Higher Education Policy 25, no 1 (16 février 2012) : 87–106. http://dx.doi.org/10.1057/hep.2011.24.
Texte intégralVieira, Marili M. da Silva, et Benedito Guimarães Aguiar Neto. « Peer Instruction : Continuing Teacher Education in Higher Education ». Procedia - Social and Behavioral Sciences 217 (février 2016) : 249–56. http://dx.doi.org/10.1016/j.sbspro.2016.02.078.
Texte intégralCollins, Mary Lynn. « Imperatives for Teacher Education Faculty in Higher Education ». Action in Teacher Education 19, no 1 (avril 1997) : 47–54. http://dx.doi.org/10.1080/01626620.1997.10462853.
Texte intégralGilbert, Jenny, et Simon Pratt-Adams. « Transforming Higher Education Culture : Teacher Education in Kosovo ». International Journal of Educational Reform 29, no 3 (17 décembre 2019) : 256–74. http://dx.doi.org/10.1177/1056787919892007.
Texte intégralAjani, Oluwatoyin A., et Bongani T. Gamede. « Decolonising Teacher Education Curriculum in South African Higher Education ». International Journal of Higher Education 10, no 5 (6 mai 2021) : 121. http://dx.doi.org/10.5430/ijhe.v10n5p121.
Texte intégralFeder, Toni. « Reevaluating teacher evaluations in higher education ». Physics Today 73, no 1 (1 janvier 2020) : 24–27. http://dx.doi.org/10.1063/pt.3.4386.
Texte intégralMurray, Adam. « Teacher burnout in Japanese higher education ». Language Teacher 37, no 4 (1 juillet 2013) : 51. http://dx.doi.org/10.37546/jalttlt37.4-7.
Texte intégralTorres-Cajas, Mónica, Adriana Lara-Velarde, Danilo Yépez-Oviedo et Edgard Heredia-Arboleda. « Teacher Coassessment Process in Higher Education ». Atenea (Concepción) 26, no 523 (juin 2021) : 347–64. http://dx.doi.org/10.29393/atat523-425mttc40425.
Texte intégralDaniel, Marie-France, et Sheryle Bergman-Drewe. « Higher-Order Thinking, Philosophy, and Teacher Education in Physical Education ». Quest 50, no 1 (février 1998) : 33–58. http://dx.doi.org/10.1080/00336297.1998.10484263.
Texte intégralThèses sur le sujet "330305 Teacher Education: Higher Education"
Paoletta, Toni Marie. « EXAMINING EFFECTIVE TEACHER PRACTICES IN HIGHER EDUCATION ». Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1588158069785567.
Texte intégralGikandi, Joyce Wangui. « Online Formative Assessment in Higher Education : Enhancing Continuing Teacher Education in E-Learning ». Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7477.
Texte intégralShippey, Theodore Clive. « Standards and quality in higher education ». Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1987.
Texte intégralThe main hypothesis underlying this study has been formulated on the basis of an identified need in the Republic of South Africa (RSA) for a means of ensuring and preserving acceptable standards (by international norms) and quality in higher education. It has been assumed that this need may partially be met by the adaptation of selected overseas systems of quality control and systems of evaluation and accreditation of standards. The emphasis throughout is on intelligent, selective adaptation of successful attempts at controlling and managing standards and quality in higher education. One of the primary reasons for the establishment of a model for the preservation and enhancement of standards in higher education in the RSA, becomes clear when one identifies the emergence of a growing number of aspirant students. Many of those students attended schools where neither the tuition nor the facilities provided a suitable foundation for further studies at an advanced level. A further need for such a model is related to great pressures to lower standards which are being exerted by political and social groups and the prevailing views amongst many educators that a decrease in standards is inevitable. The hypotheses that will be tested include the assumption that a lowering of standards will seriously affect industry, commerce, and the whole social fabric and ultimately the credibility of South Africa's higher educational institutions and the acceptability of their graduates. This study is therefore aimed primarily at focusing attention on the need for an awareness amongst the higher educational community, and other communities, of the implications of vastly increased enrolments of under-prepared students.
Witmer, Miriam Marguerita Gomez. « Ethnically diverse education students' perceptions of mentoring| Implications for career aspirations and college success ». Thesis, Temple University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623319.
