Дисертації з теми "Practice-based teacher education"
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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
Van, Ingen Sarah. "Preparing Teachers to Apply Research to Mathematics Teaching: Using Design-Based Research to Define and Assess the Process of Evidence-Based Practice." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4799.
Повний текст джерелаSawyer, Mary Rachel. "The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651.
Повний текст джерелаPae, Holly A. "Effects of faculty senate's site-based management practice on restructuring schools to facilitate inclusion." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=538.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains xi, 250 p. Vita. Includes abstract. Includes bibliographical references (p. 205-221).
Pigman, Ryan. "Special Education Teacher Educators’ Perceptions of High-Leverage Practices inUndergraduate Coursework." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288.
Повний текст джерелаWolfe, Jennifer. "Teachers of Students with Autism: Shared Experiences with Professional Development." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1338905967.
Повний текст джерелаChang, Wen-Chia Claire. "Measuring the complexity of teachers' enactment of practice for equity: A Rasch model and facet theory-based approach." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107345.
Повний текст джерелаPreparing and supporting teachers to enact teaching practice that responds to diversity, challenges educational inequities, and promotes social justice is a pressing yet daunting and complex task. More research is needed to understand how and to what extent teacher education programs prepare and support teacher candidates to enhance the achievement of all learners while challenging systematic inequity (Cochran-Smith, Ell, Ludlow, Grudnoff, & Aitken, 2014). One piece of empirical evidence needed is a measure that captures the extent to which teachers enact teaching practice for equity. This study developed an instrument – the Teaching Equity Enactment Scenario Scale (TEES) - to measure the extent of equity-centered teaching practice by applying Rasch measurement theory (Rasch, 1960) and Guttman’s facet theory (Borg & Shye, 1995). The research question addressed whether the TEES scale can measure teachers’ self-reported enactment of practice for equity in a reliable, valid, and authentic manner. This study employed a three-phase design, comprising an extensive process of item development, a pilot study and a final full-scale administration. Fifteen scenario-style items were developed to capture the enactment levels of six interconnected principles of teaching practice for equity. Using the Rasch rating scale model the outcome was a 15-item TEES scale that reliably and validly measures increasing levels of teaching practice for equity progressing through low, moderate, and high levels of enactment. The distribution of the scenarios confirmed their hypothesized order and the instrument development principles of Rasch measurement - unidimensionality, variation and a hierarchical order of the items, as well as a uniform continuum defining the construct. The scale also provides meaningful interpretations of what a raw score means regarding one’s equity-centered teaching practice. The overall findings suggest that the novel approach of combining Rasch measurement and facet theory can be successful in developing a scenario-style scale that measures a complex construct. Moreover, the scale can provide the evidence needed in research on preparing and supporting teachers to teach with a commitment to equity and social justice
Hudson, Tina, James J. III Fox, and Sara Beth Hitt. "Examining the Use of the MotivAider Self-Monitoring Device to Increase Special Education Teacher Candidates’ use of Evidence-Based Practices and Classroom Research for Students with Learning and Behavior Disorders." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4055.
Повний текст джерелаAguiton, Rhonda Lisa. "A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.
Повний текст джерелаBronstein, Briana M. "EVALUATING THE EFFECTS OF A COMMITMENT EMPHASIS CONSULTATION MODEL TO INCREASE TEACHER IMPLEMENTATION OF AUTISM SPECIFIC ASSESSMENT." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/595908.
Повний текст джерелаPh.D.
There are several effective treatment methods and evidence based practices (EBP) for teaching children with Autism Spectrum Disorders (ASD). The use of EBPs is federally mandated, but it is often overwhelming for teachers to identify and implement available best practices with fidelity in the absence of ongoing training and support (Alexander, Ayres & Smith, 2015). Teachers often display low implementation fidelity, and, specifically, special education teachers often struggle with progress monitoring and data collection, which are essential elements of EBPs. Although most teachers are familiar with direct and frequent measurement for data collection, less than half reported using this type of progress monitoring in their classroom, stating several barriers including lack of time and knowledge (Wesson, King & Deno, 1984). One way to affect teacher implementation and behavior change is through different consultation styles, including performance feedback or a commitment emphasis approach. Performance feedback is a widely used and effective method to improve teacher implementation and treatment fidelity (Burns, Peters & Noell, 2008; Sanetti, & Kratochwill, 2009; Solomon, Klein & Politylo, 2012). A commitment emphasis model is a social influence strategy, which also shows continuing support for teacher behavior change (Noell et al. 2005). This study evaluated a strategy for increasing teachers’ completion of the Student Learning Profile (SLP), a curriculum-based student assessment that is administered as part of the Strategies for Teaching based on Autism Research (STAR; Arick, Krug, Loos & Falco, 2004), using a randomized control group design to compare a performance feedback model with a commitment emphasis plus prompt model of consultation. Overall, the study found a significant effect for teacher SLP completion at time-point one for teachers’ in the experimental group using a commitment emphasis model, but less so over time. Implications for researchers, clinicians and educators are also explored.
Temple University--Theses
Raptopoulou, Anastasia Thomai. "Mind the Gap : A qualitative study on preschool teachers’ perception on digital game-based learning." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118785.
Повний текст джерелаVargo, Zachary Fee. "Comparing the Efficacy of Tablet PC and Teacher Presented Educational Material on the Maintenance of On-Task Behavior for Children with Autism." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1378937470.
Повний текст джерелаMussolini, Ana Flávia. "Reflexões de futuros professores de matemática sobre uma prática educativa utilizando planilhas eletrônicas /." Rio Claro : [s.n.], 2004. http://hdl.handle.net/11449/90999.
Повний текст джерелаBanca: Laurizete Ferragut Passos
Banca: Telma Aparecida de Souza Gracias
Resumo: Esta pesquisa trata da Formação Inicial de Professores de Matemática, em particular sobre o uso de tecnologia informática. Sabendo da problemática existente nos cursos de graduação, como, por exemplo, a desarticulação entre teoria e prática, entre formação universitária e realidade escolar, deteve-se na seguinte questão: "Quais são as perspectivas, expectativas e dificuldades que os futuros professores apresentam quando refletem sobre uma prática educativa utilizando planilhas eletrônicas na escola básica?". A pesquisa contou com a participação de dois futuros professores de Matemática da UNESP de Rio Claro. Foram realizados três encontros de planejamento, dez encontros de intervenção em uma escola pública, e dez encontros de reflexão, que ocorreram sempre após cada intervenção. Os licenciandos tiveram a oportunidade de expor suas idéias sobre as experiências realizadas e, a partir de uma análise à luz do referencial teórico, foram extraindo temas que se referem às suas expectativas, perspectivas e dificuldades. Entre eles, a gestão da sala de aula e a transposição de conteúdo, a complexidade da sala de aula, como eles percebem os alunos, as condições de trabalho na escola, ser professor e o uso de tecnologia informática.
Abstract: This research addresses the pre-service mathematics teacher education, in particular their practice with computer. Considering the problems concerning teacher education courses - as, for instance, the disarticulation between the theory and the practice, and between the university education and the school reality - it was formulated the following research question: "What are the perspectives, expectations and difficulties that the future teachers experience when they reflect on an educational practice using spreadsheets at the basic school?" The research was developed in collaboration with two future mathematics teachers from UNESP at Rio Claro, São Paulo, Brazil. It was organized three planning meetings, ten intervention meetings in a public school, and ten reflection meeting, that always took place right after each intervention meeting. The reflection meetings were videoed and transcribed. The data were analyzed with reference to the literature. Themes were identified that could be referred to their expectation, perspectives, and difficulties. These themes included: the teaching in the classroom and the transposition of the contents; the complexity of the classroom environment; the interaction with the students; the school working conditions; being a teacher; and the use of computers.
Mestre
Mohammad, Hasibah. "Understanding the impact of a reflective practice-based continuing professional development programme on Kuwaiti primary teachers' integration of ICT." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15932.
Повний текст джерелаSimms, Andrea P. "The Relationship Between Teachers' Causal Attributions for Student Problem Behavior and Teachers' Intervention Preferences." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1400093748.
Повний текст джерелаMussolini, Ana Flávia [UNESP]. "Reflexões de futuros professores de matemática sobre uma prática educativa utilizando planilhas eletrônicas." Universidade Estadual Paulista (UNESP), 2004. http://hdl.handle.net/11449/90999.
Повний текст джерелаConselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Esta pesquisa trata da Formação Inicial de Professores de Matemática, em particular sobre o uso de tecnologia informática. Sabendo da problemática existente nos cursos de graduação, como, por exemplo, a desarticulação entre teoria e prática, entre formação universitária e realidade escolar, deteve-se na seguinte questão: Quais são as perspectivas, expectativas e dificuldades que os futuros professores apresentam quando refletem sobre uma prática educativa utilizando planilhas eletrônicas na escola básica?. A pesquisa contou com a participação de dois futuros professores de Matemática da UNESP de Rio Claro. Foram realizados três encontros de planejamento, dez encontros de intervenção em uma escola pública, e dez encontros de reflexão, que ocorreram sempre após cada intervenção. Os licenciandos tiveram a oportunidade de expor suas idéias sobre as experiências realizadas e, a partir de uma análise à luz do referencial teórico, foram extraindo temas que se referem às suas expectativas, perspectivas e dificuldades. Entre eles, a gestão da sala de aula e a transposição de conteúdo, a complexidade da sala de aula, como eles percebem os alunos, as condições de trabalho na escola, ser professor e o uso de tecnologia informática.
This research addresses the pre-service mathematics teacher education, in particular their practice with computer. Considering the problems concerning teacher education courses - as, for instance, the disarticulation between the theory and the practice, and between the university education and the school reality - it was formulated the following research question: What are the perspectives, expectations and difficulties that the future teachers experience when they reflect on an educational practice using spreadsheets at the basic school? The research was developed in collaboration with two future mathematics teachers from UNESP at Rio Claro, São Paulo, Brazil. It was organized three planning meetings, ten intervention meetings in a public school, and ten reflection meeting, that always took place right after each intervention meeting. The reflection meetings were videoed and transcribed. The data were analyzed with reference to the literature. Themes were identified that could be referred to their expectation, perspectives, and difficulties. These themes included: the teaching in the classroom and the transposition of the contents; the complexity of the classroom environment; the interaction with the students; the school working conditions; being a teacher; and the use of computers.
Gallucci, Chrysan. "Communities of practice and the mediation of teachers' response to standards-based reform /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7633.
Повний текст джерелаSurrette, Timothy N. "Beyond Traditional School-Based Teacher Induction." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625.
Повний текст джерелаThieman, Gayle Yvonne. "Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform." PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/1461.
Повний текст джерелаByrd, C. Noel. "Teachers' Perceptions of Educational Research: A Self-Efficacy Perspective." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26523.
Повний текст джерелаPh. D.
Butler, Faith J. "Hollywood films, reflective practice, and social change in teacher education : a Bahamian illustration." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36880.
Повний текст джерелаThe study generates four main data sources: (1) transcriptions of audio-taped group discussions with the preservice teachers, (2) the preservice teachers' written responses to questionnaires relating to the teacher-films, (3) reflective journals kept by the preservice teachers, and (4) the preservice teachers' written responses to the entire teacher-film module. The analysis of the data is presented in two parts. First, the preservice teachers' overall response to the teacher-film module is detailed. Next, their close reading of teaching and learning as portrayed in two of the films, The Prime of Miss Jean Brodie and SARAFINA!, is discussed. A number of themes that emerge within the data such as the role, influence, and power of teachers are explored.
This inquiry has revealed how teacher-films can be utilized within teacher education to prompt neophyte teachers to examine their identity as teachers, to scrutinize their perceptions and assumptions, as well as to stimulate questions with regard to the perplexities of teaching. Film pedagogy also has potential to heighten awareness of vital issues of teaching such as race, class, and gender, to provoke self-study, and prompt social change. In addition, educators and researchers can learn much by examining preservice teachers' responses to popular screen images of teachers as well as other popular culture images of teachers. This information can be used to design teacher education curricula that more adequately prepare neophyte teachers for the challenges of teaching.
Arellanos, Beauregard Nimbe. "Las comunidades de práctica virtuales como estrategia de formación continua para fortalecer la práctica docente en preescolar." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/669984.
Повний текст джерелаToday, society requires individuals and different types of collectives to work and learn in networks and communities where new knowledge is generated and innovation processes are fostered. Continuous teacher training is no exception. The development of communities of practice is presented as an alternative to support the continuous training of teachers, since the constant exchange of knowledge and practices established within them makes them a powerful tool for the consolidation of theoretical knowledge, for its application in concrete situations and to promote the necessary reflection that makes it possible to think and develop new knowledge among the teachers who participate in them. The main purpose of this research was to promote and evaluate a virtual community of practice as a continuous training strategy for in-service preschool teachers in the State of Veracruz, Mexico, in order to offer an alternative that would allow them to strengthen their teaching skills and the practice they perform in the classroom. To this end, a virtual community of practice was implemented with the use of tablets in preschool education as a thematic line. In addition, as a product of this community, the web page "Use of tablets in preschool" was obtained, where the fruit of the investigations, dialogues and experiences of the teachers who participated in the community is collected. Using the CIPP model of evaluative research as a methodological guide for this study, the virtual community of practice was developed and evaluated, taking into account the four stages of evaluation proposed by the model: the Context evaluation, to identify the need to be met; the Input evaluation, to learn the elements that must be taken into consideration in order to implement it; the Process evaluation, to put the community of practice itself into operation; and the Product evaluation, where the results of all the work carried out are evaluated. On the other hand, the website was obtained as a result of the development of the strategies used in the communities of practice: knowledge management, collaborative work and product development. The conclusions that have been reached point out, broadly speaking, that if there are people who have a genuine interest in their own training and some conditions are established that are different from those that currently exist, regarding the time allocated to training, both for the participants and for the coordinators, virtual communities of practice are a feasible strategy in continuous teacher training.
Chao, Yan-ki, and 周恩琪. "English teachers' implementation of school-based assessment (SBA): is professional consciousness a determinantof teachers' practice?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176127.
Повний текст джерелаCatherine, Evandra. "EFFECTS OF PRACTICE-BASED COACHING INTERVENTION ON PRESCHOOL TEACHERS’ RESPONSES TO BLACK BOYS’ NEGATIVE EMOTION EXPRESSION." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5998.
Повний текст джерелаMills, Sara Rose. "Changing direction : trainee teachers' beliefs about, and perceptions of, creative practice." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15478.
Повний текст джерелаKapalu, Henry. "The role of school-based studies in developing reflective practice at a Namibian College of Education." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003635.
Повний текст джерелаApelojg, Benjamin. "Die forschende Lehrerin : wie Studierende lernen ihre eigene Arbeit reflexiv und forschungsgeleitet weiterzuentwickeln." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6738/.
Повний текст джерелаThe current debate about changes in the school system also approaches teachers' education in public and university discussions. From the author's point of view it is crucial to have competent teachers who are reflexive thus research conducted and acknowledge their work as a permanent process of development, in order to enhance the school and the classes. The "practice research" is a way of teaching and learning by which the higher education can be improved and student teachers are properly prepared for their future as teachers. "Practice research" depicts a course through the typical process of a research project, from the development of the question to the evaluation and the presentation of the (ascertained) results. This article describes the practical implementation of the practice research as it is executed at the University of Potsdam and provides practical hints for working with students.
Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
Повний текст джерелаHobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.
Повний текст джерелаHardman, Alison. "Caught between theory and practice? : expert and practitioner views of the contributions made by universities and schools to initial teacher preparation in England." Thesis, University of Derby, 2016. http://hdl.handle.net/10545/618614.
Повний текст джерелаPromyod, Nattida. "Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4900.
Повний текст джерелаHolbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.
Повний текст джерелаGonçalves, Carla Alexandra Lourenço Duarte Rocha Dionísio. "Impacte do programa de formação em ensino experimental das ciências nas conceções e práticas de professores do 1º ciclo do ensino básico." Doctoral thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/18450.
Повний текст джерелаYung, Wing-yee Angela, and 翁詠儀. "Thoughts and practice of a Hong Kong teacher in mathematics alternative assessment via concerns-based adoption model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45884067.
Повний текст джерелаPowell, David Mark. ""It's not as straightforward as it sounds" : an action research study of a team of further education-based teacher educators and their use of modelling during a period of de-regulation and austerity." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/32137/.
Повний текст джерелаLai, Guolin. "Examining the effects of selected computer-based scaffolds on preservice teachers' levels of reflection as evidenced in their online journal writing." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/msit_diss/41/.
Повний текст джерелаTitle from title page (Digital Archive@GSU, viewed June 4, 2010) Brendan D. Calandra, committee chair; Stephen W. Harmon, Carolyn Furlow, Douglas Williams, committee members. Includes bibliographical references (p. 211-233).
Ramsbottom, Rosamund. "Embracing innovation and gaining "ownership" of the social studies exemplars a classroom based study /." The University of Waikato, 2007. http://hdl.handle.net/10289/2318.
Повний текст джерелаAlbert, Jonglai Stephania. "From policy to practice : the effect of teachers' educational beliefs and values on their interpretation of school-based assessment reform in primary schools in Malaysia." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19197/.
Повний текст джерелаNgcobo, Bhekithemba Walter. "A didactic paradigm for school-based practice teaching for colleges of education in KwaZulu." Thesis, 1995. http://hdl.handle.net/10530/709.
Повний текст джерелаThis research centred on one broad objective, i.e. to establish the effectiveness of school-based practice teaching for student teachers in a selection of Primary Teachers Diploma (PTD) Colleges of Education in KwaZulu. Chapter 2 covers the review of literature on practice teaching. Firstly, the history of practice teaching is discussed so as to put the study in historical perspective. Secondly, research findings in selected countries are reviewed so that the study can be viewed in relation to international research trends. Thirdly, some approaches, which give a multifaceted nature of practice teaching as a field of study, are analysed. Chapter 3 discusses the criteria for effective school-based practice teaching with the aim of using such criteria as a yardstick for the analysis of the results of the study. Chapter 4 looks at the didactic theoretical constructs for a practice teaching curriculum . The implication being that any didactically justifiable practice teaching programme should be informed by what is discussed in Chapters 3 and 4. The questionnaire survey, as well as the informal interviews, were used in this study. A mixture of quantitative and qualitative methods has enabled the researcher to gain deeper understanding and a more penetrating insight regarding the problem under investigation. Findings of the study revealed that there was a consistent pattern of conflict regarding the results which emanated from qualitative findings. Qualitative findings, because of the open-ended nature of the questions, tended to be more reliable in terms of the respondents' ability to critically reflect upon current practices regarding practice teaching in KwaZulu Colleges of Education. Quantitative results, because of the close-ended nature of the survey questions, tended to be less realistic regarding practice teaching in these colleges. This became a chief advantage of quantitative and qualitative coupling of research methods as discussed in the above paragraph. The three most important findings of this study are: 1. There is lack of effective partnership between colleges and schools when it comes to the professional preparation of teachers. 2. The transfer of theory to practice by student teachers is hindered due to the poor quality of the relationship between theoretical training and practice. 3. The supervision of practice teaching is not effective because there is no collaboration between the college lecturer, the co-operating teacher and the student. The above major findings emphasise the need for colleges and schools to view themselves as institutions for teacher education. In this case teacher education should not be seen as the function of colleges of education only. This has implications for a major paradigm shift regarding teacher education. The following are the two most significant recommendations: 1. The practical training of teachers requires radical transformation regarding the need for collaboration between colleges and schools in the training of teachers. Partnership between the college and practising schools should not be a haphazard affair, but should be formalised. 2- All those involved in practice teaching supervision should be trained which will lead to practice teaching being a professional exercise, which is presently not the case. At the moment the practical training of students is a ritual which both the lecturers and students endure out of sympathy for students and not because of an understanding of the finer points regarding the importance this area of human experience. This study recommends major innovations regarding teacher education. One might conclude that viable solutions to the research problem have been found.
Moore, Brett. "Situated Learning in a School–University Partnership: Integrating Partnership-Based Teacher Education With School-Based Educational Change." Thesis, 2021. https://vuir.vu.edu.au/42970/.
Повний текст джерелаDimockk, K. Victoria. "Teacher persistence in the use of curriculum-based telementoring as an instructional practice." 2001. http://hdl.handle.net/2152/10403.
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