Дисертації з теми "Teacher education programmes"
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Nedkova, Marietta. "Evaluation of pre-service teacher education programmes." Thesis, Heriot-Watt University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338116.
Повний текст джерелаJofili, Zelia Maria Soares. "Fostering teachers' critical thinking : some paths to teacher development programmes." Thesis, Roehampton University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336986.
Повний текст джерелаAl-Omari, Khaled Mohammed. "Quality assurance mechanisms in Jordanian primary teacher education programmes." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368323.
Повний текст джерелаGibbs, Rose Elaine. "The teaching of values in teacher education programmes in multicultural settings." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=67480.
Повний текст джерелаMa recherche porte sur l'enseignement des valeurs dans les programmes de formation des enseignants en milieu multiculturel, plus particulierement a l'universite McGill, Montreal, Quebec. Elle s'inscrit dans le cadre d'une etude menee conjointement par la faculte des sciences de l'education de trois universites differentes : Universidad Pedagogica Nacional au Mexique; California State University a Long Beach, Californie et l'Universite McGill a Montreal, Canada. L'etude interfacultaire est nee des experiences vecues par des professeurs et des etudiants des deux premieres universites citees, dans le cadre d'un programme d'echange. Les temoignages recueillis aupres des participants au programme d'echange revelent que des differences culturelles importantes entre les etudiants et les professeurs ont des incidences pour l'apprentissage. En fait, il en est ressorti que des problemes importants de communication et d'enseignement apprentissage resultent des differences au niveau des valeurs et des styles d'enseignement. Ce constat m'a amene a entreprendre mon etude aupres d'un public cible a McGill. J'ai voulu verifier comment le concept de valeurs est percu par les formateurs et les formes ainsi que la maniere dont les valeurs sont enseignees dans la realite de la classe. A l'aide d'entrevues menees aupres de groupes d'enseignants en formation et de formateurs ainsi que d'un questionnaire, j'ai pu recueillir des donnees qui m'ont permis de tirer un certain nombre de conclusions quant it l'enseignement des valeurs. J'ai procede en deux etapes. Dans un premier temps (Phase I), j'ai mene des entrevues aupres d'enseignants en formation initiale et de formateurs, afin d'identifier les valeurs qu'ils jugeaient les plus importantes dans la formation. Ces entrevues m'ont permis d'elaborer deux instruments qui m'ont servi lors de la phase deux de ma recherche. Lors de la deuxieme phase (Phase II), j'ai recueilli des informations supplementaires concernant les valeurs jugees impo
Ramollo, Jeanette Khabonina. "The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45896.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted
Salim, Abd-Elrahim Ahmed. "Development of environmental education guidelines for secondary science teacher education programmes in the Sudan's universities." Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:8499.
Повний текст джерелаAndrews, Ian H. "Five paradigms of induction programmes in teacher education : a comparative analysis of teacher induction programmes in Britain, Australia, New Zealand, United States and Canada." Doctoral thesis, University of Bradford, 1986. http://hdl.handle.net/10454/4405.
Повний текст джерелаLekamge, G. D. "Success in teacher education : a comparative study of the factors affecting student success in teacher education programmes conducted through distance mode." Thesis, Open University, 1993. http://oro.open.ac.uk/57420/.
Повний текст джерелаLi, Daniel Yuk-Keung. "An action research on the delivery of physical education teacher education (PETE) programmes in Hong Kong." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322264.
Повний текст джерелаWaters, Alan G. "In-service teacher learning in ELT projects and programmes : an integrated approach." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274195.
Повний текст джерелаAl-Yamani, Hala Ali. "The role of drama in initial teacher education : a study of drama's use in early childhood teacher education programmes at Bethlehem University, Palestine." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408774.
Повний текст джерелаBakar, Sharifah Bee Aboo. "An evaluation of college-based staff development programmes for teacher educators in Malaysia." Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244899.
Повний текст джерелаWarsh, Michael Ira. "Teacher preparedness for multicultural/anti-racist education : a case study of the Professional Development Programmes at Simon Fraser University." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242104.
