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Artykuły w czasopismach na temat "Catholic primary teacher education"
Werang, Basilius Redan, Seli Marlina Radja Leba, Anak Agung Gede Agung, Mozes Markus Wullur, Berlinda Setyo Yunarti i Sandra Ingried Asaloei. "Indonesian teachers’ emotional exhaustion and commitment to teaching: A correlational study". Cypriot Journal of Educational Sciences 16, nr 2 (30.04.2021): 522–31. http://dx.doi.org/10.18844/cjes.v16i2.5631.
Pełny tekst źródłaDuncan, Jill, Renée Punch i Nic Croce. "Supporting Primary and Secondary Teachers to Deliver Inclusive Education Educatio". Australian Journal of Teacher Education 46, nr 4 (kwiecień 2021): 92–107. http://dx.doi.org/10.14221/ajte.2021v46n4.6.
Pełny tekst źródłaWillems, Frank, Eddie Denessen, Chris Hermans i Paul Vermeer. "‘Silent Citizenship Educators’ in Dutch Catholic Schools: Exploring Teachers’ Moral Beliefs About Citizenship in Relation to Their Conduct of Citizenship Education". Journal of Empirical Theology 25, nr 1 (2012): 77–98. http://dx.doi.org/10.1163/157092512x635752.
Pełny tekst źródłaTang, Hei-Hang Hayes, King Man Eric Chong i Wai Wa Timothy Yuen. "Learning to understand a nation". Social Transformations in Chinese Societies 15, nr 2 (21.08.2019): 81–93. http://dx.doi.org/10.1108/stics-10-2018-0015.
Pełny tekst źródłaGriffin, Maggie, i David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, nr 3 (wrzesień 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.
Pełny tekst źródłaScaglia, Evelina. "The Written School Memories of an Italian primary teacher between Fascism and democracy: an original case study". Espacio, Tiempo y Educación 5, nr 1 (1.01.2018): 249. http://dx.doi.org/10.14516/ete.148.
Pełny tekst źródłaDavies, John. "‘L’Art Du Possible’, The Board of Education, The Catholic Church and Negotiations Over the White Paper and the Education Bill, 1943–1944". Recusant History 22, nr 2 (październik 1994): 231–50. http://dx.doi.org/10.1017/s0034193200001898.
Pełny tekst źródłaBual, Joel, i Dennis Madrigal. "The Quality of Catholic Education in a Diocesan School Relative to the Philippine Catholic School Standards". Philippine Social Science Journal 1, nr 1 (31.12.2018): 41–53. http://dx.doi.org/10.52006/main.v1i1.11.
Pełny tekst źródłaIsmanto, Bambang, Arief Sadjiarto, Dwi Iga Luhsasi, Lelahester Rina i Destri Sambara Sitorus. "Monitoring dan Evaluasi Penyelenggaraan Relawan Guru Pendidikan Kristen dan Katolik BKGS Salatiga". Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat 1, nr 3 (7.08.2021): 438–49. http://dx.doi.org/10.24246/jms.v1i32021p438-449.
Pełny tekst źródłaGabel, Haley, i Claire Snowden. "Raising Awareness About Birth Control". Journal for Activist Science and Technology Education 5, nr 1 (10.05.2020): 24–28. http://dx.doi.org/10.33137/jaste.v5i1.34272.
Pełny tekst źródłaRozprawy doktorskie na temat "Catholic primary teacher education"
Nongkas, Catherine Matmadar, i res cand@acu edu au. "Leading Educational Change in Primary Teacher Education: a Papua New Guinea study". Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp167.23072008.
Pełny tekst źródłaWagiet, Razeena. "Environmental education : a strategy for primary teacher education". Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.
Pełny tekst źródłaAllingham, Pauline Kay, i n/a. "Thank God it's Friday : occupational stress and coping among Catholic primary teachers". University of Canberra. Teacher Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060531.155625.
Pełny tekst źródłaWhitworth, Linda. "Engaging Phronesis : religious education with primary initial teacher education students". Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23887/.
Pełny tekst źródłaGould, Rachel Amanda. "Leadership in the primary Catholic school in the West Midlands". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6820/.
