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Статті в журналах з теми "Practice-based teacher education"
Daniels, Julia R., and Manka Varghese. "Troubling Practice: Exploring the Relationship Between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity." Educational Researcher 49, no. 1 (September 24, 2019): 56–63. http://dx.doi.org/10.3102/0013189x19879450.
Повний текст джерелаScruggs, Thomas E., Margo A. Mastropieri, Sheri L. Berkeley, and Lisa Marshak. "Mnemonic Strategies: Evidence-Based Practice and Practice-Based Evidence." Intervention in School and Clinic 46, no. 2 (October 22, 2010): 79–86. http://dx.doi.org/10.1177/1053451210374985.
Повний текст джерелаTemiz, Tugba, and Mustafa Sami Topcu. "Preservice teachers’ teacher efficacy beliefs and constructivist-based teaching practice." European Journal of Psychology of Education 28, no. 4 (February 1, 2013): 1435–52. http://dx.doi.org/10.1007/s10212-013-0174-5.
Повний текст джерелаKavanagh, Sarah Schneider, and Katie A. Danielson. "Practicing Justice, Justifying Practice: Toward Critical Practice Teacher Education." American Educational Research Journal 57, no. 1 (May 14, 2019): 69–105. http://dx.doi.org/10.3102/0002831219848691.
Повний текст джерелаMiller, Dianne, and Sampson Twum. "The Experiences of Selected Teachers in Implementing Place-Based Education." in education 23, no. 1 (June 7, 2017): 92–108. http://dx.doi.org/10.37119/ojs2017.v23i1.282.
Повний текст джерелаDart, Lisa, and Pat Drake. "School‐based Teacher Training: a conservative practice?" Journal of Education for Teaching 19, no. 2 (January 1993): 175–89. http://dx.doi.org/10.1080/0260747930190205.
Повний текст джерелаForzani, Francesca M. "Understanding “Core Practices” and “Practice-Based” Teacher Education." Journal of Teacher Education 65, no. 4 (May 5, 2014): 357–68. http://dx.doi.org/10.1177/0022487114533800.
Повний текст джерелаCasey, Ashley, and Tim Fletcher. "Trading Places: From Physical Education Teachers to Teacher Educators." Journal of Teaching in Physical Education 31, no. 4 (October 2012): 362–80. http://dx.doi.org/10.1123/jtpe.31.4.362.
Повний текст джерелаFyall, Glenn, and Michael W. Metzler. "Aligning Critical Physical Education Teacher Education and Models-Based Practice." Physical Educator 76, no. 1 (2019): 24–56. http://dx.doi.org/10.18666/tpe-2019-v76-i1-8370.
Повний текст джерелаBarahona, Malba, and Kristin J. Davin. "A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration." Profile: Issues in Teachers' Professional Development 23, no. 1 (January 5, 2021): 181–96. http://dx.doi.org/10.15446/profile.v23n1.85326.
Повний текст джерелаДисертації з теми "Practice-based teacher education"
Heaney, Sally. "Change in initial teacher education : a case study." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361384.
Повний текст джерелаWheeler, John J., and Stacy Carter. "An Analysis of Teacher Perceived Barriers to Implementation of Evidence-Based Practices." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2714.
Повний текст джерелаWalker-Davidson, Jamie Lea. "An Examination of Evidence-Based Practice (EBP) in Teacher Preparation Programs for Rural School Educators." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933899.
Повний текст джерелаThe purpose of this study was to examine the perceptions of first-year teachers regarding the use of Evidence-Based Practices (EBPs) within their teacher training programs. Participants in this study included 35 teachers from one of the 46 rural public-school districts in south-central Missouri. The 43 EBPs outlined in Robert Marzano’s (2017) New Art and Science of Teaching: More than Fifty New Instructional Strategies for Academic Success were used to frame the research. A survey with Likert-type statements and open-ended questions regarding EBPs taught in teacher preparation programs was completed by participants. Participants were asked to identify EBP strengths and weaknesses of their preparatory programs. Data revealed participants believed four key areas needed to be covered more in-depth within instructional programs: 1) creating and utilizing assessments, 2) classroom management strategies, 3) engaging and motivating reluctant learners, and 4) time management techniques. Participants also indicated the desire to have spent more time in classrooms completing fieldwork, as they believed this to be a valuable part of the training programs. The data suggested reflective practice of theory and classroom experience should be increased in teacher preparation programs.
