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Статті в журналах з теми "160303 Teacher and instructor development"
Alshamrani, et al., Dr Saeed M. "High School Science Teachers' Perceptions of Evaluating Teacher Professional Development Programs in Saudi Arabia." Journal of Educational & Psychological Sciences 16, no. 3 (September 1, 2015): 93–127. http://dx.doi.org/10.12785/jeps/160303.
Повний текст джерелаMattheis, Allison, and Murray Jensen. "Fostering improved anatomy and physiology instructor pedagogy." Advances in Physiology Education 38, no. 4 (December 2014): 321–29. http://dx.doi.org/10.1152/advan.00061.2014.
Повний текст джерелаRogers, Kimberly Cervello, Robert Petrulis, Sean P. Yee, and Jessica Deshler. "Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study." International Journal of Research in Undergraduate Mathematics Education 6, no. 2 (December 6, 2019): 186–212. http://dx.doi.org/10.1007/s40753-019-00106-4.
Повний текст джерелаGordon, Sue, and Kathleen Fittler. "Learning By Teaching: A Cultural Historical Perspective On A Teacher’s Development." Outlines. Critical Practice Studies 6, no. 2 (September 30, 2004): 35–46. http://dx.doi.org/10.7146/ocps.v6i2.2142.
Повний текст джерелаLatifah, Latifah, and Hery Yanto The. "Kertarajasa Buddhist College Inter-religious Learning from the Perspective of Self-Study of Teaching Practice." Khazanah Theologia 3, no. 2 (March 14, 2021): 117–30. http://dx.doi.org/10.15575/kt.v3i2.11868.
Повний текст джерелаAl-Furaiji, Khadija Wajid Abboud Muhur. "Effect Of The Program On The Development Of Creative Abilities On The Efficiency Of The Performance Of A Sample Of Special Education Parameters/ Comparative Study." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 7 (July 17, 2019): 202–5. http://dx.doi.org/10.36344/ccijhss.2019.v05i07.002.
Повний текст джерелаAl-Furaiji, Khadija Wajid Abboud Muhur. "Effect Of The Program On The Development Of Creative Abilities On The Efficiency Of The Performance Of A Sample Of Special Education Parameters/ Comparative Study." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 7 (July 17, 2019): 202–5. http://dx.doi.org/10.36344/ccijhss.2019.v05i07.002.
Повний текст джерелаLee, Jiyoon, Yuko Goto Butler, and Xiaolin Peng. "Multiple Stakeholder Interaction to Enhance Preservice Teachers’ Language Assessment Literacy." Languages 6, no. 4 (December 20, 2021): 213. http://dx.doi.org/10.3390/languages6040213.
Повний текст джерелаAbsorihim, Nawassyarif, and Yana Kharisma. "SISTEM INFORMASI U-ACTIVE PADA SMK AL-KAHFI BERBASIS WEB UNTUK MENGEVALUASI KETERCAPAIAN KURIKULUM SETIAP GURU." Jurnal Informatika, Teknologi dan Sains 1, no. 2 (November 29, 2019): 153–59. http://dx.doi.org/10.51401/jinteks.v1i2.421.
Повний текст джерелаYuan, Fangyuan. "Roles of action research in the professional development of Chinese language teachers." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, no. 3 (December 31, 2018): 201–21. http://dx.doi.org/10.1075/csl.17022.yua.
Повний текст джерелаДисертації з теми "160303 Teacher and instructor development"
Binks, Emily Suzanne. "An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85925.
Повний текст джерелаKostina, Marina V. "Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1003.
Повний текст джерелаEasley, Arnold Thomas. "The personality traits of wilderness leadership instructors at NOLS: the relationship to perceived instructor effectiveness and the development of self-concept in students." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54286.
Повний текст джерелаPh. D.
Semon, Sarah R. "Portraits of Online Teaching and Learning: The Experiences of an Instructor and Six Graduate Students in a Course Entitled Educating Students with Autism." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003137.
Повний текст джерелаChoi, Ho Jung. "Intersecting literacy beliefs and practices with heritage and non-heritage learners' instruction: a case study of a novice Korean language instructor." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3061.
Повний текст джерелаPloettner, Joan Catherine. "Professional development and the interactional accomplishment of EMI expertise." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667406.
