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Artykuły w czasopismach na temat "Pre-service primary teachers"
Şahin Sak, İkbal Tuba. "School readiness: the views of pre-service preschool teachers and pre-service primary teachers". Early Child Development and Care 186, nr 4 (21.05.2015): 509–25. http://dx.doi.org/10.1080/03004430.2015.1040784.
Pełny tekst źródłaATABEK, Oguzhan, i Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education". Eurasian Journal of Educational Research 20, nr 87 (30.05.2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.3.
Pełny tekst źródłaMarchis, Iuliana. "Pre-Service Primary School Teachers’ Spatial Abilities". Acta Didactica Napocensia 10, nr 2 (25.08.2017): 123–30. http://dx.doi.org/10.24193/adn.10.2.10.
Pełny tekst źródłaSung, Min-Chang. "Pre-Service Primary English Teachers’ AI Chatbots". Lanaguage Research 56, nr 1 (30.04.2020): 97–115. http://dx.doi.org/10.30961/lr.2020.56.1.97.
Pełny tekst źródłaPeterson, Ray, i David Treagust. "Primary pre-service teachers' pedagogical reasoning skills". Research in Science Education 22, nr 1 (grudzień 1992): 323–30. http://dx.doi.org/10.1007/bf02356912.
Pełny tekst źródłaHerbert, Sandra, i Linda Hobbs. "Pre-Service Teachers’ Views of School-Based Approaches to Pre-Service Primary Science Teacher Education". Research in Science Education 48, nr 4 (20.05.2017): 777–809. http://dx.doi.org/10.1007/s11165-016-9587-x.
Pełny tekst źródłaLopes, Amélia, i Rafael Tormenta. "Pre-Service Teacher Training, Primary Teachers’ Identities and School Work". Literacy Information and Computer Education Journal 1, nr 1 (1.03.2010): 52–58. http://dx.doi.org/10.20533/licej.2040.2589.2010.0008.
Pełny tekst źródłaUaidullakyzy, Elmira, Aziza Zhunusbekova, Nabuova Roza, Raigul Doszhan, Karibayeva Gulnaz Maratovna i Ulzharkyn Аbdigapbarova. "Development of entrepreneurial competence of future primary school teachers". Cypriot Journal of Educational Sciences 17, nr 4 (30.04.2022): 1333–46. http://dx.doi.org/10.18844/cjes.v17i4.7157.
Pełny tekst źródłaDražnik, Tjaša. "Pre-Service Teachers’ Perceptions of Plurilingual Pedagogies". Sustainable Multilingualism 20, nr 1 (1.06.2022): 69–93. http://dx.doi.org/10.2478/sm-2022-0004.
Pełny tekst źródłaNguyen, Giang Thi Chau, Huong Pham, Anh Thi Quynh Nguyen, Bich Ngoc Nguyen i Son Cong Trinh. "Perpectives of primary pre-service teachers on integrated teaching". Cypriot Journal of Educational Sciences 17, nr 12 (31.12.2022): 4324–34. http://dx.doi.org/10.18844/cjes.v17i12.8145.
Pełny tekst źródłaRozprawy doktorskie na temat "Pre-service primary teachers"
Ben-Motreb, Khaled Saad. "Pre-Service Primary Teachers' Mathematics Conceptions and Practices". Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525238.
Pełny tekst źródłaWilson, Sue Anne. "Bibliotherapy to address mathematics anxiety in primary pre-service teachers". Phd thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/7853d849faff896114cc31962b0ea34c7f8882be2b18ce3772f3f961e883496a/3683656/Wilson_2019_Bibliotherapy_to_address_mathematics_anxiety_in.pdf.
Pełny tekst źródłaCourtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.