Pełny tekst źródłaBarişeri, Nurtuğ. "Primary music teacher education in England and Turkey". Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4287/.
Pełny tekst źródłaElligate, John Edward, i res cand@acu edu au. "Developing Better Practice for Beginning Primary Teachers: The significance of the practicum". Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp182.20112008.
Pełny tekst źródłaKoelsch, Jane-Marie Fetty. "Teacher Perceptions of Professional Learning Community Maturity in Catholic Schools". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2737.
Pełny tekst źródłaMartins, Cristiane Nascimento. "Estado e Igreja Católica como instâncias promotoras de educação: formação de professoras primárias em Minas Gerais na Primeira República (1892-1904)". Universidade Federal de Uberlândia, 2013. https://repositorio.ufu.br/handle/123456789/13669.
Pełny tekst źródłaA presente investigação tem como tema o Estado e a Igreja Católica, como instâncias promotoras de educação, com enfoque na formação de professoras primárias em Minas Gerais. A abrangência temporal engloba o período entre 1892 a 1904, primeiros anos da República no Brasil. O recorte temporal se justifica por motivos que se encontram interligados: primeiro, devido às fontes primárias que revelam a efemeridade do funcionamento das Escolas Normais, formadoras de professores. Segundo, é nos primeiros anos da república que sucedeu a separação entre Estado e Igreja Católica ocorrida no âmbito legal, sendo decretada a laicidade da educação escolar. Nesse período, ocorreu o movimento de expansão da escolarização primária e, em consequência disso, a ampliação de Escolas Normais para a formação de professores para atuar nesse grau de ensino. Sendo assim, este estudo tem como objetivo analisar e interpretar a atuação da Igreja Católica nos assuntos do Estado, de maneira a evidenciar que a relação entre essas duas instituições continuaram muito próximas no campo educacional, incluindo os cursos de formação docente, mesmo quando as legislações, como a Constituição brasileira de 1891, decretaram o contrário. Como método de investigação propõe-se a pesquisa documental, composta de documentos produzidos no cotidiano das Escolas Normais de Minas Gerais, bem como um conjunto de legislações produzidas no tempo abarcado para nosso estudo e pesquisa bibliográfica que nos ajuda na interpretação reforçando nossos argumentos. As fontes elencadas encontram-se, em sua maioria, sob a guarda do Arquivo Público Mineiro, em Belo Horizonte. Trata-se de documentos produzidos nas secretarias das Escolas Normais: certidões e atestados com selo de autenticação que comprovam a idoneidade, civil e religiosa, das mulheres mineiras; quadro de horários (contendo as disciplinas ministradas no curso de formação docente) e exames avaliativos (provas escritas) das normalistas de algumas escolas normais de Minas Gerais. Como fontes complementares são utilizadas: a encíclica Rerum Novarum (1891), as legislações educacionais que organizaram o ensino no Brasil e as leis e decretos mineiros como a lei n. 41 de 1892 (Reforma Afonso Pena) e a Lei n. 281 de 1899 (Reforma Silviano Brandão) que regulamentaram o ensino primário e a formação de docentes para atuar nesse nível de ensino. A análise das fontes nos apresenta como resultado que a atuação da Igreja nos cursos de formação de professoras fazia parte do projeto de resgate dos ideais católicos no Brasil, em geral, e em Minas Gerais, em particular. Esse projeto da Igreja Católica se encaixou nos planos do Estado que tinha o interesse de formar as moças dentro do modelo tradicional da família mineira. Atuando conjuntamente na educação, Estado e Igreja, formaram mulheres dentro da doutrina católica com o objetivo de que ela estendesse essa educação no meio familiar ao mesmo tempo em que as profissionalizavam para atuar no magistério primário.
Doutor em Educação
Boyer, Mary Beth. "An Examination of Catholic School Teachers' Perceptions and Legal Understanding of Cyberbullying". Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739705.
