Bibliografie tematiche / Self-Teacher

Letteratura scientifica selezionata sul tema "Self-Teacher"

Autore: Grafiati

Pubblicato: 8 giugno 2024

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Articoli di riviste sul tema "Self-Teacher":

Peña Froment, Facundo Alberto, Alfonso Javier García González e María Rocío Bohórquez Gómez-Millán. "Autorrevelación docente: una revisión de la literatura." Revista Fuentes 1, n. 23 (2021): 13–26. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.11383.

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To maximize student learning, teachers intentionally exhibit certain behaviors to build interpersonal relationships with students. One of the behaviors that teachers incorporate in their teaching to clarify and improve students’ understanding of the course content is self-disclosure. However, when it is used inappropriately, it may damage student learning opportunities. Thus, the purpose of this research was to establish the state of the art on teacher self-disclosure through a systematic review of the existing literature, establishing itseffect on the teaching-learning process. A bibliographic search was carried out in different national and international databases, selecting 39 scientific articles for the revision, published between 1982 and 2019, that met the established inclusion criteria. Regarding the effect of teacher self-disclosure on the teaching-learning process, 6 categories weredetermined: cognitive learning, affective learning, academic motivation, participation and interest, teacher-student out-of-class communication and perceptions and evaluations of the teacher, including in each of them the main results of the articles included in the analysis. Based on the obtained results, it is highlighted the need that, in order to promote student learning, teacher self-disclosure must be moderate, relevant and positive.

Huang, Shenghua, Hongbiao Yin e Lijie Lv. "Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy". Educational Psychology 39, n. 3 (11 gennaio 2019): 313–31. http://dx.doi.org/10.1080/01443410.2018.1543855.

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Erdem, Eda, e Özcan Demirel. "TEACHER SELF-EFFICACY BELIEF". Social Behavior and Personality: an international journal 35, n. 5 (1 gennaio 2007): 573–86. http://dx.doi.org/10.2224/sbp.2007.35.5.573.

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This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary Education in the spring term of the 2003–2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and reliability of the survey. Cronbach's alpha was calculated and the reliability coefficient was 0.92. For purposes of examining content validity, the opinions of experts on 5 subject matters were taken. Factor analysis was made to elicit the fundamental dimensions of the survey. As a result of the Kalse-Meyer-Olkin and Bartlett test (0.93), factor analysis was administered to the survey. A single-factor model was specified for the structure of the survey as anticipated.

Sherin, Miriam Gamoran, e Elizabeth B. Dyer. "Teacher self-captured video". Phi Delta Kappan 98, n. 7 (22 marzo 2017): 49–54. http://dx.doi.org/10.1177/0031721717702632.

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Videos are often used for demonstration and evaluation, but a more productive approach would be using video to support teachers’ ability to notice and interpret classroom interactions. That requires thinking carefully about the physical aspects of shooting video — where the camera is placed and how easily student interactions can be heard — as well as ensuring that videos capture examples of practice and not just exemplars, and that they capture moments of confusion and not just moments of clarity.

Haberman, Martin. "The Self-Evaluating Teacher". Educational Forum 58, n. 2 (30 giugno 1994): 218–19. http://dx.doi.org/10.1080/00131729409335329.

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Szűcs, Ida Zagyváné. "Teacher trainers’ self-reflection and self-evaluation". Acta Educationis Generalis 8, n. 2 (1 agosto 2018): 9–23. http://dx.doi.org/10.2478/atd-2018-0008.