Texte intégralRecruitment and retention of ethnically diverse students in college education preparation programs remains a difficult challenge for many colleges and universities across the United States. Low numbers of education majors yield low numbers of ethnically diverse teachers in the teaching workforce. According to 2010 data from the National Center of Education Statistics, African American students comprise about 16% of our public school students nationwide, but African American teachers only represent about 8% of the teaching workforce. While Asian students comprise 4.6% of the total public school population, only 1% of the teachers in American public schools are Asian (National Center of Education Statistics, 2010). Additionally, Latinos are expected to make up a third of the total U.S. school-age population (ages 3–17) by the year 2036, while Latino teachers represent only 14% of the teacher workforce (NCES, 2012).
Although college going rates for ethnically diverse students are increasing, many of those students are not choosing education as a major. Researchers have studied the perceptions ethnically diverse students have about teaching and have identified numerous barriers, such as: limited educational opportunities, more lucrative career options and standardized testing requirements (Madkins, 2011). Furthermore, Gordon's (1994) research points to not graduating from high school, negative experiences in school, lack of respect, teachers not being prepared for diversity, lack of support for college, lack of academic encouragement, racelessness, absence of role models of color, low status of the profession, too much education for the return, low pay, negative image, poor school conditions, having more opportunities elsewhere, and racism as contributing factors affecting students' decisions not to pursue a career in education. Graham and Erwin (2011) who studied African American boys discovered three themes: negative perceptions of teachers and teaching, perceptions of schools as oppressive institutions, and African American men are nonconformists. While these are all significant potential barriers to ethnically diverse students choosing careers in education, those ethnically diverse students who do choose to pursue teaching may be able to shed some light on the issue. Since much of the research focuses on the barriers and limitations ethnically diverse students face in our society, part of the purpose of this research is to highlight what is working for ethnically diverse students who are pursuing a career in education.
The purpose of this dissertation is to describe the factors that contribute to an ethnically diverse education major's career aspiration and college success. Since the disparity problem is multifaceted, I addressed historical, personal and social aspects that may impact the overall phenomenon, including: desegregation of teachers of color, students' experiences within the context of secondary schools, issues surrounding institutional racism, students' perceptions of teachers and teaching, college readiness, college recruitment and retention of teacher candidates, mentoring, personal motivations and identity development.
I endeavored to capture the rich stories of ethnically diverse college students' journeys to becoming a teacher and to understand what impact mentoring may have had on their career aspirations and college success. Results from this study can inform students, schools, and colleges and universities about the barriers and support systems that successful education majors of color report affect them. Since the primary focus is on the perceived effect of mentoring, the results may also provide insights regarding the retention of ethnically diverse students once they enroll in college.
Johnson, Amy F. « Preparing for changes in teacher preparation program accountability| Evaluating the factors that influence job placement of teacher preparation program graduates ». Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3740382.
Texte intégralTeacher preparation programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the institutions of the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive of job application and hiring.
Of the factors studied, the most influential factors in job placement in public schools in the state were (1) in-state residency status, (2) preparation in a teacher shortage area, (3) completion of a post-baccalaureate preparation pathway, (4) receipt of financial assistance that requires completion of future teaching service, (5) institution attended, (6) GPA relative to other graduates, (7) year of graduation, and (8) age at the time of completing the program. However, these combined variables provide less than 20% of the potential predictability in job placement outcomes. This suggests that additional work is needed to identify the factors influencing beginning teacher placement. Job placement rates for preparation programs should be interpreted with caution, as at least some of the related factors are not within the control of preparation programs (e.g. year of graduation). Furthermore, the use of job placement rates to make high-stakes decisions may provide incentives to programs to implement policies that may not be ethical (such as preferential admission of younger applicants) or that may not be advisable for other reasons.
Mumpower, Lee F. « College Teaching in Four States : An Examination of Teaching Methods Received and Needed by New College Teachers ». Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.
Texte intégralErickson, Deborah Elaine. « Teacher induction : A case study of the Lodi New Teacher Project ». Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2771.
Texte intégralHartloff, Kristin Michelle. « Peer involvement in teacher evaluation| A multiple case study ». Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662312.
