Thematische Bibliographien / Teacher on-the-job learning

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Auswahl der wissenschaftlichen Literatur zum Thema „Teacher on-the-job learning“

Autor: Grafiati

Veröffentlicht am 7. Juni 2025

Zuletzt aktualisiert am 2. August 2025

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Zeitschriftenartikel zum Thema "Teacher on-the-job learning"

Asrin, Randelangi, Kamaluddin Murdjani, Sukotjo Endro, Palilati Alida, Yusuf, and Rommy Suleman Nursaban. "The influence of leadership style, teamwork and organizational learning on performance through job satisfaction of state vocational school teachers." World Journal of Advanced Research and Reviews 16, no. 2 (2022): 089–100. https://doi.org/10.5281/zenodo.7773773.

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The purpose of this study is to identify and analyze this study to determine and analyze the influence of leadership style on teacher job satisfaction. Teamwork on teacher job satisfaction. Organizational learning affects teacher job satisfaction. Leadership style affects teacher performance. Teamwork affects teacher performance. Organizational learning affects teacher performance. Job satisfaction affects performance. Leadership style affects performance through job satisfaction Teamwork affects performance through teacher job satisfaction. Organizational learning affects performance through

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Asrin Randelangi, Murdjani Kamaluddin, Endro Sukotjo, Alida Palilati, Yusuf, and Nursaban Rommy Suleman. "The influence of leadership style, teamwork and organizational learning on performance through job satisfaction of state vocational school teachers." World Journal of Advanced Research and Reviews 16, no. 2 (2022): 089–100. http://dx.doi.org/10.30574/wjarr.2022.16.2.1071.

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Suppu, Yohanis, Akhmad Muhammadin, and Muklis Kanto. "Pengaruh Pelatihan Kerja Dan Pembelajaran Online Terhadap Kinerja Dimediasi Oleh Motivasi Kerja Guru Di Sekolah Gamaliel Makassar." Jurnal Riset Akuntansi dan Manajemen Malahayati (JRAMM) 12, no. 4 (2024): 297–305. http://dx.doi.org/10.33024/jur.jeram.v12i4.10503.

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This study aims to determine the effect of job training online learning on performance mediated by the work motivation of teachers at the Gamaliel School Makassar.The sample in this study using a saturated sample was 52 teachers. The research results show that: (1) Job training has a positive and significant effect on teacher work motivation. (2) Online learning has a negative and insignificant effect on teacher work motivation. (3) Job training has a positive and significant effect on teacher performance (4). Online learning has a positive and insignificant effect on teacher performance. (5)

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Natan, Azerina Priskila, and Dylmoon Hidayat. "Pengaruh Transformational Leadership, Kepuasan Kerja dan Motivasi Kerja terhadap Kinerja Guru PKBM XYZ dari Sudut Pandang Kristen." Kelola: Jurnal Manajemen Pendidikan 10, no. 2 (2023): 142–54. http://dx.doi.org/10.24246/j.jk.2023.v10.i2.p142-154.

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A teacher's performance can influence the quality of student learning at school. This is because teachers have an important role in the world of education. His words and behavior will be an example for the students he teaches. Students can feel that teachers do not give their best in preparing learning materials, complain easily, or are unable to work together with leaders. There are many factors that can influence teacher performance, namely type of leadership, job satisfaction, and work motivation. Research was conducted to determine whether there is a positive influence between transformati

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Asfaw, Ayanaw Yigletu, Kassa Michael Weldeyesus, and Mulugeta Atnafu Ayele. "The effect of assessment for learning on prospective teachers’ learning of algebra through a professional development program." International Electronic Journal of Mathematics Education 17, no. 4 (2022): em0718. http://dx.doi.org/10.29333/iejme/12587.

