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Artykuły w czasopismach na temat "Teacher cognition"
Başar, Serhat. "Teacher Cognition in Grammar Teaching: A Case Study in a Turkish EFL Context". International Journal of Modern Education Studies 4, nr 2 (8.12.2020): 57. http://dx.doi.org/10.51383/ijonmes.2020.51.
Pełny tekst źródłaBorg, Simon. "Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do". Language Teaching 36, nr 2 (kwiecień 2003): 81–109. http://dx.doi.org/10.1017/s0261444803001903.
Pełny tekst źródłaArdavani, Shahrzad. "How MOOCs Can Develop Teacher Cognition: The Case of in-Service English Language Teachers". European Journal of Open, Distance and E-Learning 22, nr 2 (1.01.2020): 56–71. http://dx.doi.org/10.2478/eurodl-2019-0010.
Pełny tekst źródłaGórska-Poręcka, Bożena. "THE ROLE OF TEACHER KNOWLEDGE IN ESP COURSE DESIGN". Studies in Logic, Grammar and Rhetoric 34, nr 1 (1.10.2013): 27–42. http://dx.doi.org/10.2478/slgr-2013-0021.
Pełny tekst źródłaGeng, Ziyi, i John Murphy. "The knowledge base of Chinese as a second language teaching in K-12 settings". Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, nr 3 (31.12.2018): 295–307. http://dx.doi.org/10.1075/csl.17032.gen.
Pełny tekst źródłaDavis, Brent, i Dennis Sumara. "Cognition, Complexity, and Teacher Education". Harvard Educational Review 67, nr 1 (1.01.1997): 105–26. http://dx.doi.org/10.17763/haer.67.1.160w00j113t78042.
Pełny tekst źródłaVijayavarathan, Kalpana. "Teacher cognition – the core-peripheral belief dynamic and its impact on teaching speaking in English as a foreign language (EFL) in grade 8 in the Faroe Islands". Fróðskaparrit - Faroese Scientific Journal 68 (28.10.2022): 35–55. http://dx.doi.org/10.18602/0001.
Pełny tekst źródłaAhmad, Iftikhar. "Teacher Cognition and Grammar Teaching in the Saudi Arabian Context". English Language Teaching 11, nr 12 (8.11.2018): 45. http://dx.doi.org/10.5539/elt.v11n12p45.
Pełny tekst źródłaThu Thuy, Do Thi, i Tang Thi Thuy. "How does using feedback empower student metacognition and learning?" New Trends and Issues Proceedings on Humanities and Social Sciences 6, nr 1 (10.05.2019): 386–95. http://dx.doi.org/10.18844/prosoc.v6i1.4191.
Pełny tekst źródłaCouper, Graeme. "Teacher Cognition of Pronunciation Teaching: Teachers' Concerns and Issues". TESOL Quarterly 51, nr 4 (30.11.2016): 820–43. http://dx.doi.org/10.1002/tesq.354.
Pełny tekst źródłaRozprawy doktorskie na temat "Teacher cognition"
Enow, Linda. "Teacher cognition : a study of secondary English teachers". Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.
Pełny tekst źródłaKavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers". Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
Pełny tekst źródłaBibliography: p. 246-275.
Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.
Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.
Mode of access: World Wide Web.
275, [140] p. ill
Yigitoglu, Nur. "Exploring Second Language Writing Teacher Cognition". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/17.
Pełny tekst źródłaHill, Stacy Lee. "Teacher cognition| Four case studies of teachers in low-SES schools". Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640030.
Pełny tekst źródłaThis qualitative study examined the cognition and practices of four teachers teaching in low-SES schools. The four case studies were comprised of three elementary teachers and one middle school teachers in the state of Columbia*. The study explored how the teachers' schooling, professional coursework, classroom practices, and contextual factors affected their teaching practices. The conceptual framework for the study came from Borg's (2003) representation of teacher cognition for language teachers.
Data were triangulated and collected from interviews, documents, and classroom observations. The four teachers were interviewed three times each. The documents collected were professional correspondence, pertinent papers, homework, or other artifacts that demonstrated the teachers' cognition.
The findings of the study showed the teachers' cognition was primarily influenced by schooling, classroom practices, and contextual factors, but not professional coursework. The findings also suggest that the teachers in the study found relationships with students and a student reflexive curriculum to be paramount in their classroom practice in a low-SES school. In addition, three of the teachers all regarded the contextual factor of equity in their schools to be of importance in their cognition of teaching.
*pseudonyms.
Seton, Steven S. "Teacher cognition the effects of prior experience on becoming a teacher /". Connect to full text, 2007. http://hdl.handle.net/2123/1864.
Pełny tekst źródłaTitle from title screen (viewed 16th July, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2007. Includes bibliographical references. Also issued in print.
Borg, Simon. "Teacher cognition in second language grammar teaching". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284617.
