Готові списки джерел за темами / Student teachers Victoria Attitudes

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Добірка наукової літератури з теми "Student teachers Victoria Attitudes"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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Статті в журналах з теми "Student teachers Victoria Attitudes"

1

Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.

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Анотація:
Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.
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2

Hu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.

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Анотація:
Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.
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3

Errington, Edward. "Role Playing and Environmental Issues." Australian Journal of Environmental Education 7 (January 1991): 1–15. http://dx.doi.org/10.1017/s0814062600001828.

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I wish to make clear from the outset that I am not an environmental educator and therefore do not claim to be steeped in particular contemporary issues. I am aware of environmental concerns from a generalist viewpoint, one which I share with primary teachers expected to deliver environmental educational policy in practice. As an educator and researcher in the area of arts education, I frequently apply role playing methodologies to a range of curriculum areas focusing on human issues and would like to share some insights into its specific application to environmental education. I also wish to state that I have a particular interest in developing a socially critical approach to educational issues, so that the use of role play is coloured by this stance.I have examined a number of policy statements which attempt to influence the content and teaching approaches to environmental education in schools. The Victorian Ministry of Education (1990) Environmental Education makes reference to the importance of student/teacher attitudes, beliefs and dispositions in the social construction of environmental education. Role play deals ‘up front’ with the dispositions of all participants, and thus would seem an ideal vehicle for investigating the human aspects of learning for the environment. The Victorian document (1990: p. 11) further makes clear the approaches teachers should adopt when realising environmental education in practice. Approaches to environmental education should be ‘based on real problems’, ‘clarify values’, be ‘socially critical’ and ‘action oriented’, and also ‘involve students working together in groups’. I wish to demonstrate how this cluster of recommended approaches can be met through the use of role play.The paper has two intentions: The first is to discuss how role play can facilitate recommended environmental education in theory. The second is to show how these ideas may be practically realised during the investigation of a selected issue.
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4

Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Анотація:
Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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5

Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.

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This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.
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6

Young, Tricia. "Student Teachers' Attitudes Towards Science (STATS)." Evaluation & Research in Education 12, no. 2 (April 1998): 96–111. http://dx.doi.org/10.1080/09500799808666934.

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Vukelić, Nena, and Nena Rončević. "Student Teachers’ Sustainable Behavior." Education Sciences 11, no. 12 (December 2, 2021): 789. http://dx.doi.org/10.3390/educsci11120789.

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This study contributes to the understanding of student teachers’ sustainable behaviors. (Future) teachers are perceived as models of social learning as they model desirable behavior, attitudes, values, and emotions while living and demonstrating a pro-sustainable lifestyle. Therefore, it is essential to understand which personal variables, aptitudes, and psychological benefits predispose them towards a pro-sustainable lifestyle. This study’s intent was to consider components that can affect sustainable actions such as psychological tendencies (e.g., attitudes, motives, beliefs, values, norms) and consequences (e.g., well-being or happiness) associated with sustainable actions. This study’s main objective was to test the sustainable behavior model on a sample of student teachers. A total of 496 student teachers participated in the study. The results analyzed by SEM indicate that student teachers’ sustainable behavior is directly predicted by their intention to act, which is both positively and significantly influenced by indignation and affinity towards diversity. Additionally, sustainable behaviors slightly (but statistically significantly) predict the self-assessment of happiness. These findings contribute to a better general understanding of sustainable behaviors’ antecedents and repercussion variables, especially within a student teacher population.
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8

Camilleri, Patrick, Bård Ketil Engen, Ove Edvard Hatlevik, Juan Carlos Colomer Rubio, and Héctor Hernández Gassó. "Student teachers and their attitudes towards ICT." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 4 (November 30, 2021): 38–52. http://dx.doi.org/10.7577/njcie.4207.

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This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers’ attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: ‘adaptability’, ‘creativity’, ‘critical thinking’, and ‘understanding of technology’. In this regard, our findings support arguments for asserting ‘attitude’ as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers’ specific digital competencies within teacher education and professional practice.
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Ward, James, and Löick Le Déan. "Student Teachers’ Attitudes Towards Special Education Provision." Educational Psychology 16, no. 2 (June 1996): 207–18. http://dx.doi.org/10.1080/0144341960160209.

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Baar, Robert. "ATTITUDES OF GERMAN STUDENT TEACHERS ON INCLUSION." Journal of Research in Special Educational Needs 16 (August 2016): 225–28. http://dx.doi.org/10.1111/1471-3802.12143.

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Дисертації з теми "Student teachers Victoria Attitudes"

1

Leung, King-shun. "Pre-service teachers' attitudes towards mathematics and mathematics education /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595848.

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2

Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.

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Wilder, Lynn K. "Student vs. teacher perception of student behavior for youth with emotional and behavioral disorders : accurate assessment." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159148.

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The purpose of this study was two-fold: (a) to determine whether the Behavioral Objective Sequence (BOS) (Braaten, 1998), when used as a rating scale, was a valid instrument for measuring the behaviors of students with EBD and (b) to determine whether there was a relationship between teachers' perceptions of behaviors of students with EBD and these students' perceptions of their own behaviors. Perceptions were measured using the BOS and the Child Behavior Checklist (CBCL) (Achenbach, 1991), a well-established instrument with reliability and validity. Demographic variables were examined as predictors of student versus teacher score discrepancies. Those shown to be predictive are student socioeconomic status, IQ score, length of time receiving special education services, grade and placement. The concurrent validity of the BOS is indicated by the comparison of scores on the BOS with scores on the CBCL. Participants were 62 youth with EBD and their 19 teachers from the Midwest.
Department of Special Education
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4

Ma, Kwai-heung Catherine, and 馬桂香. "A study of the relationship between self concepts, educational attitudes and teaching behaviours of student teachers in a college ofeducation in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956026.

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Lam, Wing-po, and 林永波. "Attitudes of teachers & teacher trainees towards environmental education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957961.

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Phillips, Lee E. "Pre-service teachers' attitudes toward the use of inclusive classrooms /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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Lam, Wing-po. "Attitudes of teachers & teacher trainees towards environmental education." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709478.

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8

Dellenlöv, Johanna, and Pernilla Tonning. "Influence, Responsibility and Awareness - teachers' and students' attitudes and experiences." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28459.

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Анотація:
In this degree project the concepts of student democracy, student influence, learnerresponsibility and learner awareness are discussed. This has been done in connection to the learner autonomy movement in Sweden and the steering documents at a secondary school level. Our study concerns some teachers’ and students’ attitudes to and experiences of working with these issues in school. We came to the conclusion that the teachers that we interviewed are very aware of what the steering documents say and try to incorporate these essential parts in their teaching. We also found that the students are not at all aware of theconcepts and ideas presented in the steering documents in the same way as the teachers are.Also, the teachers’ and the students’ understanding of these terms differ, something that may lead to a misunderstanding and make it hard to discuss matters connected to student democracy and learner autonomy. A lot of work has to be done in schools in order to make the students more aware and to encourage them to take more responsibility for their learning.
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9

Valencic, Kristin Marie. "An investigation of teachers temperament and student perceptions of teachers communication behavior and students attitudes toward teachers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1949.

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Lambe, Jackie. "Student teachers' attitudes to inclusion : Implications for education in Northern Ireland." Thesis, University of Ulster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529573.

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Книги з теми "Student teachers Victoria Attitudes"

1

Teacher-student relationship and its impact on student unrest. New Delhi: Northern Book Centre, 1989.

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2

Diefenbach, Clarence Alfred. Reflecting on racial attitudes: After 24 years revisiting student teachers' attitudes towards Aborigines. Flaxton, Qld: Post Pressed, 2003.

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3

Coping with difficult teachers. New York: Rosen Pub. Group, 1988.

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4

Peter, Neumann. Sozialisationseffekte schulischer Praktika. Frankfurt am Main: P. Lang, 1987.

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5

Cieślik, Jan. Próba tworzenia systemu wychowania interpersonalnego szkoły średniej i uzyskane effekty. Opole: Instytut Śląski, 1985.

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6

MacDonald, Colla J. Faculty of education and school board collaborative research on the teaching practicum: The teacher's voice. [Ottawa: s.n.], 1993.

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7

Flach, Herbert. Lehrerausbildung im Urteil ihrer Studenten: Zur Reformbedürftigkeit der deutschen Lehrerbildung. Frankfurt am Main: P. Lang, 1995.

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8

Malaise dans la formation des enseignants. Paris: L'Harmattan, 2000.

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9

Puurula, Arja. Study orientations as indicators of ideologies: A study of five student teacher groups. Helsinki: Dept. of Teacher Education, University of Helsinki, 1986.

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10

Giri, Kusuma. Sikshā kā samājaśāstra: Viśvavidyālaya meṃ adhyāpaka chātra sambandha. Jayapura: Rāvata Pablikeśana, 1997.

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Частини книг з теми "Student teachers Victoria Attitudes"

1

Lerman, Stephen, S. A. Amato, N. Bednarz, M. M. M. S. David, V. Durand-Guerrier, G. Gadanis, P. Huckstep, et al. "Studying Student Teachers’ Voices and Their Beliefs and Attitudes." In The Professional Education and Development of Teachers of Mathematics, 73–82. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09601-8_8.

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2

Haggerty, Sharon M. "Towards a Gender-Inclusive Science in Schools: Confronting Student Teachers’ Perceptions and Attitudes." In Gender, Science and Mathematics, 17–27. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0143-1_2.

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3

Göbel, Kerstin, Corinne Wyss, Katharina Neuber, and Meike Raaflaub. "Student Feedback as a Source for Reflection in Practical Phases of Teacher Education." In Student Feedback on Teaching in Schools, 173–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_11.

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AbstractThe chapter focuses on the use of student feedback on teaching during practical phases in teacher education. After a brief introduction into the general relevance and validity of students’ perceptions on teaching, and on the use of student feedback for teaching development, core findings from two comparable quasi-experimental studies from Germany and Switzerland are presented in detail. The studies focus on the change of attitudes towards student feedback and towards reflection on teaching. The chapter concludes with a discussion of challenges and opportunities for the use of student feedback as an instrument for reflection on teaching and professional development for pre-service teachers.
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4

Rohatgi, Anubha, Jeppe Bundsgaard, and Ove E. Hatlevik. "Digital Inclusion in Norwegian and Danish Schools—Analysing Variation in Teachers’ Collaboration, Attitudes, ICT Use and Students’ ICT Literacy." In Equity, Equality and Diversity in the Nordic Model of Education, 139–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_6.

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AbstractThe capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.
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Björnsson, Julius K. "Teaching Culturally Diverse Student Groups in the Nordic Countries—What Can the TALIS 2018 Data Tell Us?" In Equity, Equality and Diversity in the Nordic Model of Education, 75–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_4.

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AbstractAlmost all Nordic classrooms have some or a considerable number of students with a native language different from the language of instruction. Therefore, most Nordic teachers have to address the issues this setting imposes on them. The chapter is concerned with teachers’ attitudes and experiences of teaching in a multicultural setting—that is, variations in their perceived self-efficacy in multicultural classrooms. The TALIS study is used to explore these effects and relate teacher experiences with the issues of equity and diversity. Our analysis includes all five Nordic countries. A linear regression approach was used, taking into account the multi-stage sampling in TALIS. The results indicate that general self-efficacy in teaching and not specific multicultural knowledge or experience has the most significant influence on the experienced ability to handle a multicultural setting. This is a somewhat surprising, albeit reassuring, result, as it indicates that a good and trustworthy teacher education and functional general teacher competencies are the most essential ingredients in adequately handling a multicultural classroom.
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Cunnion, Janna, Feifei Hua, Maureen McNicholl, and Sandra Ospina. "Middle School Climate Change Mitigation and Adaptation Curriculum in the United States: Peers Lead Peers Through Change and Action." In Education to Build Back Better, 145–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_7.

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AbstractWhile the previous chapters of this book tackle reforms in existing, established national programs, this chapter is an emergent proposition to a change in policy at local school district levels in the United States. Change is dependent on and influenced by the educational ecosystem around the student which includes such stakeholders as parents, teachers, teacher preparation programs, community groups, curriculum and textbook developers, businesses, universities, local and federal agencies, and policy leaders. The criteria for what makes a climate change curriculum “effective” are difficult to name: first, because the subject itself is divisive, and second because humankind has not yet fully understood all there is to know about tackling climate change. Thus, in this chapter, a normative pro stance is taken in support of climate change education, as the need to implement climate change education in school echoes UNESCO's notion that climate education “is crucial to promote climate action. It helps people understand so they can address the impacts of the climate crisis, empowering them with the knowledge, skills, values, and attitudes needed to act as agents of change (Education for climate action, 2021). In Orange County, California—like many places in the United States—climate change is a politically charged and controversial topic. When 20 states adopted the well-regarded Next Generation Science Standards (NGSS) in 2014, it was hoped that schools across the country would improve climate change education. However, we found that adopting new science standards does not necessarily mean that teaching and learning about climate change has improved in general, and this is made more complex by the fact that each state determines its own education system, and little can be mandated at a national level. Many factors contribute to inadequate student learning about the causes, impact, and especially the strategies to mitigate climate change among Orange County middle school students. We aim for education leaders to understand these best practices and encourage them to apply these to their contexts. We offer a curriculum based on best practices, one that is peer-led and garners hope. We wish for students to see themselves as agents of change and leaders of the not-so-distant tomorrow who become inspired to mitigate, adapt, and reverse climate change.
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Kastrup, Helge. "Connections between attitudes and anxiety." In Student Attitudes, Student Anxieties, and How to Address Them :A handbook for science teachers. IOP Publishing, 2016. http://dx.doi.org/10.1088/978-1-6817-4265-6ch4.

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Kastrup, Helge. "Attitudes. How do students view science?" In Student Attitudes, Student Anxieties, and How to Address Them :A handbook for science teachers. IOP Publishing, 2016. http://dx.doi.org/10.1088/978-1-6817-4265-6ch2.

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Ozdemir, Murtaza. "Practices and Attitudes of Students and Teachers Using iPads in High School Mathematics Classes." In Student Engagement and Participation, 1162–77. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch057.

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This chapter reports on a study that examined the practices and attitudes of students and teachers in using iPads in high school mathematics classes. Participants in the study were 5 teachers and 80 students in a charter school in New Jersey. The study examined the students' classroom behavior and their perceptions along with the teachers' perceptions of the new class environment throughout a six-week period. The results show that the replacement of class materials with a single device helped students to become more organized and better prepared. The study also reveals that the use of iPads enabled students to interact with the materials through enriched multimedia content, which increased their interest and engagement. Utilizing iPads created a dynamic and collaborative learning environment that enhanced student-centered active learning. However, findings also show that iPads could become a source of potential distraction if used inappropriately, which creates new challenges for teachers in classroom management and instruction.
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Arvelo-Rosales, Carmen Nuria. "Student Teachers' Beliefs and Attitudes Towards Diversity and Social Inclusion." In Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development, 76–91. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4812-0.ch007.

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The aim of this chapter is to analyse the competencies for inclusion developed by students of the Degree in Primary Education. After an analysis of the general competencies taught in the degree, the knowledge, skills, and attitudes for inclusion of trainee teachers were analysed. To achieve these objectives, a non-experimental, cross-sectional, and descriptive research design was carried out. A total of 440 students on the degree course in Primary Education at the University of La Laguna (Spain) took part in the study. The data were collected with a questionnaire developed ad hoc based on the inclusive competency profile developed by the EADSNE project (2012). The results showed that there was positive development of the competencies included in the profile. Therefore, the students had developed the knowledge, skills, and attitudes necessary to deal with diversity and become inclusive teachers.
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Тези доповідей конференцій з теми "Student teachers Victoria Attitudes"

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Burgess, Stephen, Golam M Chowdhury, and Arthur Tatnall. "Student Attitudes to MIS Content in an MBA: A Comparison Across Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2448.

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Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.
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Voulgari, Iro, Konstantinos Lavidas, Vassilis Komis, and Stavros Athanassopoulos. "Examining Student Teachers’ Perceptions and Attitudes towards Game Based Learning." In FDG '20: International Conference on the Foundations of Digital Games. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3402942.3409611.

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Fang, Yuehchiu, and Hui-Lin Hsieh. "Student Teachers Attitudes Toward the Interaction on Facebook During Practicum." In 2013 International Conference on the Modern Development of Humanities and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.38.

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Khumalo, Nontobeko. "Mentors' Attitudes of Mentoring Student Teachers During Teaching Practice Session." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577707.

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Gurevich, Irina, Hana Stein, and Dvora Gorev. "FROM STUDENT-TEACHERS TO NOVICE TEACHERS: CHANGING ATTITUDES TOWARDS INTEGRATION OF TECHNOLOGY IN TEACHING MATHEMATICS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0388.

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Palk, Kristi. "MIDDLE SCHOOL TEACHERS ATTITUDES TOWARDS THE NEED FOR STUDENT FEEDBACK AND ATTITUDES TOWARDS THE IMPACT OF FEEDBACK ON TEACHERS PROFESSIONAL DEVELOPMENT." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0653.

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Whitby, Greg, Maura Manning, and Gavin Hays. "Leading system transformation: A work in progress." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_11.

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Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.
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Kesner Baruch, Yael, and Michaella Kadury-Slezak. "STUDENT TEACHERS’ SELF-EFFICACY, ATTITUDES, AND BELIEFS TOWARDS EARLY SCIENCE TEACHING DURING THEIR STUDIES IN EARLY CHILDHOOD EDUCATION PROGRAM." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0062.

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Shater, Azhar, Eman Zaitoun, Tariq AlKhasawneh, and Mohammad Aleassa. "The Effect of Using Virtual Classrooms on the Attitudes of Student Teachers Toward the Use of Technology in Education." In 2022 International Arab Conference on Information Technology (ACIT). IEEE, 2022. http://dx.doi.org/10.1109/acit57182.2022.9994160.

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Vardouli, Theodora, and François Sabourin. "Performing Form: Judgement and Subjectivity in Algorithmic Architectural Design." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.26.

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It is an oft-made claim that digital computers are changing architectural discourse and professional practice. These changes are plural, varied, and often prosaic. They do not fit one definition of “digital architecture”, nor one manifesto of “digital revolution.” While historians, theorists, and ethnographers of architectural practice are beginning to map the disciplinary valencies and professional effects of digital computers, architectural curricula grapple with questions about when, where, how, and why to introduce computers in an architecture student’s education.1 Professionally accredited architecture curricula negotiate a stifling demand for student proficiency in various kinds of commercial software, with the broader pedagogical possibilities that emerge from the many variances of computational design and making.2 In the parts of a curriculum that integrate a “digital” component, this negotiation usually manifests as a dilemma between training students in software skills and teaching computational processes of thinking, designing, and making architecture. In courses that teach software, computational techniques are often hidden, or “black boxed,” behind the screen. Students deploy them indirectly (through software interfaces) to produce drawings, output construction documents, simulate, and analyze a design’s various performances. Meanwhile, in courses that focus on computational thinking and making, rules and algorithms are out in the open and take on an active role in the creation of architectural space and form.These two approaches echo distinct attitudes toward design processes themselves that surrounded early work on design and computing. In a report on the first international conference of the Design Methods Group—a North American “coalition” of researchers working on “rational” theories and methods of environmental design,3 often through the use of digital computers—architect and urban designer Jonathan Barnett called these two attitudes “black box” and “glass box.”4 “Glass box” approaches were concerned with an analyti-co-mathematical rendition of the design process—asking the question of whether architectural design, or rather which parts of it, could be conceived as a kind of computation: a step-wise process amenable to logico-mathematical description and analysis. Examples of “glass box” work included systematic methods for “fitting” geometric form to functional goals and various methods for enumerating possible geo-metric configurations based on certain rules and constraints, broadly falling under the label of “generative design.” “Black box” approaches, on the other hand, aspired to enhance specific tasks that designers faced in a traditional process through the aid of new graphical and interactive technologies. “Black box” examples included computer aids of different kinds, from drafting tools to conversational interfaces that informed the designer about the impacts of their decisions. In other words, “glass box” approaches recast design as a kind of computation (a step-wise, algorithmic process), while “black box” approaches used computation as a tool for various familiar design tasks.
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Звіти організацій з теми "Student teachers Victoria Attitudes"

1

Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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