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Artykuły w czasopismach na temat "Beginning teachers"
STEINBEIß, Gregor. "Beginning Student Teachers’ Professional Identity". Acta Didactica Napocensia 14, nr 1 (lipiec 2021): 151–64. http://dx.doi.org/10.24193/adn.14.1.12.
Pełny tekst źródłaKrueger, Patti J. "Beginning Music Teachers". Update: Applications of Research in Music Education 19, nr 1 (listopad 2000): 22–26. http://dx.doi.org/10.1177/875512330001900105.
Pełny tekst źródłaMeister, Denise G., i Steven A. Melnick. "National New Teacher Study: Beginning Teachers' Concerns". Action in Teacher Education 24, nr 4 (styczeń 2003): 87–94. http://dx.doi.org/10.1080/01626620.2003.10463283.
Pełny tekst źródłaStoichici (Iavorschi), Elena, i Anca Elena Ioniță (Cristea). "Dynamics of relationships between mentors and beginning teachers". Technium Social Sciences Journal 38 (9.12.2022): 103–13. http://dx.doi.org/10.47577/tssj.v38i1.7759.
Pełny tekst źródłaPeterson, Blake E., Steven R. Williams i Penelope H. Dunham. "Connecting Research to Teaching: Mentoring Beginning Teachers". Mathematics Teacher 91, nr 8 (listopad 1998): 730–34. http://dx.doi.org/10.5951/mt.91.8.0730.
Pełny tekst źródłaClandinin, D. Jean, Julie Long, Lee Schaefer, C. Aiden Downey, Pam Steeves, Eliza Pinnegar, Sue McKenzie Robblee i Sheri Wnuk. "Early career teacher attrition: intentions of teachers beginning". Teaching Education 26, nr 1 (2.01.2015): 1–16. http://dx.doi.org/10.1080/10476210.2014.996746.
Pełny tekst źródłaSumsion, Jennifer. "Empowering Beginning Student Teachers: challenges for teacher educators". Asia-Pacific Journal of Teacher Education 24, nr 1 (marzec 1996): 33–46. http://dx.doi.org/10.1080/1359866960240104.
Pełny tekst źródłaJian Wang, Sandra J. Odell i Sharon A. Schwille. "Effects of Teacher Induction on Beginning Teachers' Teaching". Journal of Teacher Education 59, nr 2 (luty 2008): 132–52. http://dx.doi.org/10.1177/0022487107314002.
Pełny tekst źródłaDavis, Barbara H., Kim A. Higdon, Virginia K. Resta i Laura L. Latiolais. "Teacher Fellows: A Graduate Program for Beginning Teachers". Action in Teacher Education 23, nr 2 (lipiec 2001): 43–49. http://dx.doi.org/10.1080/01626620.2001.10463063.
Pełny tekst źródłaCole, Claire G. "Teachers' Attitudes before Beginning a Teacher Advisory Program". Middle School Journal 25, nr 5 (maj 1994): 3–7. http://dx.doi.org/10.1080/00940771.1994.11495213.
Pełny tekst źródłaRozprawy doktorskie na temat "Beginning teachers"
Stevens, Gary E. Kennedy Larry DeWitt. "Perceptions of teaching by beginning teachers an ethnographic study of beginning teachers /". Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311290.
Pełny tekst źródłaTitle from title page screen, viewed February 6, 2006. Dissertation Committee: Larry D. Kennedy (chair), G. Thomas Baer, Barbara S. Heyl, Jeanne B. Morris. Includes bibliographical references (leaves 249-265) and abstract. Also available in print.
McCollum, Irish Phaletta. "Beginning Teachers' Perceptions of a Teacher Mentoring Program". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/152.
Pełny tekst źródłaGiacometti, Karen S. Myers. "Factors affecting job satisfaction and retention of beginning teachers /". Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2005. http://scholar.lib.vt.edu/theses/available/etd-11152005-172907/.
Pełny tekst źródłaThompson, Robert. "Appraising beginning teachers: Principals' conceptions of competence". Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36575/1/36575_Digitised%20Thesis.pdf.
Pełny tekst źródłaHuntly, Helen Eva, i h. huntly@cqu edu au. "Beginning Teachers' Conceptions of Competence". Central Queensland University. Education and Innovation, 2003. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050512.134448.
Pełny tekst źródłaAkdag, Zeynep. "Beginning Early Childhood Education Teachers". Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.
Pełny tekst źródłas phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo
s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.
Zhang, Jizhi. "Teacher Education and Beginning Teachers' Teaching Practices:An Observational Study of First-year Teachers". Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195283.
Pełny tekst źródłaLavigne, Alyson Leah. "Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193771.
Pełny tekst źródłaJones, Thomas P. "A new beginning teacher induction program /". Full text available online, 2005. http://www.lib.rowan.edu/find/theses.
Pełny tekst źródłaMoss, Wendi A. "The impact of Black teacher mentors on White beginning teachers". Thesis, Virginia Commonwealth University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560506.
Pełny tekst źródłaThis qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six mentees were surveyed and interviewed to find how cross-race mentoring processes in an urban school district in the Commonwealth of Virginia work. Seven themes emerged from the study: (a) perceptions of the mentoring process; (b) perceptions of classroom management; (c) perceptions of school quality; (d) perceptions of urban teaching; (e) perceptions of White advantage; and (f) presence of White privilege.
Książki na temat "Beginning teachers"
Crowhurst, Michael, red. Beginning Teachers. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4.
Pełny tekst źródłaR, Moyles Janet, red. Beginning teaching, beginning learning in primary education. Buckingham [England]: Open University Press, 1995.
