Littérature scientifique sur le sujet « Teachers Training of South Australia »
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Articles de revues sur le sujet "Teachers Training of South Australia"
Gallimore, Desirée P. M. « Multiculturalism and Students with Visual Impairments in New South Wales, Australia ». Journal of Visual Impairment & ; Blindness 99, no 6 (juin 2005) : 345–54. http://dx.doi.org/10.1177/0145482x0509900604.
Texte intégralBroadbent, Carolyn, et Jo Brady. « Leading Change in Teacher Education In Australia Through University-School Partnerships ». European Journal of Social & ; Behavioural Sciences 4, no 1 (1 janvier 2013) : 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.
Texte intégralMacMullin, Colin, et Mary Anne Vaz. « International Cooperation For Inclusive Education ». Australasian Journal of Special Education 19, no 2 (janvier 1995) : 16–29. http://dx.doi.org/10.1017/s1030011200023423.
Texte intégralLarsson, Yvonne. « Teachers' Attitudes and Perspectives on Educational Provisions for “Gifted” and “Talented” Children in New South Wales, Australia and Essex, England ». Gifted Education International 6, no 3 (janvier 1990) : 174–81. http://dx.doi.org/10.1177/026142949000600311.
Texte intégralRiggs, Damien W., et Clemence Due. « Moving beyond homonormativity in teacher training : experiences from South Australia ». Sex Education 13, sup1 (août 2013) : S99—S112. http://dx.doi.org/10.1080/14681811.2012.760447.
Texte intégralTownsend, Philip. « Mobile Devices for Tertiary Study – Philosophy Meets Pragmatics for Remote Aboriginal and Torres Strait Islander Women ». Australian Journal of Indigenous Education 44, no 2 (30 septembre 2015) : 139–49. http://dx.doi.org/10.1017/jie.2015.26.
Texte intégralPapier, Joy. « Table of Contents ». Journal of Vocational, Adult and Continuing Education and Training 3, no 1 (22 octobre 2020) : 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.
Texte intégralLeahy, Angus A., Narelle Eather, Jordan J. Smith, Charles H. Hillman, Philip J. Morgan, Ronald C. Plotnikoff, Michael Nilsson, Sarah A. Costigan, Michael Noetel et David R. Lubans. « Feasibility and Preliminary Efficacy of a Teacher-Facilitated High-Intensity Interval Training Intervention for Older Adolescents ». Pediatric Exercise Science 31, no 1 (1 février 2019) : 107–17. http://dx.doi.org/10.1123/pes.2018-0039.
Texte intégralHunter, Jane Louise. « Connected Learning in an Australian Technology Program ». International Journal of Virtual and Personal Learning Environments 2, no 1 (janvier 2011) : 65–73. http://dx.doi.org/10.4018/jvple.2011010105.
Texte intégralFhonna, Rahmi, et Yunisrina Qismullah Yusuf. « Indonesian Language Learning Methods in Australian Elementary Schools ». Journal of Language and Education 6, no 2 (30 juin 2020) : 106–19. http://dx.doi.org/10.17323/jle.2020.10080.
Texte intégralThèses sur le sujet "Teachers Training of South Australia"
Veale, Ann. « The relationship of the practicum to teacher development ». Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09EDM/09edmv394.pdf.
Texte intégralMcGuire, Anthony. « Pupil teachers and junior teachers in South Australian schools 1873-1965 : an historical and humanistic sociological analysis / ». Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phm148.pdf.
Texte intégralJohnson, Bruce. « An evaluation of the use and impact of a school based child abuse prevention program / ». Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj658.pdf.
Texte intégralAddendum and errata are pasted in onto back end papers & back pages. Copy of author's previously published article inserted. Includes bibliographical references (leaves 451-466).
Jarrett, Jennifer Ann. « Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 / ». Connect to full text, 2003. http://hdl.handle.net/2123/5673.
