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Artykuły w czasopismach na temat "Lay teachers"
Ferreira, Ronél, Liesel Ebersöhn i Viona Odendaal. "Teachers becoming lay practitioners of school community psychology". Education as Change 14, sup1 (grudzień 2010): S101—S111. http://dx.doi.org/10.1080/16823206.2010.517935.
Pełny tekst źródłaJones, L. Keeta. "Reaching Reporters, Teachers, and Bosses: Lay Language Papers". Acoustics Today 19, nr 1 (2023): 60. http://dx.doi.org/10.1121/at.2023.19.1.60.
Pełny tekst źródłaSauerwein, Markus, Annalena Danner, Franziska Bock, Till-Sebastian Idel i Gunther Graßhoff. "Qualified and Unqualified Staff in German All-day Schools. An Exploratory Overview". IJREE – International Journal for Research on Extended Education 12, nr 1-2023 (8.07.2024): 22–34. http://dx.doi.org/10.3224/ijree.v11i1.04.
Pełny tekst źródłaGrafila, Ailen, Mastiah Mastiah i M. Akip M. Akip. "ANALISIS STRATEGI GURU DALAM MENGAJARKAN SISWA MENYELESAIKAN SOAL CERITA MATEMATIKA PADA KELAS V SDN 09 TANJUNG LAY". JURNAL PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR 1, nr 2 (14.06.2023): 1–8. http://dx.doi.org/10.46368/jppsd.v1i2.1138.
Pełny tekst źródłaWu, Jiang. "Pei Xiu (791–864) and Lay Buddhism in Tang Chan". Journal of Chan Buddhism 2, nr 1-2 (28.12.2021): 39–101. http://dx.doi.org/10.1163/25897179-12340010.
Pełny tekst źródłaDonley, Kevin, Sabrina Wesley-Nero, Crissa Stephens, Hina Ashraf i Douglas Reed. "Preparing culturally and linguistically responsive teachers of multilingual learners through teacher research". Journal of Language Teaching 3, nr 10 (5.12.2023): 8–17. http://dx.doi.org/10.54475/jlt.2023.032.
Pełny tekst źródłaCURTIS, SARAH A. "LAY HABITS: RELIGIOUS TEACHERS AND THE SECULARIZATION CRISIS OF 1901–1904". French History 9, nr 1 (1995): 478–98. http://dx.doi.org/10.1093/fh/9.1.478.
Pełny tekst źródłaCurtis, Sarah A. "Lay Habits: Religious Teachers and the Secularization Crisis of 1901–1904". French History 9, nr 4 (1.12.1995): 478–98. http://dx.doi.org/10.1093/fh/9.4.478.
Pełny tekst źródłaAghi, Mira, Eve M. Nagler, Harry Lando, Mangesh Pednekar, Prakash C. Gupta i Glorian Sorensen. "Training lay interventionists to support tobacco cessation among teachers in India". International Journal of Health Promotion and Education 54, nr 6 (14.07.2016): 304–17. http://dx.doi.org/10.1080/14635240.2016.1193761.
Pełny tekst źródłaChirico, Francesco. "Religious Belief and Mental Health in Lay and Consecrated Italian Teachers". Journal of Religion and Health 56, nr 3 (14.05.2016): 839–51. http://dx.doi.org/10.1007/s10943-016-0242-7.
Pełny tekst źródłaRozprawy doktorskie na temat "Lay teachers"
Downey, Michael John, i res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools". Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.
Pełny tekst źródłaDowney, Michael John. "Experiences of teachers' daily work which nourish and sustain the spirituality of lay teachers in Catholic high schools". Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/07b01d13f59fb122a30149bac8f230480d03c07a4174aff214fb6d3802f9bd79/644318/64850_downloaded_stream_75.pdf.
Pełny tekst źródłaStarr, Eileen. "A description of the motivations for teaching identified by lay volunteer Sunday school teachers". Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
Pełny tekst źródłaHandy, Jessica. "Foundations for teaching as ministry a pilot study of small group vocational discernment in teacher education programs at Christian colleges and universities /". Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Pełny tekst źródłaHumphries, James P. "A bible school model for equipping pastors, lay leaders, and teachers for the work of Christian service in the country of Jamaica". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0016/NQ46680.pdf.
Pełny tekst źródłaGouveia, Cristiane Talita Gromann de. "A proposta nos módulos do Projeto Logos II e a prática docente do professor-cursista em Rondônia /". Rio Claro, 2019. http://hdl.handle.net/11449/182489.
Pełny tekst źródłaResumo: Na década de 1970, foi implantado o Projeto Logos II em alguns estados do Brasil, com objetivo de formar professores não habilitados que estavam atuando em sala de aula nas quatro primeiras séries do 1º Grau. Em regime emergencial, esse programa habilitava em nível de segundo grau e magistério, trabalhava com o ensino a distância no sistema modular. Em Rondônia, estudos apontam que o Projeto foi desenvolvido de 1976 a 1994, mas, apesar de sua importância para a educação, uma vez que foi um dos primeiros no estado e representou uma possível via de entrada de propostas educacionais, não há pesquisas que tratem especificamente da formação dos cursistas do Logos II. Assim, a pesquisa aqui delineada, tem como objetivo elaborar uma interpretação histórica a partir dos materiais didáticos do Logos II, estabelecendo relações com os depoimentos dos professores rondonienses que abordam o cotidiano escolar da época em que cursaram o referido projeto (1976 a 1994). Como fontes, foram considerados os módulos, as legislações, as fichas de matrículas, os históricos escolares, os diplomas e outros documentos dos cursistas referentes ao Logos II, além disso, analisamos também as entrevistas que foram realizadas com professores-cursistas nas cidades de Ariquemes, Pimenta Bueno e Vilhena, amostras de locais onde o projeto funcionou. Como aportes teórico-metodológicos, têm-se, principalmente, o paradigma indiciário de Ginzburg (1989; 2002; 2008), o conceito de documento como citado por Le Goff (... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: In the 1970s, the Logos II Project was implemented in some states of Brazil, aiming to train unqualified teachers who were working in the classroom in the first four grades of the first et school. In an situation, this program enabled at the second level and teaching, it mas developed with distance learning in modular system. In Rondônia, studies indicate that the Project was developed from 1976 to 1994, but despite its importance for education, since it was one of the first in the state and represented a possible way of disseminate educational proposals, there is no research about specifically training of the students of Logos II. The purpose of this research is to elaborate a historical interpretation based on the Logos II didactic material, establishing relations with the testimonies of the Rondonians teachers who approach the school daily life of the period in which they studied the project (1976 to 1994). As sources, we considered the modules, legislation, enrollment forms, school records, diplomas and other documents of the trainees referring to Logos II, in addition, we also analyzed the interviews that were carried out with teachers-students in the cities of Ariquemes , Pimenta Bueno and Vilhena, samples of places where the project worked. As a theoretical-methodological contribution, the Ginzburg (1989, 2002; 2008) paradigm, the concept of a document as quoted by Le Goff (2003), the critique of Bloch's paper (2001), the triangulation of data of Mathison (1988), Peter... (Complete abstract click electronic access below)
Doutor
Gouveia, Cristiane Talita Gromann [UNESP]. "O Projeto Logos II em Rondônia: a implantação do projeto-piloto e as mudanças em sua organização político-pedagógica". Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/134221.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Na década de 70 do século XX, em alguns estados do Brasil, foi implantado o Projeto Logos II, com o objetivo de formar, em regime emergencial, professores que eram leigos, habilitados em segundo grau para exercício do magistério. Esse programa trabalhava com sistema modular e possuía um plano de atividades diversificado e flexível, no qual o aluno estabelecia seu próprio ritmo de aprendizagem. Os encontros com o orientador de ensino eram mensais, quando aconteciam também as aplicações de testes. No estado de Rondônia (extinto Território Federal de Rondônia), levantamentos apontam que o Projeto foi desenvolvido entre as décadas de 1970 a 1990. Assim, as questões que norteiam esta pesquisa são: como se deu a implantação do projeto-piloto e quais foram as mudanças na organização política-pedagógica do Projeto Logos II em Rondônia? Dessa forma, o estudo que propomos tem como objetivo elaborar uma interpretação histórica sobre a implantação e funcionamento do projeto-piloto do Projeto Logos II no estado de Rondônia, bem como analisar as mudanças na sua organização política-pedagógica ao longo do tempo. A investigação situa-se na área da História da Educação, com ênfase na formação de professores, e segue, na historiografia, a corrente "História Cultural", tendo como aportes teóricos, principalmente, o paradigma indiciário de Carlo Ginzburg, o conceito de “história cultural” de Peter Burke, a crítica ao documento de Marc Bloch, o documento/monumento como posto por Jacques Le Goff e, finalmente, as teorias sobre os diversos tipos de memória de Maurice Halbwachs. Como fontes históricas foram consideradas as legislações, fichas de matrículas, históricos escolares, diplomas, módulos, fotos de alunos e professores, além de outros documentos, bem como entrevistas que foram realizadas com alunos, professores e coordenadores da cidade de Vilhena-RO. Constatamos como principais resultados a mudança no perfil do projeto entre a época do Governo da Ditadura Militar, com um controle centralizado, e a da Nova República, baseada em valores democráticos, o que influenciou na descentralização do Logos II, deixando o programa de ser responsabilidade da esfera Federal e passando a ser controlado pelos estados. Com o passar do tempo, o Projeto, que inicialmente era pautado no modelo tecnicista Taylorista/Fordista, seguiu o fluxo das mudanças ocorridas na educação no país e passou a adotar as características do modelo Toyotista. No Logos II, vimos os indícios do modelo Toyotista por diversas vias, como, por exemplo, pelo controle da qualidade por meio das provas abrangentes. Na estrutura do projeto, houve mudanças na função do supervisor docente e orientador de aprendizagem, que passaram a ser uma única função. Os conteúdos dos módulos passaram por reajustes à medida que o MEC e o CETEB foram percebendo a necessidade. No início do programa, o Estágio era supervisionado, depois passou a ser não supervisionado, tendo como apoio os Encontros Pedagógicos e o microensino, e, posteriormente, voltou a ser supervisionado - porém, como uma fusão dos dois modelos anteriores.
In the 1970s, in some states of Brazil, the Project Logos II was implemented, aiming at rapidly training teachers who were laymen, certified to teach having only completed their secondary education. The program worked with a modular system and had a diverse and flexible plan of activities, in which the students were able to establish their own learning pace. There were monthly meetings with the educational advisor, when the application of tests also took place. In the state of Rondônia (former Federal Territory of Rondônia), surveys show that the project was developed between the 1970s and the 1990s. So, the questions that guide this research are: how was the implementation of the pilot project and what were the changes in the political and pedagogical organization of the Project Logos II in Rondônia? This way, the study that we propose aims at developing a historical interpretation of the implementation and execution of the pilot project of the Logos II in the state of Rondônia and at analyzing the changes in its political and pedagogical organization over the time. The research is placed in the area of the History of Education, with emphasis on teacher training, and follows, in historiography, the “Cultural History” movement and has as its theoretical contributions, mainly, Carlo Ginzburg’s paradigm of evidence, Peter Burke’s “cultural history” concept, Marc Bloch’s documentary criticism, the document/monument as in Jacques Le Goff and, finally, Maurice Halbwachs’ theories on the various types of memory. Taken as historical sources were the laws, the enrollment records, the school transcripts, the diplomas, the modules, photos of students and teachers, as well as other documents and interviews that were conducted among students, teachers and coordinators in the city of Vilhena-RO. As a main result, we concluded that there was a shift in the profile of the project between the period of the Military Dictatorship, with centralized control, and of the New Republic, based on democratic values, which influenced the decentralization of the Logos II, withdrawing responsibility from the Federal Government and passing it on to the states. Over the time, the project, which was initially based on the Taylorist/Fordist technicist model, followed the flow of changes in the national education and started to adopt the characteristics of the Toyotism. In Logos II, we saw the evidences of the use of the Toyotism in various aspects as, for example, in quality control by the means of comprehensive tests. In the structure of the project, there were changes in the functions of the teaching supervisor and of the learning advisor, which merged into a single position. The contents of the modules went through readjustments as Ministry of Education and the CETEB realized its necessity. In the beginning of the project, the internship program was supervised, then it became unsupervised, counting on the support from the Pedagogical Meetings and the microteaching, subsequently, it became supervised again - however, as a fusion of the two previous models.
FAPESP: 2014/01638-1
Murta, Cláudia. "Tornar-se professor: um estudo sobre professores leigos amazônidas". Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-11102006-080015/.
Pełny tekst źródłaThis study had as a starting point the pedagogical practice of Amazonian teachers who lived on the banks of the rivers or in the forest and who started working in the condition of lay teachers. Some of them had not even completed their first four years of elementary school. Some had not themselves even reached the level of schooling they were teaching at. It caught my attention, in their practice, the authority they invested themselves with, as they took over their positions as teachers in spite of their incomplete or deficient educational background made worse by their extremely adverse conditions of working, in schools built on stilts on the banks of the river, or in straw shacks in the forest, with multi-level classes. Willing to understand how such a pedagogical practice is possible, I set as the objective of my research project to understand how someone becomes a teacher apart from the official system of schooling and certification, that is, what resources entitle and legitimate a lay teacher to occupy the teaching position. In order to achieve that objective, I analyzed compositions (under the title How did I become a teacher?), written by sixteen teachers who started working as lay teachers, in which they tell about and interpret the path they followed in their teaching careers. I drew on discourse analysis as proposed by Marlene Guirado: an institutional discourse reading. This type of analysis deals with the way the effects of recognition and ignorance take place in individual discourses, in institutional practices. At the same time I adopted the concept of transference to understand how, as they reconstructed their professional career, the teachers constructed meanings related to their personal histories, to teachers who represented key roles in their lives, to school as an institution, and to modern pedagogy (the prevailing discursive practice from where all this network of meanings was possible in the compositions). The analysis of the compositions showed that becoming a teacher means constructing, repeating, (re)producing, in a particular way, an institutional discursive practice that is in itself the resource which entitles the teacher, including the lay teacher, to take over the position of the one who teaches. At the end of the study it was also possible to assume that those resources are not restricted to lay teaching. The results allow us to state that, in general, becoming a teacher is taking over the position of the one who teaches, a position that comes to existence just as the subject expresses himself or herself within it. I conclude this dissertation arguing that lay teaching consists in a discontinuity in modern pedagogy discourse, in spite of, paradoxically, being part of it.
Peretti, Jonah H. "Teacher's LAB : a platform for teacher learning". Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/62355.
Pełny tekst źródłaIncludes bibliographical references (leaves 75-76).
The Teacher's LAB software application is a development platform for innovative classroom activities. Educators can use the tool to construct and share representations of their day-to-day classroom practices. Through the process of representing, constructing, and sharing, teachers engage in critical reflection about their own practice. In my pilot study, this reflection helped teachers recognize essential educational building blocks. I call these elements pedagogical patterns and argue that understanding these patterns is a key dimension of teacher learning. Teacher's LAB promotes this understanding, helping classroom teachers become more reflective practitioners. Furthermore, using the software to share pedagogical patterns challenges the isolation of working teachers by allowing them to co-construct lessons with their colleagues. Educators and curriculum developers can collaboratively develop an expanding pattern language of pedagogy, leading to improved educational practices and new opportunities for learning.
Jonah H. Peretti.
S.M.
AraÃjo, Maria das GraÃas de. "TrajetÃrias de formaÃÃo e profissionalizaÃÃo de professoras leigas do municÃpio de Itapiuna/Ce". Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5313.
Pełny tekst źródłaSituada no campo da histÃria e memÃria da educaÃÃo, esta pesquisa investiga o processo de formaÃÃo e profissionalizaÃÃo de professoras leigas do municÃpio de ItapiÃna/CE. Objetivou-se investigar a constituiÃÃo das trajetÃrias de formaÃÃo e profissionalizaÃÃo de professoras leigas da zona rural do municÃpio de ItapiÃna/CE, entre o final da dÃcada de 1960 a 1990, perÃodo em que as professoras vivenciaram suas experiÃncias docentes e cursaram o 1 e 2 graus atravÃs dos cursos de qualificaÃÃo destinados aos professores. Para tal intento, utilizou-se a histÃria oral enquanto mÃtodo de investigaÃÃo, tendo por base as entrevistas narrativas, nas quais um grupo de 10 (dez) professoras discorreu acerca de seus processos de formaÃÃo e profissionalizaÃÃo docentes. A anÃlise foi feita a partir de fragmentos significativos das narrativas dos sujeitos. O aporte teÃrico utilizado baseou-se nos postulados de Certeau (2002), Hobsbawm (1995) e Le Goff (2005) acerca da compreensÃo da histÃria e de sua escritura. Com relaÃÃo à HistÃria Oral, buscaram-se as idÃias de Thompson (1992) e Jucà (2001). A respeito das histÃrias de vida tiveram-se as contribuiÃÃes de Souza (2006) e Jucà (2001). As anÃlises das narrativas referentes à formaÃÃo e profissionalizaÃÃo docentes apoiaram-se nas idÃias de ImbernÃn (2009), Moita (2000), NÃvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) e Tardif & Lessard (2007). Sobre as questÃes relativas aos professores leigos corroboraram Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). Jà em relaÃÃo aos cursos de qualificaÃÃo de professores leigos foram imprescindÃveis as idÃias de Tesser (1992), Sousa & Dreifuss (1986) e Onesti (1985). A anÃlise das narrativas possibilitou evidenciar o modo como as professoras vivenciaram suas experiÃncias de formaÃÃo escolar situadas num contexto de dificuldades e de superaÃÃo. Mostram ainda as condiÃÃes precÃrias de trabalho no inÃcio da profissÃo docente e a sistemÃtica da realizaÃÃo dos cursos de qualificaÃÃo de 1 e 2 graus destinados aos professores leigos. A investigaÃÃo demonstra que os elementos do contexto histÃrico e geogrÃfico de dada regiÃo influenciam direta ou indiretamente as aÃÃes dos sujeitos forjando estratÃgias de superaÃÃo ou acomodando-se ao meio em que estÃo situados. Elucida que a dinÃmica do processo investigativo se dà num movimento de construÃÃo que favorece a compreensÃo dos fenÃmenos sociais, mesmo que se perceba os limites da ciÃncia, visto que a realidade à sempre mais complexa. Evidencia que a formaÃÃo e a profissionalizaÃÃo docente sÃo processos que estÃo intrinsecamente ligados, visto que se inter-relacionam e se completam num movimento contÃnuo de aprendizagem e modificaÃÃes que vivem cada docente. O estudo demonstra ainda que a formaÃÃo feita de modo aligeirado fragmenta o saber necessÃrio a uma boa atuaÃÃo docente, embora favoreÃa a melhoria da prÃtica educativa. Considera tambÃm a necessidade de outras investigaÃÃes, sobretudo, no que diz respeito aos resultados do trabalho dos professores leigos
Placed in the realm of history and memory of education, this research investigates the process of education and professionalization of lay teachers in the town of ItapiÃna/CE. The aim was to investigate the constitution of trajectories of education and professionalization of lay teachers of the rural area of the town ItapiÃna/CE, between the end of the 1960âs to 1990, period in which the teachers lived their teaching experiences and received their elementary, middle and high school diplomas through the qualification programs aimed at teachers. For that, oral history was employed as the investigation method, underpinned by narrative interviews, in which a group of 10 (ten) teachers talked about their processes of teacher education and professionalization. The analysis was made from meaningful fragments of the narratives of the subjects. The theoretical framework employed was based on the postulates of Certeau (2002), Hobsbawm(1995) and Le Goff (2005) on the understanding of history and its writing. In what regards Oral History, the ideas of Thompson (1992) and Jucà (2001) were sought. Regarding life histories there were the contributions of Souza (2006) and Jucà (2001). The analyses of the narratives regarding teacher education and professionalization were based on the ideas of ImbernÃn (2009), Moita (2000), NÃvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) and Tardif & Lessard (2007). The issues regarding lay teachers were corroborated by Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). As to what concerns the qualification programs for lay teachers, the ideas of Tesser (1992), Sousa & Dreifuss (1986) and Onesti (1985) were indispensable. The analyses of the narratives made possible to evidence the way that lay teachers lived their experiences of school education situated within a context of difficulties and the overcoming of limitations. They also show the precarious working conditions in the early stages of the teaching practice and the logistics of realization of the qualification programs of elementary, middle and high school levels for the lay teachers. The investigation demonstrates that the elements of the historical and geographical context of a given region influences directly or indirectly the actions of the subjects, yielding strategies to overcome limitations or to be satisfied with the environment in which they are situated. It elucidates that the dynamics of the investigation process takes place in a movement of construction that favors the understanding of the social phenomena, even if one perceives the limitations of Science, once reality is always more complex. It evidences that teacher education and professionalization are intrinsically linked processes, as they inter-relate and complete each other in a continuous movement of learning and changes that each teacher experiences. The study also demonstrates that the teacher education carried out hurriedly fragments the knowledge that is necessary to a good teaching performance, even though it favors the improvement of the educational practice. It also considers the need of further investigation, especially in what regards the outcomes of the work of the lay teachers.
Książki na temat "Lay teachers"
1926-, Spickett Ronald, i Nickle Arts Museum, red. Spirit matters: Ron (Gyo-Zo) Spickett, artist, poet, lay-priest. Calgary, Alta., Canada: University of Calgary Press, 2009.
Znajdź pełny tekst źródłaBrusorio, Lucio. Ciao, prof. Vicenza: N. Pozza, 1994.
Znajdź pełny tekst źródłaSimmins, Geoffrey. Spirit matters: Ron (Gyo-Zo) Spickett, artist, poet, lay-priest. Calgary, Alta., Canada: University of Calgary Press, 2009.
Znajdź pełny tekst źródłaCansi, Bernardo. Catequistas populares: As escolas que os formam e a importância de sua formação. Petrópolis: Vozes, 1990.
Znajdź pełny tekst źródłaQuébec (Province). Département de l'instruction publique., red. Mémoire présenté par les instituteurs laïques catholiques de la province de Québec à leurs seigneurs les évêques de la dite province faisant parti du Conseil de l'instruction publique. [S.l: s.n., 1986.
Znajdź pełny tekst źródłaBradley, W. J. The Irish Holy Ghost Colleges: Changes and developments 1960-1990. Dublin: University College Dublin, 1997.
Znajdź pełny tekst źródłaGoethals, Jozef J. I never really left: Journey of a priest, missionary, and lay teacher through 50 years of Vatican II. Baltimore, MD: Otter Bay Books, 2012.
Znajdź pełny tekst źródłaDouglas, Porter. How to develop and use the gift of teaching: A practical guide for the layperson. Forest, VA: Church Growth Institute, 1995.
Znajdź pełny tekst źródłaCagney, Michael Gerard. Lay principles: The role of the aly principal in the transmission of catholic values in a Christian Brothers' school. Dublin: University College Dublin, 1997.
Znajdź pełny tekst źródłaLowe, Chris. The teacher, the pupil, and the law: A legal handbook for teachers. [Leicester?]: Secondary Heads Association, 1988.
Znajdź pełny tekst źródłaCzęści książek na temat "Lay teachers"
McDermid, Jane. "The Role of Lay Women Teachers in Catholic Education Before the Education (Scotland) Act, 1918". W A History of Catholic Education and Schooling in Scotland, 103–24. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51370-0_6.
Pełny tekst źródłaWolff, Lutz-Christian. "The Teacher-Teacher Relationship". W The Art of Law Teaching, 113–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9148-8_15.
Pełny tekst źródłaCocconi, Monica. "Teacher". W Dictionary of Statuses within EU Law, 567–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-00554-2_72.
Pełny tekst źródłaPieri, Lara. "Cartoline: la memoria e la sua forma visiva". W Raccontare la Resistenza a scuola, 147–52. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-650-6.19.
Pełny tekst źródłaVines, Prue. "Law Teacher as Poet". W Biopolitics and Resistance in Legal Education, 93–106. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003179283-9.
Pełny tekst źródłade Haan, Pieter. "Chapter 15. The EFL teacher's nightmare". W Linguistik Aktuell/Linguistics Today, 337–51. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/la.243.15haa.
Pełny tekst źródłaClifford, Geraldine J. "‘Lady Teachers' and Politics In the United States, 1850-1930". W Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol226:3—Vol226:30. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-128.
Pełny tekst źródłaCasey, Erin M., i Emily Spivey. "Supporting the Community through Early Childhood Teachers Playing Together in the Summer Teacher Play Lab". W Community-based Transformational Learning in Early Childhood Settings, 65–103. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003394082-8.
Pełny tekst źródłaGiddens, Thomas. "The Office of Law Teacher". W Biopolitics and Structure in Legal Education, 9–23. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003175193-3.
Pełny tekst źródłaShivji, Issa G. "Practice teaches paradigm". W The Limits of Law and Development, 109–24. Abingdon, Oxon; New York, NY: Routledge, 2020. | “A Glasshouse book”: Routledge, 2020. http://dx.doi.org/10.4324/9780203733561-6.
Pełny tekst źródłaStreszczenia konferencji na temat "Lay teachers"
Bjorklund, Peter. "Lay Theories and Possible Selves: Preservice Teachers' Beliefs About K–12 Teachers and Their Future Practice". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434540.
Pełny tekst źródłaOlga, Ioannou. "Re-Conceptualizing the Role of Tutors in Research Based Pedagogy: The Tutor(s) as the Curriculum". W 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.12.
Pełny tekst źródłaIvanova, Irina Aleksandrovna. "Highlights of the educational process in primary school". W Сollection of articles, Chair Galina Valentinovna Mitina. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-74129.
Pełny tekst źródłaErdmanis, Rihards, i Ivans Jānis Mihailovs. "Teacher as a Subject of Law in Legal Education Relationship". W 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.22.
Pełny tekst źródłaRuz, Felipe, Beth Chance i Elsa Medina. "Stochastic Knowledge of Future Chilean Mathematics Teachers". W Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t4c1.
Pełny tekst źródłaKraft, Luiza, Anamaria Chiseganegrila i Diana Tutuianu. ""CAROL I" NATIONAL DEFENCE UNIVERSITY'S EXPERIENCE IN BLEARNING FOR ENGLISH LANGUAGE TEACHING - TWO CASE-STUDIES". W eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-058.
Pełny tekst źródłaKim, Sumin, i YoungSoon Kim. "AN EXPLORATORY STUDY ON THE RESEARCH TENDENCY OF SCHOOL COUNSELORS IN SOUTH KOREA". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end066.
Pełny tekst źródłaFlávia de A. Campos, Lívia, Liara M. de Mattos, Aline D. P. dos Santos i Luis C. Paschoarelli. "An Approach to Evaluation of Aesthetic Function on Usability: An Exploratory Study About Descriptors of Aesthetic in Pruning Shears". W Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001315.
Pełny tekst źródłaNajjar, Karim. "Action-Oriented Design Bridging the Gap between Teaching and Practice through the Application of Action-Oriented Design Methodology". W 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.60.
Pełny tekst źródłaCannaerts, Corneel. "From Lab to Field: Extending the Architectural Design Studio to Integrate Emerging Technologies". W 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.17.
Pełny tekst źródłaRaporty organizacyjne na temat "Lay teachers"
van Ginneken, Nadja, Simon Lewin i Vikram Patel. Do non-specialist health workers improve the care of people with mental, neurological and substance-use disorders? SUPPORT, 2017. http://dx.doi.org/10.30846/170213.
Pełny tekst źródłaArmas, Elvira, i Magaly Lavadenz. Bilingual Teacher Residencies in California: Findings and Recommendations for Policy and Practice. Center for Equity for English Learners, styczeń 2024. http://dx.doi.org/10.15365/ceel.policy.14.
Pełny tekst źródłaBassi, Marina, María Mercedes Mateo-Berganza Díaz i Rae Lesser Blumberg. Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes. Inter-American Development Bank, maj 2016. http://dx.doi.org/10.18235/0011737.
Pełny tekst źródłaDeMoss, Karen, i Brigid Brennan. Making Teacher Preparation Policy Work. Prepared To Teach, kwiecień 2020. http://dx.doi.org/10.61625/iaka2839.
Pełny tekst źródłaHollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson i Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.
Pełny tekst źródłaHuang, Aris, Debbie Wong, Elizabeth Cassity i Jennie Chainey. Teacher development multi-year studies: Impact of COVID-19 on teaching practices in Lao PDR, Timor-Leste and Vanuatu: A discussion paper for practitioners and policymakers. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-680-2.
Pełny tekst źródłaWong, Debbie, Hilary Hollingsworth, Prue Anderson, Payal Goundar i Agnes Mercer. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR. Final report. Australian Council for Educational Research, listopad 2023. http://dx.doi.org/10.37517/978-1-74286-728-1.
Pełny tekst źródłaStanley-Wall, Nicola, i Joana Carneiro. Life of Bacteria over 200 degrees centigrade: Teachers' Guide. University of Dundee, 2022. http://dx.doi.org/10.20933/100001272.
Pełny tekst źródłaRondón, Carlos, Marcelo Cabrol i María Soledad Bos. A New Context for Teachers in Latin America and the Caribbean. Inter-American Development Bank, kwiecień 2012. http://dx.doi.org/10.18235/0009037.
Pełny tekst źródłaWong, Debbie, i Elizabeth Cassity. . Teacher development multi-year studies. Emerging themes: Challenges and enablers. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-675-8.
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