Повний текст джерелаAntoniadou, Victoria. "Expanding the socio-material spaces of teacher education programmes: A qualitative trace of teacher professionalization through blended pedagogy in Catalonia." Doctoral thesis, Universitat Autònoma de Barcelona, 2013. http://hdl.handle.net/10803/129416.
Повний текст джерелаA central issue in current research on teaching and learning is finding ways to make teacher education a more tangible concept in order to respond to the exponentially mounting demands of networking and the interconnected world. This doctoral dissertation examines the affordances of telecollaboration as integrated component in standard teacher education programmes. Primary objectives are to qualitatively explore participation in the blended learning environment and examine the ways in which practicing teachers engaged with the people and resources therein and gradually mastered professional teacher competences. To this end, a mixed-method approach to data collection and analysis was used. The analysis scrutinizes a variety of ethnographically-collected data to map out the subjective experience of three student-teachers as they engaged with technology-integrated pedagogy. Most salient learning outcomes were quantitatively substantiated and isolated through a screening process and were then analyzed developmentally, using a bricolage of sociocultural and dialogic theoretical lenses. The aim of this latter analytical strategy was to trace knowledge in the making and the cognitive links that were formed between university and virtual participatory settings across time. The findings empirically demonstrate teacher learning leading development in terms of epistemological, pedagogical and reflective skills in line with formal educational standards. The research concludes with a critical reflection of the relationship between learning as guided process of participation and outcome and discerns pedagogical affordances of this learning model as a powerful mode for quality teacher preparation.
Basheer, Akram Al. "The role of the mentor in teacher education programmes with particular reference to the teaching of Arabic in Jordan." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250362.
Повний текст джерелаLee, Chang-Hyun. "The knowledge base for physical education teacher education (PETE) : a comparative study of university programmes in England and Korea." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/336248.
Повний текст джерелаEngelbrecht, Frederik Daniel Jacobus. "A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1425.
Повний текст джерелаCompetency-based education (CBE) was introduced in the 1970s in the United States of America and its philosophical and practical dimensions are still being explored. As the Government of Namibia subscribes to CBE for all levels of education, the University of Namibia needs to understand this approach to education and how such programmes are ideally designed and implemented to bridge the gap between education (graduateness) and training (competence). The goal of this study was to develop a contextualised CBE programme design and implementation framework. International programme design and implementation frameworks were analysed and synthesised and applied to a local university programme, the Advanced Diploma in Education, in order to test the validity of an international framework and adapt it to local conditions. A qualitative research approach was used. On the one hand, data on the Advanced Diploma in Education (ADEd) was generated through methods such as stakeholder feedback on the ADEd design questionnaire as well as the analysis of relevant design and implementation documents. The post-hoc qualitative approach included a literature review, a visit to Australian universities and an international survey regarding the proposed design and implementation framework. The findings of the study pertain to programme design and programme implementation. The programme design findings emphasised the importance of the management of change to a CBE approach, the format of module descriptors and the assessment of competence. The implementation findings highlighted the necessity of administrative changes to accommodate CBE features, the training of staff and continuous evaluation of the teaching environment and lecturer performance. The study concludes that CBE appears to be appropriate for teacher education in Namibia when certain pitfalls are avoided and recommends that CBE programme designers at the Faculty of Education at the University of Namibia might apply the researched framework, comprising a comprehensive design and implementation section.
Engelbrecht, Frederik Daniel Jakobus. "A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia /." Link to the online version, 2007. http://hdl.handle.net/10019/624.
Повний текст джерелаAl-Shabbi, Ali Essa. "An investigation study of the practical preparation in EFL teacher preparation programmes in colleges of education in the Saudi Arabia." Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327888.
Повний текст джерелаAbd-El-Aal, Wafaa Mohammed Moawad. "Towards practising constructivism in pre-service science teacher education programmes in Egypt : lessons from the British experience." Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441001.
Повний текст джерелаThompson, William J. "The role of change agent in the development and introduction of new programmes in technical teacher training." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241294.