Texte intégralBentley-Williams, Robyn. « EXPLORING BIOGRAPHIES : THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES ». University of Sydney, 2005. http://hdl.handle.net/2123/1855.
Texte intégralThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
Whitehead, Kay. « Women's 'life-work' : teachers in South Australia, 1836-1906 / ». Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phw592.pdf.
Texte intégralPoerio, Loretta. « An evaluation of police training in handling domestic violence situations ». Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PM/09pmp745.pdf.
Texte intégralGarnons-Williams, Victoria. « Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators ». Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.
Texte intégralEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Harris, Barry, of Western Sydney Nepean University et Faculty of Education. « A study of a process to assist teachers determine their professional development needs ». THESIS_FE_XXX_Harris_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/414.
Texte intégralDoctor of Philosophy (PhD)
Badenhorst, John Henry. « The role of the teachers' centre in the professional development and in-service training of teachers with specific reference to the East London Teachers' Centre ». Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003639.
Texte intégralLivres sur le sujet "Teachers Training of South Australia"
MECC Project '98 (1998 Adelaide, S. Aust.). MECC Project '98 : Countering racism through developing cultural understanding : teachers' training conference, proceedings, 7-8 May 1998, Adelaide, South Australia. Sous la direction de Wetherell Ildi et South Australia. Multicultural Education Coordinating Committee. Adelaide : The Committee, 1998.
Trouver le texte intégralJansen, Jonathan D. Great South African teachers. Johannesburg : Bookstorm, 2011.
Trouver le texte intégralHugo, Elsbeth. Effective music education in South Africa. Pretoria : Human Sciences Research Council, 1993.
Trouver le texte intégralHauptfleisch, Sarita. Effective music education in South Africa. Pretoria : Human Sciences Research Council, 1993.
Trouver le texte intégralO'Donoghue, T. A. Teachers and teaching in vocational education and training institutions : Reflections from Western Australia. Hauppauge, N.Y : Nova Science Publishers, 2011.
Trouver le texte intégralAvalos, Beatrice. Initial teacher training : South Asian approaches : Bangladesh, India, Pakistan, Sri Lanka : an overview. London, England : Commonwealth Secretariat, 1993.
Trouver le texte intégralReid, Carol. Negotiating racialised identities : Indigenous teacher education in Australia and Canada. Altona, Vic : Common Ground Publishing, 2003.
Trouver le texte intégralKruss, Glenda. Teacher education and institutional change in South Africa. Cape Town : HSRC Press, 2008.
Trouver le texte intégralSamuel, Michael. Face-to-face initial teacher education degree programme at University of Durban-Westville, South Africa. Brighton : Centre for International Education, University of Sussex, 2002.
Trouver le texte intégralRobinson, Maureen. Teacher education for transformation : The case of the University of the Western Cape, South Africa. Brighton : Centre for International Education, University of Sussex, 2002.
Trouver le texte intégralChapitres de livres sur le sujet "Teachers Training of South Australia"
Rabbitt, Elaine. « Ethical Complexities for History Teachers : Accredited Oral History Training in Australia ». Dans Oral History and Education, 187–206. New York : Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95019-5_10.
Texte intégralTrevallion, Deborah. « Changing the Professional Identity of Food Technology Teachers in New South Wales, Australia ». Dans Contemporary Issues in Technology Education, 167–82. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_11.
Texte intégralSaunders, Carly. « Continuing Professional Development for Secondary Food Technology Teachers in New South Wales (NSW), Australia ». Dans Contemporary Issues in Technology Education, 195–208. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_13.
Texte intégralWong, Bronwyn. « Cultivating a Vision for Change : Applying Action Research to Empower Teachers in an Independent Christian School in New South Wales, Australia, in a Market-Driven Schooling System ». Dans Palgrave Studies in Education Research Methods, 147–61. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48845-1_9.
Texte intégral« Educating teachers at a distance in Australia : some trends ». Dans Distance Education for Teacher Training, 271–96. Routledge, 2002. http://dx.doi.org/10.4324/9780203038741-11.