Pełny tekst źródłaENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Number sense studies of pre-service teachers (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) have indicated that the development of number sense should be a focus of primary pre-service teacher education. The data in this mixed method research design were obtained from a Number Sense Questionnaire, a Written Computations Questionnaire and a Mental Calculations Questionnaire. These questionnaires were adapted from instruments developed by Professor Der-Ching Yang for 6th and 8th grade learners in Taiwan. Teacher confidence was measured by the McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Six randomly selected pre-service teachers were interviewed to determine their use of number-sensible strategies. The correlation analysis shows a strong relationship between number sense and mental calculations; between number sense and confidence in both the ability to do and the ability to teach mathematics and between mental and written calculations. The overall results of this study reveal that the final year primary pre-service teachers demonstrate limited number sense and possess very few of the indicators of number sense that were described by Kalchman, Moss and Case (2001). The findings expose a lack of conceptual understanding of the domain numbers and operations, particularly in the domain of rational numbers and the operations of multiplication and division. The pre-service teachers have little or no access to a variety of flexible number-sensible strategies to solve problems and calculate mentally. They lack the fluency in basic facts and procedures to perform written calculations efficiently and correctly. Unexpectedly, the analysis of the confidence survey shows that they are confident in both their ability to do mathematics and their ability to teach mathematics. It is recommended that mental calculations and computational estimation should become a focus of primary school mathematics education. Institutions responsible for teacher training should develop the number sense of pre-service teachers and research effective and long-term professional development programmes. The confidence and willingness of the teachers to learn can be used as an important resource.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die getalbegrip van 47 finale jaar primêre skool voordiens-onderwysers in Namibië en is gemotiveer deur die swak prestasie van die Namibiese primêre skool leerlinge in beide nasionale en internasionale gestandaardiseerde assesseringstoetse. Die literatuurstudie het aan die lig gebring dat leerlinge se prestasie gekoppel is aan onderwyservakkennis (Ball, 1990, Ma, 1999) en dat onderwysers se vertroue in hulle vermoë om wiskunde te doen en te onderrig, die manier waarop hulle onderrig en hul bereidwilligheid om wiskunde te leer beïnvloed (Ball, 1990, Graven 2004 ). Studies van voordiens primêre onderwysers se getalbegrip (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) toon dat die ontwikkeling van getalbegrip 'n fokus van primêre voordiensonderwyseropleiding behoort te wees. Die data in hierdie gemengde metode navorsing is verkry uit 'n Getalbegrip, 'n Skriftelike Berekeninge en 'n Hoofrekene Vraelys. Hierdie vraelyste is gebaseer op die instrumente wat ontwikkel is deur Professor Der-Ching Yang vir graad 6 en 8 leerlinge in Taiwan. Onderwyservertroue is gemeet deur die McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Ses ewekansig geselekteerde voordiens-onderwysers is ondervra om te bepaal watter sinvolle strategieë hulle gebruik om vrae oor getalbegrip te beantwoord. Die korrelasie-analise toon 'n sterk verband tussen getalbegrip en hoofrekene; tussen getalbegrip en vertroue in die vermoë om wiskunde te doen en te leer, en tussen vermoë om hoofrekene en skriftelike bewerkinge te doen. Die algehele resultate van hierdie studie dui daarop dat die finale jaar primêre voordiens-onderwysers oor beperkte getalbegrip en baie min van die aanwysers van getalbegrip wat deur Kalchman, Moss en Case (2001) beskryf is, beskik. Die bevindinge toon ‘n gebrek aan begrip van die domein van getalle en bewerkings, veral in die domein van rasionale getalle en die bewerkings vermenigvuldiging en deling. Die voordiens-onderwysers beskik oor min of geen soepel strategieë om probleme op te los en hoofrekene te doen nie. Hulle beskik nie oor die vlotheit in basiese feite en bewerkings om skriftelike berekeninge doeltreffend en korrek uit te voer nie. Die vertroue wat voordiens-onderwysers uitgespreek het in hulle vermoë om wiskunde te doen en onderrig staan in sterk teenstelling met hierdie bevindige. Dit word aanbeveel dat hoofrekene en skatting 'n fokus van primêre skool wiskunde-onderwys behoort te wees. Instansies gemoeid met onderwyseropleiding behoort die getalbegrip van voordiensonderwysers te onwikkel en navorsing te doen oor effektiewe en lang-termyn programme vir professionele ontwikkeling. Onderwysers se vertroue en bereidwilligheid om te leer kan as 'n belangrike hulpbron gebruik word.
