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Gotowe bibliografie tematyczne / Teacher cognition / Książki

Książki na temat „Teacher cognition”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 10 marca 2023

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1

Li, Li. Language Teacher Cognition. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-137-51134-8.

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2

Barnard, 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.

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3

Powell, William R. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.

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4

Powell, William R. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.

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5

Barnard, Roger, i Anne Burns. Researching language teacher cognition and practice: International case studies. Bristol: Multilingual Matters, 2012.

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6

Uruntaeva, 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.

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The monograph is devoted to analysis of professional and pedagogical activity of educator of preschool educational organizations in the aspect of cognition of preschool children. Describes the conceptual presentation of these activities, including structural-functional model of the activities to knowledge and activities for analysis of its process and results in order to assess its effectiveness. In accordance with the business model for knowledge of child the proposed system of professional training of future educators for its development in the learning process at the University, partly experimentally tested. Intended for researchers, professional and pedagogical activity of the teacher of preschool educational institutions, teachers and practitioners of preschool education and teachers and students of psychological and pedagogical universities.

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7

Powell, William R. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.

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8

Ochan, Kusuma-Powell, red. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.

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9

Cases on teacher identity, diversity, and cognition in higher education. Hershey PA: Information Science Reference, 2014.

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10

Teacher cognition in language teaching: Beliefs, decision-making, and classroom practice. Cambridge [England]: Cambridge University Press, 1996.

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11

The view from little chair in the corner: Improving teacher practice and early childhood learning : (wisdom from an experienced classroom observer). New York: Teachers College Press, 2010.

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12

G, Sindt Vincent, i Ellsworth Peter C, red. What every teacher should know about how students think: A survival guide for adults. Eau Claire, Wis: Thinking Publications, 1992.

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13

Extending thought in young children: A parent-teacher partnership. Wyd. 2. Thousand Oaks, CA: PCP/Sage Publications, 2007.

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14

Athey, Chris. Extending thought in young children: A parent-teacher partnership. London: P. Chapman Pub., 1990.

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15

Playing and exploring: Education through the discovery of order. London: Methuen, 1985.

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16

Louise, Lafortune, red. Les émotions à l'école. Sainte-Foy, Qué: Presses de l'Université du Québec, 2004.

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17

M, Jennings S., i University of Exeter. School of Education., red. Cognitive apprenticeship in teacher education. Exeter: University of Exeter, School of Education, 1994.

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18

R, Ronning Royce, i Bruning Roger H, red. Cognitive psychology for teachers. New York: Macmillan, 1990.

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19

From cognition to being: Prolegomena for teachers. Ottawa: University of Ottawa Press, 1998.

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20

1963-, Conceição-Runlee Simone, red. Creating a sense of presence in online teaching: How to "be there" for distance learners. San Francisco: Jossey-Bass, 2010.

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21

Bier, Ada. La motivazione nell’insegnamento in CLIL. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-213-0.

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There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.

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22

Ratcliffe, Bernadette. [An evaluation of the responses of teachers and pupils to a programme which teaches cognitive skills]. Birmingham: University of Birmingham, 1996.

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23

Niemi, Hannele. Is teaching also a moral craft for secondary school teachers?: Cognitive and emotional processes of student teachers in professional development during teacher education. Helsinki: Dept. of Teacher Education, University of Helsinki, 1988.

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24

Interactive cognitions of student-teachers: An intervention study. Arnhem: CITO, 1989.

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25

Julien, Mercie, red. Collaborative and individual learning in teaching. Hauppauge, N.Y: Nova Science Publishers, 2009.

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26

Cognitive nourishment: Life-changing affirmations for the savvy teacher. San Diego, Calif: Brain Store, 2005.

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27

Edward, Raths Louis, red. Teaching for thinking: Theory, strategies, and activities for the classroom. Wyd. 2. New York: Teachers College, Columbia University, 1986.

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28

1928-, Becker Wesley C., red. Applied psychology for teachers: A behavioral cognitive approach. Chicago: Science Research Associates, 1986.

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29

Learning styles: A guide for teachers and parents. Oceanside, CA: Learning Forum Publications, 2000.

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30

Lohman, David F. Interpretive guide for teachers and counselors: Form 6. Itasca, IL: Riverside Pub., 2001.

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31

Handlungsleitende Kognitionen von Lehrern: Instrumentalitätstheoretische Vorhersagen pädagogischer Präferenzen. Göttingen: C.J. Hogrefe, 1986.

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32

Ganuza, Fernando Bacaicoa. Conflicto cognitivo y aprendizaje. [Bilbao, Spain]: Universidad del País Vasco, Servicio Editorial, 1998.

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33

Hindman, Jennifer L. The supportive learning environment: Effective teacher practices. Larchmont, N.Y: Eye On Education, 2010.

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34

Hindman, Jennifer L. The supportive learning environment: Effective teacher practices. Larchmont, N.Y: Eye On Education, 2010.

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35

Sychev, Vasiliy. General cognitive theory. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1819022.

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For its 125th anniversary, the famous magazine "Science" has published a list of the greatest mysteries that modern science has not yet solved. In the second place, the authors of the journal, the best scientists in the world, placed the question of the biological basis of consciousness. The general cognitive theory presented in this monograph provides an answer to this important question, as well as to many other equally important ones. Is it possible to create an artificial intelligence that can realize itself? How do we master the language? How has the culture been preserved for thousands of years? For students and teachers, as well as anyone interested in the problems of the peculiarities of the functioning of the psyche and its formation.

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36

Paul, Crystal A. Will teacher training in the theory of Multiple Intelligence change teacher attitude? 1996.

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37

Li, Li. Social Interaction and Teacher Cognition. Edinburgh University Press, 2017. http://dx.doi.org/10.1515/9780748675760.

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38

Social Interaction and Teacher Cognition. Edinburgh University Press, 2017.

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39

Li, Li. Social Interaction and Teacher Cognition. Edinburgh University Press, 2017.

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40

Li, Li. Language Teacher Cognition: A Sociocultural Perspective. Palgrave Macmillan, 2019.

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41

Burns, Anne, i Roger Barnard. Researching Language Teacher Cognition and Practice. Multilingual Matters, 2013.

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42

Borg, Simon. Teacher Cognition and Language Education: Research and Practice. Bloomsbury Publishing Plc, 2008.

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43

Borg, Simon. Teacher Cognition and Language Education: Research and Practice. Bloomsbury Publishing Plc, 2015.

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44

Teacher Cognition And Language Education: Research And Practice. Continuum International Publishing Group, 2007.

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45

Garmston, Robert J., William Powell, Ochan Kusuma-Powell i Arthur L. Costa. Becoming an Emotionally Intelligent Teacher. Skyhorse Publishing Company, Incorporated, 2013.

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46

Garmston, Robert J., William Powell, Ochan Kusuma-Powell i Arthur L. Costa. Becoming an Emotionally Intelligent Teacher. Skyhorse Publishing Company, Incorporated, 2013.

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47

Burns, Anne, i Roger Barnard. Researching Language Teacher Cognition and Practice: International Case Studies. Multilingual Matters, 2012.

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48

Burns, Anne, i Roger Barnard. Researching Language Teacher Cognition and Practice: International Case Studies. Multilingual Matters, 2012.

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49

Powell, William R., i Ochan Kusuma-Powell. Becoming an Emotionally Intelligent Teacher. Corwin Press, 2012.

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50

Svecova, Danka. Pemphigus Vulgaris: Autoimmune Bullous Disease. Nova Science Publishers, Incorporated, 2015.

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