Gotowe bibliografie tematyczne / Teacher development

Gotowa bibliografia na temat „Teacher development”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 21 lutego 2023

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Teacher development”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Teacher development"

1

Zulfitri, Zulfitri. "Teacher Professional Development". JADEs : Journal of Academia in English Education 1, nr 1 (15.06.2020): 1–18. http://dx.doi.org/10.32505/jades.v1i1.2680.

Pełny tekst źródła
Streszczenie:
Professionalism of teachers is often attributed to three factors are quite important, namely the competence of teachers, teacher certification and teacher professional allowance. The third factor is the background that was allegedly closely associated with the quality of education. Professional teachers as evidenced by its competence shall promote the establishment process and product performance which can support the quality of education. Competent teachers can be evidenced by the acquisition of teacher certification following an adequate allowance according to the size of Indonesia. Today, there are a number of teachers who have been certified, it will be certified, has gained professional allowance, and will acquire the professional allowance. The fact that the teachers have been certified is a strong assumption, that the teacher already has competence. The problem that arises then, that the teacher is assumed to have had the competence which is only based on the assumption that they have been certified; it seems in the long term it is difficult to be accountable academically. Evidence have been certified, the teacher is present condition, which is generally a quality teacher resources shortly after certification. Therefore, the certification is closely related to the learning process, the certification cannot be assumed to reflect the competence of a superior lifetime. Post- certification should be an early milestone for teachers to constantly improve competence by means of long-life learning. To facilitate the improvement of teacher competence, it is necessary that a competence is initiated in order to manage the development of teachers’ professionalism.
Style APA, Harvard, Vancouver, ISO itp.
2

Goodson, Ivor F. "Sponsoring the Teacher's Voice: teachers' lives and teacher development". Cambridge Journal of Education 21, nr 1 (styczeń 1991): 35–45. http://dx.doi.org/10.1080/0305764910210104.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Rutter, Alison. "Teacher Choices: Teacher Development". Teachers College Record: The Voice of Scholarship in Education 119, nr 14 (listopad 2017): 1–32. http://dx.doi.org/10.1177/016146811711901409.

Pełny tekst źródła
Streszczenie:
This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and math teachers who were still teaching 10-plus years after they entered teaching, either through New Jersey's alternate route (AR) program or college-based (CB) programs in the state. By examining the history of teacher development reform movements affecting the careers of these teachers and the ways in which these exemplar teachers chose to build their careers, two case studies are drawn to demonstrate the impact of the institution as well as the individuals’ professional motivation. The cases highlight the different professional paths and choices these teachers selected. In conclusion, the article recognizes that, rather than their initial choice of pathway, teachers’ development into mature veterans was affected most by their ongoing individual choices of professionalism, which include the effects of the institutions in which they chose to work.
Style APA, Harvard, Vancouver, ISO itp.
4

Szeto, Elson, i Annie Yan-Ni Cheng. "Principal–teacher interactions and teacher leadership development: beginning teachers’ perspectives". International Journal of Leadership in Education 21, nr 3 (11.01.2017): 363–79. http://dx.doi.org/10.1080/13603124.2016.1274785.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Yefimenko, Iryna V., Olena M. Yakymchuk, Nataliia Ye Kravtsova, Halyna I. Sotska i Anatolii M. Korol. "Art education development in the context of global changes". Linguistics and Culture Review 5, S2 (1.08.2021): 501–13. http://dx.doi.org/10.21744/lingcure.v5ns2.1386.

Pełny tekst źródła
Streszczenie:
New trends are emerging in the system of higher art education due to globalisation and integration, rapid development of technological innovations. The use of technological innovations causes emerging of new types of communication, collaboration and interaction between teachers and students. In the article, the concept of smart education and its principles and the competence of a future teacher and specifics of their professional training were described. Global educational trends were characterised. The perspectives of professional and pedagogical activity of art teacher were outlined. The importance of technological innovations in the process of innovative education was explained. The criteria for assessing the teacher's innovative competence were highlighted. It was established that the modern smart society requires a teacher who teaches art history while constantly developing his cognitive abilities, systematically renew his intellectual and creative potential. The peculiarities of teacher's innovative competence formation in the changing conditions of a modern “smart” society were investigated. It was concluded that digital competence is one of the new requirements for art critics training in the context of the development of the information-oriented society.
Style APA, Harvard, Vancouver, ISO itp.
6

Xodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi i Abdurakhmon Norinboev Vokhidovich. "Methodological Support Of Teacher Training In English Language Teacher’s Development". American Journal of Social Science and Education Innovations 02, nr 12 (30.12.2020): 313–17. http://dx.doi.org/10.37547/tajssei/volume02issue12-54.

Pełny tekst źródła
Streszczenie:
Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).
Style APA, Harvard, Vancouver, ISO itp.
7

Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers". International Journal Pedagogy of Social Studies 4, nr 1 (30.06.2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.

Pełny tekst źródła
Streszczenie:
The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.
Style APA, Harvard, Vancouver, ISO itp.
8

Shulman, Lee S. "Teacher Development". Journal of Applied Developmental Psychology 21, nr 1 (styczeń 2000): 129–35. http://dx.doi.org/10.1016/s0193-3973(99)00057-x.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Behrens, E. Diane. "Teacher Perceptions of a Consulting Teacher Model for Professional Development". Journal of School Leadership 5, nr 5 (wrzesień 1995): 482–503. http://dx.doi.org/10.1177/105268469500500504.

Pełny tekst źródła
Streszczenie:
Teachers’ perceptions of the Consulting Teacher Model in Albemarle County, Virginia were examined. Data collected from five consulting teachers and ten client teachers were utilized in a case study approach to describe five professional development clusters—each consisting of one consulting teacher and two client teachers. Five themes emerged from a cross-case analysis: receptivity to assistance, value of collegiality, viability of the role, consulting teacher as change agent, and teacher empowerment. Consulting teachers helped client teachers grow professionally and promoted different perspectives on teaching in the areas of mathematics, language arts, and special education. Of all the benefits of the Consulting Teacher Model, collaboration was viewed as the most rewarding.
Style APA, Harvard, Vancouver, ISO itp.
10

Nandang, Ade, i Dindin Nasrudin. "Development of Teachers' Primary School Skills in Teaching Arabic". JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, nr 1 (22.02.2019): 38. http://dx.doi.org/10.33578/jtlee.v2i1.6668.

Pełny tekst źródła
Streszczenie:
In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "Teacher development"

1

Teater, Troy A. Lorsback Anthony L. "Development of teacher efficacy". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128288.

Pełny tekst źródła
Streszczenie:
Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Anthony L. Lorsbach (chair), Thomas P. Crumpler, Kathleen M. Crawford, Rosalyn Templeton. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.
Style APA, Harvard, Vancouver, ISO itp.
2

Mahlaela, Kedibone I. "Teacher assessment for teacher professional development". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.

Pełny tekst źródła
Streszczenie:
Thesis (MEd)--Stellenbosch University, 2012.
Bibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.
Style APA, Harvard, Vancouver, ISO itp.
3

Binks, Peter. "Teacher biography and teacher development : considerations for development through dialogue". Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020466/.

Pełny tekst źródła
Streszczenie:
The thesis addresses the importance of the biographical in questions relating to professional development arguing that biography illuminates how individuals acquire knowledge and how perspectives on development are formed. From a perspective of Developmental Systems Theory change and development for teaching is viewed as selfreflexivity — a more contextually relevant concept than self-understanding. In exploratory interviews, different temporal orientations between teachers emerge. Extended, interpretative interviews take place employing an interview guide to test the link between biography, knowledge acquisition, practice and development. Five case studies are developed featuring teachers chosen for their diversity and interest and potential to contribute to an emergent theory. Respondents have been teaching colleagues for an average of ten years. A major theme is a differentiated ability to integrate past and present. This also relates to the degree of self-reflexivity. In addition, it is associated with a more differentiated approach to the future and development. Those embracing the future are more inclined to work collaboratively, have a flexible student oriented approach to planning and practice and are likely to engage in critical reflection. From this perspective, teacher development should emphasise goals of coherence and complexity. The process of dialogue is a crucial means of facilitating these. Key elements in a possible design for dialogue are developed through interviews and observations focusing on teacher learning experiences. Different pathways to dialogue relate to different biographical profiles and learning maps. Pathways for facilitating dialogue amongst teachers with a past time orientation are proposed. The model of development through dialogue so constructed meets the challenge of the present and allows individuals and organisations to negotiate the future with confidence.
Style APA, Harvard, Vancouver, ISO itp.
4

Doughney, John F. Laney James Duke. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Biehl, Paola Gabriella. "Tracing teacher development". reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/167711.

Pełny tekst źródła
Streszczenie:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016
Made available in DSpace on 2016-09-20T04:13:06Z (GMT). No. of bitstreams: 1 339900.pdf: 1143225 bytes, checksum: 868067c8dcc62ec2e8c7becb54c491a8 (MD5) Previous issue date: 2016
Abstract : In the field of English as a ForeignLanguage (EFL) teacher education, special attention must be given to novice teachers, (i.e. the ones working as a teacher for at most three years[Huberman,1993]), so that they can bridge the theory learned at preservice, courses, workshops or academia to the reality of their practice more comfortably and less lengthily. Following one on the main tenets of Vygotsky's (1987) Sociocultural theory (SCT), this study aimed to trace a novice teacher's developmental path, as she was mediated by a more experienced other (in this study, the researcher herself). The guiding question that permeated this study was to what extent the mediating sessions between teacher educator and novice teacher impacted the teacher. In order to answer this research question, the following specific questions were asked: i) How the interactions between teacher educator and novice teacher reverberated on the novice teacher's practice; ii) How the interactions between teacher educator and novice teacher reverberated on the novice teacher's discourse; and iii) if the novice teacher perceived herself differently, felt more confident about her teaching, and in what ways. Qualitative research methods were used to analyze data, which were collected through filmed class observation, filmed feedback sessions (called mediating sessions), and questionnaires. Analysis showed that the mediating sessions did impact the teacher,presenting evidence inboth teacher's discourse and practice, as well as in her self-analysis. These findings support the importance of a teacher educator's intentional and goal-oriented mediation for teachers, especially beginner teachers. The results of this study, while confirming the imperative role of reflective teaching (Richards, 1995) and teacher reasoning (Johnson, 1999), corroborate Vygotsky s (1987) proposition concerning the twisting path of concept development (Smagorinsky, Cook & Johnson, 2003).

No campo de formação de professores de Inglês como Língua Estrangeira (EFL), uma atenção especial deve ser dada aos professores iniciantes, (ou seja, aqueles que trabalham como professor durante, no máximo, três anos [Huberman, 1993]), para que possam relacionar a teoria aprendida em treinamentos, cursos, workshops ou academicamente com a realidade da sua prática de forma mais confortável e menos longa. Seguindo um dos principais princípios da teoria sociocultural (SCT) de Vygotsky (1987), este estudo teve como objetivo traçar o caminho de desenvolvimento de uma professora iniciante, como ela foi mediada por um colega mais experiente (neste estudo, o próprio pesquisador). A questão norteadora que permeou este estudo foi até que ponto as sessões de mediação entre a formadora de professores e a professora iniciante impactaram na professora. A fim de responder a esta questão de pesquisa, foram feitas os seguintes questões específicas: i) Como as interações entre a formadora de professores e a professora iniciante reverberaram na prática da professora; ii) Como as interações entre a formadora de professores e professor principiante reverberaram no discurso da professora; e iii) se a professora iniciante percebeu-se de forma diferente, se sentiu-se mais confiante com seu ensino, e de que forma. Métodos qualitativos de pesquisa foram utilizados para analisar os dados, que foram coletados por meio de observação de aulas filmadas, sessões de feedback filmadas (chamadas de sessões de mediação), e questionários. A análise mostrou que as sessões de mediação realmente impactaram na professora, apresentando evidências tanto no discurso quanto na prática da professora, bem como na sua auto-análise. Estes resultados reiteram a importância da mediação intencional e com foco nos objetivos dos formadores de professores para o desenvolvimento dos professores, especialmente professores iniciantes. Os resultados deste estudo, confirmando o papel fundamental do ensino reflexivo (Richards, 1995) e do raciocínio do professor (Johnson, 1999), corroboram com a proposta de Vygotsky (1987) relativa à trajetória sinuosa (twisting path) de desenvolvimento do conceito (Smagorinsky, Cook & Johnson, 2003).
Style APA, Harvard, Vancouver, ISO itp.
6

Erickson, Stacy Johnson. "An examination of the relationship between professional development and teacher turnover /". view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

Pełny tekst źródła
Streszczenie:
Thesis (D. Ed.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.
Style APA, Harvard, Vancouver, ISO itp.
7

Corkery, Debra L. "Developmental practices for effective teacher evaluation /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Lekome, Botsang Patricia. "Professional development of primary school educators through the developmental appraisal system". Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts". Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.

Pełny tekst źródła
Streszczenie:
This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but there are also significant differences. One the one hand, German teachers can be described as more active in their CPD than their Swedish colleagues in relation to particular aspects of their profession such as assessment, and more suspicious of knowledge from elsewhere, on the other. In order to understand the differences, I argue for an extended focus on the impact of the national context, in terms of socially and historically significant structures and traditions of the teaching profession. The thesis focuses on a crucial aspect with a particular explanatory value for differing CPD tendencies in various national contexts: Autonomy from a governance perspective. This phenomenon, which does indeed change across time and space, is investigated from a socio-historical perspective in both contexts, building on Margaret Archer’s analytic dualism of structure and agency, and a dual pronged model of teacher autonomy. The latter distinguishes institutional autonomy, regarding legal or status issues, from service autonomy related to the practical issues in schools and classrooms. Since these dimensions can be either extended or restricted, different categories evolve which enable us to understand the differences between the two cases. Finally, by using the findings on the German and Swedish teaching profession, a theoretical framework is presented that relates the certain forms of teacher autonomy in particular national contexts to likely CPD cultures that teachers share.
Style APA, Harvard, Vancouver, ISO itp.
10

Ellefson, Bryan A., i University of Lethbridge Faculty of Education. "Teacher-directed professional development". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.

Pełny tekst źródła
Streszczenie:
This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development.
174 leaves ; 29 cm.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "Teacher development"

1

Elliott, John, Dip. Phil. Ed., red. Reconstructing teacher education: Teacher development. London: Falmer Press, 1993.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Neufeld, Jonathan. Redefining teacher development. Milton Park, Abingdon, Oxon: Routledge, 2009.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Brown, Bettina Lankard. Vocational teacher professional development. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Harding, Edith W. Teacher preparation and development. Olympia, Wash. (110 Fifth Ave., Suite 214, PO Box 40999, Olympia, 98504-0999): Washington State Institute for Public Policy, 1999.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

University of Hong Kong. Faculty of Education. Teacher education and development. HongKong: University of Hong Kong, 1993.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Díaz-Maggioli, Gabriel. Teacher-centered professional development. Alexandria, Va: Association for Supervision and Curriculum Development, 2004.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

1934-, Woods Peter, red. Working for teacher development. Dereham: Francis, 1989.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Kubanyiova, Magdalena. Teacher Development in Action. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230348424.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Harding, Edith W. Teacher preparation and development. Olympia, Wash. (110 Fifth Ave., Suite 214, PO Box 40999, Olympia, 98504-0999): Washington State Institute for Public Policy, 1999.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Aubusson, Peter, i Sandy Schuck, red. Teacher Learning and Development. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/978-1-4020-4642-1.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "Teacher development"

1

Tartt, Emma, i Meta Van Sickle. "Teacher Development". W Talent Development in School, 187–99. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238478-12.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Borromeo Ferri, Rita. "Teacher Education and Teacher Development". W Interdisciplinary Mathematics Education, 259–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6_16.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Strauss, Sidney. "Teacher Power". W Children and Sustainable Development, 273–81. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47130-3_21.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Kang, Liyin, i Dong Wang. "Teacher Development School". W Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_7-1.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Crawford, Barbara. "Teacher Professional Development". W Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_255-4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Son, Jeong-Bae. "Teacher Development Resources". W Teacher Development in Technology-Enhanced Language Teaching, 185–201. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75711-7_11.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Son, Jeong-Bae. "CALL Teacher Development". W Teacher Development in Technology-Enhanced Language Teaching, 57–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75711-7_4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Crawford, Barbara. "Teacher Professional Development". W Encyclopedia of Science Education, 1027–29. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_255.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Hua, Zhang. "On Teacher Development". W Autobiography and Teacher Development in China, 49–68. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137382405_2.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Kang, Liyin, i Dong Wang. "Teacher Development School". W Encyclopedia of Teacher Education, 1755–61. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_7.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Teacher development"

1

Trnova, Eva, i Josef Trna. "DEVELOPMENT OF SCIENCE TEACHER CREATIVITY AND IBSE". W 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.95.

Pełny tekst źródła
Streszczenie:
Teacher creativity is essential for development of students’ creativity. Creation of methods for development of teacher creativity, as a part of teacher education, is a necessity. Within project PROFILES (Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science) we discovered that an effective method of development of science teacher creativity is a training of teachers in implementation of IBSE. Styles of teacher creativity were studied using Kirton’s Adaptation-Innovation Inventory. Levels of creativity were identified by a case study. Key words: creativity, development, IBSE, science education, teacher education.
Style APA, Harvard, Vancouver, ISO itp.
2

Patac, Louida P., i Adriano V. Patac, Jr. "Teacher Education and Professional Development on The Influence of Teacher-Student Relationships on Mathematics Problem-solving". W 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.011.

Pełny tekst źródła
Streszczenie:
ABSTRACT In this article, we uncovered aspects that students consider when learning to solve mathematical problems. The purpose of this study is to examine students' real experiences with mathematics problem-solving. We examine the method through which students learn to solve mathematical problems in order to develop Higher-Order-Thinking skills. Additionally, this study discusses the pedagogical consequences of contact between teachers and students during mathematical problem-solving. The cognitive and affective components are the factors that decide issue solutions. We investigated the lived experiences of 45 students in solving a mathematical problem using descriptive phenomenology research. As a result, we base our findings on current concerns in education and teacher professional development in order to better understand the influence of teacher-student relationships on mathematics problem- solving. KEYWORDS: Mathematics Problem solving, Teacher Education, Professional Development, Pedagogy, Colaizzi, Phenomenology
Style APA, Harvard, Vancouver, ISO itp.
3

Franco, Amanda R., i Rui Marques Vieira. "Promoting critical thinking in higher education in the context of teacher professional development". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9077.

Pełny tekst źródła
Streszczenie:
Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address the promotion of critical thinking open-handedly. With such in mind, the present paper presents a proposal of a teacher continuing professional development program consisting of five two-hour sessions, aimed at enabling university teachers to learn about critical thinking and how to think critically and, in turn, to learn how to teach their students for critical thinking. This program shall be implemented in 2019, with teachers at a public university located in the northern-central region of Portugal. Considerations are made about how the promotion of critical thinking in higher education may be performed via university teacher continuing professional development, bearing in mind the characteristics of this specific public and the principles of teacher professional development itself.
Style APA, Harvard, Vancouver, ISO itp.
4

DAUKILAS, 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 źródła
Streszczenie:
The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.
Style APA, Harvard, Vancouver, ISO itp.
5

Kurtz da Silva, Fabiana Diniz, Anderson Amaral de Oliveira i Josei Fernandes Pereira. "Cyberculture in Teacher Education: A Southern Brazilian Experience in Integrating Digital Culture Across and Beyond Curriculum". W 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.005.