Texte intégralTraditional teacher evaluation procedures involve the school leader providing feedback in a summative form to the classroom teacher (Tuytens & Devos, 2011). The function of the administrator to be both supervisor and evaluator is a contrasting role. There are four main purposes of teacher evaluation: improvement, accountability, staff development, and personnel decisions (Darling-Hammond, Wise, & Pease, 1983; Tuytens & Devos, 2011). Administrators are already constrained for time and resources. Therefore, fulfilling all four purposes through the current evaluation process in California is becoming increasingly difficult.
Using peers in the evaluation process is an alternative evaluation method being explored across the country, specifically in the form of Peer Assistance and Review (PAR; Goldstein, 2004; Matula, 2011; Weems & Rogers, 2010). The problem this research addressed was the efficacy of teacher evaluation systems and how evaluative practice can be improved from the perspectives of principals and Consulting Teachers (CTs) with experience in the PAR program.
The study found principals and CTs had mixed reactions regarding the inclusion of PAR as a multiple measure for teacher evaluation. All participants' perceptions of the role of the CT included the common language of supporter, helper, coach, and mentor, which matched the PAR documents from each district. The data showed that subjectivity, fear, and lack of time, negatively impacted the traditional teacher evaluation process and that involving peers in the process could be beneficial.
Grossman, David L. « Higher Education and Teacher Preparation in Japan and Hong Kong ». 名古屋大学高等研究教育センター, 2004. http://hdl.handle.net/2237/16608.
Texte intégralShah, A. F. « The role of the teacher in South Asian higher education ». Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372162.
Texte intégralLivres sur le sujet "330305 Teacher Education: Higher Education"
Science, Department of Education &. Bases for primary teacher education in institutions of higher education. (London) : Department of Education and Science, 1991.
Trouver le texte intégralLtd, York Consulting. Evaluation of further education initial teacher training bursary initiative. Nottingham : DfES, 2004.
Trouver le texte intégralTipton, Mary H. Instructional design : Theory, higher education, and teacher education : a selected bibliography. Englewood Cliffs, N.J : Educational Technology Publications, 1994.
Trouver le texte intégralCranton, Patricia. Becoming an authentic teacher in higher education. Malabar, Fla : Krieger Pub. Co., 2001.
Trouver le texte intégralDuminy, P. A. Education for the student teacher. Cape Town : Maskew Miller Longman, 1990.
Trouver le texte intégralBodzin, Alec M. The Inclusion of Environmental Education in Science Teacher Education. Dordrecht : Springer Science+Business Media B.V., 2010.
Trouver le texte intégralStaff and Educational Development Association. The accreditation of teachers in higher education : The SEDA teacher education handbook. Birmingham : Staff and Educational Development Association, 1997.
Trouver le texte intégralBooth, Tony. Developing inclusive teacher education. New York : Routledge, 2003.
Trouver le texte intégralHativa, Nira, et Peter Goodyear, dir. Teacher Thinking, Beliefs and Knowledge in Higher Education. Dordrecht : Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0593-7.
Texte intégralname, No. Teacher thinking, beliefs and knowledge in higher education. Dordrecht : Kluwer Academic, 2002.
Trouver le texte intégralChapitres de livres sur le sujet "330305 Teacher Education: Higher Education"
Aldridge, David. « The Role of Higher Education in Teacher Education ». Dans Philosophical Perspectives on Teacher Education, 109–31. Chichester, UK : John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118977859.ch7.
Texte intégralLe, Linh Thuy, et Leigh Gerrard Dwyer. « Revisiting “Teacher as Moral Guide” in English Language Teacher Education in Contemporary Vietnam ». Dans Reforming Vietnamese Higher Education, 245–67. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_13.
Texte intégralSigsgaard, Anna-Vera Meidell. « Making waves in teacher education ». Dans Building Knowledge In Higher Education, 37–54. Abingdon, Oxon ; New York : Routledge, 2020. | Series : Legitmation code theory : knowledge-building in research and practice : Routledge, 2020. http://dx.doi.org/10.4324/9781003028215-3.
Texte intégralThompson, Kevin B. « The Black Male Teacher ». Dans Black Americans in Higher Education, 27–34. New York, NY : Routledge, 2020. | Series : Africana studies ; Volume 8 : Routledge, 2020. http://dx.doi.org/10.4324/9780429266560-4.
Texte intégralWang, Sisi, et Ora Kwo. « Common Values in Higher Education, Searching for ». Dans Encyclopedia of Teacher Education, 1–6. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_375-1.
