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Статті в журналах з теми "Science training for future primary school teachers"
Lamanauskas, Vincentas, and Dalia Augienė. "NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: TEACHERS’ COMPETENCE AND TRAINING." Natural Science Education in a Comprehensive School (NSECS) 25, no. 1 (April 20, 2019): 18–28. http://dx.doi.org/10.48127/gu/19.25.18.
Повний текст джерелаMELASH, V., Y. SHEVCHENKO, and A. VARENYCHENKO. "INTERCONNECTION BETWEEN THEORY AND PRACTICE BASED ON THE INTRODUCTION OF NEW EDUCATIONAL TECHNOLOGIES AS A PEDAGOGICAL CONDITION OF PROFESSIONAL TRAINING FUTURE PRIMARY SCHOOL TEACHER." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 141–46. http://dx.doi.org/10.33989/2075-146x.2020.26.227597.
Повний текст джерелаTaurbekova, A. S. "Structure of professional competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 104, no. 4 (December 29, 2021): 16–22. http://dx.doi.org/10.31489/2021ped4/16-22.
Повний текст джерелаOrenes Cárceles, José, Gabriel Enrique Ayuso Fernández, Manuel Fernández-Díaz, and José María Egea Fernández. "School Gardens: Initial Training of Future Primary School Teachers and Analysis of Proposals." Education Sciences 12, no. 5 (April 26, 2022): 303. http://dx.doi.org/10.3390/educsci12050303.
Повний текст джерелаOrenes Cárceles, José, Gabriel Enrique Ayuso Fernández, Manuel Fernández-Díaz, and José María Egea Fernández. "School Gardens: Initial Training of Future Primary School Teachers and Analysis of Proposals." Education Sciences 12, no. 5 (April 26, 2022): 303. http://dx.doi.org/10.3390/educsci12050303.
Повний текст джерелаPavlenko, Vita, Olena Kondratiuk, Tetiana Vasiutina, Olha Lukianchenko, Svitlana Bobrovytska, and Viktoriia Koval. "Praxeological Orientation of Professional Training Formation of Future Primary School Teachers." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 2 (May 9, 2022): 330–47. http://dx.doi.org/10.18662/rrem/14.2/584.
Повний текст джерелаBAHNO, Yuliia, and Olena SERHIICHUK. "THE PRESENT-DAYCHALLENGES IN A FUTURE PRIMARY SCHOOL TEACHER’S TRAINING." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 152–57. http://dx.doi.org/10.31651/2524-2660-2020-2-152-157.
Повний текст джерелаVolyk, Olena. "PEDAGOGICAL CONDITIONS OF FORMING FUTURE TEACHERS’ READINESS FOR DEVELOPMENT OF CREATIVE POTENTIAL OF PRIMARY-SCHOOL STUDENTS." Scientific journal of Khortytsia National Academy, no. 2021-4 (December 4, 2021): 26–35. http://dx.doi.org/10.51706/2707-3076-2021-4-3.
Повний текст джерелаSalmaso, Irene. "What Future for Specialized Teachers for Support Activities?" European Journal of Multidisciplinary Studies 6, no. 2 (June 10, 2017): 168. http://dx.doi.org/10.26417/ejms.v6i2.p168-177.
Повний текст джерелаKozak, T. "TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS TO TEACH PREPARATORY COURSE OF COMPUTER SCIENCE." Information Technologies in Education, no. 26 (April 25, 2016): 74–85. http://dx.doi.org/10.14308/ite000573.
Повний текст джерелаДисертації з теми "Science training for future primary school teachers"
Björk, Sofia, and Linnea Brandt. "Teaching for the future : A minor field study on motivation among Gambian teachers who have participated in Future in our hands in-service training." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-315251.
Повний текст джерелаNewton, Lynn Denise. "Teachers' questioning in primary school science : developing children's causal understanding through a mental model approach." Thesis, University of Newcastle Upon Tyne, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307937.
Повний текст джерелаWaters-Adams, Stephen Laurence. "The relationship between teachers' understanding of the nature of science and their science practice : four case studies from an urban primary school." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/750.
Повний текст джерелаDharsey, Zorina. "PSP’s support of science education through teacher development : a case study." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97981.
Повний текст джерелаENGLISH ABSTRACT: An analysis of a teacher development programme known as the Cluster Project is central to this research. Study of the form, processes and outcomes of the project model draws attention to teacher professional development (TPD) as a critical strategy for improving science education in primary schools. High quality teaching at the foundational level supports children develop the appropriate level of knowledge that would allow them to take up and succeed at science at higher levels. With the object of strengthening primary science education the Primary Science Programme (PSP) implements a Cluster Project in Western Cape schools. The project model offers training workshops, classroom guidance and essential resources to support teachers develop both their knowledge and teaching competencies to teach science well. Training workshops are designed to build teachers’ understanding of critical science concepts, improve science content knowledge, and offers guidance with curriculum implementation and assessment of learning. In-classroom support and team-teaching, supported with teaching and learning materials and other resources, assists with improving teaching practice in context. This interpretive case study analyses the Cluster Project model and its processes within three theoretical frames: activity theory, complexity theory, and a research-developed qualitative framework to trace teacher professional development. Activity theory is applied to the purpose, organization and function of the Cluster Project, while complexity theory probes the meaning and implications of educational change for teachers and TPD. The qualitative framework with its five critical indicators of autonomy, knowledge, practice, and collaboration and continuing development analyses empirical evidence of TPD with respect to six teacher participants. Activity theory draws attention to the use of flexible adaptive teacher professional learning models which can accommodate frequent change to curriculum and context, and further highlights the importance of promoting collaboration and reducing contradictions in order to improve learning outcomes. Complexity theory expands understanding of teacher professional learning through its focus on the critical concepts of pedagogy, holism, learning as a nonlinear process, the unpredictability of teaching and learning, networking and connectedness, change by emergence and self-organization, changing environments, and teacher development programmes as open, complex adaptive systems. This research observed the six teacher participants were able to improve aspects of their teaching of science, thereby achieving a measure of professional development, although this was not a general observation within the Cluster Project teacher population. Research findings show that teachers’ active participation in meaningful practical science experiences promotes teacher learning, improves practical science in the classroom, and encourages the ready take-up of helpful and innovative science teaching ideas and strategies. This research recommends that practical science teaching, integrated with language and mathematics teaching, should form an essential part of education and training programmes for both pre-service and in-service primary and high school science teachers.
AFRIKAANSE OPSOMMING: Die analise van`n onderwyser-ontwikkelingsprogram, bekend as die Groepsondersteunings Projek, is die kern van diè navorsing. Studie van die vorm, prosesse en uitkomste van die projekmodel, vestig die aandag op onderwysers se professionele ontwikkeling as `n kritiese strategie vir die verbetering van wetenskaponderrig in primêre skole. Hoë gehalte onderwys in die grondslagfase, ondersteun die kinders se ontwikkeling op `n geskikte vlak van kennis wat hulle in staat sal stel om wetenskap verder te neem en daarvan `n sukses te maak op senior vlak. Met die doel om wetenskaponderrig te versterk in die primêre skool, implimenteer die Primêre Wetenskap Program (PSP) tans `n Groepsondersteunings Projek in die Wes-Kaapse skole. Die model voorsien opleiding deur slypskole, klaskamerleiding en noodsaaklike leerhulpmiddels om onderwysers se kennis en onderrigvaardigheid, om wetenskap as vak goed te onderrig, te ontwikkel. Opleidingsslypskole fokus daarop om onderwysers se begrip van kritiese wetenskaplike konsepte en opgradering van wetenskapinhoudskennis op te bou en ook om te help om die kurrikulum te implimenteer en kinders se leerwerk te assesseer. Klaskamer ondersteuning en span-onderrig, met die hulp van onderrig-en leerhulpmiddels, help met die verbetering van die onderwyspraktyk in konteks. Diè interpreterende gevallestudie analiseer die Groepondersteunings Projek model en die prosesse binne drie teoretiese raamwerke, die aktiwiteits-teorie, kompleksiteits-teorie en `n stel aanwysers wat ontwikkel is om bewyse van onderwysers se professionele ontwikkeling te ontleed. Die aktiwiteits-teorie is toegepas op die doel, organisering en funksie van die Projek, terwyl die kompleksiteits-teorie die betekenis en implikasies van die opvoedkundige verandering vir onderwysers en onderwysers se professionele ontwikkeling ondersoek. Die stel aanwysers met vyf kritiese fokuspunte: outonomie, kennis, praktyk, samewerking en voortdurende ontwikkeling, lei die analise van ses onderwyser-deelnemers se professionele ontwikkeling. Die aktiwiteits-teorie beklemtoon die belangrikheid van aanpasbare professionele leermodelle wat gereelde verandering aan die konteks en kurrikulum kan akkommodeer, en beklemtoon ook die belangrikheid om samewerking bevorder, teenstrydigheid te verminder en om sodoende die leeruitkomste te versterk. Die kompleksiteits-teorie verbreed die insig van onderwyser se professionele leer deur die fokus te plaas op die kritiese konsepte van pedagogiek; holisme; leer as `n nie-lineêre proses; die onvoorspelbaarheid van onderrig en leer; netwerk en aaneenskakeling; verandering deur die ontstaan en self-organisasie; veranderende omgewings en onderwyser-ontwikkelingsplanne as oop, komplekse aanpasbare stelsels. Diè navorsing het waargeneem dat die ses onderwyser-deelnemers in staat was om aspekte van hul wetenskap-onderrig te verbeter en sodoende was hulle in staat om `n mate van professionele ontwikkeling te behaal alhoewel dit nie `n algemene waarneming binne die Groepsondersteunings Projek se onderwyspopulasie was nie. Navorsingsbevindings dui aan dat onderwysers se aktiewe deelname aan betekenisvolle, praktiese wetenskapondervindings, leer kan bevorder en begrip kan bevorder van `n praktiese implimentering daarvan in die klaskamer en moedig die geredelike opname van nuttige en innoverende leer-idees en strategieë aan. Die navorsing beveel aan dat praktiese wetenskap-onderrig, integreer met tale en wiskunde, `n noodsaaklike deel moet vorm van onderwys-en opleidingsprogramme vir voor-diens en in-diens primêre en hoërskool wetenskaponderwysers.
Toker, Sacip. "An Assessment Of Pre-service Teacher Education Program In Relation To Technology Training For Future Practice: A Case Of Primary School Teacher Education Program, Burdur." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605345/index.pdf.
Повний текст джерелаtechnology competencies during their four-year teacher training program at Burdur School of Education, Sü
leyman Demirel University in Turkey. The sample size is 1086 students from Primary School Teacher Education department. 262 is 1st year, 269 is 2nd year, 288 is 3rd year, and 265 is 4th year students. 435 are males, and 644 are females. The research design is non-experimental survey. Technology Use Self-Competency scale (TUSS) was used for the study. Reliability of the instrument is .96. The study is indicated that most of the pre-service teachers felt themselves as intermediate technology user. The descriptive, correlation, regression and higher-way ANOVA are applied. Gender, years of computer use and computer ownership and having access to internet variables are associated with significantly to technology use self-competency scores. Also the most useful predictor of technology use self competency is years of computer use. Finally, there is significant difference among categories of computer ownership and internet access, gender, years of computer on technology use self-competency. The recommendations and directions to future researches are presented.
Van, der Nest Adriana. "Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as mentees." Diss., 2012. http://hdl.handle.net/10500/8832.
Повний текст джерелаScience and Technology Education
M. Ed. (Natural Science Education)
Mahapa, Sekgobokoane Shadrack. "The effect of a primary school multi-media package and instruction on conceptual change in pre-service teachers." Thesis, 1995. http://hdl.handle.net/10539/22979.
Повний текст джерелаThis project is concerned with a multimedia package which incorporates comics, video and pupil workbooks. The intention as to determine the effectiveness of the package on the conceptual change of pre-service teachers, using an empirical research method and decriptive analysis of results. Logistical constraints experienced at colleges of education and schools led to an alternative evaluation of the packaqe with D.E.T. college lecturers at RADMASTE workshop. Results indicated that, if properly administered, the multimedia package can assist users in identifying and changing tneir interfering preconceptions and misconceptions while they are enjoying the story.
MT2017
Badasie, Razia Banoo Ghanchi. "Managing the professional development of primary school teachers by means of action research." Thesis, 2014. http://hdl.handle.net/10500/13644.
Повний текст джерелаEducational Leadership and Management
D. Ed. (Education Management)
Салогуб, Юлія Валентинівна. "Організаційно-методичні умови управління практичною підготовкою майбутніх учителів початкових класів в умовах університету". Магістерська робота, 2021. https://dspace.znu.edu.ua/jspui/handle/12345/6033.
Повний текст джерелаUA : Робота викладена на 110 сторінках друкованого тексту. Перелік посилань включає 86 джерел. Об’єкт дослідження: управління практичною підготовкою майбутніх учителів початкових класів в умовах університету. Предмет дослідження: організаційно-методичні умови управління практичною підготовкою майбутніх учителів початкових класів в умовах університету. Мета дослідження: теоретичне обґрунтування та експериментальна перевірка організаційно-методичних умов управління практичною підготовкою майбутніх учителів початкових класів в умовах університету. В роботі обґрунтовано модель управління практичною підготовкою майбутніх учителів початкових класів в умовах університету, з’ясувано та експериментально перевірено організаційно-методичні умови, що забезпечують його ефективність; розроблено методичні рекомендації з управління практичною підготовкою майбутніх учителів початкових класів у закладах вищої освіти.
EN : The work is presented on 110 pages of printed text. The list of links includes 86 sources. Object of research: management of practical training of future primary school teachers in the university. Subject of research: organizational and methodological conditions of management of practical training of future primary school teachers in the university. The purpose of the study: theoretical justification and experimental verification of organizational and methodological conditions of management of practical training of future primary school teachers in the university. The paper substantiates the model of management of practical training of future primary school teachers in the university, clarified and experimentally tested the organizational and methodological conditions that ensure its effectiveness; methodical recommendations for the management of practical training of future primary school teachers in higher education institutions have been developed.
Власова, Дарина Вікторівна. "Підготовка майбутніх учителів початкових класів до розвитку творчих можливостей молодших школярів". Магістерська робота, 2021. https://dspace.znu.edu.ua/jspui/handle/12345/6228.
Повний текст джерелаUA : Робота викладена на 124 сторінках друкованого тексту. Перелік посилань включає 75 джерел. Мета дослідження: розробка та теоретичне обґрунтування сутності підготовки майбутніх учителів початкових класів до розвитку творчих можливостей молодших школярів у процесі їх навчання математики та експериментальній перевірці ефективності методики цієї підготовки. Об’єкт дослідження: процес професійної підготовки майбутніх учителів початкових класів. Предмет дослідження: система підготовки майбутніх учителів початкових класів до розвитку творчих можливостей молодших школярів у процесі навчання математики. В роботі обґрунтовано вплив діяльнісного підходу на підготовку майбутніх учителів і розроблено критерії та показники рівнів сформованості цієї готовності; розроблено спецкурс «Розвиток творчих можливостей молодших школярів у процесі навчання математики» та укладено методичні рекомендації щодо підготовки майбутніх учителів до розвитку творчих можливостей учнів початкових класів.
EN : The work is presented on 124 pages of printed text. The list of links includes 75 sources. The purpose of the study: development and theoretical justification of the essence of training future primary school teachers to develop creative abilities of primary school students in the process of teaching mathematics and experimental testing of the effectiveness of the methodology of this training. Object of research: the process of professional training of future primary school teachers. Subject of research: the system of preparation of future primary school teachers for the development of creative abilities of primary school students in the process of teaching mathematics. The influence of the activity approach on the training of future teachers is substantiated in the work and the criteria and indicators of the levels of formation of this readiness are developed; developed a special course "Development of creative abilities of primary school students in the process of learning mathematics" and made guidelines for training future teachers to develop creative abilities of primary school students.
Книги з теми "Science training for future primary school teachers"
Ezeliora, Bernadette. Young scientists centre Enugu: Manual for re-training of primary school teachers for basic science and technology. Enugu, Nigeria: SNAAP Press, 2011.
Знайти повний текст джерелаHarlen, Wynne. Unesco sourcebook for science in the primary school: A workshop approach to teacher education. Paris: Unesco Pub., 1992.
Знайти повний текст джерела1960-, Ovens Carrie, ed. Science 7-11: Developing primary teaching skills. London: Routledge, 1994.
Знайти повний текст джерелаNeretina, Tat'yana, and Tat'yana Orehova. Formation at students of pedagogical profile "image of the parent" in the process of professional training at the University. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1043103.
Повний текст джерелаGreat Britain. Welsh Office. Education Department. Inspectorate. Adroddiad gan Arolygwyr ei Mawrhydi: Hyfforddiant cychwynnol i athrawon yn yr Ysgol Addysg, Prifysgol Cymru, Bangor : arolygwyd yn ystod Tymor yr Haf 1994. Cardiff: Welsh Office, 1994.
Знайти повний текст джерелаGreat Britain. Welsh Office. Education Department. Inspectorate. Adroddiad gan Arolygwyr Ei Mawrhydi: Ysgol y Parc, y Bala, Gwynedd : arolygwyd yn ystod Tymor yr Haf 1996. (Cardiff): (Welsh Office), 1996.
Знайти повний текст джерелаGreat Britain. Welsh Office. Education Department. Inspectorate. Adroddiad gan Arolygwyr ei Mawrhydi: Ysgol Santes Helen, Caernarfon, Gwynedd : arolygwyd yn ystod tymor yr Hydref 1995. Cardiff: Welsh Office, 1995.
Знайти повний текст джерелаGreat Britain. Welsh Office. Education Department. Inspectorate. Adroddiad gan Arolygwyr ei Mawrhydi: Ysgol Gynradd Capelulo, Penmaenmawr, Gwynedd : arolygwyd yn ystod tymot y Gwanwyn 1995. Cardiff: Welsh Office, 1995.
Знайти повний текст джерелаInspectorate, Great Britain Welsh Office Education Department. Adroddiad gan Arolygwyr ei Mawrhydi: Arolwg o'r arholiad daearyddiaeth lefel uwch ac uwch atodol yng Nghymru : arolygwyd yn ystod tymhorau'r gwanwyn a'r haf 1993. Cardiff: Welsh Office, 1993.
Знайти повний текст джерелаGreat Britain. Welsh Office. Education Department. Inspectorate. Adroddiad gan Arolygwyr ei Mawrhydi: Ysgol Gynradd Llandwrog, Caernarfon, Gwynedd : arolygwyd yn ystod Tymor yr Hydref 1994. Caerdydd: Y Swyddfa Gymreig, 1994.
Знайти повний текст джерелаЧастини книг з теми "Science training for future primary school teachers"
Valzano, Mariantonietta, Cinzia Vergine, Lorenzo Cesaretti, Laura Screpanti, and David Scaradozzi. "Ten years of Educational Robotics in a Primary School." In Makers at School, Educational Robotics and Innovative Learning Environments, 283–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_38.
Повний текст джерелаNieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
Повний текст джерелаNieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
Повний текст джерелаFairbanks, Ruth, and Catherine Andrew. "Inquiry Learning in the Primary Social Science Classroom." In Advances in Early Childhood and K-12 Education, 125–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch007.
Повний текст джерелаKarandeeva, A. V. "PROBLEMS OF IMPLEMENTING SUPERVISION AS A MEANS OF REFORMING TRAINING AND SUPPORTING PROFESSIONAL ADAPTATION OF FUTURE ELEMENTARY TEACHERS." In Filosofskie, sociologičeskie i psihologo-pedagogičeskie problemy sovremennogo obrazovaniâ., 126–30. Altai State Pedagogical University, 2021. http://dx.doi.org/10.37386/2687-0576-2021-3-126-130.
Повний текст джерела"Education and the University of North Carolina Pre-Flight School." In Home Front, edited by Julian M. Pleasants. University Press of Florida, 2017. http://dx.doi.org/10.5744/florida/9780813054254.003.0008.
Повний текст джерелаOlkhova, Nataliia. "FORMATION OF WORLDVIEW CULTURE OF THE FUTURE PRIMARY SCHOOL TEACHER IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL BY MEANS AND IN THE PARADIGM OF INFORMATION AND COMMUNICATION TECHNOLOGIES." In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-11.
Повний текст джерелаBakhmat, Nataliia, and Tetiana Fedirchyk. "The Use of Information Technologies in Primary School Students Teaching: the Experience of Japan." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 277–94. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch017.
Повний текст джерелаChigwada, Josiline Phiri. "Opportunities and Challenges of Academic Librarians in Offering Information Literacy Skills Training to Freshmen." In Advances in Library and Information Science, 118–29. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8942-7.ch007.
Повний текст джерелаDas, Mili. "Building on the Past to Prepare for the Future - Impact of Teaching Skills and Professionalism to Reduce Mathematics Phobia." In Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022, 134–38. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.025.
Повний текст джерелаТези доповідей конференцій з теми "Science training for future primary school teachers"
Gruber, Gabriela. "ETHICAL TRAINING IN UNIVERSITY FOR THE FUTURE PRE-SCHOOL AND PRIMARY EDUCATION TEACHERS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.040.
Повний текст джерелаAbramauskiene, Jolanta. "MUSICAL ABILITIES OF FUTURE PRIMARY SCHOOL TEACHERS AS A COMPONENT OF THEIR PROFESSIONAL TRAINING." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.070.
Повний текст джерелаZurru, Antioco Luigi, Antonello Mura, and Ilaria Tatulli. "Leave no one behind. Design inclusive motor activities in Primary Teacher Education Courses." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9411.
Повний текст джерелаMétioui, Abdeljalil, and Louis Trudel. "ACQUISITION OF SCIENTIFIC AND PEDAGOGY COMPETENCES BY PRIMARY PRE-SERVICE TEACHERS: MYTH OR REALITY?" In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.70.
Повний текст джерелаStolinská, Dominika Provázková. "Trends in Practical Undergraduate Training of Future Primary School Teachers." In The European Conference on Education 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-1162.2020.33.
Повний текст джерелаProvázková Stolinská, Dominika. "Lesson Study – Modernization Of Undergraduate Training Of Future Primary School Teachers." In 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.8.
Повний текст джерелаSun, Yu, and Tingting Gao. "Immersion Training of Pre-Service Primary School English Teachers’ Professional Competence." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.247.
Повний текст джерелаVernia-Carrasco, Ana Mercedes, Victoria Pastor-Fuentes, and Miguel A. López-Navarro. "Preliminary study on the awareness of the SDGs in future primary school teachers." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11023.
Повний текст джерелаZhang, Yongmei. "Study on the Rural Primary and Secondary School English Teachers Training Curriculum--Based on National Training Projects (NTP)." In 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/msie-13.2013.133.
Повний текст джерелаTomás, Helena Margarida, and Margarida Afonso. "BOOKS OF SCIENTIFIC DISSEMINATION, NATURE OF SCIENCE AND TRAINING TEACHERS - A STUDY IN PRIMARY SCHOOL." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0868.
Повний текст джерелаЗвіти організацій з теми "Science training for future primary school teachers"
Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.
Повний текст джерелаPalamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.
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