Pełny tekst źródłaThe bully has been a figure in adolescent life for decades; however, the nature of bullying in the 21st Century has changed as it has moved to cyberspace. Bullying has taken on a new form termed cyberbullying. This quantitative survey design study examined Catholic school teachers’ legal understanding and perceptions of cyberbullying. In examining Catholic school teachers’ understanding of the law governing cyberbullying, their concerns about cyberbullying, their perceived responsibility in addressing cyberbullying, and their perceived ability to respond to cyberbullying, the study examined the human interactions that reflect not only legal responsibilities, but also ethical obligations as caring and just leaders in Catholic schools.
A survey instrument was distributed online to eight Catholic schools within the Diocese of St. Aquinas (a pseudonym). The study showed that Catholic school teachers had limited understanding of the law governing cyberbullying. Findings indicated that Catholic school teachers were concerned about cyberbullying and perceived a high level of responsibility in addressing cyberbullying, but did not perceive an ability to effectively respond to cyberbullying. The findings support the need for professional development programs to increase Catholic school teachers’ awareness of cyberbullying and provide comprehensive training on how to respond effectively. Findings also suggest re-examination of teacher preparation programs to provide training to teachers on how to recognize and effectively manage cyberbullying. Persistent attention to private school law and current case analysis should be an ongoing practice at the diocesan level with the intent to disseminate legal information and direction to Catholic school principals and teachers.
Książki na temat "Catholic primary teacher education"
Richard, Rymarz, red. Religious education in Catholic primary schools: Contemporary issues and perspectives for RE teachers. Terrigal, N.S.W: David Barlow Publishing, 2009.
Znajdź pełny tekst źródłaWeafer, John A. Whither religious education?: A survey of post-primary teachers in Ireland. Dublin: Columba Press, 1991.
Znajdź pełny tekst źródłaClarke, Barbara, Barbro Grevholm i Richard Millman, red. Tasks in Primary Mathematics Teacher Education. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09669-8.
Pełny tekst źródłaPolitics and the primary teacher. Abingdon, Oxon: Routledge, 2012.
Znajdź pełny tekst źródłaBecoming a Primary School Teacher. London: Taylor & Francis Inc, 2004.
Znajdź pełny tekst źródłaOfsted. Quality and standards in primary initial teacher training: Inspected 1998/2002. London: Ofsted, 2003.
Znajdź pełny tekst źródłaScience, Department of Education &. Bases for primary teacher education in institutions of higher education. (London): Department of Education and Science, 1991.
Znajdź pełny tekst źródłaCatholic primary education: Facing new challenges. Blackrock, Co Dublin: Columba Press, 2012.
Znajdź pełny tekst źródłaBecoming a primary mathematics specialist teacher. New York: Routledge, 2012.
Znajdź pełny tekst źródłaShukla, R. P. Teacher education: Problems and issues. New Delhi: Sarup & Sons, 2004.
Znajdź pełny tekst źródłaCzęści książek na temat "Catholic primary teacher education"
Dineen, Fiona, i David Lundie. "Does religious education matter to teachers in Catholic primary schools? Concerns and challenges". W Does Religious Education Matter?, 101–13. 1 [edition]. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315577883-9.
Pełny tekst źródłaMarinović, Ankica. "Analysis of Catholic Religious Instruction Textbooks in Primary Schools: How Do They Teach ?" W Education in Post-Conflict Transition, 129–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56605-4_7.
Pełny tekst źródłaNg, Wing Kay Vion, i Shuet Yan Fion Luk. "Effective Tools for Pedagogical Change in Religious Education: Experience of Teachers in Hong Kong Catholic Kindergartens and Primary Schools". W Global Perspectives on Catholic Religious Education in Schools, 299–310. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_24.
Pełny tekst źródłaNg, Wing Kay Vion, i Shuet Yan Fion Luk. "Correction to: Effective Tools for Pedagogical Change in Religious Education: Experience of Teachers in Hong Kong Catholic Kindergartens and Primary Schools". W Global Perspectives on Catholic Religious Education in Schools, C1. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_53.
Pełny tekst źródłaO’Shea, Gerard. "Catholic Religious Education, Uniqueness of". W Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_139-1.