Georgiou, Despoina [Verfasser], and Tina [Akademischer Betreuer] Seidel. "The research-practice gap in teacher education : beliefs, evidence and practice of university-based teacher educators / Despoina Georgiou ; Betreuer: Tina Seidel." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1227839847/34.
Повний текст джерелаParkin, Johanna. "The Writing-Based Practice| The Development of Social and Emotional Awareness in Adolescents." Thesis, Gwynedd Mercy University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616852.
Повний текст джерелаAlthough a great deal of research exists regarding various components of the Writing-Based Practice along with best practice of writing instruction, the research that does exist only examines how writing instruction impacts writing. This research study, however, examined whether there is a potential connection between a writing immersion program, the WBP, and growth in both social and emotional awareness. Specifically, the purpose of this Mixed Methods Triangulation Design-Convergence Model (Denzin, 1970; Creswell, Plano Clark, et al., 2003) was to investigate the potential relationship that may exist between the Writing-Based Practice and social and emotional awareness in adolescents.
The study consisted of the following method of data collection for two-hundred and forty-one eighth-grade students: questionnaires and six case studies which involved interviews, observations, and collecting artifacts. This study was conducted at a suburban middle school in southeastern Pennsylvania. All the parents of the eighth-graders were asked to sign a consent form to allow their child to participate. I surveyed only those students whose parents gave permission. Case study participants were selected based on PSSA 2014/2015 results. Data analysis employed the SPSS software to help analyze the quantitative portion of the study while coding. All qualitative data analysis was conducted by the researcher using conventional and summative content analysis. I trained a second coder for each child in the case studies reliability.
Results indicated there was sufficient evidence indicating statistically significant positive change for group interaction, risk-taking, and self-perception when exposed to the WBP over the course of the school year. Additionally, there was sufficient evidence to conclude positive change on both creative and analytical writing style when exposed to the WBP over the course of the school year.
For students to be successful in college and career, social and emotional skills are essential. This research fills a gap in the literature because there is nothing that addresses this problem. If, in fact, the WBP infrastructure does promote social and emotional growth, while also improving writing skills, it is relevant because not only will the students be better prepared for college, career and beyond, they will also grow through self-reflection.
Deck, Anita Sue. "Enhancing Elementary Teacher Practice Through Technological/Engineering Design Based Learning." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71656.
Повний текст джерелаEd. D.
Pomuti, Hertha Ndategomuwa. "The impact of a practice-based inquiry in-service teacher education model on teachers'understanding and classroom practice." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/3643.
Повний текст джерелаWill-Dubyak, Kathryn Deeanne. "Pre-service teacher efficacy development within clinically-based practice| Examining the structures and strategies in the collaborative cohort." Thesis, Montana State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10112068.
Повний текст джерелаResearch indicates that teachers benefit from education coursework in their preparation that provides opportunities to develop and practice pedagogical understandings (Darling-Hammond, 2000, 2006). Research also indicates that opportunities to enact learning from coursework are beneficial in teacher efficacy development within teacher preparation (Tschannen-Moran, 2007). Therefore, teacher education programs need to examine their structures and practices in an effort to provide the opportunities to enact their coursework to develop teachers’ pedagogical understandings and teacher efficacy. What needs to be better understood are the actual structures and strategies within the communities of practice that provide and encourage opportunities for growth of teacher efficacy for pre-service teachers. A case study methodology was used to explore the structures and strategies that pre-service teachers identified as contributing to the development of teacher efficacy within the collaborative cohort during the fall 2015 semester in a teacher education preparation program located in the Rocky Mountain West.
