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Статті в журналах з теми "Collective Pedagogical Content Knowledge"
Puspitasari, Dwiyanti, Elya Umi Hanik, Reza Nidaul Innayah, Hema Rizkyana Firdaus, Emilia Safitri, and Maurin Pratiwi. "Integrasi Pendekatan Dalam Melaksanakan Pembelajaran Era Digital di Sekolah Indonesia Kuala Lumpur (SKIL)." BASICA: Journal of Arts and Science in Primary Education 2, no. 1 (June 29, 2022): 54–66. http://dx.doi.org/10.37680/basica.v2i1.963.
Повний текст джерелаYuniartikasari, Priskila, and Helti Lygia Mampouw. "Tinjauan Pedagogical Content Knowledge Guru Pada Materi Peluang." Jurnal Cendekia : Jurnal Pendidikan Matematika 3, no. 1 (May 10, 2019): 104–15. http://dx.doi.org/10.31004/cendekia.v3i1.85.
Повний текст джерелаHoffman, W. P., S. F. Guedes, L. N. Cardoso, M. K. Heidmann, and L. R. S. Laia. "Evaluation processes in the school context: Production of collective knowledge." Scientific Electronic Archives 14, no. 1 (December 9, 2020): 74. http://dx.doi.org/10.36560/14120211271.
Повний текст джерелаFariyani, Qisthi, Ferry Khusnul Mubarok, Siti Masfu’ah, and Fatah Syukur. "Pedagogical Content Knowledge of Pre-service Physics Teachers." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 9, no. 1 (April 30, 2020): 99–107. http://dx.doi.org/10.24042/jipfalbiruni.v9i1.3409.
Повний текст джерелаEffendy, Suhardi, and Ellianawati Ellianawati. "Implementation of Pedagogical Content Knowledge with Multimedia on Rectilinear Motion Topics." Physics Communication 3, no. 1 (October 26, 2018): 35–40. http://dx.doi.org/10.15294/physcomm.v3i1.11884.
Повний текст джерелаNovianti, Ria, and Febrialismanto Febrialismanto. "The Analysis of Early Childhood Teachers’ Pedagogical Content Knowledge." Journal of Educational Sciences 4, no. 2 (April 23, 2020): 404. http://dx.doi.org/10.31258/jes.4.2.p.404-413.
Повний текст джерелаNurhayani, Nurhayani, Sri Kemala Sandi Yuanita, Ayu Intan Permana, and Delfi Eliza. "TPACK (Technological, Pedagogical, and Content Knowledge) untuk Peningkatan Profesionalisme Guru PAUD." Jurnal Basicedu 6, no. 1 (December 19, 2021): 179–90. http://dx.doi.org/10.31004/basicedu.v6i1.1852.
Повний текст джерелаHaka, Nukhbatul Bidayati, Rizka Yohana, and Laila Puspita. "Technological Pedagogical Content Knowledge Mahasiswa Calon Guru Biologi Dalam Menyusun Perangkat Evaluasi Pembelajaran." VEKTOR: Jurnal Pendidikan IPA 1, no. 2 (December 20, 2020): 73–88. http://dx.doi.org/10.35719/vektor.v1i2.13.
Повний текст джерелаBuldu, Elif, and Metehan Buldu. "Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe." SAGE Open 11, no. 2 (April 2021): 215824402110255. http://dx.doi.org/10.1177/21582440211025564.
Повний текст джерелаManiesi, Paulo Sérgio, and Pura Lúcia Oliver Martins. "Physics teaching in high school through the collective systematization of knowledge." ACTIO: Docência em Ciências 6, no. 3 (December 19, 2021): 1. http://dx.doi.org/10.3895/actio.v6n3.13683.
Повний текст джерелаДисертації з теми "Collective Pedagogical Content Knowledge"
Flynn, Natalie P. H. "The transformation of science and mathematics content knowledge into teaching content by university faculty." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/314629.
Повний текст джерелаPh.D.