Повний текст джерелаHalim, Lilia. "A critical appraisal of secondary science teacher training programmes in Malaysia with an emphasis on pedagogical content knowledge." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266070.
Повний текст джерелаFransman, Johanna Sandra. "Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4357.
Повний текст джерелаWatkins, Peter. "Considerations in designing and evaluating material aimed at meeting the training and development needs of prospective teachers undertaking intensive initial ELT teacher education programmes." Thesis, University of Portsmouth, 2011. https://researchportal.port.ac.uk/portal/en/theses/considerations-in-designing-and-evaluating-material-aimed-at-meeting-the-training-and-development-needs-of-prospective-teachers-undertaking-intensive-initial-elt-teacher-education-programmes(dde73ec7-771c-4a64-84a1-5d98152562f4).html.
Повний текст джерелаHammad, Ibrahim Mohammad Saleh. "The function of mentors in teacher training programmes : toward a new mentoring model for student teachers teaching the subject of Islamic education in Jordon." Thesis, University of Portsmouth, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416200.
Повний текст джерелаRademan, Carika. "Evaluating the efficacy of training programmes for secondary school music teachers at higher education institutions in the province of the Eastern Cape." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019925.
Повний текст джерелаElghotmy, Heba Elsayed Abdelsalam. "Investigation into the microteaching practices of Egyptian pre-service teachers of English in an EFL teacher preparation programme : implications for curriculum planning and design." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8201.
Повний текст джерелаKuboni, Olabisi. "Redefining interaction in open and distance learning with reference to teacher education programmes in the University of the West Indies." Thesis, Open University, 1997. http://oro.open.ac.uk/54857/.
Повний текст джерелаOmolere, Okuntade Japhet. "An Exploration of Micro-Teaching skills with digital technology (cell phone) in B.ED Programmes at a Western Cape University." University of the Western Cape, 2020. http://hdl.handle.net/11394/7510.
Повний текст джерелаMicro-teaching provides a framework for teachers’ professional development with emphasis on the teach and re-teach cycle as a practical procedure for the development of micro-teaching skills. One fundamental element in this teach and re-teach cycle is the use of digital technology tools as a recording device which may help aid the understanding and application of micro-teaching skills. This study explores micro-teaching skills with the use of digital technology (cell phone) in B.Ed. programmes at a Western Cape university. The study aims to merge the past and present strategies to initiate the development of a simple model to improve micro-teaching methodology using a simple and mostly available digital technology tool which can allow for self-evaluation and personal reflection. The study seeks to investigate how a digital technology, through a cell phone, can guide practical learning to support pre-service teachers in the micro-teaching presentation. The underpinning theories that frame this study were Vygotsky’s Socio-cultural Theory, Bandura’s Social Learning Theory and Mishra & Koehler’s Technological Pedagogical Content Knowledge (TPACK) Theory. These theories emphasize social interactions, modelling and the use of technological tools as a significant aspect of skills development. The combination of these theories informs the conceptually developed knowledge acquisition, knowledge construction and the implementation with technology (KACIT) model with the aim to encourage the construction and implementation of micro-teaching knowledge with available digital technology tools. The study employs a sequential explanatory design, using a case study approach, which draws on both quantitative and qualitative methods as sources of data collection. The quantitative procedure adopted video recording as a form of data collection, using a conceptually developed teaching skills rubric, with a three level Likert-scale rating. SPSS version 25 was used to get the aggregated descriptive statistical values of each teaching skill. The qualitative procedure employed unstructured interviews, lesson plan observation, and thematic and content analysis was used to interpret and analyse the interviews and lesson plans respectively. The sample size of this study is drawn from the B.Ed. students in the Faculty of Education at the University of the Western Cape (UWC). Two hundred and sixteen (216) participants were involved in the quantitative data collection phase, while the qualitative data collection phase consisted of twelve (12) participants for the focus group discussion, five (5) school-based supervisors, five (5) pre-service teachers and (5) five lesson plans from the students-portfolio documents. The findings attest to the general context of micro-teaching as a strategy for developing pre-service teachers‟ teaching skills. It further highlights the high theoretical knowledge levels of micro-teaching of the B.Ed. students, and the relative lack of practical knowledge of micro-teaching of the students. In addition, the findings reveal the high technological knowledge levels of the participants and the need to deepen the professional knowledge of the B.Ed. students along the lines of authentic teaching experiences within the university environment. As part of the recommendations, the study emphasises the use of a digital video platform as a complementary strategy and as a form of reflective practice in micro-teaching presentations. Importantly, the study further recommends that the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy document, on the knowledge mixes for teaching competences in terms of the observation outcome, should be re-considered with a clear guideline for South African universities to have a uniform framework and a clear picture of its implementation.
Barry, Julia. "Adapting and integrating elements of best practice in dancer wellness in elite adolescent pre-professional dance programmes into private dance studio contexts." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/214099/1/Julia_Barry_Thesis.pdf.
Повний текст джерелаPhillips, Heather Nadia. "Interrogating student and lecturer perspectives of professional knowledge delivery in the initial teacher-education programmes in South Africa within a context of quality." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1970.
Повний текст джерелаIn South Africa, the quality of teachers working in our current education system has been put under a looking glass by the Department of Education (DoE) (2006) since the systemic results, indicating national literacy and numeracy levels in primary schools, were issued. These results place South African literacy and numeracy skills far below those of many countries in the rest of Africa. This has been viewed by the South African school sector as one of the symptoms of the breakdown in the culture of learning in the education system in our country. As a result, the South African school system has been characterised as a ‘high- cost, high-participation, low-quality system’ Taylor (2008). Taylor (2008) concludes from his research that the challenges which undermine effective teaching and learning in South African schools include the quality of teacher knowledge and teaching practices. The relationship between teacher quality and teacher productivity is key to the development of a high-quality educational system. It is argued that teacher quality impacts greatly on student achievement, which, in turn, impacts on the development and transformation of that society. Rowe (2003) and Morrow’s (2007) key findings in their research on educational success indicate that ‘what matters most’ is the quality teacher. The historical and social change in South Africa has pioneered transformation with regard to curriculum change and has redefined the aims of teacher education in this country. Over the last few years we have been faced with a myriad of changes in policy frameworks that are supposed to guide change within the educational system, as well as within teacher education (Guskey, 2002:381-391). This study, therefore, aims to interrogate the missing links between teacher education institutions and pre-service teachers’ experience, while incorporating school and learner needs. Since quality is the critical factor, there is an urgent need to re-conceptualise how we can prepare a generation of teachers equipped to meet the demands of the 21st-century student. The key objective in this study, therefore, is the interrogation of the following components in the initial teacher-training programmes in South Africa: • Professional development and knowledge of teachers. • Delivery of that knowledge from a pedagogical perspective. • Quality of current teacher-training programmes. This research project is geared towards understanding the challenges that face final-year teacher-training students as they prepare themselves to enter the ‘real world of teaching’. The study cross-examines the quality of learning and teaching in higher education institutions, the pedagogy applied and the degree of its success. In order to examine the initial teacher-training programmes there was a need to interrogate: • students’ perceptions of the quality of their training; • lecturers’ responses to the quality of training provided; and • pre-service teachers’ notions of the quality of the ‘product’ they experience in the field during practice teaching and in their experience with newly qualified teachers. The search for an alternative pedagogy, which aims to promote the transformation and reconstruction of education in South Africa, has placed this research project within a conceptual framework of critical pedagogy, which holds the view that learning is self-generated and not just accessible. The theoretical underpinnings were derived from the works of Paulo Freire and Henry Giroux. This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four faculties of education, nationally, has been used in the project. Semi-structured interviews and focus-group interviews were used to collect data from all the fourth-year BEd students and their lecturers at each of the four universities, as well as from in-service teachers who host students during practice teaching sessions. The interview questions were concerned with the delivery of the teacher-training programmes and whether the needs of students were being met with regard to their training. Students commented on the development of the following areas: delivery of knowledge, acquisition of adequate teaching skills, and their readiness to enter the teaching field. The findings of this research indicate that students, lecturers and in-service teachers believe that many components within the current teacher-training programme need to be transformed. This could be attributed to, amongst others, the inadequate pedagogical practices used in knowledge delivery, lack of actual classroom experience, and the ineffective organisation and supervision of teaching practice which results in students feeling ill-equipped to enter the teaching arena. These impact the quality of teachers who are exiting the current system. Suggestions to improve the organisation of teacher experience, the on-going professional development of teacher educators, and mentorship ofteachers,as well as the development of recruitment and selection criteria for students wishing to enter teacher education are made.
Al-Maadheed, Fatma G. "Models of bilingual education in majority language contexts : an exploratory study of bilingual programmes in Qatari primary schools." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:7f6a4391-449c-4f6f-b5da-ee05c64064f6.
Повний текст джерелаMacIntosh, Jolene. "Teachers' experiences of teaching learners diagnosed with autism." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40461.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted
Alnasib, Badiah Nasser M. "Practices from lecturers' and undergraduate students' perspectives in the Faculty of Education at a university in Saudi Arabia." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33091.
Повний текст джерелаBriggs, Jane E. "Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218574016.
Повний текст джерелаCoetzee, Arina. "Mentors en kinders se ervaring van ‘n mentorprogram." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71747.
Повний текст джерелаIncludes bibliography
ENGLISH ABSTRACT: Mentorship is a concept that has been with us for many years. Much research has been done about the effects of mentoring programmes on youth, but very little research has been onderlaken on how children and mentors experience mentoring programmes. This study aims to fill this gap in the literature. Qualitative research was done to explore the experiences of mentors and children in a particular mentoring programme. Participatory action research was used to include the participants in the research process. The data were gathered by using drawings and individual interviews with the children as well as the mentors. Through the process of data analysis, three main themes were determined. These themes were intrapersonal factors, interpersonal factors and external factors. The findings showed similarities as well as differences in the experiences of the mentors and the children. The main similarity pertained to the two types of relationship identified by mentors and children. The two types of relationship can be defined as one of friendship and one of authority and respect. The biggest difference in experiences concerned the way in which mentors were much more aware of external factors and how it influenced their experience. Mentors were much more concerned about the amount of time available, the place where they met and games and toys that could be used. For the children, the external factors did not matter as much; they were more excited about the relationship itself. This study aimed to answer the research question and the process brought several other questions to the attention. This study could be used as a reference in further studies about mentor programmes, especially in the South African context where very little research is available about mentor programmes and children’s experiences of these programmes. More research can be done about why the children did not mention the external factors and what that indicates. The reason why more girls than boys participate in the mentor programme and how older children experience the programme could also be researched.
AFRIKAANSE OPSOMMING: Mentorskap is ‘n konsep wat al jare lank deel is van die samelewing. Verskeie studies gedoen oor mentorskapprogramme en die effek daarvan op jeug is reeds gedoen. Min navorsing is egter al gedoen oor hoe kinders en mentors hierdie mentorprogramme ervaar. Die huidige studie is onderneem om ondersoek in te stel na mentors en kinders se ervaring van ‘n mentorprogram, spesifiek in Cloetesville, om sodoende die gaping in die literatuur aan te spreek. Kwalitatiewe navorsing is gedoen om hierdie ervarings te ondersoek en deelnemende aksienavorsing is gebruik om die deelnemers in groter mate by die navorsing te betrek. Data is ingesamel deur tekeninge en individuele onderhoude met die mentors en kinders onderskeidelik. Drie hooftemas vir beide die mentor en kinders het deur die data-analiseproses na vore gekom, naamlik intrapersoonlike, interpersoonlike en eksterne faktore. Die bevindinge het verskille sowel as ooreenkomste in mentors en kinders se ervaring van die mentorprogram aangedui. Beide die mentors en die kinders het hul verhouding op een van twee maniere ervaar. Die grootste verskil was mentors en kinders se siening omtrent die eksterne faktore. Mentors was meer bewus van die eksterne faktore wat hul ervaring beïnvloed as wat die kinders was. Die