Texte intégralWang, Sisi, et Ora Kwo. « Common Values in Higher Education, Searching for ». Dans Encyclopedia of Teacher Education, 1–6. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_375-2.
Texte intégralLander, Vini, et Laura J. Nicholson. « Cinderella Academics : Teacher Educators in the Academy ». Dans Mentoring in Higher Education, 235–53. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46890-3_13.
Texte intégralLund, Birthe, et Annie Aarup Jensen. « PBL Teachers in Higher Education : Challenges and Possibilities ». Dans Encyclopedia of Teacher Education, 1–6. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_385-1.
Texte intégralLiu, Elizabeth. « Decay of Academic Mentorship and Friendship in Higher Education ». Dans Encyclopedia of Teacher Education, 1–6. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_19-1.
Texte intégralArndt, Sonja, et Marek Tesar. « Posthuman Encounters in New Zealand Early Childhood Teacher Education ». Dans Posthumanism and Higher Education, 85–102. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14672-6_5.
Texte intégralActes de conférences sur le sujet "330305 Teacher Education: Higher Education"
Shakirova, A. « Internationalization of Higher Pedagogical Education ». Dans IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0581.
Texte intégralVinokurova, Galina. « Career Support And Employment Of Pedagogical Higher Education Graduates In Education Modernization ». Dans 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.98.
Texte intégralKotov, Sergei V. « Human Capital Development Through Higher Education ». Dans IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.13.
Texte intégralDzhumanova, Lola. « Methodology of the comprehensive teacher training ». Dans Third International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5259.
Texte intégralInciarte González, Alicia, Freddy Marín González, Ana Milena Guzmán, Sandra Villarreal et Ana Judith Paredes. « TEACHER TRAINING IN HIGHER EDUCATION FOR INCLUSIVE PEDAGOGY ». Dans International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0329.
Texte intégralFragoso Chipaco, Eliseu, et Maria Luísa Branco. « PROFESSIONAL CULTURE AND TEACHER PROFESSIONALITY IN HIGHER EDUCATION ». Dans 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0094.
Texte intégralPerpetuo, Ricardo, et Gabriel Pestana. « Evaluation Model of Teacher Characteristics in Higher Education ». Dans 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9140913.
Texte intégralValenzuela, Rafael, Nuria Codina, Jose Vicente Pestana et Joan González-Conde. « Is student procrastination related to controlling teacher behaviours ? » Dans Third International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5530.
Texte intégralRadchuk, Halyna, Zoryana Adamska, Mariia Oliinyk et Solomiia Chopyk. « Paradigms in Modern Higher Education Development ». Dans ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.
Texte intégralCui, Jingjing. « Exploration of the Impact of Teacher Training on Teacher Professional Development ». Dans 2016 2nd International Conference on Social Science and Higher Education. Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.77.
Texte intégralRapports d'organisations sur le sujet "330305 Teacher Education: Higher Education"
Sowa, Patience, Rachel Jordan, Wendi Ralaingita et Benjamin Piper. Higher Grounds : Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, mai 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.
Texte intégralLin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms : An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.283.
Texte intégralRhoden, Valmor, et Juliana Lima Moreira Rhoden. A formação docente para o cenário digital no ensino superior de Relações Públicas no Brasil/Teacher training for the digital era in Public Relations' higher education in Brazil. Revista Internacional de Relaciones Públicas, décembre 2017. http://dx.doi.org/10.5783/rirp-14-2017-03-23-42.
Texte intégralKastelliz, Dietlinde, et Achim Hopbach. Evaluierung der Pädagogischen Hochschulen. Thematische Analyse. AQ Austria - Agentur für Qualitätssicherung und Akkreditierung Austria, 2018. http://dx.doi.org/10.22163/fteval.2018.505.
Texte intégralBoda, Phillip, et Steven McGee. Supporting Teachers for Computer Science Reform : Lessons from over 20,000 Students in Chicago. The Learning Partnership, février 2021. http://dx.doi.org/10.51420/brief.2021.1.
Texte intégralTiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates et Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia : Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), mai 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
Texte intégralTeacher Professional Development Case Studies : K-12, TVET, and Tertiary Education. Asian Development Bank, juillet 2021. http://dx.doi.org/10.22617/spr210293.
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