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Abstract Introduction: A group of researchers have worked out the Teacher Trainers’ Professional Competences in Hungary. The aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. Methods: Structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles - those who are considered to be teacher trainers in Hungary and those who are available in one of the most important teacher training centres in Hungary - Eszterházy Károly University. The data analysis was done with the General Step-by Step Model of Qualitative Content Analysis supported by MAXQDA 12 software programme. Results: Self-reflection and self-evaluation are the most important factors in teacher trainers’ professional development. Existing standards and criteria to which they compare their achievements play an orienteering role in these two processes, as well as in their self-regulatory learning. However, the levels, the types and the methods of self-reflection can differ depending on what field of teacher training they are involved in and when they were trained as teachers. Discussion: The results of the study promote deeper understanding of teacher trainers’ professional competences regarding their commitment to professional development. It has been clearly stated for which group of teacher trainers scientific research as the highest level of reflection can be a basic requirement, and for which group it should be an expected learning outcome in the future. As research-based teacher training is being introduced in Hungary, parallel to it, all groups of teacher trainers will gradually be expected to carry out scientific research to accomplish the highest level of reflection. Limitations: The sample size does not cover the whole scope of teacher trainers, as instructors teaching specific disciplines were not interviewed, and the research was done in qualitative design, therefore the results cannot be generalized. A future research of quantitative design should cover more teacher trainers from other universities and regions. Conclusions: The general step by step model of qualitative content analysis has provided a detailed picture of the driver of the teacher trainers’ professional development. The evidence of the acceptance of the position of a role model for their instructed, mentored or supported student teachers, teacher assistants and teachers has been given by this research. The need for research-based teacher training in Hungary has been confirmed. Further research should be carried out focusing on teaching strategies, methods and good practices where self-reflection and self-evaluation play a crucial role in enhancing self-regulatory learning

Herlo, Dorin. "SELF-DIRECTED LEARNING ON TEACHER TRAINING STUDIES PROGRAMS". Journal Plus Education 18, n. 2/2017 (8 novembre 2017): 7–17. http://dx.doi.org/10.24250/jpe/2/2017/dh.

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AKMAN, Yener. "The Relationships among Teacher Leadership, Teacher Self-Efficacy and Teacher Performance". Kuramsal Eğitimbilim 14, n. 4 (19 ottobre 2021): 720–44. http://dx.doi.org/10.30831/akukeg.930802.

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Montgomery, Julie L., e Wendy Baker. "Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance". Journal of Second Language Writing 16, n. 2 (giugno 2007): 82–99. http://dx.doi.org/10.1016/j.jslw.2007.04.002.

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Watson, Steven, e Gosia Marschall. "How a trainee mathematics teacher develops teacher self-efficacy". Teacher Development 23, n. 4 (1 luglio 2019): 469–87. http://dx.doi.org/10.1080/13664530.2019.1633392.

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Tesi sul tema "Self-Teacher":

Hammarwall, Julie. "Dimensions of Self-Motivated Teacher Collaboration". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86799.

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This qualitative study explores six English teachers’ perceptions regarding teaching collaboration. In open-ended interviews, the teachers responded to questions regarding the extent to which they were able to engage in meaningful collaboration. The study’s focus was to gain insight on the most valuable dimensions of informal and formal collaborative activities. The outcome of the study indicated that although many teachers engage in self-motivated collaborative activities, they wished to build on their experiences in different ways, incorporating more formal activities and professional development opportunities. Peer observations, feedback and discussions were found to be effective means of increasing teachers’ repertoire of teaching skills. The teachers in this study perceived collaboration as a positive and productive dimension of both teaching and learning. A broader implication of the study’s results is that these teachers’ perceptions reflected a bottom-up approach to school development addressing teachers’ actual concerns, rather than a top-down approach as imposed by the school administration.

Michali, Yvonne E. "Increasing Teacher Awareness of Self-Determination". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397663105.

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Berg, John A. "Teacher self-concept of teaching ability :". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992905836.

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Mitchell, Michelle. "Teacher Self-Efficacy and Classroom Managment". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7701.

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When the classroom environment is safe, reductions in aggression and an increase in compliance with rules can be expected. Teacher self-efficacy is therefore likely to play a significant role in teachers’ participation in the change process of implementing strategies that assist with classroom management styles. The purpose of this study was to examine the relationship between teacher self-efficacy and classroom management styles (reward strategies, preventive strategies, initial corrective strategies, and later corrective strategies). Teachers’ characteristics such as age, gender, education level, years of teaching experience, grade level taught, and class size were also explored to provide insight on teacher training and professional development programs. Survey data were collected from 43 teachers in urban and rural area of West Tennessee. The Spearman correlation analysis indicated a correlation between teacher self-efficacy and the four classroom management styles while the linear regression model showed that teacher characteristics do not predict teacher’s self-efficacy. This study revealed that the practice of preventive strategies by teachers had a greater impact on teacher self-efficacy scores compared to other classroom management strategies (reward strategies, initial corrective strategies, and later corrective strategies). Findings reinforce that school climate plays a significant role in the professional development of teachers and their use of specific classroom management practices. Addressing the gap between teachers’ efficacy beliefs and classroom decisions could help school professionals to develop interventions to minimize this gap, which could, in turn, promote positive school outcomes, such as students’ behavior adjustment and academic achievement.