The findings suggest that (a) school communities matter as a context for pre-service teacher efficacy development, (b) purposeful, aligned, situated learning experiences which bridge course and field work contribute to efficacy development, and (c) a mindset of continual professional growth within practice develops confidence.
Dimock, K. Victoria. "Teacher persistence in the use of curriculum-based telementoring as an instructional practice." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036592.
Повний текст джерелаNguyen, Ngoc Phan Hong. "Note Taking and Sharing with Digital Pen and Paper. : Designing for Practice Based Teacher Education." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-10121.
Повний текст джерелаThis thesis is a continuation of my previous work `Supporting Notetaking with Digital Writing System: the case of teacher education. The main goal of this thesis is to design a customized digital pen and paper based note taking system for the practice based teacher education, PPE. This thesis work has further performed a literature review to state the pedagogical objectives of PPE. Literature review on state-of-the-art has also been carried out. Together, these researches have informed the development of deployment scenarios and requirements for the system design. The system design is based on the Logitech io2 system deployed in my previous work. The system design extends the original system with a specialized paper design and a functionality to invoke storing of notes to specified folders at note taking time. The system has been evaluated by both experts and users, and has received positive feedback from both groups. The feedback is presented in this thesis to inform possible further work with this system
Книги з теми "Practice-based teacher education"
Developing outstanding practice in school-based teacher education. Northwich: Critical Publishing, 2014.
Знайти повний текст джерела1938-, Daiker Donald A., and Morenberg Max 1940-, eds. The Writing teacher as researcher: Essays in the theory and practice of class-based research. Portsmouth, NH: Boynton/Cook Publishers, 1990.
Знайти повний текст джерелаBubb, Sara. Improving induction: Research-based best practice for schools. London: Routledge/Falmer, 2003.
Знайти повний текст джерелаKashlev, Sergey, A. Poznyak, and T. Krasnova. Pedagogy: theory and practice of the pedagogical process. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1514399.
Повний текст джерелаTaber, Keith. Classroom-based research and evidence-based practice: A guide for teachers. Thousand Oaks, CA: Sage Publications, 2007.
Знайти повний текст джерела1941-, Garcia Jesus, and Braun Joseph A. 1947-, eds. An introduction to standards-based reflective practice for middle and high school teaching. New York: Teachers College Press, 2010.
Знайти повний текст джерелаHerman, Jerry John. School-based management: Current thinking and practice. Springfield, Ill: C.C. Thomas, 1993.
Знайти повний текст джерелаPeskett, T. J. Parents' and teachers' perceptions of contemporary educational practice: A study based on eight primary schools. [s.l.]: typescript, 1988.
Знайти повний текст джерелаEmpowering the children's and young people's workforce: Practice based knowledge, skills and understanding. London: Routledge, Taylor & Francis Group, 2014.
Знайти повний текст джерелаParushina, Natal'ya, Oksana Gubina, Vitaliy Gubin, Inna Butenko, Natal'ya Suchkova, Svetlana Deminova, and Svetlana Timofeeva. Theory and practice of analysis of financial statements of organizations. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1023563.
Повний текст джерелаЧастини книг з теми "Practice-based teacher education"
Campbell, Coral, Gail Chittleborough, Andrew Gilbert, Linda Hobbs, Mellita Jones, John Kenny, and Christine Redman. "Models of School-Based Practice: Partnerships in Practice." In School-based Partnerships in Teacher Education, 39–57. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1795-8_3.
Повний текст джерелаLetts, Will. "Working with Practice Communities to Conduct Teacher Education." In Realising Exemplary Practice-Based Education, 111–18. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-188-7_11.
Повний текст джерелаWright, Kathy. "Professional Learning on an Initial Teacher Education Program." In Realising Exemplary Practice-Based Education, 265–74. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-188-7_29.