University science and mathematics education today is no longer solely focused on training the small fraction of students who will become tomorrow's science and mathematics researchers, but is required to engage and create scientifically/mathematically literate American citizens (Ball, 2000; Dean, 2009; Kind, 2009a; Mooney & Kirshenbaum, 2009; Olsen, 2009). University professors are typically content experts not trained in pedagogy. This creates unique teaching issues in transforming complex content material. Expert content mastery of a subject can blind faculty to potential student difficulties (Ben-Peretz, 2011; Nathan, Koedinger, & Alibali, 2001). This, combined with limited pedagogical training and curricular constraints, can create teaching difficulties, contributing to high levels of student attrition (Bhattacharya, 2012; Feldon, Timmerman, Stowe, & Showman, 2010). Considerable research has been conducted on best teaching practices and the central role that content knowledge plays in teaching, yet little evidence is found to illuminate the processes by which subject matter content experts (faculty) unpack their expertise for use in teaching (Ball, 2000; Bouwma-Gearhart, 2012; French, 2005; Weiman, Perkins, & Gilbert, 2010). Much of the research literature defines deconstructing and unpacking content knowledge as the complex processes by which experts transform content knowledge into knowledge used for teaching (Abell, 2008; Ball & Bass, 2000; Hashweh, 2005; Shulman, 1986, 1987). According to the well accepted educational construct known as pedagogical content knowledge (PCK), teachers possess unique and distinct sets of knowledge domains that enable them to transform their content into teachable knowledge (Shulman, 1986, 1987). Much of the literature agrees that strong foundational content knowledge is required in order to develop PCK (Hill, Rowen, & Ball, 2005; Lowenberg-Ball, Hoover-Thames, & Phelps, 2008; Padilla, Ponce-de-Leon, Rembado, & Garritz, 2008). If limited content is a major restriction in the development of PCK, how does this process proceed when content is strong, as in the case of university faculty? This study looked at the processes that occur as content experts (faculty) focus on the deconstruction process in order to develop lessons and teach. The study focused on the components or paths of the transformation process in an attempt to identify the development of the knowledge base that content experts use in order to teach. This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to `think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the `side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom.
Temple University--Theses
Galbally, Jaclyn. "The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261842.
Повний текст джерелаPh.D.
Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching. Using a sample of 36 pre-service teachers assigned to student teaching in kindergarten, first or second grade classrooms, literacy pedagogical content knowledge was measured in a multiple-choice assessment that covered a variety of early literacy instructional areas including phonology, orthography, vocabulary, morphology and comprehension. Literacy teaching efficacy beliefs was measured using a self-report questionnaire. Participants completed the survey at two time points, at the beginning and end of student teaching. To determine if a literacy pedagogical content knowledge and literacy teaching efficacy beliefs demonstrated a relationship, Pearson correlations were calculated at both time points. Results of this study suggest that these constructs are not related and operate independently. Additionally this study suggested that while literacy teaching efficacy beliefs improved significantly over the course of student teaching, literacy pedagogical content knowledge did not. Results from this study can inform teacher educators, mentors of novice teaches and professional development programmers on the relationship of literacy pedagogical content knowledge and literacy teaching efficacy beliefs in pre-service teachers.
Temple University--Theses
Smith, Raymond Thomas. "TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973.
Повний текст джерелаCortelyou, Kathryn. "Exploring Intensive Reading Intervention Teachers' Formal and Practical Knowledge of Beginning Reading Instruction Provided to At-Risk First Grade Readers." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5173.
Повний текст джерелаEd.D.
Doctorate
Education and Human Performance
Education
Doutis, Panayiotis. "Teachers' pedagogical content knowledge and pedagogical theories of content /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948158626617.
Повний текст джерелаLux, Nicholas James. "Assessing technological pedagogical content knowledge." Thesis, Boston University, 2010. https://hdl.handle.net/2144/31985.
Повний текст джерелаBuilding on Shulman's (1986) theory of pedagogical content knowledge that outlines distinct domains of teacher knowledge, technological pedagogical content knowledge (TPACK) has emerged as a framework for examining educational technology training in teacher preparation (Koehler & Mishra, 2008; Neiss, 2008; Shin, Koehler, Mishra, Schmidt, Baran, & Thompson, 2009). The research presented here examines the theoretical basis of TPACK and describes the process of developing the Pre-service Teacher - Technological Pedagogical Content Knowledge Survey (PT-TPACK Survey). The PT-TPACK Survey is an instrument constructed to measure self-perceptions of TPACK in pre-service teachers completing a "Foundations of Educational Technology Course". The research focused on collecting evidence for the validity and reliability of the PT-TPACK survey. A pilot study, understandability study, and expert review were conducted in early stages of the research. Exploratory and confirmatory factor analysis and reliability measures were analyzed after the survey was administered to 120 pre-service teachers. The factor structure suggests a superior model fit, as did the goodness-of-fit indices. The root mean square error of approximation (RMSEA) was equal to .013, and both the comparative fit index (CFI) and non-normed fit index (NNFI) were .90 (CFI=1.0, NNFI=1.0). Internal consistency between the individual factors was also strong. The resulting coefficient alpha statistics suggest instrument reliability (TPACK, a=.903; TPK, a=.844; PK, a=.771; CK, a=.774; TK, a=.747; PCK, a=.653). Six of the seven widely accepted hypothesized TPACK dimensions emerged in the factor structure. Technological content knowledge (TCK) was the only hypothesized dimension that did not emerge. Finally, this study recommends several reasons for the lack of the TCK dimension, some of which could have an impact on how teachers are trained to use technology.
Oskarsson, Björn. "Towards Pedagogical Content Knowledge in Logistics." Licentiate thesis, Linköpings universitet, Logistik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-111665.
Повний текст джерелаAigner, Brandon T. "Developing Integrated Pedagogical Content Knowledge in Preservice Teachers." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591360331428312.
Повний текст джерелаCox, Susan Marie. "A Conceptual Analysis of Technological Pedagogical Content Knowledge." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2552.pdf.
Повний текст джерелаWong, Tak Wah Terry. "Competency in mathematics teaching : subject content knowledge, pedagogical content knowledge and attitudes toward teaching mathematics." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31010.
Повний текст джерелаКниги з теми "Collective Pedagogical Content Knowledge"
Gess-Newsome, Julie, and Norman G. Lederman, eds. Examining Pedagogical Content Knowledge. Dordrecht: Kluwer Academic Publishers, 2002. http://dx.doi.org/10.1007/0-306-47217-1.
Повний текст джерелаAngeli, Charoula, and Nicos Valanides, eds. Technological Pedagogical Content Knowledge. Boston, MA: Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-8080-9.
Повний текст джерелаGee, Carrie J. Preservice elementary teachers: Their science content knowledge, pedagogical knowledge, and pedagogical content knowledge. Washington, D.C: Educational Resources Information Center, 1996.
Знайти повний текст джерелаUzzo, Stephen Miles, Sherryl Browne Graves, Erin Shay, Marisa Harford, and Robert Thompson, eds. Pedagogical Content Knowledge in STEM. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97475-0.
Повний текст джерелаHume, Anne, Rebecca Cooper, and Andreas Borowski, eds. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5898-2.
Повний текст джерелаLoughran, John, Amanda Berry, and Pamela Mulhall, eds. Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-821-6.
Повний текст джерелаAmerican Association of Colleges for Teacher Education. Committee on Technology and Innovation., ed. Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Published by Routledge for the American Association of Colleges for Teacher Education, 2008.
Знайти повний текст джерелаAmerican Association of Colleges for Teacher Education. Committee on Technology and Innovation. Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Published by Routledge for the American Association of Colleges for Teacher Education, 2008.
Знайти повний текст джерелаHerring, Mary C. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Second edition. | New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315771328.
Повний текст джерелаNew directions in technological pedagogical content knowledge research: Multiple perspectives. Charlotte, NC: Information Age Publishing, Inc., 2015.
Знайти повний текст джерелаЧастини книг з теми "Collective Pedagogical Content Knowledge"
Mansfield, Jennifer. "Regarding content knowledge." In Pedagogical Equilibrium, 47–68. First edition. | Abingdon, Oxon ; New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429053573-6.
Повний текст джерелаGarritz, Andoni. "Pedagogical Content Knowledge." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_203-2.
Повний текст джерелаLoughran, John, Amanda Berry, and Pamela Mulhall. "Pedagogical Content Knowledge." In Understanding and Developing Science Teachers’ Pedagogical Content Knowledge, 7–14. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-821-6_2.
Повний текст джерелаGarritz, Andoni. "Pedagogical Content Knowledge." In Encyclopedia of Science Education, 733–36. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_203.
Повний текст джерелаRollnick, Marissa, and Elizabeth Mavhunga. "Pedagogical Content Knowledge." In Science Education, 507–22. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_37.