Johnson, Jennifer. "The Impact of the Teacher Evaluation System on Teacher Self-efficacy". Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1628686324368452.

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Muhammad, Gerald. "Teacher Certification Program Types and Their Impact on Teacher Self-Efficacy". Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703292/.

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The overarching purpose of the study was specifically designed to examine how teacher preparation programs contributed to novice teachers' sense of self-efficacy. The significance of this study related to how well teachers were prepared, based upon their preparation program. This qualitative methods study incorporated a research design consisting of phenomenological research. Eleven thematic findings derived based upon the participants' input after several series of data analysis and reduction, using a general deductive approach. Results showed many implications of how teacher preparation programs contributed to the participants' sense of self-efficacy. Major implications for teacher preparation programs and their impact on novice teachers are discussed, such as improvement measures for preparation programs, and opportunities to increase teacher effectiveness.

Akinbode, Adenike. "Transforming self as reflective teacher : journey of being and becoming a teacher and teacher educator". Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/575386.

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The nature of reflective practice in teaching and its development is the focus of this research. The research approach is reflexive narrative through systematic self-inquiry using Johns (2010) six dialogical movements. This methodology is new to researching the practice of teaching. The research process involved constructing stories of practice experiences, culminating in the construction of the reflexive narrative charting the entire journey over three years and four months. Creating the stories involved in-depth reflection using the disciplined practice of journaling. Reflection was deepened using reflective models, and dialogue with a range of literature sources also supported the creation of the stories. Central to the study was guided reflection through regular engagement with an established inquiry group, which provided a high level of challenge and support for the research. The reflexive narrative was constructed from 25 stories of practice experience, which represents the journey of being and becoming a reflective teacher and teacher educator. The research presents aspects of the lived experience of teaching which includes foregrounding some of the complexity of classroom practice. The research demonstrates how engaging in in-depth reflective process can transform moment to moment practice within the fast-paced crowded classroom experience. This is achieved through gaining an in-depth understanding of self as a teacher, and of the education system and its policies and practices. As a result of in-depth reflection on practice, aspects of teaching which usually remain hidden are exposed. The research identifies how emotion impacts on teaching in some depth. An understanding of one’s emotional self in practice, and one’s personality preferences are essential in developing desirable practice. The research makes a contribution to knowledge about narrative research in educational practices. The methodology demonstrates a valuable approach to developing teaching practice, and enabling a teacher to identify issues which impact on practice but which have been hidden. Teachers also gain an understanding of the fear and constraints which limit desirable practice and enable one to find ways to work that are liberating rather than limiting.

McBryde, Fiona. "Teacher self-efficacy and teacher practice : an exploration of existing research and dynamics of teacher self-efficacy in the 'Philosophy for Children' classroom". Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2237.

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Teacher self-efficacy (TSE) is an often cited factor in teachers’ practice and student outcomes. However, a relatively small evidence base supporting a positive relationship between higher TSE and better practice is often cited. A systematic literature review (chapter 1) was carried out examining existing studies on TSE and teachers’ practice. A meta-analysis suggested a highly significant and moderate positive correlation between TSE and teachers’ examined practice. The correlation accounted for a limited level of variance in the data, and a narrative exploration of the studies highlighted a breadth of other factors that were reported to contribute to the relationship of practice and TSE. Methodological issues within the studies were examined, highlighting that both the TSE measures and the practice investigated were heterogeneous. These issues meant that findings could only account for a static conceptualisation of TSE with relative consistency across different types of practice and time. As such, the studies examined precluded consideration of a dynamic perspective on TSE and of the construction of TSE in the social context of the classroom. The bridging document (chapter 2) explains the development of an appropriate epistemological stance for exploratory research on the dynamics and co-construction of TSE in the classroom along with implications of this stance for research methodology. Chapter 3 summarises articles and research relevant to considering TSE as dynamic and socially situated in classroom systems. It then presents the rational for a piece of empirical research investigating this in the Philosophy for Children (P4C) classroom. The research reported took a constructed grounded theory approach to investigating the experiences of three primary teachers delivering P4C in the classroom. Observation of their lessons and interviews about TSE and P4C were undertaken. The analysis suggested support for the idea that TSE should be investigated in a classroom self-efficacy system and for dynamic processes which support the co-construction of TSE in the classroom. In particular, change, role identity and collective efficacy in the classroom were explored as important factors in creating TSE and practice in the P4C classroom. Tentative evidence for student self -efficacy also being constructed in a classroom system was suggested. In conclusion, chapter 3 considers implications for further research and professional practice. Ethical issues and researcher reflexivity relevant to the research are considered in Chapter 2.