Pełny tekst źródłaDancă, Wilhelm. "Catholic Teacher Education in Romania". W Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_146-1.
Pełny tekst źródłaAguas, Jove Jim S. "Catholic Education in the Philippines". W Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_147-1.
Pełny tekst źródłaStone, Paula. "Reconceptualising teacher identity". W Debates in Primary Education, 35–45. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003091028-3.
Pełny tekst źródłaSweetman, Brendan. "Religion and Science in Catholic Education". W Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_144-1.
Pełny tekst źródłaSweet, William. "Catholic Education and Philosophy of Education in Canada". W Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_143-1.
Pełny tekst źródłaStreszczenia konferencji na temat "Catholic primary teacher education"
BUCUR, Cristian. "NEW TEACHER IN PRE-PRIMARY OR PRIMARY EDUCATION - PSYCHOLOGICAL VIEW". W 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.3/s11.029.
Pełny tekst źródłaJosefsson, Pernilla, Andrea Didon i Ann Mutvei. "STOP-MOTION TECHNOLOGY IN PRIMARY SCHOOL TEACHER EDUCATION". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0479.
Pełny tekst źródłaKalatskaya, Natalya N. "Primary School Boys And Girls` Attitude Towards Their Health". W 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.38.
Pełny tekst źródłaHandayani, Suharti Munawaroh, Happy Fitria i Yessi Fitriani. "Supervision of Principals and Teacher Work Discipline on the Primary School Teacher Performance". W International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.161.
Pełny tekst źródłaImron, Ali, Bambang Budi Wiyono, Syamsul Hadi, Imam Gunawan, Asghar Abbas, Bagus Rachmad Saputra i Dyas Bintang Perdana. "Teacher Professional Development to Increase Teacher Commitment in the Era of the Asean Economic Community". W 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.059.
Pełny tekst źródłaAhmetzyanova, Anna Ivanovna. "Communicative Characteristics Of Prognostic Competence In Primary Schoolchildren With Dysontogenesis Deficiency". W 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.7.
Pełny tekst źródłaBaharom, Mohd Munir, Noor Azean Atan i Mohd Nihra Haruzuan Mohamad Said. "Primary Science Teacher Performance in Science Process Skills". W 2018 IEEE 10th International Conference on Engineering Education (ICEED). IEEE, 2018. http://dx.doi.org/10.1109/iceed.2018.8626973.
Pełny tekst źródłaYadav, Aman. "Computer Science Teacher Professional Development". W WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3137065.3137066.
Pełny tekst źródłaSentance, Sue, Jane Sinclair, Carl Simmons i Andrew Csizmadia. "Teacher Research Projects in Computing". W WiPSCE '16: 11th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2978249.2978271.
Pełny tekst źródłaArifin, Imron, Juharyanto, Maulana Amirul Adha, Pramono, Abd Mu’id Aris Sofa i Lidya Amalia Rahmania. "Principal’s Role in Strengthening Teacher Self-Efficacy (TSE) and Collective Teacher Efficacy (CTE) in Remote Areas". W 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.041.
Pełny tekst źródłaRaporty organizacyjne na temat "Catholic primary teacher education"
Benson, Vivienne, i Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, luty 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.
Pełny tekst źródłaKolesnyk, Larysa, Tetiana Matusavech i Iryna Shaposhnikova. Democracy in education: examining the experiences, perspectives, and perceptions of democracy in primary teacher education in ukraine Research report. “NAIR” Enterprise, Ivano-Frankivsk Oblast Organization of “RSDP “Institute of Social Policy”, 2020. http://dx.doi.org/10.37271/009-20/978-966-2716-50-4/2020-68.
Pełny tekst źródłaSowa, Patience, Rachel Jordan, Wendi Ralaingita i Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, maj 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.
Pełny tekst źródłaAtuhurra, Julius, i Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), grudzień 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.
Pełny tekst źródłaKomba, Aneth, i Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), marzec 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.
Pełny tekst źródłaTiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates i Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), maj 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
Pełny tekst źródłaTeacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, lipiec 2021. http://dx.doi.org/10.22617/spr210293.
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