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Three mathematics teacher educators who were assigned to teach fundamental concepts of algebra course in a teacher education college, as well as their prospective elementary mathematics teachers who took the course, took part in a job-embedded, context-specific, and content-based comprehensive professional development (PD) program on assessment for learning (AfL). Three teacher educators and 129 prospective elementary mathematics teachers from three teacher education colleges took part in the study. The findings demonstrated that prospective elementary mathematics teachers in the intervention

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Riance, Astri, Herlina Herlina, and Sinta Sinta. "The Effect of Job Satisfaction And English Teacher's Job Stress on Student's Learning Achievement at Junior High School In Lubuklinggau." EDULIA: English Education, Linguistic and Art Journal 2, no. 2 (2022): 38–45. http://dx.doi.org/10.31539/edulia.v2i2.4022.

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ABSTRACT  This study aims to determine the effect of job satisfaction and job stress honorary English teachers on English learning achievement of students at Junior High School in Lubuklinggau.The sample used in this study was 30 honorary teachers of English subject at Junior High School. Based on the research results, it is known that a = 11.785, b1 = 0.165, b2 = 0.231. Based on the equation Y=a+b1X1+b2X2, it can be seen that = 11.785 + 0.165X1 + 0.231X2. With the analysis that a was 11.785, it mean that if the Honorary English Teacher did not take Job Satisfaction and Job Stress,

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Lefstein, Adam, Dana Vedder-Weiss, and Aliza Segal. "Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk." Educational Researcher 49, no. 5 (2020): 360–68. http://dx.doi.org/10.3102/0013189x20922998.

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Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework

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Leonardo, Leonardo, and Evi Silvana Muchsinati. "Analisis Faktor-Faktor yang Memengaruhi Kinerja Guru pada SMA Swasta di Kota Batam." Jurnal Manajemen Bisnis dan Keuangan 5, no. 2 (2024): 208–21. https://doi.org/10.51805/jmbk.v5i2.219.

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This study aims to explore the correlation between organizational learning, work motivation, and work discipline on teacher performance with job satisfaction as a mediator. Data were collected through a questionnaire from 194 teachers at private schools in Batam City and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS software. The results indicate that organizational learning, motivation, and work discipline influence teachers' job satisfaction, while motivation and work discipline positively affect teacher performance. Organizational learning does no

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Ford, Timothy G., Angela Urick, and Alison S. P. Wilson. "Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction." education policy analysis archives 26 (April 30, 2018): 59. http://dx.doi.org/10.14507/epaa.26.3559.

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Teacher satisfaction is a key affective reaction to working conditions and an important predictor of teacher attrition. Teacher evaluation as a tool for measuring teacher quality has been one source of teacher stress in recent years in the United States. There is a growing body of evidence on how to evaluate teachers in ways which support their growth and development as practitioners. For this study, we inquired: What is the relationship between supportive teacher evaluation experiences and U.S. teachers’ overall job satisfaction? To answer this question, we employed a multilevel regression an

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Kim, Kyu Tae. "Mediating Role of Teacher Efficacy and Organizational Commitment in the Relationship between Teacher Identity and Job Satisfaction." Korean Society for Holistic Convergence Education 27, no. 1 (2023): 47–63. http://dx.doi.org/10.35184/kshce.2023.27.1.47.

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This study explored whether teacher identity plays a mediating role of teacher efficacy and organizational commitment on the relationship between teacher identity and job satisfaction. This study conducted a survey on teacher identity, teacher efficacy, organizational commitment, and job satisfaction with 532 elementary, middle, and high school teachers in Gyeongbuk, Gyeongnam, Daegu, Daejeon, and Ulsan. In this study, frequency analysis and correlation analysis were performed using SPSS 23.0, and regression analysis and significance test of mediating effects were analyzed through SPSS Process

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Dissertationen zum Thema "Teacher on-the-job learning"

Ackerman, Donna V. "The Impact of Teacher Collaboration in a Professional Learning Community on Teacher Job Satisfaction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/962.

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A dilemma in some local educational institutions is the lack of a supportive teacher community which could lead to decreased teacher job satisfaction. The purpose of this study was to describe to what extent teacher collaboration in a professional learning community (PLC) impacts teacher job satisfaction. Theoretical foundations by DuFour, Eaker and DuFour supported the relationships between PLC and teacher collaboration. Herzberg's theory of motivation and Maslow's hierarchy also served as frameworks in this study. An interpretive, qualitative research design was used to explore potential con

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Tam, Suk-yin Lancy. "Who should do the job? : a research on how learning study could enhance teaching and learning in schools and its sustainability /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B4007612X.