Повний текст джерелаAnthony, Glenda. "Practice-Based Initial Teacher Education: Developing Inquiring Professionals." In Invited Lectures from the 13th International Congress on Mathematical Education, 1–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72170-5_1.
Повний текст джерелаHannigan, Shelley, Jo Raphael, and Peta J. White. "Evolving teacher education practice through collaborative arts-based autoethnography." In The Routledge International Handbook of Autoethnography in Educational Research, 48–61. London: Routledge, 2022. http://dx.doi.org/10.4324/b23046-6.
Повний текст джерелаMcKenney, Susan, and Natalie Pareja Roblin. "Connecting Research and Practice: Teacher Inquiry and Design-Based Research." In Springer International Handbooks of Education, 449–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71054-9_30.
Повний текст джерелаDeck, Anita S. "Enhancing Elementary Teacher Practice Through Technological/Engineering Design-Based Learning." In Contemporary Issues in Technology Education, 81–97. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7885-1_6.
Повний текст джерелаNí Áingléis, Bernadette, and Anne Looney. "School-Based Work in Initial Teacher Education: Responding to Policy in Practice." In Teacher Education, Learning Innovation and Accountability, 277–94. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2026-2_17.
Повний текст джерелаSheehan, Mark. "Learning by Doing: The Challenge of Aligning Theory and Practice in School-Based, Post-graduate, Teacher Education Programmes." In Teacher Education in Globalised Times, 261–72. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4124-7_14.
Повний текст джерелаBarahona, Malba, Katharina Glas, and Enzo Pescara. "Toward a practice-based approach in initial English language teacher education." In Becoming and Being a TESOL Teacher Educator, 187–206. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003004677-13.
Повний текст джерелаТези доповідей конференцій з теми "Practice-based teacher education"
Matsumoto-Royo, Kiomi, and María Soledad Ramírez-Montoya. "Practice-based teacher education." In TEEM'19: Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3362789.3362791.
Повний текст джерелаRomanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.
Повний текст джерелаAnthony, Monica. "Online Practice-Based Teacher Education: Barriers and Possibilities." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681910.
Повний текст джерелаKarr, Josh. "Designing pedagogies of practice for a critical practice-based teacher education." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-278.
Повний текст джерелаAfonina, E. A. "Personality-Based Approach To Teachers’ Training College Bachelor Training For Professionally- Related Practice." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.2.
Повний текст джерелаSlavit, David. "A Framework for Enacting Collaborative, Practice-Based Teacher Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573623.
Повний текст джерелаBecker, Daniel, Ralf Gießler, and Janine Schledjewski. "Cognitive apprenticeship as a tool for materials development in an EFL teacher education project." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9364.
Повний текст джерелаOlson, Mark. "Integrating Practice-Based Teacher Education and Equity to Support Justice-Oriented Teacher Learning." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584326.
Повний текст джерелаDoherty, Kristin. "Reconciling a False Dichotomy: Seeing Practice-Based Teacher Education in Harmony With Social Justice Teacher Education." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1893553.
Повний текст джерелаDoherty, Kristin. "Reconciling a False Dichotomy: Seeing Practice-Based Teacher Education in Harmony With Social Justice Teacher Education." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893553.
Повний текст джерелаЗвіти організацій з теми "Practice-based teacher education"
Rarasati, 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 джерелаRevina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.
Повний текст джерелаRevina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.
Повний текст джерелаDuong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.
Повний текст джерелаNELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.
Повний текст джерелаVolikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.
Повний текст джерелаBurnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.
Повний текст джерелаAhmed, Syeda Kashfee, Pru Mitchell, and Jenny Trevitt. Rapid review of effective practice principles in the design and delivery of digital resources for teachers. Australian Council for Educational Research, June 2021. http://dx.doi.org/10.37517/978-1-74286-671-0.
Повний текст джерелаSchelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.
Повний текст джерелаPopel, Maiia V., and Mariya P. Shyshkina. The Cloud Technologies and Augmented Reality: the Prospects of Use. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2662.
Повний текст джерела