Sauve, Julie Ann. "Building teacher resilience : relations of self-compassion among teacher efficacy and burnout". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63227.

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Teacher burnout is a phenomenon that has received a considerable amount of research. There is good reason for this, given that growing rates of teacher burnout are associated with many negative consequences including a reduction in teacher quality and increased costs due to high teacher turnover rates. Emerging research indicates that strengthening teachers’ social and emotional competencies (SEC) may lower burnout while promoting feelings of well-being and resilience. The aim of this study was to add to the body of current research focused on investigating teacher SEC and burnout by examining self-compassion, a promising, yet currently under researched SEC, in relation to other teacher characteristics known to be associated with burnout. Specifically, the present study assessed relations among self-compassion, teacher efficacy, and years of teaching experience to burnout by analyzing the self-reported responses of 52 elementary and secondary teachers to a teacher health and well-being questionnaire. Along with the use of correlational analysis, three multiple regression models were used to examine relations among self-compassion, teacher efficacy, and years of teaching experience to each of the three dimensions of burnout: emotional exhaustion, depersonalization, and personal accomplishment. Additionally, the hierarchy of importance of each variable to each dimension of burnout was measured using the Pratt-index. As hypothesized, self-compassion was significantly associated with all three dimensions of burnout, and was measured to be the variable of greatest importance for the dimensions of emotional exhaustion and depersonalization. Teacher efficacy was only significantly associated with, and found to be relatively important to one dimension of burnout: personal accomplishment. When examined collectively, self-compassion, teacher efficacy, and years of teaching experience moderately predicted personal accomplishment, but failed to significantly predict emotional exhaustion or depersonalization. Findings from this study suggest that efforts to diminish teacher burnout require development of multiple competencies that address the multidimensional aspect of burnout. Self-compassion warrants further examination as a potential competency that may serve to assist in such efforts.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

Trejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.

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The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied self (Chase, 2005) that is co-constructed between the researcher and narrator that reveals how personal, professional, and student teacher identities resist and interact with discursive environments in order to create and recreate a language teacher’s self. Life histories constitute the source of data collection in this study. This facilitated the construction of a broader understanding of how six language teachers’ personal, professional, and student teacher identities are shaped throughout a lifetime and the way these impact the formation of the teacher self. The results suggest that language teachers’ selves are in close relation to emotions. Language teachers negotiate their identities and emotions in order to make sense of the different sets of values that the social context presents to them. This in turn leads them to create/recreate their own teacher selves that serve as sources of agency that generates new sets of social/moral rules or stagnation that leads to the preservation of the current status quo. The thesis concludes by providing a series of suggestions tailored to the needs of the teaching context where this research took place with the purpose of fostering a continuous engagement with individual actors and socio-cultural factors that motivate transformation through reflection.

Più fonti

Libri sul tema "Self-Teacher":

Kremer-Hayon, Lya. Teacher Self-Evaluation. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1.

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Bhatnagar, P. S. Cambridge self Hindi teacher. New Delhi: Pankaj Publications for Cambridge Book Depot, 2001.

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Pokhriyal, D. B. Varun self Hindi teacher. Meerut: Varun, 2005.

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Berlitz Schools of Languages of America., a cura di. The Berlitz Self-teacher. New York: Perigee Books, 1987.

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Brooks, Robert B. The self-esteem teacher. Circle Pines, Minn: American Guidance Service, 1991.