Pełny tekst źródła
Streszczenie:
Abstract Complexity inherent to educational innovation must be aligned with structural changes on information and communication technologies (ICT) to accommodate intellectual and critical thinking development. Based on that scenario, the authors understand that not only ICT must be part of the educational sphere, but also the digital culture itself should be included in pedagogical concepts and practices. The teacher’s role and the ability to respond to unpredictable situations in everyday educational situations depend on ICT integration. This study proposes a two-pronged experience report to articulate how digital culture, or cyberculture, has been introduced and implemented throughout teacher education courses at a Brazilian university, as well as how education itself might be influenced by ICT in post- pandemic scenarios in Brazil. Two-decades of experiences reported from Letters and History undergraduate courses within UNIJUI, a southern-Brazilian university, evidence the importance of involving digital technologies in teaching and learning processes not only within one discipline but also across and beyond curriculum. The current work on Traças Digitais (Digital Bookworms) and App Go allows the authors access to updated information on Brazilian teaching teachers’ education context. Results suggest that teacher education requires knowledge built over time, new methodologies raised, and countless activities developed. Teacher education also requires a blend of human and technological education to comprehend the contemporary challenges. Curricular Hybricity, ICT uses, and multimodal learning are set ups for further studies and research. Keywords: cyberculture, teacher education, Brazil education, curriculum
Style APA, Harvard, Vancouver, ISO itp.
6

Zakiyuddin. "Teacher Professional Development". W International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.066.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Pereira, Conceição, i Ana Pelarigo. "FROM INITIAL TEACHER TRAINING TO NEWLY QUALIFIED TEACHER". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1406.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Hall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson i Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty". W 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.

Pełny tekst źródła
Streszczenie:
This paper discusses a professional development program in the area of technology integration for teacher education faculty. The program was funded by a Preparing Tomorrow's Teachers This initiative involved one assistant professor of educational technology and five doctoral students as Tech Guides as the professional development team. Twenty-five faculty members who teach methods courses for licensure participated in the program. Each graduate student mentored five faculty members. The design of the professional development relied on the faculty members as professional educators to co-design the program with the professional development team. We discuss some of our insights gained from this three-year initiative and suggest ways in which this and similar programs could be supported and institutionalized in colleges of education.
Style APA, Harvard, Vancouver, ISO itp.
9

Awuku, Samuel K., i Abdul Karim Kadiri. "TO BE A TEACHER OR NOT TO BE A TEACHER? ─ THE EXPERIENCE OF NEWLY QUALIFIED TEACHERS IN GHANA". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2241.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education". W Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

Pełny tekst źródła
Streszczenie:
The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.
Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Teacher development"

1

Darling-Hammond, Linda, Maria Hyler i Madelyn Gardner. Effective Teacher Professional Development. Learning Policy Institute, czerwiec 2017. http://dx.doi.org/10.54300/122.311.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati i Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), listopad 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

Pełny tekst źródła
Streszczenie:
Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
Style APA, Harvard, Vancouver, ISO itp.
3

James, Carolyn. Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2951.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Ruben, Barbara. Nurturing the Development of Teacher Change Agents Within a Teacher Education Program. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1990.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Lavadenz, Magaly, Elvira Armas i Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

Pełny tekst źródła
Streszczenie:
Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
Style APA, Harvard, Vancouver, ISO itp.
6

Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson i Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

Pełny tekst źródła
Streszczenie:
The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
Style APA, Harvard, Vancouver, ISO itp.
7

Rarasati, Niken, i Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), styczeń 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

Pełny tekst źródła
Streszczenie:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
Style APA, Harvard, Vancouver, ISO itp.
8

Thomas, Sally, W. J. Peng, H. S. Tian i J. Z. Li. Improving educational evaluation and teacher development in China. Unknown, październik 2011. http://dx.doi.org/10.35648/20.500.12413/11781/ii056.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Loeb, Susanna, Demetra Kalogrides i Tara Béteille. Effective Schools: Teacher Hiring, Assignment, Development, and Retention. Cambridge, MA: National Bureau of Economic Research, czerwiec 2011. http://dx.doi.org/10.3386/w17177.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Gygi, Carole. Development of a teacher rating instrument: methodological implications. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.536.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Teacher development” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii