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Journal articles on the topic 'Beginning teachers of Geography'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Martin, Fran. "Knowledge Bases for Effective Teaching: Beginning Teachers' Development As Teachers of Primary Geography." International Research in Geographical and Environmental Education 17, no. 1 (2008): 13–39. http://dx.doi.org/10.2167/irgee226.0.

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2

Purwanto, Purwanto, Sugeng Utaya, Budi Handoyo, and Syamsul Bachri. "Transformation of Geospatial Technology Knowledge in Pre-service and Experienced Geography Teachers as Pedagogical Tools in the Technological-Pedagogical-Content Knowledge Framework." International Journal of Learning, Teaching and Educational Research 19, no. 9 (2020): 58–76. http://dx.doi.org/10.26803/ijlter.19.9.4.

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This study aims to uncover GST's gaps and patterns (Geospatial Technology) knowledge transformation among Pre-service and experienced geography teachers using GST as an educational tool based on the Technological, Pedagogical, and Content Knowledge (TPACK) framework. GST integration into material content is implemented as a basis for thinking and acting to solve problems and decision-making, especially geographic content. This study is doing a cross-sectional survey with 600 respondents of the population. They were divided into five groups, such as Pre-service teachers, in the beginning, middl

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3

Gregg, Madeleine. "River Views of Beginning Pre-service Teachers: Content Knowledge Use." Journal of Geography 100, no. 2 (2001): 61–68. http://dx.doi.org/10.1080/00221340108978418.

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4

Resnik Planinc, Tatjana. "Education of future geography teachers in Slovenia." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 12 (December 1, 2018): 154–65. http://dx.doi.org/10.24917/20845456.12.12.

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This paper presents the development of the didactics of geography at the Department of Geography, Faculty of Arts, University of Ljubljana from its beginnings in the 19th century up to the present day. Important milestones are discussed and the present situation described. The author first discusses how different approaches were developed over the years, then focuses on the current situation through the presentation of some selected ways of educating, equipping and developing a good (future) geography teacher.

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Amado, Diana, Pablo Molero, Fernando Del Villar, Miguel Ángel Tapia-Serrano, and Pedro Antonio Sánchez-Miguel. "Implementing a Teacher-Focused Intervention in Physical Education to Increase Pupils’ Motivation towards Dance at School." Sustainability 12, no. 11 (2020): 4550. http://dx.doi.org/10.3390/su12114550.

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A teacher-focused intervention that supports the needs for autonomy, competence and relatedness was designed and implemented, to help experienced teachers develop a motivational style during dance teaching sessions at school. Four schools in Mexico, with 12 physical education teachers and 921 pupils, participated in the research. A program was developed at the beginning with the teachers in the experimental group to support the psychological needs of autonomy, competence and relatedness. Both groups were assessed at the beginning and at the end of the program and the results showed that partic

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Mijatović, Slađana, Obrad Zlatić, Vladan Vukašinović, Gordana Vekarić, and Violeta Šiljak. "Physical Education Teachers in the High School of Užice from its Establishment Until the Beginning of the First World War (1839 - 1914)." Physical Education and Sport Through the Centuries 4, no. 1 (2017): 5–14. http://dx.doi.org/10.1515/spes-2016-0017.

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AbstractSince the first years of high school instruction in the Principality of Serbia, various Ministers of Education, principals and first gymnastics teachers had been thinking about physical education instruction. Better political, economic and cultural situation in Serbia together with the influences and ideas arriving from culturally developed European countries gave rise to several initiatives related to physical education instruction which were introduced into high school curricula.Persons with different qualification levels were engaged as physical education teachers (gymnastics teache

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7

Harshman, Jason. "Rethinking place, boundaries, and local history in social studies teacher education." Social Studies Research and Practice 12, no. 3 (2017): 341–53. http://dx.doi.org/10.1108/ssrp-08-2017-0050.

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Purpose The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflec

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Aljojo, Nahla, Ameen Banjar, Mashael Khayyat, et al. "Kids’ Atlas application to Learn about Geography and Maps." ADCAIJ: Advances in Distributed Computing and Artificial Intelligence Journal 9, no. 2 (2020): 33–48. http://dx.doi.org/10.14201/adcaij2020923348.

