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Artykuły w czasopismach na temat "Professional Development of Teachers not elsewhere classified"
Giraldo, Frank, i Daniel Murcia Quintero. "Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers". Colombian Applied Linguistics Journal 21, nr 2 (7.11.2019): 243–59. http://dx.doi.org/10.14483/22487085.14514.
Pełny tekst źródłaRosli, Roslinda, i Mohd Fareed Aliwee. "Professional Development of Mathematics Teacher: A Systematic Literature Review". Contemporary Educational Researches Journal 11, nr 2 (1.05.2021): 43–54. http://dx.doi.org/10.18844/cerj.v11i2.5415.
Pełny tekst źródłaDraz, Muhammad Umar, i Fayyaz Ahmad. "Continuing Professional Development and Accounting Academics: A Literature Review". International Journal of Learning and Development 7, nr 4 (28.11.2017): 44. http://dx.doi.org/10.5296/ijld.v7i4.12089.
Pełny tekst źródłaAbramovich, Anat, i Shirely Miedijensky. "From a Guided Teacher into Leader: A Three-Stage Professional Development (TSPD) Model for Empowering Teachers". Higher Education Studies 9, nr 2 (6.03.2019): 57. http://dx.doi.org/10.5539/hes.v9n2p57.
Pełny tekst źródłaCharteris, Jennifer, i Dianne Smardon. "Dialogic peer coaching as teacher leadership for professional inquiry". International Journal of Mentoring and Coaching in Education 3, nr 2 (6.06.2014): 108–24. http://dx.doi.org/10.1108/ijmce-03-2013-0022.
Pełny tekst źródłaAnhalt, Cynthia O., Matthew Ondrus i Virginia Horak. "Issues of Language: Teacher Insights from Mathematics Lessons in Chinese". Mathematics Teaching in the Middle School 13, nr 1 (sierpień 2007): 18–23. http://dx.doi.org/10.5951/mtms.13.1.0018.
Pełny tekst źródłaSytnyk, Olga. "ADULT EDUCATION TEACHERS’ TRAINING IN IRELAND". Continuing Professional Education: Theory and Practice, nr 1-2 (2018): 93–98. http://dx.doi.org/10.28925/1609-8595.2018(1-2)9398.
Pełny tekst źródłaTong, Fuhui, Wen Luo, Beverly J. Irby, Rafael Lara-Alecio i Hector Rivera. "Investigating the impact of professional development on teachers’ instructional time and English learners’ language development: a multilevel cross-classified approach". International Journal of Bilingual Education and Bilingualism 20, nr 3 (14.08.2015): 292–313. http://dx.doi.org/10.1080/13670050.2015.1051509.
Pełny tekst źródłaTabachnikov, S. I., N. O. Mykhalchuk i Ye M. Kharchenko. "Empirical research of the structure of professional reflection of teachers". Archives of psychiatry 24, nr 2 (14.06.2018): 111–15. http://dx.doi.org/10.37822/2410-7484.2018.24.2.111-115.
Pełny tekst źródłaAvidov-Ungar, Orit. "Teacher evaluation following reform: the Israeli perspective". Quality Assurance in Education 26, nr 4 (8.10.2018): 511–27. http://dx.doi.org/10.1108/qae-01-2018-0009.
Pełny tekst źródłaRozprawy doktorskie na temat "Professional Development of Teachers not elsewhere classified"
(5929658), Susan J. Ely. "Effectiveness of Online Professional Development for Technical Educators". Thesis, 2019.
Znajdź pełny tekst źródłaNumerous studies have shown multiple benefits gained through professional development for teachers, which address increasing pedagogical content knowledge, increasing student achievement and increasing teacher job satisfaction (Banks, 2008; Colbert, Brown, Choi &Thomas, 2008; Dash, de Kramer, O’Dwyer, Masters & Russell, 2012). However, barriers to professional development, including cost, time and access, make face-to-face professional development sessions difficult to meet teacher needs (Carr, 2016). Online professional development can help to address these barriers, while meeting the needs of teachers. Employing best practices established through both online learning pedagogy and professional development techniques, teachers can increase their pedagogical content knowledge and opportunities for collaboration using online platforms. This study demonstrated, using a blend of qualitative and quantitative assessments that online professional development was comparable in effectiveness to face-to-face professional development in preparation for teaching an introductory logistics course and the Manufacturing Skills Standards Council Certified Logistics Associate certification exam.
Leask, Betty. "Discursive constructions of internationalisation at an Australian University: implications for professional practice". 2005. http://arrow.unisa.edu.au:8081/1959.8/28306.
Pełny tekst źródłaKrieg, Susan. "Competing professional identities in contemporary early childhood teacher education". 2008. http://arrow.unisa.edu.au:8081/1959.8/42993.
Pełny tekst źródłaLoong, Yook-Kin. "Web-based teaching strategies for secondary school mathematics". 2006. http://arrow.unisa.edu.au:8081/1959.8/43108.
Pełny tekst źródłaDang, Hung Van. "Constructions of an active language learner in English as a foreign language (EFL) teacher education in Vietnam". 2006. http://arrow.unisa.edu.au:8081/1959.8/45978.
Pełny tekst źródła(10730865), Scott Tecumseh Thorne. "TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION". Thesis, 2021.
Znajdź pełny tekst źródłaCzęści książek na temat "Professional Development of Teachers not elsewhere classified"
Byford, Andy. "Pedagogy as Science". W Science of the Child in Late Imperial and Early Soviet Russia, 78–112. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198825050.003.0003.
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