Znajdź pełny tekst źródłaHandbook for beginning teachers. Springfield, Ill., U.S.A: Charles C. Thomas, 1993.
Znajdź pełny tekst źródłaBrouch, Virginia M. Appleseeds: For beginning art teachers. Reston, VA: National Art Education Association, 1987.
Znajdź pełny tekst źródłaKowalski, Theodore J. Case studies of beginning teachers. White Plains, N.Y: Longman, 1994.
Znajdź pełny tekst źródła1927-, Healy Seán Desmond, i MacDonald Robert E, red. A handbook for beginning teachers. Wyd. 2. New York: Longman, 1999.
Znajdź pełny tekst źródłaBennett, Tom. Not quite a teacher: Target practice for beginning teachers. London: Continuum, 2011.
Znajdź pełny tekst źródłaBennett, Tom. Not quite a teacher: Target practice for beginning teachers. London: Continuum, 2011.
Znajdź pełny tekst źródłaWildman, Terry M. Beginning teacher's handbook. Blacksburg, Va: College of Education, Virginia Tech., 1985., 1985.
Znajdź pełny tekst źródłaTolley, H. Beginning teaching workbook 2: Beginning Initial Teacher Training. Cambridge: Chris Kingston, 1996.
Znajdź pełny tekst źródłaCzęści książek na temat "Beginning teachers"
Smaller, Harry. "Beginning Teachers". W Teacher Learning and Power in the Knowledge Society, 127–41. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-973-2_7.
Pełny tekst źródłaCrowhurst, Michael. "Beginning Teachers Reviewing Disastrous Lessons". W Beginning Teachers, 1–11. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_1.
Pełny tekst źródłaPanaccio, Luke. "Critical Reflection on James Paul Gee". W Beginning Teachers, 57–62. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_10.
Pełny tekst źródłaPhillips, Carly. "What to Teach When You’re not Wearing Black". W Beginning Teachers, 63–69. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_11.
Pełny tekst źródłaCrowhurst, Michael. "Sideline – Autoethnographic Analysis". W Beginning Teachers, 71–73. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_12.
Pełny tekst źródłaParkes, Charlie. "The Black Hole". W Beginning Teachers, 75–80. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_13.
Pełny tekst źródłaWotherspoon, Mia. "Reflecting on Curriculum Design". W Beginning Teachers, 81–85. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_14.
Pełny tekst źródłaVallence, Catherine. "The Lesson from Hell". W Beginning Teachers, 87–91. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_15.
Pełny tekst źródłaWotherspoon, Mia. "Davis, Sumara and Luce-Kapler’S Engaging Minds". W Beginning Teachers, 93–99. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_16.
Pełny tekst źródłaAgius, Emma. "Limitations and Possibilities – A Fine Line Between Success and Chaos". W Beginning Teachers, 101–6. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_17.
Pełny tekst źródłaStreszczenia konferencji na temat "Beginning teachers"
Cerkez, Elena-Beatrice. "BEGINNING TEACHERS EXPERIENCES". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1691.
Pełny tekst źródłaKelsch, Kristen, Joss Kiely i Anca Matyiku. "The Vessel, the Tower, and the Ruin: Investigating Presentiments in Beginning Design". W 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.52.
Pełny tekst źródłaPak, Byungeun, Brent Jackson i Jillian Cavanna. "Beginning teachers’ equitable and ambitious number talks". W 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-368.
Pełny tekst źródłaChudy, Štefan. "The Discourse Of Professional Identity Construction Of Beginning Teachers". W 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.75.
Pełny tekst źródłaWientjes, Greg, i Jawed Karim. "Online video repository and supportive community for beginning teachers". W the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599743.
Pełny tekst źródłaKozina, Ekaterina. "SOCIALISATION BEYOND TEACHING: THE JOB SATISFACTION OF BEGINNING TEACHERS". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1387.
Pełny tekst źródłaŠevčíková, Jaroslava, i Jitka Plischke. "BEGINNING TEACHERS, THE IMPORTANCE AND POSSIBILITIES OF THEIR SELF-LEARNING". W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1708.
Pełny tekst źródłaMena, Juanjo. "COVID-19 Leverage Effect on Expert and Beginning Teachers' Resilience". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1886393.
Pełny tekst źródłaČervenková, Iva, Zuzana Sikorová i Marek Václavík. "PROFESSIONAL PROBLEMS OF BEGINNING TEACHERS AND CONDITIONS OF THEIR ADAPTATION". W 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0685.
Pełny tekst źródłaKropáč, Jiří. "The Professional Identity Construction Of The Beginning Teachers In Higher Education". W EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.47.
Pełny tekst źródłaRaporty organizacyjne na temat "Beginning teachers"
Lavadenz, Magaly, Jongyeon Ee, Elvira Armas i Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.
Pełny tekst źródłaGagnon, Douglas, i Marybeth Mattingly. Beginning teachers are more common in rural, high-poverty, and racially diverse schools. University of New Hampshire Libraries, 2012. http://dx.doi.org/10.34051/p/2020.173.
Pełny tekst źródłaMcGee, Steven, Randi McGee-Tekula i Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, kwiecień 2017. http://dx.doi.org/10.51420/conf.2017.1.
Pełny tekst źródłaRashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk i Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4116.
Pełny tekst źródłaImms, Wesley, i Marian Mahat. Innovative Learning Environments and Teacher Change: Final Research Findings. University of Melbourne, listopad 2022. http://dx.doi.org/10.46580/124366.
Pełny tekst źródłaКучерган, Єлизавета Валеріївна, i Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.
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