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Berlitz Schools of Languages of America., a cura di. The Berlitz self-teacher, Italian. New York: Perigee Books, 1987.

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Berlitz School of Languages of America., a cura di. The Berlitz self-teacher, French. New York, NY: Putnam Pub. Group, 1987.

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Berlitz Schools of Languages of America., a cura di. The Berlitz self-teacher, German. New York, NY: Putnam Pub. Group, 1987.

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Airasian, Peter W. Teacher self-evaluation tool kit. Thousand Oaks, Calif: Corwin Press, 1997.

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Berlitz Schools of Languages of America., a cura di. The Berlitz self-teacher, Spanish. New York: Putnam Pub. Group, 1987.

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Capitoli di libri sul tema "Self-Teacher":

MacBeath, John. "Teacher Self-Evaluation". In International Handbook of Educational Research in the Asia-Pacific Region, 767–80. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_53.

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Kremer-Hayon, Lya. "The Context of Teacher Self-Evaluation: Environmental, Educational and Personal Antecedents". In Teacher Self-Evaluation, 1–19. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_1.

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Kremer-Hayon, Lya. "Epilogue". In Teacher Self-Evaluation, 193–99. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_10.

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Kremer-Hayon, Lya. "Pedagogical Knowledge and Self-Evaluation". In Teacher Self-Evaluation, 21–32. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_2.

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Kremer-Hayon, Lya. "Models of Educational Evaluation: How can they Inform Self-Evaluation Practitioners?" In Teacher Self-Evaluation, 33–53. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_3.

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Kremer-Hayon, Lya. "The Content of Self-Evaluation". In Teacher Self-Evaluation, 55–77. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_4.

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Kremer-Hayon, Lya. "Teaching Perceptions and Orientations: Criteria for Self-Evaluation". In Teacher Self-Evaluation, 79–113. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_5.

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Kremer-Hayon, Lya. "The Quantitative-Qualitative Debate: Is it Relevant to Teacher Self-Evaluation? A Prelude to Evaluation Tools". In Teacher Self-Evaluation, 115–25. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_6.

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Kremer-Hayon, Lya. "Qualitative Methods of Evaluation". In Teacher Self-Evaluation, 127–46. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_7.

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Kremer-Hayon, Lya. "Quantitative Forms of Recording and Analyzing Teaching Processes". In Teacher Self-Evaluation, 147–69. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_8.

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Atti di convegni sul tema "Self-Teacher":

Bentea, Cristina Corina. "Teacher Self-Efficacy, Teacher Burnout And Psychological Well-Being". In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.139.

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Zuo, Simiao, Yue Yu, Chen Liang, Haoming Jiang, Siawpeng Er, Chao Zhang, Tuo Zhao e Hongyuan Zha. "Self-Training with Differentiable Teacher". In Findings of the Association for Computational Linguistics: NAACL 2022. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.findings-naacl.70.

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Uzuntiryaki-Kondakci, Esen, Zubeyde Demet Kirbulut e Ozlem Oktay. "HOW SCIENCE TEACHER EMOTIONS ARE RELATED TO TEACHER SELF-REGULATION?" In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0132.

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Sýkora Hernády, Katalin. "ELEMENTARY SCHOOL TEACHER´S SELF-EFFICACY". In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0854.

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Pravdova, Blanka. "PROFESSIONAL SELF-CONCEPT OF PRE-SERVICE TEACHER". In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.097.

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Lazar, Adriana. "Developing teacher trainees' autonomy through self-reflection". In 2017 9th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2017. http://dx.doi.org/10.1109/ecai.2017.8166491.

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Mather, Bethany. "Peer Observation to Foster Teacher Self-Efficacy". In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2002342.

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Pei, Yulong, Yanyun Qu e Junping Zhang. "Self-boosting for Feature Distillation". In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/131.