Texte intégralGhosh, Devleena, et Heather Goodall. « ‘Not as a Stranger or a Tourist’ ». Dans Indians and the Antipodes, 181–209. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199483624.003.0007.
Texte intégralMoyle, Kathryn, Glen Speering, Donna Murray et Jon Mason. « Effective Technologies and Strategies for the Development of Teachers and School Leaders ». Dans Remote Workforce Training, 133–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5137-1.ch007.
Texte intégralVan der Westhuizen, Thea. « South African Undergraduate Students' Access to Entrepreneurial Education and Its Influence on Career Choice ». Dans Global Considerations in Entrepreneurship Education and Training, 232–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7675-4.ch014.
Texte intégralTuapawa, Kimberley. « A Phenomenological Interpretation of Teachers' Online Technology Experiences With Students in Blended Tertiary Environments ». Dans Advanced Online Education and Training Technologies, 27–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7010-3.ch002.
Texte intégralBéteille, Tara, Namrata Tognatta, Michelle Riboud, Shinsaku Nomura et Yashodhan Ghorpade. « Are South Asia’s Teachers Prepared to Teach ? : Pre-Service and In-Service Training ». Dans Ready to Learn : Before School, In School, and Beyond School in South Asia, 153–68. The World Bank, 2020. http://dx.doi.org/10.1596/978-1-4648-1327-6_ch6.
Texte intégralActes de conférences sur le sujet "Teachers Training of South Australia"
Smit, J. J. A. « Research and the training of physical science teachers in South Africa ». Dans The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53138.
Texte intégralMakrygiannis, Panagiotis S., Dimitrios Tseles, Michail Papoutsidakis, Dimitrios Piromalis et Evangelos C. Papakitsos. « Fundamental Issues of Teachers’ Training in Laboratorial Teaching ». Dans 2019 4th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM). IEEE, 2019. http://dx.doi.org/10.1109/seeda-cecnsm.2019.8908270.
Texte intégralDoukakis, Spyridon, Evangelia Koutidou et Aspasia Oikonomou. « Designing an e-mentoring program for supporting teachers’ training ». Dans 2019 4th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM). IEEE, 2019. http://dx.doi.org/10.1109/seeda-cecnsm.2019.8908358.
Texte intégralFatimah, Ms. « Evaluation on Training Program of Integrating Character Education in Civics Education for the Teachers Learning Community ». Dans 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.37.
Texte intégralSuprapto, Adi, Emny Yossy, Mr Sasmoko et Yasinta Indrianti. « The Influence of Emotional Intelligence toward Life Satisfaction of Elementary School Teachers (Case Study in South Jakarta Region) ». Dans International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.30.
Texte intégralRamaila, Sam, et Philemon Seloane. « EXPLORING SOUTH AFRICAN IN-SERVICE TEACHERS’ BASELINE KNOWLEDGE OF MATHEMATICS : A CASE OF FURTHER EDUCATION AND TRAINING PHASE ». Dans International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end019.
Texte intégralSamsiyah, Yuli, Syarwani Ahmad et Mulyadi. « The Influence of Leadership Style, Motivation, and Training on Teachers’ Performance at Junior High School of Gandus Palembang South Sumatera ». Dans International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.137.
Texte intégralKazeni, Monde. « EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS : A CASE STUDY IN SOUTH AFRICA ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.
Texte intégralKazeni, Monde, et Nosipho Mkhwanazi. « LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.
Texte intégralKamei, Toshiko. « The SWANs/ABLES Project : A resource developed by and for teachers to support the teaching and learning of students with additional learning needs ». Dans Research Conference 2021 : Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_18.
Texte intégralRapports d'organisations sur le sujet "Teachers Training of South Australia"
Thomson, Sue, Nicole Wernert, Sima Rodrigues et Elizabeth O'Grady. TIMSS 2019 Australia. Volume I : Student performance. Australian Council for Educational Research, décembre 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
Texte intégral