Gotowa bibliografia na temat „Teacher development”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
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"
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 źródłaGoodson, 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 źródłaRutter, 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 źródłaSzeto, 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 źródłaYefimenko, 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 źródłaXodjiakbar 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 źródłaBudiwati, 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 źródłaShulman, 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 źródłaBehrens, 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 źródłaNandang, 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 źródłaRozprawy doktorskie na temat "Teacher development"
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 źródłaTitle 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.
Mahlaela, Kedibone I. "Teacher assessment for teacher professional development". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.
Pełny tekst źródłaBibliography
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.
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 źródłaDoughney, 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 źródłaBiehl, Paola Gabriella. "Tracing teacher development". reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/167711.
Pełny tekst źródłaMade 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).
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 źródłaTypescript. 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.
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 źródłaLekome, 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 źródłaWermke, 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 źródłaEllefson, 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 źródła174 leaves ; 29 cm.
Książki na temat "Teacher development"
Elliott, John, Dip. Phil. Ed., red. Reconstructing teacher education: Teacher development. London: Falmer Press, 1993.
Znajdź pełny tekst źródłaNeufeld, Jonathan. Redefining teacher development. Milton Park, Abingdon, Oxon: Routledge, 2009.
Znajdź pełny tekst źródłaBrown, 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 źródłaHarding, 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 źródłaUniversity of Hong Kong. Faculty of Education. Teacher education and development. HongKong: University of Hong Kong, 1993.
Znajdź pełny tekst źródłaDíaz-Maggioli, Gabriel. Teacher-centered professional development. Alexandria, Va: Association for Supervision and Curriculum Development, 2004.
Znajdź pełny tekst źródła1934-, Woods Peter, red. Working for teacher development. Dereham: Francis, 1989.
Znajdź pełny tekst źródłaKubanyiova, Magdalena. Teacher Development in Action. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230348424.
Pełny tekst źródłaHarding, 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 źródłaAubusson, 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 źródłaCzęści książek na temat "Teacher development"
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 źródłaBorromeo 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 źródłaStrauss, 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 źródłaKang, 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 źródłaCrawford, 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 źródłaSon, 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 źródłaSon, 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 źródłaCrawford, 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 źródłaHua, 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 źródłaKang, 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 źródłaStreszczenia konferencji na temat "Teacher development"
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 źródłaPatac, 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 źródłaFranco, 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 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 źródłaKurtz 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 źródłaZakiyuddin. "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 źródłaPereira, 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 źródłaHall, 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 źródłaAwuku, 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 źródłaO'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 źródłaRaporty organizacyjne na temat "Teacher development"
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 źródłaArif, 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 źródłaJames, 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 źródłaRuben, 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 źródłaLavadenz, 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 źródłaHollingsworth, 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 źródłaRarasati, 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 źródłaThomas, 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 źródłaLoeb, 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 źródłaGygi, 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