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Abstract (sommario):

Knowledge distillation is a simple but effective method for model compression, which obtains a better-performing small network (Student) by learning from a well-trained large network (Teacher). However, when the difference in the model sizes of Student and Teacher is large, the gap in capacity leads to poor performance of Student. Existing methods focus on seeking simplified or more effective knowledge from Teacher to narrow the Teacher-Student gap, while we address this problem by Student's self-boosting. Specifically, we propose a novel distillation method named Self-boosting Feature Distillation (SFD), which eases the Teacher-Student gap by feature integration and self-distillation of Student. Three different modules are designed for feature integration to enhance the discriminability of Student's feature, which leads to improving the order of convergence in theory. Moreover, an easy-to-operate self-distillation strategy is put forward to stabilize the training process and promote the performance of Student, without additional forward propagation or memory consumption. Extensive experiments on multiple benchmarks and networks show that our method is significantly superior to existing methods.

Krumova, Milena, e Ashish Kataria. "A Novelty Approach for Digital Teacher Self-Assessment". In ICEGOV '18: 11th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209415.3209465.

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Mannila, Linda, Lars-Åke Nordén e Arnold Pears. "Digital Competence, Teacher Self-Efficacy and Training Needs". In ICER '18: International Computing Education Research Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3230977.3230993.

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Rapporti di organizzazioni sul tema "Self-Teacher":

Sosanya-Tellez, Carla. Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.389.

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Campbell, Jennifer. "My Teacher Says I'm an Overachiever, but I Think He's an Overexpecter" : Teacher Expectations, Self-Concept, and Academic Success. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.6431.

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Ovcharuk, O. V. Features of using the tool of self-assessment of digital competence of the teacher. Institute for Digitalization of Education, 2022. http://dx.doi.org/10.33407/lib.naes.731111.

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Abstract (sommario):

Peculiarities of using the tool of self-assessment of digital competence of a teacher are determined. Practical advice on measuring the level of digital competence of a teacher based on international approaches is given.

Nazarenko, A. V., e Kolesnik. ROLE AND PLACE OF ECOLOGICAL SELF-EDUCATION INECOLOGICAL PROFESSION PEDAGOGICAL COMPETENCE IMPROVEMENT OF FUTURE TEACHER. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, dicembre 2013. http://dx.doi.org/10.14526/44_2013_18.

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Mikerova, Galina Zhorshovna, e Bella Vladimirovna Sergeeva. To the question of the relationship between cognitive activity and professional self-development of the future teacher of primary education. DOI СODE, 2023. http://dx.doi.org/10.18411/doicode-2023.104.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, maggio 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.

Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, maggio 2014. http://dx.doi.org/10.34074/ocds.003.

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Vaughan, Tanya, Sarah Richardson, Toby Carslake, Trisha Reimers, Greg Macaskill, Toby Newton, Nathan Zoanetti, Andrew Mannion e Martin Murphy. Building capacity for Quality Teaching Rounds – Victoria. Final report. Australian Council for Educational Research, giugno 2023. http://dx.doi.org/10.37517/978-1-74286-713-7.

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The Australian Council for Educational Research (ACER) was commissioned by the Teachers and Teaching Research Centre (TTRC) at the University of Newcastle to conduct an independent randomised controlled trial (RCT), with the goal of examining effects of Quality Teaching Rounds (QTR) on student outcomes and teachers’ practice in Victorian high schools. A total of 19 schools participated in Quality Teaching Rounds in 2022, with 20 schools in the wait list control. Data were gathered in an ongoing manner during the evaluation with: Progressive Assessment Tests in Mathematics (PAT-M) and reading (PAT-R) – baseline and follow up; student self-efficacy and aspiration surveys – baseline and follow up; teacher surveys – one questionnaire administered every term; implementation fidelity check surveys for teachers to complete for each QT Round; and implementation fidelity checks with onsite visits from ACER staff for 33% of the treatment schools. Key findings include: The mixed model analysis showed that treatment was not a significant predictor of PAT-R and PAT-M outcomes. Differences in student responses to the self-efficacy and aspiration surveys were identified. The control group showed a significant increase in the level of education that they aspired to complete (p = 0.037). Teachers in the control group had statistically significant growth in teacher efficacy, while those in the treatment group showed statistically significant lower teacher student support. Within the QTR process, the longest time was spent on discussing the coding and the individual coding process. Key observations identified from analysis of the fidelity check data are: teacher stress due to high rates of absenteeism, varied use of the Classroom Practice Guide, and analytical conversations about some elements and terms.

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi e Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, maggio 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA e N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, marzo 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren