Auswahl der wissenschaftlichen Literatur zum Thema „Teachers' verbalizations“
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Zeitschriftenartikel zum Thema "Teachers' verbalizations":
Workman, Susan H. „Teachers’ Verbalizations and the Social Interaction of Blind Preschoolers“. Journal of Visual Impairment & Blindness 80, Nr. 1 (Januar 1986): 532–34. http://dx.doi.org/10.1177/0145482x8608000104.
De Ruiter, Naomi M. P., Katja N. Van der Klooster und Sander Thomaes. „“Doing” mindsets in the classroom: A coding scheme for teacher and student mindset-related verbalizations“. Journal for Person-Oriented Research 6, Nr. 2 (30.12.2020): 103–19. http://dx.doi.org/10.17505/jpor.2020.22404.
Hestenes, Linda L., Deborah J. Cassidy und Judith Niemeyer. „A Microanalysis of Teachers' Verbalizations in Inclusive Classrooms“. Early Education & Development 15, Nr. 1 (Januar 2004): 23–38. http://dx.doi.org/10.1207/s15566935eed1501_2.
Goldschmidt, Gabriela, Hagay Hochman und Itay Dafni. „The design studio “crit”: Teacher–student communication“. Artificial Intelligence for Engineering Design, Analysis and Manufacturing 24, Nr. 3 (12.07.2010): 285–302. http://dx.doi.org/10.1017/s089006041000020x.
Montemayor, Mark, und Emily A. Moss. „Effects of Recorded Models on Novice Teachers’ Rehearsal Verbalizations, Evaluations, and Conducting“. Journal of Research in Music Education 57, Nr. 3 (30.09.2009): 236–51. http://dx.doi.org/10.1177/0022429409343183.
Duke, Robert A., und Jacqueline C. Henninger. „Teachers' Verbal Corrections and Observers' Perceptions of Teaching and Learning“. Journal of Research in Music Education 50, Nr. 1 (April 2002): 75–87. http://dx.doi.org/10.2307/3345694.
Colprit, Elaine J. „Observation and Analysis of Suzuki String Teaching“. Journal of Research in Music Education 48, Nr. 3 (Oktober 2000): 206–21. http://dx.doi.org/10.2307/3345394.
Montemayor, Mark, Brian A. Silvey, Amy L. Adams und Kay L. Witt. „Effects of Internal and External Focus of Attention During Novices’ Instructional Preparation on Subsequent Rehearsal Behaviors“. Journal of Research in Music Education 63, Nr. 4 (06.11.2015): 455–68. http://dx.doi.org/10.1177/0022429415612201.
Engelstad, Anne-Michelle, Calliope Holingue und Rebecca J. Landa. „Early Achievements for Education Settings: An Embedded Teacher-Implemented Social Communication Intervention for Preschoolers With Autism Spectrum Disorder“. Perspectives of the ASHA Special Interest Groups 5, Nr. 3 (30.06.2020): 582–601. http://dx.doi.org/10.1044/2020_persp-19-00155.
Drain, Samantha, und Paul E. Engelhardt. „Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom“. Child Development Research 2013 (25.06.2013): 1–10. http://dx.doi.org/10.1155/2013/296039.
Dissertationen zum Thema "Teachers' verbalizations":
Beebe, Marla. „Teaching and Rehearsal Behaviors of Instrumental Music Teachers“. Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1181923968.
Xiao, Wei. „Analyse des interactions en classe de langue en milieu universitaire chinois : les obstacles rencontrés par les enseignants extra-nationaux face aux étudiants chinois et leurs postures d'enseignement“. Thesis, CY Cergy Paris Université, 2021. http://www.theses.fr/2021CYUN1084.
Focused on the research field of teaching practices, this research aims to identify and categorize the obstacles that the teachers of French as a foreign language (hereafter referred as “FFL teachers”), who do not share the educational culture of their Chinese students and who work in an exolingual environment, have encountered in their classes. We are interested in the postures adopted by teachers to bypass, face or overcome the obstacles. Following an ethnographic approach, our research relies on the classroom interactions and teachers' verbalizations about their teaching practices. The analysis of teaching practices is also supported by the learners' points of view. Through a questionnaire and interviews with Chinese students, we try to understand the presence of obstacles and the effectiveness of teachers in dealing with these difficulties. The study of the obstacles in the teaching practices makes it possible to better understand the work of teachers in an exolingual environment, to enlighten the teacher's action as well as the development of the professional skills and finally to think about in a better way the training of FFL teachers who work in Chinese universities.Keywords: teaching practices, obstacles, exolingual environment, teachers' postures, classroom interactions, teachers' verbalizations
Xue, Lin. „Aspects évolutifs de l’agir professoral dans le domaine de l’enseignement des langues : une étude à travers les discours de verbalisation de six enseignants de français langue étrangère et de chinois langue étrangère“. Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA148/document.
This dissertation is devoted to reconstructing the dynamics of foreign language teachers’ thinking by a multimodal and longitudinal approach. Focused on the field of Applied Linguistics and teacher cognition in particular, the present work is part of a multidisciplinary theoretical framework co-constructed of Social constructivism and Emergentism. This study involved six teachers of French as a foreign language (FFL) and Chinese as a foreign language (CFL) working in China and in France, each being followed up for one semester, through classroom observation and different kinds of interviews (semi-directive interviews and stimulated recall). Their verbalization was then analyzed by a mixed approach combining content analysis and discourse analysis. Besides an instable self-image characterized by multi-identity, emerge from each teacher’s discourse a knowledge and belief system and its historicity, subjectivity, contextuality and contradiction. The validity of Activity Theory is confirmed by a division of labour based on learners’ profiles that the teacher typifies. The importance of embodied action is dependent on the expected outcome. Teachers wish to not only complete their teaching activity but also reach an effect which is an integrated part of their thinking patterns. The non-linearity of context changing explains the updating of teacher’s thinking and practice. Teacher cognition’s complexity is structured around a dynamic between intentionality, embodied action and situational constraints. The break of reflexivity during action, discovered in neurosciences and validated here in a human and social sciences’ methodology, constitutes the key contribution of this work
Konferenzberichte zum Thema "Teachers' verbalizations":
Полтавская, Н. Е. „Cooperative technologies as a condition for the formation of professionally significant qualities of the future teacher of primary education“. In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.44.79.028.