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Geography is the study of local and spatial variations in physical and human events on Earth. Studies of the world's geography have grown together with human developments and revolutions. Atlases often present geographic features and boundaries of areas; an atlas is a compilation of different Earth maps or Earth regions, such as the Middle East, and the continents of Asia, and North America. Most teachers still use classical methods of teaching. Geographical concepts and map-reading skills are the most common aspects of learning that early-stage students find challenging. Hence, the objective

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9

Gannibal, B. K. "To the memory of the geobotanist. Leonid E. Rodin (to the 100th anniversary of his birthday)." Vegetation of Russia, no. 10 (2007): 106–7. http://dx.doi.org/10.31111/vegrus/2007.10.106.

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Leonid Efimovich Rodin (1907-1990) was a graduate of Leningrad state University. To him, the future is known geobotanica, happened to a course in Botanical geography is still at the N. A. Bush. His teachers were also A. P. Shennikov and A. A. Korchagin, who subsequently headed related Department of geobotany and Botanical geography of Leningrad state University. This was the first school scientist. And since the beginning of the 30s of XX century and until the end of life L. E. was an employee of the Department of geobotany of the Komarov Botanical Institute (RAS), where long time worked toget

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Oh, JoongGeun. "Emotional Geography on the relationship between Beginning Physical Education Teacher and students in Physical Education Class." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 20 (2017): 689–707. http://dx.doi.org/10.22251/jlcci.2017.17.20.689.

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11

Hay, Iain, Julie Bartlett-Trafford, T. C. Chang, Pauline Kneale, and Gerti Szili. "Advice and reflections for a university teacher beginning an academic career." Journal of Geography in Higher Education 37, no. 4 (2013): 578–94. http://dx.doi.org/10.1080/03098265.2013.828276.

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12

Pérez de Albéniz-Garrote, Gloria, and María Begoña Medina Gómez. "The Innovative and Research Professional Identity of Future Early Years and Primary School Teachers and Their Relationship with Psychological Well-Being." Sustainability 12, no. 20 (2020): 8593. http://dx.doi.org/10.3390/su12208593.

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Teacher’s professional identity (TPI) is an essential and decisive element in the way future EY and primary teachers approach their labour. This study aims to analyse how and when student teachers build TPI and to study its relationship with personal well-being. The sample was made up of 135 students of the Faculty of Education of the University of Burgos (Spain), aged 18–44. A questionnaire elaborated ad hoc and an individual psychological well-being scale were both implemented. The results suggest that training activities, initially scheduled by the university courses, are those which most c

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Sederevičiūtė-Pačiauskienė, Živilė, Ilona Valantinaitė, and Romualdas Kliukas. "Communion, Care, and Leadership in Computer-Mediated Learning during the Early Stage of COVID-19." Sustainability 13, no. 8 (2021): 4234. http://dx.doi.org/10.3390/su13084234.

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This qualitative inquiry explores how, during the early stage of the COVID-19 pandemic in Lithuania (European Union), the stakeholders in the education system—university teachers, general education teachers, students, and children’s parents—coped with the encountered challenge and what was important to them under the changed conditions. This paper uses a communication management objective to describe how participants in the education system responded to the emerging distance learning situation and its challenges. The phenomenographic research approach was chosen to carry out the qualitative st

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Robertson, John. "Teaching Controversial Issues: The Attitudes of Student Primary Teachers." Citizenship, Social and Economics Education 3, no. 1 (1998): 36–49. http://dx.doi.org/10.2304/csee.1998.3.1.36.

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Guidelines for Scottish schools have little to say on the value or otherwise of controversy as a criterion for the selection of topics for teaching. By contrast, the authors of the recently published advisory report on citizenship education for schools in England and Wales and many writers in academic and pedagogical journals are enthusiastic about the importance of such topics as a means to developing democratic citizenship. This study sought to establish the views of beginning teachers in South-west Scotland. Eighty-seven final-year student teachers for the 5–12 age range took part in the st

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Daiu, Dorina. "CONGRESS OF ELBASAN AND THE IMPORTANCE OF NORMAL (PEDAGOGICAL) SCHOOL." Knowledge International Journal 28, no. 7 (2018): 2499–503. http://dx.doi.org/10.35120/kij28072499d.

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Throughout the history, teachers have played a crucial and missionary role in the preparation of generations as citizens of the future. Gratitude on teachers is definitely a patriotic obligation to them.In Albania, due to different historical, geographical and economic factors, teachers have worked and lived in difficult conditions. This is not only in the long periods of foreign conquests and in the period of the National Renaissance but also after the victory of Independence and the creation of an independent Albanian state.Most of them, as true missionaries, regardless of the conditions, de

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Valantinaitė, Ilona, and Živilė Sederevičiūtė-Pačiauskienė. "The Change in Students’ Attitude towards Favourable and Unfavourable Factors of Online Learning Environments." Sustainability 12, no. 19 (2020): 7960. http://dx.doi.org/10.3390/su12197960.

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This article aims to present the results of a study on favourable and unfavourable factors of using online learning environments in the study process as a digital learning strategy to promote education for sustainable development. Technologies have changed traditional face-to-face classrooms through online environments to hybrid learning spaces. Personal experiences and expectations are part of these hybrid learning setups and learner-positive attitudes to such sessions could contribute to the effectiveness of hybrid learning and student satisfaction. The quasi-experiment was carried out to de

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Koskela, Teija, Kaisa Pihlainen, Satu Piispa-Hakala, Riitta Vornanen, and Juha Hämäläinen. "Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland." Sustainability 12, no. 21 (2020): 8844. http://dx.doi.org/10.3390/su12218844.

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The closure of schools because of the COVID-19 pandemic created a challenge for families and teachers in supporting children’s remote schooling. This study investigates parents’ perspectives on their accommodation to the rapid change to remote schooling from the point of view of sustainable education. The study was conducted at the beginning of the COVID-19 pandemic in spring 2020 via an online questionnaire for parents, to which 316 voluntary participants responded. Data were analyzed using a theory-driven content analysis. According to the results, parents were worried about the learning and

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Newman, Denis, and Shelley V. Goldman. "Earth Lab: A Local Network for Collaborative Classroom Science." Journal of Educational Technology Systems 15, no. 3 (1987): 237–47. http://dx.doi.org/10.2190/fgww-k4a6-hvdd-ej03.

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This article reports the implementation and research related to the first phase of the field test of a local area network system developed to support collaborative science activities in elementary school classrooms. The Earth Lab Project developed system and application software to run on a network of Apple II computers in a classroom or computer lab. The project also developed a sixth-grade science curriculum built around geographic issues, such as weather and climate. Observational research focused on issues such as classroom organization and the extent of collaborative planning among teache

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Popa, Luis Ovidiu, and Oana Paula Popa. "A Life in The Museum: An Homage to Dr. Dumitru Murariu at 80 Years." Travaux du Muséum National d’Histoire Naturelle “Grigore Antipa” 63, no. 2 (2020): 279–311. http://dx.doi.org/10.3897/travaux.63.e62573.

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Dr. Dumitru Murariu was born on September 21, 1940 in Ungureni, Boto&#351;ani County, as the first child in a peasant family. He attended primary and secondary&nbsp;school in his home village. Since the beginning he proved himself to be one of the brightest students in the class and, as a consequence, the school teachers advised his parents to have him continue his education. At the end of secondary school, the young Dumitru Murariu enrolled at the &ldquo;August Treboniu Laurian&rdquo; theoretical 280 Popa &amp; Popa high school in the city of Boto&#351;ani. During thes

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Obrad, Ciprian. "Constraints and Consequences of Online Teaching." Sustainability 12, no. 17 (2020): 6982. http://dx.doi.org/10.3390/su12176982.