Повний текст джерелаThis thesis looks at the inner workings of a teacher training initiative for English medium instruction (EMI) through the analysis of interactional data. It takes a social constructivist perspective in order to study the process of EMI teacher development and to shed light on how it is co-constructed in interaction. In Chapter 1 the theoretical roots and historical antecedents of English medium instruction are set forth, followed by an overview of different approaches to instruction in additional languages at university, including EMI, and ending with a focus on EMI teacher development, the area of this dissertation. Chapter 2 presents the objectives and research questions of the dissertation, while Chapter 3 focuses on ontological and epistemological aspects, as well as the principal theoretical framework of this thesis, being conversation analysis (CA). The methods are set forth in Chapter 4, including a description of the institutional context, the teacher development process and the participants, as well as a description of the processes employed in data collection, selection and analysis. The data and analysis are presented in Chapters 5 to 9. Firstly, Chapter 5 examines the participants’ initial shared worldviews of EMI, their underlying assumptions about language learning, and the consequences that these assumptions have on a practical level for EMI teaching. Chapter 6 focuses on how the planned EMI teacher development (EMITD) process is negotiated and organized by the participants. Chapter 7 examines situated social actions which create opportunities for the interactional accomplishment of EMI expertise. The presentation of a working hypothesis and heuristic for the study of EMI expertise in Chapter 8 offers a theoretical and methodological approach for the study of EMI expertise in other similar EMITD processes. Chapter 9 presents emerging findings with respect to the transformative potential of the EMITD process as well as the role of material artefacts in this process. Finally, in Chapter 10, a discussion of the major findings with respect to the three main research questions and emerging findings are presented. This is followed by a concluding section which provides practical applications and directions for future research. Very little previous research has examined EMI teacher training from a social constructivist and interactionist perspective. The data and analysis presented here provide evidence of the contribution of these frameworks for understanding how EMI teacher training actually occurs. By offering a view into the “nitty-gritty” of EMI teacher training, it provides unique findings as to how EMI teacher development is accomplished – made visible and co-constructed – in interaction. On one hand, the findings reveal existing language ideologies in relation to models of teaching and learning, as well as the repercussions such ideologies may have for how EMI is conceptualized and performed. The findings also reflect significant reinterpretation of the originally planned teacher training process and the roles of the participants, as well as the co-construction of participation frameworks which, at the onset of the process, do not facilitate interdisciplinary collaboration. Comparative analysis of both language ideologies and participation frameworks at the beginning and end of the professional development process suggests the transformative potential of the process. Another major finding involves the significant and varied roles of material artefacts throughout the EMI teacher development process, including the role of material artefacts in the interactional co-construction of EMI expertise. Finally, this dissertation develops a theoretically-derived heuristic tool for the study of the interactional accomplishment of EMI expertise and its application to interactional data collected during the study. This tool is presented as a working hypothesis and as a first approximation to the conceptualization of the interactional accomplishment of EMI expertise, as an aid to future interactional research in this area.
Gomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.
Повний текст джерелаHewitt, Julie E. "Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.
Повний текст джерелаOrcutt, Janice Marie. "Teaching Presence and Intellectual Climate in a Structured Online Learning Environment." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/975.
Повний текст джерелаКниги з теми "160303 Teacher and instructor development"
Richards, Jack. Teacher Development Interactive, Listening, Instructor Access. Pearson Education, Limited, 2010.
Знайти повний текст джерелаHarmer, Jeremy. Teacher Development Interactive, Reading, Instructor Access Card. Pearson Education, Limited, 2010.
Знайти повний текст джерелаHarmer, Jeremy. Teacher Development Interactive, Reading, Instructor Access, SMS Batch. Pearson Education, Limited, 2008.
Знайти повний текст джерелаPinkley, Diane, David Nunan, and Josephine Taylor. Teacher Development Interactive, Fundamentals of Teaching Young Learners, Instructor Access Card. Pearson Education ESL, 2010.
Знайти повний текст джерелаShvidko, Ph D. Elena, Kimberly Hales, Ph D. Jason Olsen, Shaunna Waltemeyer, Ph.D. Helen G. Hammond, Ph.D. Joanna C. Weaver, Ph.D. Cynthia D. Bertelsen, et al. Journal on Empowering Teaching Excellence, Spring 2021. Edited by Kimberly Hales and Jason Olsen Ph D. UEN Pressbooks Consortium, 2021.
Знайти повний текст джерелаRockman, Deborah A. The Art of Teaching Art. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195130799.001.0001.
Повний текст джерелаЧастини книг з теми "160303 Teacher and instructor development"
van der Lans, Rikkert. "A Probabilistic Model for Feedback on Teachers’ Instructional Effectiveness: Its Potential and the Challenge of Combining Multiple Perspectives." In Student Feedback on Teaching in Schools, 73–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_5.
Повний текст джерелаBhattacharya, Alpana. "Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students." In Advances in Higher Education and Professional Development, 127–58. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6445-5.ch008.
Повний текст джерелаHucks, Darrell, and Matthew Ragan. "Technology Expanding Horizons in Teacher Education." In Professional Development and Workplace Learning, 2117–35. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch115.
Повний текст джерела"Applying Acquisition and Learning to Online Teacher Training." In Reforming Teacher Education for Online Pedagogy Development, 199–220. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5055-8.ch009.
Повний текст джерела"Defining and Evaluating Online Pedagogy." In Reforming Teacher Education for Online Pedagogy Development, 100–122. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5055-8.ch005.
Повний текст джерелаIreri, Bonface Ngari, Elijah I. Omwenga, Robert Oboko, and Ruth Wario. "Developing Pedagogical Skills for Teachers." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 128–44. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch007.
Повний текст джерелаMarlowe, Zoe, and Abdullah Coşkun. "A Professional Development Program Proposal for English Language Teachers." In Enriching Teaching and Learning Environments With Contemporary Technologies, 85–101. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3383-3.ch005.
Повний текст джерела"Teaching/Learning Relational Dynamic." In Antiracist Professional Development for In-Service Teachers, 91–113. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5649-8.ch004.
Повний текст джерелаRichards, Janet. "Positioning Teacher Candidates as Self-Regulated, Critically Thinking Learners and Teachers in an Elementary Writing Course With a Tutoring Component." In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, 236–49. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7823-9.ch012.
Повний текст джерелаHumaidan, Abdulsamad Y., and Katherine I. Martin. "Instructor-Generated Orthographic Assessments in Intensive English Classes." In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom, 204–43. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6986-2.ch011.
Повний текст джерелаТези доповідей конференцій з теми "160303 Teacher and instructor development"
Narayanan, Mysore. "A Learner-Centered Student Course Portfolio." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56861.
Повний текст джерелаMyers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.
Повний текст джерелаSakai, Rena, and Christine Bakke. "Student Ownership of Learning: A Student’s Experience." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4992.
Повний текст джерелаVelics, Gabriella. "COMMUNITY BUILDING ACTIVITIES IN HIGHER EDUCATION DURING EARLY TIMES OF COVID-19 – A CASE STUDY FROM HUNGARY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end017.
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