Rozprawy doktorskie na temat „Primary teacher training”
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Barron, Elaine Bernadette. "Primary headteachers' perceptions of training teachers fit to practise within changing landscapes of teacher training". Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/621834.
Pełny tekst źródłaPope, D. "Conceptions of subject knowledge in primary initial teacher training : the perspectives of student teachers and teacher educators". Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/5762/.
Pełny tekst źródłaAl-Omari, Khaled Mohammed. "Quality assurance mechanisms in Jordanian primary teacher education programmes". Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368323.
Pełny tekst źródłaCarney, Claire Geraldine Aine. "The training of the primary school teacher to teach National Curriculum physical education". Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481191.
Pełny tekst źródłaAdams, Muriel Sylvia. "Problems of managing teacher appraisal schemes in Gwent primary schools". Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311320.
Pełny tekst źródłaSim, Ju Youn. "The impact of in-service teacher training : a case study of teachers' classroom practice and perception change". Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/36858/.
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 źródłaWildsmith, Rosemary. "A study of teacher attitudes as related to teacher practices at primary school level in South Africa". Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006577/.
Pełny tekst źródłaPuteh, Marzita. "Factors associated with mathematics anxiety and its impact on primary teacher trainees in Malaysia". Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267728.
Pełny tekst źródłaBowen, Robert. "Illuminating primary design and technology : an investigation into planning and teaching methodology". Thesis, Nottingham Trent University, 1999. http://irep.ntu.ac.uk/id/eprint/9551/.
Pełny tekst źródłaBourne, Jill. "Inside a multilingual primary classroom : a teacher, children and theories at work". Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333590.
Pełny tekst źródłaRemy, Dawn Cheryl. "Training and practice : a case study of teacher education in St. Lucia". Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283349.
Pełny tekst źródłaWhitehead, Dawn Michele. "Taking the road less traveled primary teacher retention in Ghana /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278234.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3797. Adviser: Barry Bull. Title from dissertation home page (viewed May 8, 2008).
Allingham, 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 źródłaMenendez, John. "Modernising initial teacher education/training : primary teachers as technician/deliverers or moral-craftpersons. Who cares? Who decides?" Thesis, Nottingham Trent University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441438.
Pełny tekst źródłaMorrow, Gillian Margaret. "Teacher planning in the primary school : the person, the plan and the practice". Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341782.
Pełny tekst źródłaAhmed, Mah-E.-Rukh. "Comparative perspectives on initial primary teacher education and training in England and Pakistan". Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:5533.
Pełny tekst źródłaYe, Yujing. "From probationers to professionals : a study of first-year primary school teachers in Taiwan". Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319487.
Pełny tekst źródłaYeung, Siu-hong Aaron. "Environmental education in Hong Kong with particular reference to teacher training /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1994620X.
Pełny tekst źródłaChilora, Henri Gadafulama. "Teacher training for early literacy development : an examination of the effectiveness of approaches used for training lower primary school literacy teachers in Malawi". Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7486.
Pełny tekst źródłaStudies that have been carried out on literacy development in lower primary school classes in Malawi suggest that a lot of children complete the first four years of their primary education without being able to read, not only a text of their grade level, but also of 100ver grade level. In addition, these studies suggest that some of these children complete the first four years of primary education without even being able to write their own names. However, these studies do not mention any specific reasons why basic literacy development remains a nightmare for the majority of children in lower primary school classes. This study. therefore, seeks to investigate the effectiveness of approaches that are used for initial literacy development in lower primary school classes in this country. Chapter one gives a brief background to the structure of education and the primary school system in Malawi and defines the problem that is being investigated. Chapter two discusses the theoretical framework and a review of literature on the concepts of literacy and literacy teaching and learning. Chapter 3 gives an outline of the research design and methodology that was used during the investigation. Chapter 4 provides details of how the data was analysed and presents the findings. Chapter 5 concludes the study and presents recommendations for considerations.
Eller, Amanda. "A mixed-methods study determining new teachers' perceived level of preparedness in primary literacy instruction". Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643018.
Pełny tekst źródłaHistorically, new teachers have entered the profession woefully underprepared to immediately be highly effective, primary literacy teachers. The twenty-first century has brought to education extensive reforms in literacy instruction, but are teacher preparation programs keeping up? This research examines the varying levels of perceived preparedness with which new primary teachers are entering the profession. The researcher surveyed K-3 teachers throughout three districts of varying sizes in a northwestern state. The survey focused on determining teachers' perceptions of their levels of preparedness in literacy instruction in general, as well as in the core literacy elements of phonemic awareness, phonics, fluency, and comprehension. The data collection portion of the survey differentiated between new teachers in their first 3 years, practiced teachers with 4-10 years of experience, and veteran teachers with 11 or more years of experience. The practiced and veteran teachers were asked to reflect upon their preparation and their first years of teaching when answering the survey questions. The researcher completed a comparative analysis of the three groups to determine if there has been improvement over time in perceived levels of preparedness for literacy instruction. The survey results determined that this sample population has, in fact, indicated an improvement in the level of literacy-related teacher preparation. This improvement better enables new teachers to be highly effective in primary literacy instruction, to the great benefit of their students.
Forrester, Victor David Nicolson. "Motivational adjustment of (primary) teacher trainees in the early stages of learning to teach English in Hong Kong". Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1236/.
Pełny tekst źródłaWilson, Christopher D. "Male perceptions of teaching in the primary grades| A phenomenological study". Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570377.
Pełny tekst źródłaSince the 1970s, a continuous decline in the number of males entering into the teaching profession has resulted in significant underrepresentation of male teachers in public schools, especially in elementary schools. The problem is applications to elementary school positions by females far outnumber applications by males. This qualitative phenomenological study was designed to identify potential male elementary school teachers’ perceptions of teaching in the primary grades and how the perceptions are influenced. Nine male veteran teachers and 11 male nonveteran teachers participated in the study. All data were collected with in-depth interviews using open-ended questions. Six relevant themes pertaining to attracting and retaining male teachers in elementary teaching emerged during data processing, including the decision to teach, stereotypical expectations about elementary teaching, the importance of money, reducing barriers for male teachers, the benefits of teaching, and technological teaching orientations. Exploration of the emergent themes on an individual basis provides information for school leaders that will help refine recruiting practices and allow leaders to target potential male elementary teachers more effectively.
Toker, Sacip. "An Assessment Of Pre-service Teacher Education Program In Relation To Technology Training For Future Practice: A Case Of Primary School Teacher Education Program, Burdur". Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605345/index.pdf.
Pełny tekst źródłatechnology competencies during their four-year teacher training program at Burdur School of Education, Sü
leyman Demirel University in Turkey. The sample size is 1086 students from Primary School Teacher Education department. 262 is 1st year, 269 is 2nd year, 288 is 3rd year, and 265 is 4th year students. 435 are males, and 644 are females. The research design is non-experimental survey. Technology Use Self-Competency scale (TUSS) was used for the study. Reliability of the instrument is .96. The study is indicated that most of the pre-service teachers felt themselves as intermediate technology user. The descriptive, correlation, regression and higher-way ANOVA are applied. Gender, years of computer use and computer ownership and having access to internet variables are associated with significantly to technology use self-competency scores. Also the most useful predictor of technology use self competency is years of computer use. Finally, there is significant difference among categories of computer ownership and internet access, gender, years of computer on technology use self-competency. The recommendations and directions to future researches are presented.
Elligate, 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 źródła(yucel), Bozdas Elif Olcay. "The Characteristics Of Effective Teachers As Perceived By Primary School Students And Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610196/index.pdf.
Pełny tekst źródłaperceptions with respect to certain background variables. Descriptive statistics were used to analyze the responses of teachers for the questionnaire. Results of the study indicated that primary school students perceived the effective teacher characteristics with respect to teachers&rsquo
(1) relations with students, (2) personal traits and in-class behavior, (3) teaching ability, (4) motivating personality, (5) professional demeanor, (6) classroom management and (7) feedback &
evaluation. Students give the most importance to &lsquo
teaching ability&rsquo
and &lsquo
personality traits and in-class behavior&rsquo
dimensions. Descriptive statistics showed that teachers give the most importance to the items related with field knowledge, pedagogical knowledge and teaching ability.
Vaz, Arnaldo de Moura. "Being challenged : reflections on the contribution of Paulo Freire's work to teacher education; the Thematic Investigation of primary teachers' thinking and practice with regard to the teaching of science". Thesis, Roehampton University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308417.
Pełny tekst źródłaAhmad, Abdulaziz al. "An evaluation of the primary school teacher preparation in the college of education at Kuwait University". Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344065.
Pełny tekst źródłaShaba, Chester B. K. "Establishing a new teachership through interactive radio instruction : evaluating the impact of IRI on teachers' practices in Malawian primary schools". Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2242.
Pełny tekst źródłaHitt, Peter D. P. "Teacher perceptions of management in schools : a qualitative study involving interviews with a selection of primary, secondary and independent school teachers in Lothian Region". Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/19850.
Pełny tekst źródłaHoye, Lynda Janice. "'On the edge' : students into teachers : a qualitative study of primary postgraduate students focusing upon their transition from students into teachers". Thesis, University of Bristol, 1996. http://hdl.handle.net/1983/011475f1-77d9-4869-bfff-499d32d3edda.
Pełny tekst źródłaChakanyuka, Sharayi. "Mentoring and the professional development of pre-service primary teacher training students of Masvingo Teachers' College, Zimbabwe : a case study". Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413867.
Pełny tekst źródłaDharsey, Zorina. "PSP’s support of science education through teacher development : a case study". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97981.
Pełny tekst źródłaENGLISH ABSTRACT: An analysis of a teacher development programme known as the Cluster Project is central to this research. Study of the form, processes and outcomes of the project model draws attention to teacher professional development (TPD) as a critical strategy for improving science education in primary schools. High quality teaching at the foundational level supports children develop the appropriate level of knowledge that would allow them to take up and succeed at science at higher levels. With the object of strengthening primary science education the Primary Science Programme (PSP) implements a Cluster Project in Western Cape schools. The project model offers training workshops, classroom guidance and essential resources to support teachers develop both their knowledge and teaching competencies to teach science well. Training workshops are designed to build teachers’ understanding of critical science concepts, improve science content knowledge, and offers guidance with curriculum implementation and assessment of learning. In-classroom support and team-teaching, supported with teaching and learning materials and other resources, assists with improving teaching practice in context. This interpretive case study analyses the Cluster Project model and its processes within three theoretical frames: activity theory, complexity theory, and a research-developed qualitative framework to trace teacher professional development. Activity theory is applied to the purpose, organization and function of the Cluster Project, while complexity theory probes the meaning and implications of educational change for teachers and TPD. The qualitative framework with its five critical indicators of autonomy, knowledge, practice, and collaboration and continuing development analyses empirical evidence of TPD with respect to six teacher participants. Activity theory draws attention to the use of flexible adaptive teacher professional learning models which can accommodate frequent change to curriculum and context, and further highlights the importance of promoting collaboration and reducing contradictions in order to improve learning outcomes. Complexity theory expands understanding of teacher professional learning through its focus on the critical concepts of pedagogy, holism, learning as a nonlinear process, the unpredictability of teaching and learning, networking and connectedness, change by emergence and self-organization, changing environments, and teacher development programmes as open, complex adaptive systems. This research observed the six teacher participants were able to improve aspects of their teaching of science, thereby achieving a measure of professional development, although this was not a general observation within the Cluster Project teacher population. Research findings show that teachers’ active participation in meaningful practical science experiences promotes teacher learning, improves practical science in the classroom, and encourages the ready take-up of helpful and innovative science teaching ideas and strategies. This research recommends that practical science teaching, integrated with language and mathematics teaching, should form an essential part of education and training programmes for both pre-service and in-service primary and high school science teachers.
AFRIKAANSE OPSOMMING: Die analise van`n onderwyser-ontwikkelingsprogram, bekend as die Groepsondersteunings Projek, is die kern van diè navorsing. Studie van die vorm, prosesse en uitkomste van die projekmodel, vestig die aandag op onderwysers se professionele ontwikkeling as `n kritiese strategie vir die verbetering van wetenskaponderrig in primêre skole. Hoë gehalte onderwys in die grondslagfase, ondersteun die kinders se ontwikkeling op `n geskikte vlak van kennis wat hulle in staat sal stel om wetenskap verder te neem en daarvan `n sukses te maak op senior vlak. Met die doel om wetenskaponderrig te versterk in die primêre skool, implimenteer die Primêre Wetenskap Program (PSP) tans `n Groepsondersteunings Projek in die Wes-Kaapse skole. Die model voorsien opleiding deur slypskole, klaskamerleiding en noodsaaklike leerhulpmiddels om onderwysers se kennis en onderrigvaardigheid, om wetenskap as vak goed te onderrig, te ontwikkel. Opleidingsslypskole fokus daarop om onderwysers se begrip van kritiese wetenskaplike konsepte en opgradering van wetenskapinhoudskennis op te bou en ook om te help om die kurrikulum te implimenteer en kinders se leerwerk te assesseer. Klaskamer ondersteuning en span-onderrig, met die hulp van onderrig-en leerhulpmiddels, help met die verbetering van die onderwyspraktyk in konteks. Diè interpreterende gevallestudie analiseer die Groepondersteunings Projek model en die prosesse binne drie teoretiese raamwerke, die aktiwiteits-teorie, kompleksiteits-teorie en `n stel aanwysers wat ontwikkel is om bewyse van onderwysers se professionele ontwikkeling te ontleed. Die aktiwiteits-teorie is toegepas op die doel, organisering en funksie van die Projek, terwyl die kompleksiteits-teorie die betekenis en implikasies van die opvoedkundige verandering vir onderwysers en onderwysers se professionele ontwikkeling ondersoek. Die stel aanwysers met vyf kritiese fokuspunte: outonomie, kennis, praktyk, samewerking en voortdurende ontwikkeling, lei die analise van ses onderwyser-deelnemers se professionele ontwikkeling. Die aktiwiteits-teorie beklemtoon die belangrikheid van aanpasbare professionele leermodelle wat gereelde verandering aan die konteks en kurrikulum kan akkommodeer, en beklemtoon ook die belangrikheid om samewerking bevorder, teenstrydigheid te verminder en om sodoende die leeruitkomste te versterk. Die kompleksiteits-teorie verbreed die insig van onderwyser se professionele leer deur die fokus te plaas op die kritiese konsepte van pedagogiek; holisme; leer as `n nie-lineêre proses; die onvoorspelbaarheid van onderrig en leer; netwerk en aaneenskakeling; verandering deur die ontstaan en self-organisasie; veranderende omgewings en onderwyser-ontwikkelingsplanne as oop, komplekse aanpasbare stelsels. Diè navorsing het waargeneem dat die ses onderwyser-deelnemers in staat was om aspekte van hul wetenskap-onderrig te verbeter en sodoende was hulle in staat om `n mate van professionele ontwikkeling te behaal alhoewel dit nie `n algemene waarneming binne die Groepsondersteunings Projek se onderwyspopulasie was nie. Navorsingsbevindings dui aan dat onderwysers se aktiewe deelname aan betekenisvolle, praktiese wetenskapondervindings, leer kan bevorder en begrip kan bevorder van `n praktiese implimentering daarvan in die klaskamer en moedig die geredelike opname van nuttige en innoverende leer-idees en strategieë aan. Die navorsing beveel aan dat praktiese wetenskap-onderrig, integreer met tale en wiskunde, `n noodsaaklike deel moet vorm van onderwys-en opleidingsprogramme vir voor-diens en in-diens primêre en hoërskool wetenskaponderwysers.
Momany, Mohammad Ahmad. "Pre-service and in-service primary teacher training in Jordan : with special reference to the teaching skills and training/teaching methods". Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247392.
Pełny tekst źródłaCharles, Sarah. "Can't spell, can't teach? : an exploration of stakeholder attitudes towards students, with dyslexia, training to be primary classroom teachers". Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621547.
Pełny tekst źródłaYan, Bing. "The development of assessment literacy in Chinese pre-service primary teachers". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/11.
Pełny tekst źródłaKeflom, Tsegaye. "Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace". Thesis, University of the Western Cape, 2001. http://hdl.handle.net/11394/2049.
Pełny tekst źródłaThis study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.
South Africa
梁仲民 i Chung-man Luke Leung. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626160.
Pełny tekst źródłaOnyango, Moses Orwe. "A collaborative action for tutors' development : case study of teaching about HIV and AIDS at a teacher training college in Kenya". Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610734.
Pełny tekst źródłaLambley, Hanne. "Initial teacher training for the teaching of reading : an exploratory study with final-year primary B.Ed. students". Thesis, University of Leicester, 1995. http://hdl.handle.net/2381/35650.
Pełny tekst źródłaWalker, Lynn Jean. "Men in school-centred initial teacher training : an exploration of issues and experiences in one primary SCITT". Thesis, Open University, 2018. http://oro.open.ac.uk/58454/.
Pełny tekst źródłaKranz, Carol A. "A qualitative case study of novice Kenyan primary school teachers what messages transmitted by the teacher training colleges are internalized and applied?" Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4956.
Pełny tekst źródłaID: 030423103; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 257-265).
Ed.D.
Doctorate
Education
Ngai, Kam-tao, i 魏錦圖. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary schoolteachers in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955599.
Pełny tekst źródłaRalston, Christine R. "Collaborative data-driven decision making| A qualitative study of the lived experiences of primary grade classroom teachers". Purdue University, 2013.
Znajdź pełny tekst źródłaZhou, Wenyan 1980. "Video portfolios as a tool in primary grade student evaluation and their potential in pre-service teacher training". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83846.
Pełny tekst źródłaAl-Ruwaih, Meshari Eisa. "Raising standards in initial teacher training in physical education for primary schools : a comparative analysis between Kuwait and England". Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5797/.
Pełny tekst źródłaPausigere, Peter. "Primary maths teacher learning and identity within a numeracy in-service community of practice". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017183.
Pełny tekst źródłaAlawadhi, Nabil. "The impact of computer use in the development of mathematics teaching in primary education". Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5829.
Pełny tekst źródłaAron, Ana Maria. "Design and evaluation of a teacher training programme aimed at the development of social skills in children attending third and fourth grade of primary education in Chile". Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263857.
Pełny tekst źródłaGuyver, Robert Malcolm. "The development of knowledge bases for the effective teaching of primary history : case studies of postgraduates' reflections on initial teacher training". Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288310.
Pełny tekst źródła