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Tam, Suk-yin Lancy, and 譚淑賢. "Who should do the job?: a research on how learning study could enhance teaching and learning in schools and itssustainability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45007949.

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Dukwana, Mzamo Jeffrey. "Causes and effects of teachers' job satisfaction or dissatisfaction and their impact on leaner performance: a case study of two schools in the Ngqeleni Area of the Libode Mega-District, Eastern Cape Province of South Africa." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1007159.

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The study investigated the relationship between teachers' job satisfaction-or dissatisfaction-and learner performance in two schools (one Junior Secondary School and one Senior Secondary School) in the Libode Mega-district, Eastern Cape Province, South Africa. The study is qualitative in nature; the interview was used as the method of collecting data. Six School Management Team (SMT) members and ten teachers were purposively selected from the two schools in the Libode Mega-district. The researcher administered the interview and interviewed the selected SMT members and teachers. The researcher

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Herrera, Karen. "Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District." Thesis, 2013. http://hdl.handle.net/1969.1/151371.

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In the state of Texas, instruction in the arts is required from Kindergarten through eighth grade. In many cases, the responsibility for teaching these subjects falls on the classroom elementary teacher despite limited knowledge, experience, and a low sense of self efficacy. This study examined how an online professional development program affected elementary teachers’ use of arts approaches, the attitudes and issues that have a bearing on the use of arts approaches, and teacher learning that occurred as a result of engaging in an online professional development program. An embedded mixed

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Joo, Young Hyeo. "The structural analysis of the effects of distributed leadership on teacher professionalism." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-12-4447.

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The purpose of this study was to analyze the direct effects of distributed leadership on teacher professionalism and the mediating effects of collective teacher efficacy, professional learning community, and teacher job satisfaction by using teacher data from the Korea Educational Longitudinal Study (KELS) of 2007, conducted by the Korean Educational Development Institute (KEDI). After scrutinizing theoretical foundations and reported evidence on the relationships between research factors, the research constructed a structural equation model. The research questions that guided this analysis ar

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Lin, Hui-chin, and 林慧琴. "Research on Factors of Elementary School Teacher’s Acceptance of On-The-Job Training Through e-Learning." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/74288122465976010659.

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碩士 雲林科技大學 資訊管理系碩士班 97 The 21 century is the age of Knowledge Economy. The winner is always the one who can control knowledge and use his wisdom well. Education is the foundation of National competitive power. Therefore, the promotion and cultivation of teacher’s quality are major issues in education. The teachers of the E generation have new on-the-job training learning not limited to the tradition. With the coming of internet, teachers can choose e-Learning as their on-the-job training learning. This study is a hermeneutic phenomenological research, by means of case interview

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SU, YU-YUN, and 蘇鈺雲. "The Strategy and Function of On-the-Job Training for Elementary School Teachers - Application of Action Learning." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2527ne.

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碩士 開南大學 人文社會學院公共管理碩士在職專班 106 The purpose of this study is to explore the on-the-job training mechanism of the elementary school teachers based on action learning, with the teacher as the subject, the teamwork as the guideline, the school-based development as the goal and the education reform as the vision. By the literature analysis of the subject “professional development of teachers”, and the comparison and analysis of the professional development of teachers in Britain, Germany and Japan, the study bring out the feasibility of the on-the-job training for teachers. By using the S

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Shih, Meng-chun, and 施孟君. "The Effect of Teacher’s Job Involvment and Dedication on College Students Learning Involvment：The Moderating Effect of Teaching Style." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/8c29c4.

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碩士 國立中山大學 教育研究所 103 In recent years, rapid expansion of universities raised worries of low quality on college students, In the teaching Field, the contact between teachers and students most frequently, the teacher''s behavior may directly or indirectly affect student’s learning behavior, teachers present organizational citizenship behavior related to academic research, mostly focused on teachers and principals the relationship between the leadership, Students are rarely studied or concerned in this system. In this study, based on teachers ''organizational citize

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Liu, Ming Yu, and 劉明玉. "The Influence of the Interaction of Teachers’ Professional Learning Communities on Person－Job Fit using Work Stress As a Moderating Variable." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/08292317045303875174.

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碩士 大葉大學 管理學院碩士在職專班 100 The study aims to investigate the influences of teachers’ professional learning communities on person-job fit and explore the effects of work stress on teachers’ professional learning communities and person-job fit. The subjects of the study are junior high school teachers in Taichung City,14 school in different districts are included. The sample was made up of 360 teachers. We analyzed the data by using hierarchical regression analysis. The results indicated that teachers’ professional learning communities are positively associated with person-job fit. Thou

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Bücher zum Thema "Teacher on-the-job learning"

Raudenbush, Stephen W. On-the-job improvements in teacher competence: Policy options and their effects on teaching and learning in Thailand. World Bank, 1992.

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W, Raudenbush Stephen, ed. On-the-job improvements in teacher competence: Policy options and their effects on teaching and learning in Thailand. Population and Human Resources Dept., The World Bank, 1992.

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United, States Congress House Committee on Education and the Workforce Subcommittee on Postsecondary Education Training and Life-long Learning. Recruitment and retention of quality teachers: Hearing before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, second session, hearing held in Washington, DC, September 13, 2000. U.S. G.P.O., 2000.

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Zmuda, Allison, and Violet H. Harada. Librarians as Learning Specialists. Greenwood Publishing Group, Inc., 2008. http://dx.doi.org/10.5040/9798400678820.

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Zmuda and Harada explore the increasing number of job descriptions in schools for learning specialists with the accompanying difficulty in effectively leveraging these roles to positively affect student learning. School librarians have been one of these learning specialists for decades. The ranks have expanded in recent years to include many other content area specialists. Grant Wiggins' foreword emphasizes the relevance of learning specialists is grounded in their ability to deliver results on mission-critical measures. This title incorporates quotations, exemplars, and findings from experts

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Lanehart, Sonja L. How Is HEL Relevant to Me? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0005.

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This chapter discusses teaching the History of the English Language (HEL) as a sociolinguist and being guided by three areas in learning sciences: goals, self-regulated learning, and interest, particularly social and personal. Specifically, this chapter addresses the age-old student question, “How is this relevant to me?” Part of our job as college teachers involves getting students to realize the practicality of a course for their needs (e.g., “I need to take this class in order to graduate”), and another part is to acknowledge (or awaken in some cases) their intellectual curiosity (e.g., “I’

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Tovar, Stef. Map. Applause, 2021. https://doi.org/10.5040/9798765146934.

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The MAP: An Actor's Guide to On-Camera Acting teaches on-camera acting in a practical and technical way—helping new actors understand the rules of on-camera acting as if they are learning a foreign language and applying that language to their acting skill set. The book gives actors a step-by-step technique on how to audition for on-camera acting jobs and what to do on set after booking them. Many on-camera acting books are written by established movie stars and aren't geared toward actors in an undergraduate acting program or those who are just starting to audition for on-camera jobs for the f

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Bellavita, Christopher, ed. How Public Organizations Work. Greenwood Publishing Group, Inc., 1990. http://dx.doi.org/10.5040/9798400666681.

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Designed as a text for upper-level undergraduate-and graduate-level courses in public administration, public management, public policy, organizational behavior, this book looks at how people work effectively in public organizations. Written entirely by experienced practitioners, the text is unique in that it addresses throughout both the practical concerns of the working administrator and those of the theorist. By using their own on-the-job experiences as illustrative samples, the contributors clearly demonstrate how theory can improve practice and how practice can be used to generate theories

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Steward, Robyn. The Autism-Friendly Guide to Self-Employment. Jessica Kingsley Publishers, 2021. http://dx.doi.org/10.5040/9781805015581.

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You can try self-employment! Successfully self-employed autistic author Robyn Steward shares her keen insights about the valuable skills and unique visions self-employed autistic people bring to the job market. This book will teach you how to bring these strengths into the world of self-employment, so that you can follow your passions as part of the community. Featuring first-hand accounts from self-employed autistic people in businesses ranging from arts and crafts to web developer and book shop owner, this book outlines the common challenges you may encounter and ways to overcome them. Based

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McAuliffe, Garrett. Working with Troubled Youth in Schools. Praeger, 2002. http://dx.doi.org/10.5040/9798216038818.

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The challenge of preventing and coping with violence and other psychosocial problems among youth is the inspiration for this work, which offers both a conceptual foundation and a practical guide for helping troubled youth in schools. The book is meant to be a guide for practicing school staff. It is intended to be either immediately useful, or to be a stimulus for longer-range plans. All chapters are written by veterans of school systems who are or have been principals, special education directors, directors of guidance, school counselors, school psychologists, teachers, and school social work

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Buchteile zum Thema "Teacher on-the-job learning"

Dekeyser, H. M., F. H. M. Van Rijn, and D. Jansen. "Teacher Training on the Job." In Information and Communication Technologies and Real-Life Learning. Springer US, 2005. http://dx.doi.org/10.1007/0-387-25997-x_20.

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Ylimaki, Rose M., and Lynnette A. Brunderman. "Strength-Based Approaches to Meeting Culturally Diverse Student Needs." In Evidence-Based School Development in Changing Demographic Contexts. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_7.

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AbstractA strengths-based approach to education is essential for successful school development in culturally diverse schools. Chapter 7 reflects that education lies in the pedagogical relations and provocations into the self-realizations and growth of young people. In this arena, provocation refers to intentions to provoke thoughts, ideas, and actions that help students to learn and grow. A provocation should be grounded in the child’s cultural background strengths. We explicitly worked with school teams to recognize the equal value of different cultures in their students’ ethnic and linguisti

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Jiao, Jin, and Worawit Janchai. "A Study on Improving the Job Competence of New Teachers in Jiuzhaigou County Out-of-School Training Schools Based on Students’ Learning Profiles." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-440-2_38.

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Langeland, Eva, Liv Hanson Ausland, Hrafnhildur Gunnarsdottir, Susanna H. Arveklev, and Hege Forbech Vinje. "Promoting Salutogenic Capacity in Health Professionals." In The Handbook of Salutogenesis. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_55.

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AbstractFrom a salutogenic perspective, relational and reflective competencies are key to the success of competence building. Reflecting on and exploring one’s (life) experience in a continuous learning process can enhance salutogenic competence.This chapter, whose authors have many years of experience building health professionals’ salutogenic competence, is nicely illustrated with teaching and coaching examples drawn from (a) a master’s programme for students in various health professions, (b) salutogenic talk-therapy groups, (c) students in health promotion training programmes, and (d) on-t

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Cope, Bill, Mary Kalantzis, and Anastasia Olga (Olnancy) Tzirides. "Chapter 13. Meaning without borders." In Studies in Bilingualism. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.13cop.

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“Translanguaging” is a concept that connects with older traditions of analysis in linguistics and practices in language pedagogy, while at the same time making some distinctions that justify the creation of a new word. This chapter begins by tracing roots of the idea of translanguaging in its intellectual predecessors and affiliates: code switching, translation, bilingualism, multilingualism, hybridity, and multiliteracies. In the sections that follow, we set out to extend the terms of this discussion by introducing another concept, “transposition,” designed to cast the net wider than language

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Prajapati, Renu, and Sandhya Gupta. "Hybrid Learning." In Promoting Quality Hybrid Learning Through Leadership and Educational Management. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0094-7.ch007.

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During the COVID-19 pandemic, different methods of learning were used, in which hybrid learning was prominent. The use of technology and other complexities in this method made it hard to adapt, especially for teachers who are less tech-friendly. This method requires a huge amount of teacher presence and to provide that the teachers have to compromise with their mental health. As not being mentally healthy, teachers start perceiving their job negatively, which leads to declined job satisfaction among them. This study aims to assess the role of hybrid learning and teacher presence in mental heal

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Worsham, Brandi Wade. "Middle School Teachers' Sensemaking of Job-Embedded Learning." In Handbook of Research on Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch026.

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The purpose of this chapter is to discuss a multi-case study on how middle school teachers constructed understandings of their job-embedded learning experiences. The aim of the study was to explore how teachers made sense of and gave meaning to their learning experiences that occurred during the school day as they engaged in the work of being a teacher. Job-embedded learning experiences referred to any formal or informal learning opportunity that was grounded in the context of the school day and characterized by active learning and reflection. This chapter includes a detailed overview of the l

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Loose, Crystal. "Teachers as Researchers and Instructional Leaders." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch004.

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Professional development is a necessity for teachers in the K-20 system. To achieve effective teaching, teachers must be engaged in learning. On the job training and professional development provide learning opportunities for professional teachers in K-20 education. To achieve the most authentic professional development, students should be part of the learning process as they are part of the instructional equation. In order to promote lifelong learning of adults, teacher training needs to arise from problems and interests found in their practice. In this chapter, the author discusses Japanese

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Loose, Crystal. "Teachers as Researchers and Instructional Leaders." In Handbook of Research on Teaching and Learning in K-20 Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch041.

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Asthana, Ashok, Anand Prasad Sinha, and Swati Srivastava. "Impact of Attitude on Job Performance of Teachers in South Asian Higher Educational Institutions." In Global Perspectives on Micro-Learning and Micro-Credentials in Higher Education. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-0343-6.ch012.

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The development of a region/nation largely depends on the quality of education provided as education is a powerful tool having potential to bring socio economic, technological development to a society. To strengthen the educational system of a country/region, the teacher, teaching standards, and supporting infrastructure should be prompt. The main objective of this study is to carry out a systematic investigation to find out the inter relationship between attitude and job. The outcome of the chapter highlights a positive correlation/impact of attitude on respective performance (job performance

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Konferenzberichte zum Thema "Teacher on-the-job learning"

Santiago, José Marcelo Silva, Monck Charles Nunes De Albuquerque, Fernanda Kécia De Almeida, Francisco Ranulfo Freitas Martins, and Yuri Soares De Oliveira. "MathQuiz: A Game App for M-Learning." In XXIV Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/webmedia.2018.4569.

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This paper presents the MathQuiz application as an option to gamify some mathematics classes in elementary education II. Basically, MathQuiz is a question and answer quiz where the teacher can register questions. MathQuiz was developed for android and can be easily installed on mobile phones. MathQuiz was created in a TCC job, has been tested and perfected, and is ready to be used in classrooms.

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Ezechil, Liliana. "THE PROCESS OF INDUCTION IN A COACHING VERSION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-167.

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The professional induction mentoring issue has a special interest both for theoreticians but- especially - for practitioners. Following the natural logic of determinations, the theoretical interest for this process was generated by the real needs felt by beginner teachers at the time of their induction in the professional environment where they shall assume a series of roles and functions of significant responsibility. From this point of view, any experienced teacher reminds that the professional exercise made during teaching practice probationary stages was insufficient. The training for the

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Marchisio, Marina, Michele Fioravera, Cecilia Fissore, et al. "ONLINE ASYNCHRONOUS COLLABORATION FOR ENHANCING TEACHER PROFESSIONAL KNOWLEDGES AND COMPETENCIES." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-023.

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Teachers need, in a lifelong learning dimension, occasions that provide them with opportunities to reflect on the activities done by themselves, to learn how to use the newest and most advanced technologies in their teaching, to exchange ideas, to confront themselves on the updated didactic methodologies. Only in this way can they enhance their professional competences and keep the motivation for their job high. Online contexts seem to be the most appropriate option for in-service teacher training because teachers work fulltime in school and, having personal and family responsibilities, it is

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Sandiuc, Corina, and Camelia Alibec. "WEB RESOURCES FOR BUSINESS ENGLISH." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-152.

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The main objective of our paper is to present an overview of internet resources offering a broad variety of free resources for the teaching and learning of business English. The websites mentioned are some of the most popular business English sites on the web, designed to be of assistance to both students and teachers, that is they provide lesson plans, teacher designed activities and many other resources that complement and extend learning beyond the classroom. We have compiled a list of more than 30 links to free web pages related to business English, for which we further offer reviews, thus

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Felea, Cristina, and Liana Stanca. "USING E-PORTOFOLIOS IN TEACHING ENGLISH FOR ACADEMIC PURPOSES – DEVELOPING INDEPENDENT LEARNING SKILLS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-125.

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This paper addresses e-portfolio pedagogy with a twofold purpose: in the local context, it aims to develop a research model that would facilitate the collection of data and a deeper understanding of the effects of the transition to a technology-enhanced learning environment. Within a more general context, it aims to contribute an analysis model of student learning in the digital era. At both levels, students are considered as digital natives that are increasingly aware of and concerned with developing skills and strategies meant to facilitate a more efficient integration on the current dynamic

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Zhao, Angelina, and Jonathan Sahagun. "A Perceptive Program to Assist Remote Learning for Students with Learning Disabilities using Screen and Bluetooth Output Tracking." In 13th International Conference on Computer Science, Engineering and Applications (CCSEA 2023). Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130514.

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In the United States, approximately 1 out of every 44 infants born fall under the autism spectrum, leading them through a life of hardship in the future [7]. Their parents or guardians must pay extra attention to them, as they are not the best at communication and voicing their opinions. As they grow up, their education can fall behind as they struggle in school. Our program allows students to stay on task since a teacher or an adult is always watching over them and guiding them into the right direction. Developed using Python, Thunkable, and Firebase, this program includes 3 major components.

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Balagiu, Alina, Dana Zechia, and Marioara Patesan. "AN ATTEMPT OF DEVELOPING AN ENGLISH MILITARY COURSE ONLINE (READING)." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-062.

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Developing a course online for the military could be even more difficult than doing the same job for the civilian students because of the difficulties encountered by the author when trying to find material on different sites. It is a lengthy process because not everybody can have access to all military sites and sometimes it happens to find sites that seem to be with potential but you are not allowed to see or use them. One of the shortcomings is the dynamic of the internet where the sites appear and disappear and the links used for exercises may become useless, compromising an important part

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Marculescu, Corina. "TEACHING ESP IN THE DIGITAL ERA: THE USE OF TECHNOLOGY IN PROJECT-BASED LEARNING AND ASSESSMENT." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-124.

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In today's technological age computers and related electronic resources have come to play a central role in education, in the teaching-learning process. Most students are fully immersed in the "digital revolution" and love web community. The present paper discusses project-based learning (PBL), a dynamic, essentially student-centered approach to teaching which motivates students to explore real-world problems and to learn by discovery (rather than through the textbook-centered learning or through information given directly by the teacher). PBL is a suitable approach for the Generation Y studen

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Stockert, Robin, Piet Van der zanden, and Duncan Peberdy. "FINDING GENERAL GUIDELINES FOR REDESIGN OF LEARNING SPACES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-051.

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Higher Education is shifting from teacher-centred to student-centred practices. Such new practices ought to make today's students into active and cooperative learners and give them more relevant, real challenges and hands-on experiences. Furthemore, these learning scenarios should equip the student with the skills, competences and character qualities to thrive in a meaningful future job. Hence, the classroom or learning space should be able to resemble a real work environment with social interaction and different types of teamwork to handle complex problem solving. A holistic approach is neede

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Tomaurichianu, Sanda. "LEARNING PROPER ROWING TECHNIQUE BY USING ERGOMETERS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-206.

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High-level sports training is, as we know a very difficult activity. Many hours and extensive effort needs to be invested in it by athletes. The volume and intensity of training progressively increases, and athletes go through the motions repeatedly. In order to achieve high level performance, athletes need to learn the most efficient training techniques, which will allow them to advance to international level skills. A modern machine to learn rowing motions is the Concept 2, PM5 ergometer. This machine contributes to high performance sports activities and to major changes in training techniqu

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Berichte der Organisationen zum Thema "Teacher on-the-job learning"

Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen

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McKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles, and Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.

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Research has shown educators’ implicit biases to be a key factor in creating and perpetuating disparities in students’ experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases

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Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on crea

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Petrie, Christopher, Clara García-Millán, and María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003343.

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There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is t

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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).

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