Artykuły w czasopismach na temat „Novice teachers”
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Pogodzinski, Ben. "Socialization of Novice Teachers". Journal of School Leadership 22, nr 5 (wrzesień 2012): 982–1023. http://dx.doi.org/10.1177/105268461202200507.
Pełny tekst źródłaHuang, Jing, Kenny Yau Ning Lock i Feng Teng. "Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong". Chinese Journal of Applied Linguistics 42, nr 1 (26.03.2019): 3–20. http://dx.doi.org/10.1515/cjal-2019-0001.
Pełny tekst źródłaPaula, Līga, i Aiga Grīnfelde. "THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS". Problems of Education in the 21st Century 76, nr 3 (15.06.2018): 364–79. http://dx.doi.org/10.33225/pec/18.76.364.
Pełny tekst źródłaQuoc, Trinh, Tran Duyen i Le Thanh. "Novice Teachers’ Professional Identity Reconstruction". International Journal of Educational Methodology 8, nr 3 (15.08.2022): 449–64. http://dx.doi.org/10.12973/ijem.8.3.449.
Pełny tekst źródłaZhukova, Olena. "NOVICE TEACHERS' BELIEFS ABOUT PROBLEM-BASED LEARNING APPROACH, AND TEACHING PRACTICES". CBU International Conference Proceedings 5 (23.09.2017): 901–9. http://dx.doi.org/10.12955/cbup.v5.1046.
Pełny tekst źródłaLi, Ru. "Mentoring as a Supportive Way for Novice Teachers in Foreign Language Teacher Development: A Case Study in an Ethnic College in China". Journal of Language Teaching and Research 7, nr 2 (3.03.2016): 318. http://dx.doi.org/10.17507/jltr.0702.10.
Pełny tekst źródłaShi, Jing. "A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China". Theory and Practice in Language Studies 10, nr 2 (1.02.2020): 168. http://dx.doi.org/10.17507/tpls.1002.04.
Pełny tekst źródłaGoolsby, Thomas W. "A Comparison of Expert and Novice Music Teachers' Preparing Identical Band Compositions: An Operational Replication". Journal of Research in Music Education 47, nr 2 (lipiec 1999): 174–87. http://dx.doi.org/10.2307/3345722.
Pełny tekst źródłaDiasti, Krismalita Sekar. "Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teachers". Scholaria: Jurnal Pendidikan dan Kebudayaan 11, nr 1 (21.01.2021): 1–10. http://dx.doi.org/10.24246/j.js.2021.v11.i1.p1-10.
Pełny tekst źródłaSupramaniam, Kaarthiyainy, Mohamad Idham Md Razak i Nalini Arumugam. "Changing Identities in Community of Practice: Expert Teachers to Novice Researchers". Asian Journal of University Education 16, nr 2 (6.08.2020): 59. http://dx.doi.org/10.24191/ajue.v16i2.10297.
Pełny tekst źródłaAkın, Fatma Nur, i Esen Uzuntiryaki-Kondakci. "The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers". Chemistry Education Research and Practice 19, nr 1 (2018): 80–105. http://dx.doi.org/10.1039/c7rp00165g.
Pełny tekst źródłaLim, Sungman, i Soyoung Yun. "NARRATIVES OF THREE NOVICE IN-SERVICE SCIENCE PRIMARY SCHOOL TEACHERS: THEIR JOURNEY OF ACHIEVING TEACHER AGENCY AND TEACHER BELIEF". Journal of Baltic Science Education 21, nr 6 (10.12.2022): 1040–51. http://dx.doi.org/10.33225/jbse/22.21.1040.
Pełny tekst źródłaBettini, Elizabeth A., Nathan D. Jones, Mary T. Brownell, Maureen A. Conroy i Walter L. Leite. "Relationships Between Novice Teachers’ Social Resources and Workload Manageability". Journal of Special Education 52, nr 2 (14.05.2018): 113–26. http://dx.doi.org/10.1177/0022466918775432.
Pełny tekst źródłaAlly, Mussa Shabani, i Daphina Libent-Mabagala. "Examining the Effectiveness of Mentoring Process in Developing Teaching Competencies of Secondary School Novice Teachers: A Case of Mbeya Region in Tanzania". European Journal of Education and Pedagogy 3, nr 3 (14.06.2022): 156–59. http://dx.doi.org/10.24018/ejedu.2022.3.3.355.
Pełny tekst źródłaEwing, Lee-Ann. "Mentoring novice teachers". Mentoring & Tutoring: Partnership in Learning 29, nr 1 (1.01.2021): 50–69. http://dx.doi.org/10.1080/13611267.2021.1899585.
Pełny tekst źródłaCOBANOGLU, Fatma, i Zeynep Ayvaz-Tuncel. "Teacher Induction Program: First Experience in Turkey". International Education Studies 11, nr 6 (29.05.2018): 99. http://dx.doi.org/10.5539/ies.v11n6p99.
Pełny tekst źródłaChychuk, Antonina. "Novice Teachers’ Infusion into Pedagogical Activity at American Schools". Comparative Professional Pedagogy 6, nr 2 (1.06.2016): 33–39. http://dx.doi.org/10.1515/rpp-2016-0015.
Pełny tekst źródłaZhukova, Olena, Ilona Fjodorova i Dzintra Iliško. "Novice Teachers’ Beliefs and Knowledge about Education for Sustainable Development". Acta Paedagogica Vilnensia 44 (1.09.2020): 34–44. http://dx.doi.org/10.15388/actpaed.44.3.
Pełny tekst źródłaAbdurrahmani, Tidita. "THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA". Problems of Education in the 21st Century 55, nr 1 (10.07.2013): 11–27. http://dx.doi.org/10.33225/pec/13.55.11.
Pełny tekst źródłaDagnew, Asrat, i Aster Asrat. "Survey of mentors’ roles in guiding and supporting novice teachers in Dangila district elementary schools, Ethiopia". Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, nr 2 (31.08.2019): 80–89. http://dx.doi.org/10.18844/gjgc.v9i2.4303.
Pełny tekst źródła강경희. "Novice Science Teachers' Perceptions on Teacher Mentoring". Journal of Research in Curriculum Instruction 22, nr 1 (luty 2018): 29–37. http://dx.doi.org/10.24231/rici.2018.22.1.29.
Pełny tekst źródłaBakar, Ab Rahim, i Shamsiah Mohamed. "Teacher Efficacy Beliefs Among Novice Malaysian Teachers". International Journal of Learning: Annual Review 16, nr 5 (2009): 497–510. http://dx.doi.org/10.18848/1447-9494/cgp/v16i05/46267.
Pełny tekst źródłaChandran, Vishin Nair, Intan Safinas Mohd Ariff Albakri, Siti Shuhaida Shukor, Noriah Ismail, Mohd Haniff Mohd Tahir, Mazlin Mohamed Mokhtar i Noraini Zulkepli. "Malaysian English language novice teachers’ challenges and support during initial years of teaching". Studies in English Language and Education 9, nr 2 (23.05.2022): 443–61. http://dx.doi.org/10.24815/siele.v9i2.22974.
Pełny tekst źródłaJohnson, Christopher, Alice-Ann Darrow i Becky J. A. Eason. "Novice and Skilled Music Teachers’ Nonverbal Behaviors and Their Relationship to Perceived Effectiveness and Rapport". Bulletin of the Council for Research in Music Education, nr 178 (1.10.2008): 73–83. http://dx.doi.org/10.2307/40319340.
Pełny tekst źródłaBaldinger, Erin E., Sarah Kate Selling i Rajeev Virmani. "Supporting Novice Teachers in Leading Discussions That Reach a Mathematical Point: Defining and Clarifying Mathematical Ideas". Mathematics Teacher Educator 5, nr 1 (wrzesień 2016): 8–28. http://dx.doi.org/10.5951/mathteaceduc.5.1.0008.
Pełny tekst źródłaHaverly, Christa, Angela Calabrese Barton, Christina V. Schwarz i Melissa Braaten. "“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science". Journal of Teacher Education 71, nr 1 (12.09.2018): 63–79. http://dx.doi.org/10.1177/0022487118800706.
Pełny tekst źródłaYuzulia, Irza. "EFL Teachers’ Perceptions and Strategies in Implementing Learner Autonomy". Linguists : Journal Of Linguistics and Language Teaching 6, nr 1 (13.07.2020): 36. http://dx.doi.org/10.29300/ling.v6i1.2744.
Pełny tekst źródłaLee, Ssang-cheol, Dongyup Lee i Hyejin Kim. "Analysis on Types of Novice Teachers’ Induction and Impacts of Policy Supports". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 16 (31.08.2022): 293–305. http://dx.doi.org/10.22251/jlcci.2022.22.16.293.
Pełny tekst źródłaPogodzinski, Ben. "Administrative context and novice teacher-mentor interactions". Journal of Educational Administration 53, nr 1 (2.02.2015): 40–65. http://dx.doi.org/10.1108/jea-06-2013-0073.
Pełny tekst źródłaMhlaba, Rabella Esther, i Mmushetji Petrus Rankhumise. "Mentoring novice natural science teachers: a case study in the Gauteng province". South African Journal of Education 42, nr 1 (28.02.2022): 1–13. http://dx.doi.org/10.15700/saje.v42n1a2003.
Pełny tekst źródłaAnthony, Anika Ball, Belinda G. Gimbert, Jeremy B. Luke i Marie Hoffman Hurt. "Distributed Leadership in Context: Teacher Leaders’ Contributions to Novice Teacher Induction". Journal of School Leadership 29, nr 1 (styczeń 2019): 54–83. http://dx.doi.org/10.1177/1052684618825086.
Pełny tekst źródłaGhajarieh, Amir, Nastaran Jalali i Mohammad Amin Mozaheb. "An investigation into the classroom talk of Iranian EFL novice vs. experienced teachers". Register Journal 12, nr 2 (27.11.2019): 100–125. http://dx.doi.org/10.18326/rgt.v12i2.100-125.
Pełny tekst źródłaFarikhah, Ni'matul. "A Novice Teacher’s Familiarity with Assessment for Learning in EFL Classroom". VELES: Voices of English Language Education Society 6, nr 2 (30.10.2022): 500–511. http://dx.doi.org/10.29408/veles.v6i2.6589.
Pełny tekst źródłaGhimire, Nani Babu. "Teacher education courses: Are they germane to classroom practice for novice teachers?" Journal of NELTA 23, nr 1-2 (30.12.2018): 105–15. http://dx.doi.org/10.3126/nelta.v23i1-2.23354.
Pełny tekst źródłaKim, Hyun Soo, i Tae-Young Kim. "Impact of Motivational Languaging Activities on Novice English Teachers’ Motivation: An Activity Theory Perspective". Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, nr 36 (11.06.2021): 139–57. http://dx.doi.org/10.30827/portalin.v0i36.15909.
Pełny tekst źródłaJohnson, Harlan R. "Help for Novice Teachers". NASSP Bulletin 70, nr 489 (kwiecień 1986): 117. http://dx.doi.org/10.1177/019263658607048926.
Pełny tekst źródłaMoslehi, Parvinsadat, i Hadi Salehi. "Relationship between Reflective Teaching and Teacher Autonomy among Iranian EFL Experienced and Novice Teachers". Journal of Practical Studies in Education 2, nr 5 (2.08.2021): 1–10. http://dx.doi.org/10.46809/jpse.v2i5.28.
Pełny tekst źródłaYetkiner, Alper, i Fatma Bıkmaz. "Novice teachers’ views on induction practices in Turkey". Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, nr 1 (30.06.2019): 91–122. http://dx.doi.org/10.31704/ijocis.2019.005.
Pełny tekst źródłaIdrus, Ridwan Laode, Baharullah Baharullah i Sitti Fithriani Saleh. "Technological Pedagogical Content Knowledge (TPACK) Profile Elementary School Teachers on Geometry Materials Judging from Teaching Experience". Buana Pendidikan Jurnal Fakultas Keguruan dan Ilmu Pendidikan 18, nr 2 (28.09.2022): 224–34. http://dx.doi.org/10.36456/bp.vol18.no2.a5422.
Pełny tekst źródłaMakhananesa, Joseph Lesiba, i Mmalefikane Sylvia Sepeng. "Exploring Threats to Novice Teachers’ Development in Selected Secondary Schools in South Africa". International Journal of Learning, Teaching and Educational Research 21, nr 12 (30.12.2022): 260–72. http://dx.doi.org/10.26803/ijlter.21.12.14.
Pełny tekst źródłaPowell, Sean Robert. "Structure and agency in novice music teaching". Research Studies in Music Education 41, nr 2 (8.10.2018): 206–18. http://dx.doi.org/10.1177/1321103x18794514.
Pełny tekst źródłaSun, Qiang, i Lawrence Jun Zhang. "Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching". Sustainability 14, nr 8 (14.04.2022): 4711. http://dx.doi.org/10.3390/su14084711.
Pełny tekst źródłaBooth, Paul, Isabelle Guinmard i Elizabeth Lloyd. "The perceptions of a situated learning experience mediated by novice teachers’ autonomy". EuroCALL Review 25, nr 1 (12.06.2017): 76. http://dx.doi.org/10.4995/eurocall.2017.7081.
Pełny tekst źródłaGordon, Evelyn, i K. Alisa Lowrey. "The mentoring web – Coming together to make a difference". Improving Schools 20, nr 2 (30.05.2016): 178–90. http://dx.doi.org/10.1177/1365480216650310.
Pełny tekst źródłaSali, Pinar, i Ilknur Kecik. "Challenges of First Years of Teaching in Turkey: Voices of Novice EFL Teachers". English Language Teaching 11, nr 4 (25.03.2018): 117. http://dx.doi.org/10.5539/elt.v11n4p117.
Pełny tekst źródłaWoods, Dawn M., i Anne Garrison Wilhelm. "Learning to Launch Complex Tasks: How Instructional Visions Influence the Exploration of the Practice". Mathematics Teacher Educator 8, nr 3 (czerwiec 2020): 105–19. http://dx.doi.org/10.5951/mte.2020.0010.
Pełny tekst źródłaClark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant i Youyoung Choi. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions". Journal for Research in Mathematics Education 45, nr 2 (marzec 2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.
Pełny tekst źródłaAkram, Sehar, Ayesha Butt i Saima Farah. "A Study of Anxiety among Novice ESL Teachers at Higher Secondary Level". Global Language Review VII, nr I (30.03.2022): 267–92. http://dx.doi.org/10.31703/glr.2022(vii-i).23.
Pełny tekst źródłaKeller, Lena, Kai S. Cortina, Katharina Müller i Kevin F. Miller. "Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking". Instructional Science 50, nr 2 (9.12.2021): 251–72. http://dx.doi.org/10.1007/s11251-021-09570-5.
Pełny tekst źródłaZhukova, Olena. "Novice Teachers’ Concerns, Early Professional Experiences and Development: Implications for Theory and Practice". Discourse and Communication for Sustainable Education 9, nr 1 (1.06.2018): 100–114. http://dx.doi.org/10.2478/dcse-2018-0008.
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