Pełny tekst źródłaAbel, Lydia. "Teacher Development Mediation: A Cognition-based Reconsideration". University of the Western Cape, 1997. http://hdl.handle.net/11394/8320.
Pełny tekst źródłaThe research was prompted by two main issues prevalent in South African education in the last decade. These were particularly the critical state of the schooling system, especially in the educationally disadvantaged schools (mainly ex-Department of Education and Training) and the relationship of the teacher to teaching and the related issue of teacher upgrading. The resultant effect was that the educationally disadvantaged communities became more and more disadvantaged over time because of decreasing mental stimulation and mental development. The answer lay in finding a theory of intellectual growth and development which takes into account the learning environment of the disadvantaged child. The Educational Support Services Trust (ESST) has been active in addressing this very issue since 1986. It provides appropriate learner-centred mediational texts to disadvantaged pupils around the country. These materials concentrate on the development of practical intelligence by relating leaming to everyday experience. The Teachers' Methodology Project was designed to change the teachers who were using the ESST materials from being disseminators of information to being managers of a learning-centred classroom environment. The idea was to change the way that teachers thought about teaching and learning. This was accomplished by sharing the methodology of the existing pupils' materials and theories of cognition and mediation with them so that they could become adept at mediating at the level of deconstruction of complex ideas and using this knowledge in the construction and development of their own learning materials, thereby contributing to the mental development of their pupils. My experience as a staff member of the ESST and my background in education provided an entry point to this research via Feuerstein et at's (1980,1991) criteria for mediation, Haywood's (1993) mediational teaching style and a range of other theories and ideas including group work and co-operative learning, graphic organisers, and the ESSTs own theory of mediatory text (Sinclair, 1991). These were consolidated into a learning-centred approach to teaching in which the learner, the teacher and the task become part of the total learning-centred environment. The research began as an investigation of the Teachers' Methdology Project (TMP) and an effort to track teachers' development but grew to include the development of the conceptual mediational framework on which the project was based. This resulted in the development of a classroom observation instrument which was used to evaluate how teachers mediated in their classrooms and how they interacted with pupils. The TMP was implemented through a series of workshops during which teachers examined their assumptions about teaching and learning: explored new avenues for facilitating learning; experienced a learning-centred approach to teaching; acquired new strategies for and knowledge of, theories and atttitudes to teaching and learning and were able to reflect on and practise newly acquired skills in a supportive collegial environment. The research employed a qualitative approach and therefore the documentation of the process took considerable effort. An experiential framework (Kolb, 1974) was used to analyse the process and the results. This mediational experiential framework resulted in a methodology which addressed teachers' attitudes and cognition in a life-related way, taking into account their personal knowledge and experience. The methodology is replicable and has been used in basic adult education and other settings. In addition, the methodology can contribute to the understanding of how Outcomes-based Education could be implemented in South Africa.
Vega, Animas Leticia. "Teacher cognition and ICT implementation in the EFL classes in Mexico". Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-ict-implementation-in-the-efl-classes-in-mexico(ae3474d5-432e-4292-8f62-e11afc009505).html.
Pełny tekst źródłaBaker, Amanda A. "Pronunciation Pedagogy: Second Language Teacher Cognition and Practice". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/16.
Pełny tekst źródłaTleuov, Askat. "The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms". Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288.
Pełny tekst źródłaKsiążki na temat "Teacher cognition"
Li, Li. Language Teacher Cognition. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-137-51134-8.
Pełny tekst źródłaBarnard, Roger, i Anne Burns, red. Researching Language Teacher Cognition and Practice. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697912.
Pełny tekst źródłaPowell, William R. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.
Znajdź pełny tekst źródłaPowell, William R. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.
Znajdź pełny tekst źródłaBarnard, Roger, i Anne Burns. Researching language teacher cognition and practice: International case studies. Bristol: Multilingual Matters, 2012.
Znajdź pełny tekst źródłaUruntaeva, Galina, i Ekaterina Gosheva. Psychology of cognition preschooler in professional and pedagogical activity of the teacher. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1074084.
Pełny tekst źródłaPowell, William R. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.
Znajdź pełny tekst źródłaOchan, Kusuma-Powell, red. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.
Znajdź pełny tekst źródłaCases on teacher identity, diversity, and cognition in higher education. Hershey PA: Information Science Reference, 2014.
Znajdź pełny tekst źródłaTeacher cognition in language teaching: Beliefs, decision-making, and classroom practice. Cambridge [England]: Cambridge University Press, 1996.
Znajdź pełny tekst źródłaCzęści książek na temat "Teacher cognition"
Li, Li. "Teacher Cognition and Teacher Education". W Language Teacher Cognition, 277–312. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_9.
Pełny tekst źródłaLi, Li. "Teacher cognition and teacher expertise". W The Routledge Handbook of English Language Teacher Education, 335–49. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-23.