mentors was meer bewus van die tydsbeperkings, die plek waar mentorsessies plaasvind en die beskikbaarheid van speelgoed en ander hulpbronne. Kinders het die vriendskap as meer belangrik gesien as enige tasbare ding of meer tyd. Hierdie studie het gepoog om die vraag oor hoe mentors en kinders ‘n mentorprogram ervaar, te beantwoord. In hierdie proses het daar ook verskeie ander vrae na vore gekom. Hierdie studie kan daarom bydra tot verdere studies in hierdie rigting, veral in die Suid-Afrikaanse konteks waar daar bitter min inligting beskikbaar is oor mentorskap en, meer spesifiek, oor kinders se ervaring van mentorprogramme. Hierdie studie kan gebruik word om ondersoek in te stel na hoekom kinders so min bewustheid van die eksterne faktore oorgedra het en hoekom meer meisies as seuns aan die mentorprogram deelneem. Dit kan ook gebruik word om ondersoek in te stel na hoe kinders tussen 11 en 18 jaar so ‘n program sal ervaar.
Herold, Frank. "The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13618.
Повний текст джерелаMostert, Annamarie. "A language programme evaluation : English as language of learning and teaching / A. Mostert." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2032.
Повний текст джерелаLindberg, J. Ola, and Anders D. Olofsson. "Training teachers through technology : A case study of a distance-based teacher training programme." Doctoral thesis, Umeå universitet, Pedagogik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.
Повний текст джерелаHutchings, Gregory C. Jr. "Effective teaching practices and teacher efficacy beliefs of International Baccalaureate Middle Years Programme teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618531.
Повний текст джерелаLindberg, J. Ola Olofsson Anders D. "Training teachers through technology : a case study of a distance-based teacher training programme /." Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.
Повний текст джерелаMonteiro, Maria Cecilia Soares de Morais. "The impact of an in-service teacher training programme on teachers involved with computers in education." Thesis, King's College London (University of London), 1994. https://kclpure.kcl.ac.uk/portal/en/theses/the-impact-of-an-inservice-teacher-training-programme-on-teachers-involved-with-computers-in-education(6e9f5948-aa49-405d-a39a-869b0c573be3).html.
Повний текст джерелаKhuzwayo, Herbert, S. Bansilal, Angela James, Lyn Webb, and Busisiwe Goba. "A case study of a teacher professional development programme for rural teachers." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82632.
Повний текст джерелаCepni, Salih. "New secondary science teachers development in Turkey : implications for the 'Academy of New Teacher' Programme." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239922.
Повний текст джерелаCarpenter, Christopher W. "Perspective Differences of Teacher Leadership in Teacher Education Undergraduate Curriculum: A Comparative Analysis of Pre-Service Physical Education Majors and Other Content Areas." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1239340166.
Повний текст джерела"May, 2009." Title from electronic thesis title page (viewed 9/30/2009) Advisor, Sean Cai; Co-Advisors, Sharon Kruse, Alan Kornspan; Department Chair, Victor Pinheiro; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
Alshehri, Abdullah D. Ali. "An evaluation of art teacher preparatory programme in Saudi Arabia for the teachers at school level." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298956.
Повний текст джерелаGulmez-dag, Gulcin. "Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.
Повний текст джерелаperceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.
Thaichon, Panthai. "A Study of the Utilization of Educational Media Programs in the Teachers' Colleges in Bangkok." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331093/.
Повний текст джерелаMak, Emma. "How effective are current environmental education programmes in Hong Kong? /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25438967.
Повний текст джерелаOngel, Sevinc. "Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5fnum=osu1064406604.
Повний текст джерелаTitle from first page of PDF file. Document formatted into pages; contains xiii 111 p.; also contains graphics. Includes abstract and vita. Advisor: David L. Haury, College of Education. Includes bibliographical references (p. 84-89).