Yan, Bing. "The development of assessment literacy in Chinese pre-service primary teachers". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/11.
Pełny tekst źródłaTang, Kuen-yan. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601435.
Pełny tekst źródłaTaylor, Neil. "Fiji pre-service primary teachers' understanding of physical science : a cultural perspective". Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36559/2/36559_Digitised%20Thesis.pdf.
Pełny tekst źródłaGovinda, Ishwar Lingam, i n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji". Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
Pełny tekst źródłaWilson, Susanna Mary. "Knowledge for teaching mathematics in a primary school: Perspectives of pre-service teachers". Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5187.
Pełny tekst źródłaPink, Elizabeth I. "Pre-service teachers' beliefs and intended practices around the promotion of reading for pleasure among primary children". Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/231720/1/Elizabeth_Pink_Thesis.pdf.
Pełny tekst źródłaTang, Kuen-yan, i 鄧權隱. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958898.
Pełny tekst źródłaKsiążki na temat "Pre-service primary teachers"
Ng, Swee Fong. Malaysian pre-service primary mathematics teachers and their lecturers: Practice and beliefs about mathematics, teaching and learning. Birmingham: University of Birmingham, 1995.
Znajdź pełny tekst źródłaFelmer, Patricio, Renato Lewin, Salomé Martínez, Cristián Reyes, Leonor Varas, Eugenio Chandía, Pablo Dartnell i in. Primary Mathematics Standards for Pre-Service Teachers in Chile. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/8948.
Pełny tekst źródłaFelmer, Patricio Luis. Primary Mathematics Standards for Pre-Service Teachers in Chile: A Resource Book for Teachers and Educators. World Scientific Publishing Co Pte Ltd, 2014.
Znajdź pełny tekst źródłaJoyce, Glasgow, Robinson Pansy, Unesco. Division of Science, Technical and Environmental Education. i United Nations. Environment Programme. International Environmental Education Programme., red. Environmental education: Module for pre-service training of teachers and supervisors for primary schools. [Paris]: Unesco, Division of Science, Technical and Environmental Education, 1986.
Znajdź pełny tekst źródłaCzęści książek na temat "Pre-service primary teachers"
Mills, Reece, i Theresa Bourke. "Primary Specialisation in Australian Education: Pre-service Teachers’ Lived Experiences". W Teacher Education in Globalised Times, 23–40. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4124-7_2.
Pełny tekst źródłaMontoro, Ana Belén, i Francisco Gil. "Exploring Flow in Pre-service Primary Teachers Doing Measurement Tasks". W ICME-13 Monographs, 283–308. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13761-8_13.
Pełny tekst źródłaHino, Keiko, Gabriel J. Stylianides, Katja Eilerts, Caroline Lajoie i David Pugalee. "Topic Study Group No. 47: Pre-service Mathematics Education of Primary Teachers". W Proceedings of the 13th International Congress on Mathematical Education, 593–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_74.
Pełny tekst źródłaBoyle, Christopher, Kelly-Ann Allen i Christopher L. Barrell. "Issues in Primary and Secondary Pre-service Teachers’ Attitudes Towards Inclusive Education". W Research for Inclusive Quality Education, 29–40. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5908-9_3.
Pełny tekst źródłaWildgans-Lang, Angelika, Sarah Scheuerer, Andreas Obersteiner, Frank Fischer i Kristina Reiss. "Learning to Diagnose Primary Students’ Mathematical Competence Levels and Misconceptions in Document-Based Simulations". W Learning to Diagnose with Simulations, 17–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_3.
Pełny tekst źródłaMccormack, Lorraine. "Pre-Service Primary School Teachers’ Knowledge of Science Concepts and the Correlation between Knowledge and Confidence in Science". W Understanding Science Teachers’ Professional Knowledge Growth, 13–26. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-313-1_2.