Pełny tekst źródłaKling, Joyce, Slobodanka Dimova i Alessandra Molino. "EMI Teacher Cognition". W Research on Integrating Language and Content in Diverse Contexts, 147–63. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003181859-12.
Pełny tekst źródłaLi, Li. "The Impact of Teacher Education on Teacher Cognition". W Language Teacher Cognition, 203–39. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_7.
Pełny tekst źródłaLi, Li. "Introduction to the Book". W Language Teacher Cognition, 1–17. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_1.
Pełny tekst źródłaLi, Li. "Sociocultural Theory and Teacher Cognition". W Language Teacher Cognition, 19–50. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_2.
Pełny tekst źródłaLi, Li. "Interaction Analysis and Teacher Cognition". W Language Teacher Cognition, 51–85. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_3.
Pełny tekst źródłaLi, Li. "Teacher Cognition about Teaching and Learning". W Language Teacher Cognition, 87–134. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_4.
Pełny tekst źródłaLi, Li. "Teacher Cognition and Interactive Decision-Making". W Language Teacher Cognition, 135–64. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_5.
Pełny tekst źródłaLi, Li. "Teacher Cognition about the Use of Technology". W Language Teacher Cognition, 165–202. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_6.
Pełny tekst źródłaStreszczenia konferencji na temat "Teacher cognition"
Nadyrova, Damilya. "Enactivism And Embodied Cognition In Education Of Music Teachers". W 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.69.
Pełny tekst źródłaSugiharto, Bowo, Aloysius Corebima, Herawati Susilo i Mr Ibrohim. "Cognition Regulation of Biology Education Students". W International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.38.
Pełny tekst źródła"IMMERSIVE LEARNING FOR TEACHER EDUCATION". W 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014c053.
Pełny tekst źródła"360°-VIDEO REFLECTION IN TEACHER EDUCATION: A CASE STUDY". W IADIS International Conference Cognition and Exploratory Learning in Digital Age 2021. IADIS Press, 2021. http://dx.doi.org/10.33965/celda2021_202108l003.
Pełny tekst źródłaHafifah, Gusti Nur, Francisca Maria Ivone i Bambang Yudi Cahyono. "Developing a Teacher Cognition on ICT Instrument: A Confirmatory Factor Analysis". W 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220201.021.
Pełny tekst źródła"INTEGRATING MEDIA DIDACTIC COMPETENCES IN PSYCHOLOGY COURSES OF TEACHER EDUCATION". W 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014c042.
Pełny tekst źródła"PROMOTING FORMATIVE ASSESSMENT IN MATHEMATICS TEACHER EDUCATION: AN EXPERIENCE OF DISTANCE TEACHING". W 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014l037.
Pełny tekst źródłaDAUKILAS, Sigitas, i Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS". W RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.
Pełny tekst źródłaShirokikh, Anna Yurievna. "An experimental tailor-made ESP course: experience of teaching English to students of Economics". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7977.
Pełny tekst źródła"TEACHER SUPPORT IN COVID-19 PANDEMIC TO DEVELOP BLENDED LEARNING DISRUPTIVE MODELS IN HIGHER EDUCATION". W 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014l022.
Pełny tekst źródłaRaporty organizacyjne na temat "Teacher cognition"
Hanushek, Eric, Marc Piopiunik i Simon Wiederhold. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Cambridge, MA: National Bureau of Economic Research, grudzień 2014. http://dx.doi.org/10.3386/w20727.
Pełny tekst źródłaJackson, C. Kirabo. Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina. Cambridge, MA: National Bureau of Economic Research, grudzień 2012. http://dx.doi.org/10.3386/w18624.
Pełny tekst źródłaRoos, Lyndsey. The Cognitive Development of Expertise in an ESL Teacher: A Case Study. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2392.
Pełny tekst źródłaKlochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel i Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4405.
Pełny tekst źródłaHillman, Kylie, i Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, sierpień 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.
Pełny tekst źródłaHillman, Kylie, i Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, sierpień 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.
Pełny tekst źródłaIdrisova, Zh V., L. S. Idigova i M. I. Kudusova. DIGITALIZATION OF THE INTERACTIVE ACTIVITY OF THE TEACHER AND THE COGNITIVE ACTIVITY OF FUTURE BACHELORS. Ljournal, 2019. http://dx.doi.org/10.18411/1116-1611-8891-26598.
Pełny tekst źródłaVan Gasse, Nicole. An Exploratory Study of Teachers' Uses of Data to Understand Students' Cognitive and Affective Engagement. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2095.
Pełny tekst źródłaLytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], sierpień 2018. http://dx.doi.org/10.31812/0564/2451.
Pełny tekst źródłaNayn, A. Y. Pedagogical Management of Teachers Educational-Cognitive Orientation Development Process in he System of an Additional Professional Education. Prof. Dr Kuznetsov Alexandre Semenovich, marzec 2015. http://dx.doi.org/10.14526/18_2015_18.
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