Повний текст джерелаLasczik Cutcher, Alexandra. "Collaboration as Individual Learning Event: Collective Consciousness and Shared Practice in the Development of Pedagogical Content Knowledge in Visual Arts Pre-Service Teachers." In Studies in Arts-Based Educational Research, 151–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61560-8_9.
Повний текст джерелаMclachlan, Annette. "Enhancing Pedagogical Content Knowledge." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_386-1.
Повний текст джерелаWatson, Jane, Kim Beswick, and Natalie Brown. "Teachers' Pedagogical Content Knowledge." In Educational Research and Professional Learning in Changing Times, 39–53. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-945-9_3.
Повний текст джерелаMcComas, William F. "Pedagogical Content Knowledge (PCK)." In The Language of Science Education, 71. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_61.
Повний текст джерелаMcComas, William F. "Technological Pedagogical Content Knowledge." In The Language of Science Education, 106. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_95.
Повний текст джерелаТези доповідей конференцій з теми "Collective Pedagogical Content Knowledge"
Ramos, David Brito, Ilmara Monteverde Martins Ramos, Alberto Castro, and Elaine Harada Teixeira de Oliveira. "Collaborative Content Construction: A Pedagogical Architecture to support distance education." In Workshop on Advanced Virtual Environments and Education. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wave.2020.212070.
Повний текст джерелаLuiza de Castro Barreto, Ana, Gabrielle Silva de Araújo, Maria Eduarda Ribeiro Galdino, Rayça Gomes Batista, Ana Raquel de Souza Pourbaix Diniz, and Teresa Claudina de Oliveira Cunha. "The Use of Digital Technologies as a Pedagogical Tool for Students with Visual Impairments." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212365.
Повний текст джерелаMavuru, Lydia. "PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end101.
Повний текст джерелаScheiner, Thorsten. "Problematizing Pedagogical Content Knowledge." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429187.
Повний текст джерелаOhrndorf, Laura, and Sigrid Schubert. "Measurement of pedagogical content knowledge." In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532758.
Повний текст джерелаDietz, Dieter, Aurélie Dupuis, Julien Lafontaine Carboni, and Darío Negueruela Del Castillo. "A Performative Threshold Between Teaching Research and Practice: Atlas Poliphilo as Scaffold." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.65.
Повний текст джерелаDeshmukh, Narendra, and Vinita Shrouty. "Enhancing Teaching Skills among Pre-Service Teacher through TPACK Framework." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7171.
Повний текст джерелаMotsoeneng, Molefi. "UNPACKING PEDAGOGICAL CONTENT KNOWLEDGE AND CONTENT KNOWLEDGE: ASSESSING TECHNICAL VOCATIONAL EDUCATION TRAINING COLLEGE LECTURERS’ PEDAGOGICAL CONTENT KNOWLEDGE ON TOPIC SPECIFIC KNOWLEDGE." In ADVED 2021- 7th International Conference on Advances in Education. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.47696/adved.202161.
Повний текст джерелаKomar, Meir. "FROM PEDAGOGICAL CONTENT KNOWLEDGE TO PEER CONTENT OBSERVATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0575.
Повний текст джерелаYadav, Aman, Marc Berges, Phil Sands, and Jon Good. "Measuring computer science pedagogical content knowledge." In WiPSCE '16: 11th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2978249.2978264.
Повний текст джерелаЗвіти організацій з теми "Collective Pedagogical Content Knowledge"
Wood, Christopher. Origin and Use of Pedagogical Content Knowledge: A Case Study of Three Math Teachers and Their Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2953.
Повний текст джерелаFilmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.
Повний текст джерелаDeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
Повний текст джерелаRarasati, Niken, and 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), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
Повний текст джерелаAnayatova, Dilraba, Marina Basu, Saiarchana Darira, Andrew Freiband, Devynn Glanz, Atota Halkiyo, Setrag Hovsepian, et al. Turn it around! An education guide to climate futures. Mary Lou Fulton Teachers College, May 2022. http://dx.doi.org/10.14507/oge-tia.
Повний текст джерелаTETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA, and N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, March 2022. http://dx.doi.org/10.12731/er0543.17032022.
Повний текст джерелаDrouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, January 2023. http://dx.doi.org/10.18235/0004685.
Повний текст джерелаNahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.
Повний текст джерела