Pełny tekst źródłaPellet, Jean-Philippe, Gabriel Parriaux i Morgane Chevalier. "Design and Analysis of a Disciplinary Computer Science Course for Pre-service Primary Teachers". W Informatics in Schools. A Step Beyond Digital Education, 125–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15851-3_11.
Pełny tekst źródłaTetiurka, Małgorzata. "L1 Use in the Foreign Language Primary Classroom—Pre-service Teachers’ Beliefs and Practices". W Second Language Learning and Teaching, 259–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33272-7_16.
Pełny tekst źródłaReynolds, Barry Lee, Chen Ding i Janis Zhiyou Li. "Pre-service Primary Teachers’ Perceptions of a Primary Education Program and an English Language Teaching Practicum: A Macau Case Study". W Handbook of Research on Teacher Education, 351–77. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9785-2_18.
Pełny tekst źródłaMaffia, Andrea, Simone Rossi Tisbeni, Federica Ferretti i Alice Lemmo. "A Clustering Method for Multiple-Answer Questions on Pre-service Primary Teachers’ Views of Mathematics". W Theorizing and Measuring Affect in Mathematics Teaching and Learning, 129–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50526-4_13.
Pełny tekst źródłaStreszczenia konferencji na temat "Pre-service primary teachers"
Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE LESSONS: PRE-SERVICE PRIMARY TEACHERS' EXPERIENCE". W Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.83.
Pełny tekst źródłaBilgin, Ayse, Carmel Coady, Joanne Mulligan, Vincent Geiger, Michael Cavanagh, Peter Petocz i Liz Date-Huxtable. "Opening real science: statistical literacy for pre-service primary teachers through flexible delivery". W Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15304.
Pełny tekst źródłaChikobava, Margarita, i Ralf Romeike. "Towards an Operationalization of AI acceptance among Pre-service Teachers". W WiPSCE '21: The 16th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481312.3481349.
Pełny tekst źródłade Vetten, Arjen, Judith Schoonenboom, Ronald Keijzer i Bert van Oers. "Pre-service primary school teachers’ (pedagogical) content knowledge during teaching informal statistical inference". W IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.ozwxp.
Pełny tekst źródłaStandl, Bernhard, i Nadine Schlomske-Bodenstein. "Investigating Teacher’s Empathy and Its Impact on Pre-Service Teachers’ Self-Efficacy in Programming Tasks". W WiPSCE '21: The 16th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481312.3481332.
Pełny tekst źródłaSantos, Nuno, Paulo Afonso i Dolores Alveirinho. "EXPLORATION OF PICTORIAL GROWTH PATTERNS THROUGH KAHOOT: A STUDY WITH PRE-SERVICE PRIMARY TEACHERS AND PRE-SERVICE KINDERGARTEN TEACHERS". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0450.
Pełny tekst źródłaLiskova, Dasa, Blanka Kozik Lehotayova, Katerina Kostolanyova i Eva Gasparova. "OPINIONS AND ATTITUDES OF PRE-PRIMARY EDUCATION TEACHERS AND PRE-SERVICE TEACHERS ON USING AUGMENTED REALITY". W 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2799.
Pełny tekst źródłaLamanauskas, Vincentas. "PRE-SERVICE PRIMARY TEACHERS’ SCIENCE CONTENT KNOWLEDGE: A CASE OF LITHUANIA". W SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.95.
Pełny tekst źródłaDofkova, Radka, i Martina Uhlirova. "TEACHING METHODS USING IN MATHEMATICS PRIMARY PRE-SERVICE TEACHERS TRAINING". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0410.
Pełny tekst źródłaCohen, Irit Mazor. "Primary School Pre-Service Teachers' Collective Reflective Discourse On Reflection". W Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.31.
Pełny tekst źródłaRaporty organizacyjne na temat "Pre-service primary teachers"
Yaroshenko, Olga G., Olena D. Samborska i Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3870.
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 źródłaYusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana i Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.
Pełny tekst źródłaVelychko, Vladyslav Ye, Elena H. Fedorenko i Darja A. Kassim. Conceptual Bases of Use of Free Software in the Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science. [б. в.], listopad 2018. http://dx.doi.org/10.31812/123456789/2667.
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