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In Romania, like in many other European countries, schools and universities were closed and classes were transferred entirely online at the beginning of March 2020, due to the new coronavirus SARS-CoV-2 (COVID-19) outbreak, declared as a pandemic by the World Health Organization (WHO). In the context of drastic changes and uncertainty, teachers across Romania had to face the challenges of transferring lectures online. The small window of time left to adapt to new technologies, along with other stressors, called into question their work engagement and performance, as key factors for the sustain

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Cufí, Xavier, Albert Figueras, Eduard Muntaner, et al. "EDUROVs: A Low Cost and Sustainable Remotely Operated Vehicles Educational Program." Sustainability 13, no. 15 (2021): 8657. http://dx.doi.org/10.3390/su13158657.

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EDUROV is an educational underwater robot proposal from the researchers of the Oceanic Platform of Canary Islands (PLOCAN) and the Computer Vision and Robotics research group of the University of Girona (VICOROB), launched in January 2012 with the support of the Spanish Foundation for Science and Technology (FECyT). This program has evolved in the last decade in order to make it more sustainable, allowing the teleoperation of underwater vehicles from anywhere in the world. EDUROVs have passed through several phases, beginning with a basic electronics robot, followed by the incorporation of ope

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KONDRATIUK, Kostiantyn, and Oresta KOTSIUMBAS. "ACADEMIC GYMNASIUM IN LVIV: 1849-1914." Ukraine: Cultural Heritage, National Identity, Statehood 33 (2020): 50–68. http://dx.doi.org/10.33402/ukr.2020-33-50-68.

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Academic Gymnasium was found in October 1784 at the University of Lviv. This is a state secondary educational institution of the humanitarian direction. The graduates-maturists had the opportunity to continue their studies at the university after its completion. The Academic Gymnasium was the oldest gymnasium with the Ukrainian language of instruction. The information concerning the gymnasium's organization's functioning and principles till 1848 was lost due to revolutionary events. We can find the data about the organization of the institution's functioning, the number of teachers and student

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Leal, Alejandro, Bruno Cruz, and Alejandro Pérez-Duarte. "Architecture and transformation in Mexico City’s UNAM University Campus." VLC arquitectura. Research Journal 8, no. 1 (2021): 151. http://dx.doi.org/10.4995/vlc.2021.13028.

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<p>Architecture in permanent transformation is the starting point of this article, focused on the interaction between material and social aspects of a case study on modern Mexican housing, observing the building’s life in relation to its inhabitants. The Multifamily Apartment Building for Teachers (Multifamiliar para maestros), a faculty housing building at the UNAM campus, is a mid-twentieth-century experimental housing project, developed at the beginning of Mexico City´s densification. Today it is registered in UNESCO’s World Heritage Sites. The case study sheds some important insights

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Boca, Gratiela Dana. "Factors Influencing Students’ Behavior and Attitude towards Online Education during COVID-19." Sustainability 13, no. 13 (2021): 7469. http://dx.doi.org/10.3390/su13137469.

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Universities around the world have faced a new pandemic, forcing the closure of campuses that are now conducting educational activities on online platforms. The paper presents a survey about students behavior and attitudes towards online education in the pandemic period from the Technical University of Cluj Napoca, Romania. A group of 300 students participated. The questionnaire was structured in four parts to determine student’s individual characteristics, student’s needs, students’ knowledge in using virtual platforms and students’ quality preferences for online education. The students said

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Hernández-Andreo, Lidia, Alberto Gómez-Mármol, and María Isabel Cifo-Izquierdo. "Effects on Motivation and Implicit Beliefs about Self ability using the Sports Education Model and the Traditional Style in Secondary Education." Sustainability 12, no. 9 (2020): 3843. http://dx.doi.org/10.3390/su12093843.

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The methodology employed during physical education sessions can determine students’ motivations and implicit beliefs about their own abilities. The aim of the present study was based on comparing the effects produced on motivation and implicit beliefs about self ability when implementing a Sports Education model and a traditional style. Ninety-three secondary education students participated in the study, with ages ranging from 13 to 15 (13.32 ± 0.62). A total of 54 students took part in the sessions designed according to the Sports Education model and 43 in those following a traditional style.

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Быкова, О., O. Bykova, М. Мартынова, M. Martynova, В. Сиромаха, and V. Siromaha. "The Problem of Continuity in the Development of Creative Critical Thinking in the System of Modern School and University Education in Russia." Scientific Research and Development. Modern Communication Studies 7, no. 6 (2018): 37–41. http://dx.doi.org/10.12737/article_5bf5154c93c384.40839949.

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The authors of the article note that in the second half of the 20th century, the pedagogy of cooperation, which is a system of methods and tactics of education and training based on the principles of humanism and a creative approach to personal growth, is beginning to develop actively. The implementation of this or that direction in pedagogy takes place on the basis of specific methods and technologies of instruction. The article notes that the education system is a part of the national culture that is formed under the influence of history, geography of the country, social and social condition

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БРОВКО, П. Ф., and Ю. Б. ЗОНОВ. "Development of geographical education and scientific research at the Far Eastern State University." Tihookeanskaia geografiia, no. 2(6) (June 21, 2021): 5–14. http://dx.doi.org/10.35735/tig.2021.6.2.001.

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Отделение географии, на котором осуществляется подготовка специалистов-географов в Дальневосточном государственном университете, прошло сложный путь своего становления и развития. Первые географические курсы разрабатывались в начале XX в. в Восточном институте на кафедре этнографии и географии, на кафедре политики, законодательства и экономического строя. В 1920-е гг. дисциплины географического цикла в Государственном Дальневосточном университете входили в учебные планы сельскохозяйственного, технического и восточного факультетов. Значительный вклад в развитие географического образования внес

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Lázaro, Santa, Belén Urosa, Rosalía Mota, and Eva Rubio. "Primary Education Truancy and School Performance in Social Exclusion Settings: The Case of Students in Cañada Real Galiana." Sustainability 12, no. 20 (2020): 8464. http://dx.doi.org/10.3390/su12208464.

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Academic studies show that one of the main predictors of early school dropout at secondary education is student truancy behaviour, usually beginning at primary education. This is a problem that gets worse in socially vulnerable environments. This study analyses the prevalence and types of truancy in a population of students with high social risk in Madrid city, studying the relationship between truancy and their school performance. A questionnaire was answered by mentor teachers of students at the preschool and primary stages (N = 120), who reported information from a total of 433 students fro

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Luchka, Ludmila M. "The Library Аctivity of Katerinoslav Scientific Archival Commission". Universum Historiae et Archeologiae 1, № 1-2 (2019): 123. http://dx.doi.org/10.15421/2611814.

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At the end of the 19th century archival commissions as historical societies began to work in the provinces of the Imperial state. The application about opening of Katerinoslav province scientific commission was prepared in 1902. It was signed by famous elective district council members, public figures, cultural and educational leaders. The society of historians, archivists, ethnographers, archeologists and specialists in regional studies worked in Katerinoslav in 1903?1916. The author shows history and activity of the library of a local society as a province centre of local lore history. The p

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Rea Rizzo, Camino, and Natalia Carbajosa Palmero. "Formación CLIL del profesorado en la UPCT: presente y futuro dentro del EEES." REDU. Revista de Docencia Universitaria 12, no. 4 (2014): 377. http://dx.doi.org/10.4995/redu.2014.5628.

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<p>Throughout the last decades of the twentieth century and the beginning of the twenty-first, the teaching of English for specific and/or professional and academic purposes has probably constituted one of the most innovative areas in the Spanish University. With the advent of the Bologna reform, the theory and praxis of this dynamic field of knowledge has enhanced its range of activity, so as to include not only students, but also lecturers, whithin its concerns. The result can be measured by the innumerable variety of CLIL (Content Language Integrated Learning) teacher training experie

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Krueger, Patti J. "Beginning Music Teachers." Update: Applications of Research in Music Education 19, no. 1 (2000): 22–26. http://dx.doi.org/10.1177/875512330001900105.

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Watson, Cristie. "Beginning Teachers as Leaders." Educational Horizons 93, no. 2 (2014): 30. http://dx.doi.org/10.1177/0013175x14561425.

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Anderson, Hans O. "Notes to Beginning Teachers." Hoosier Science Teacher 40, no. 1 (2017): 9–13. http://dx.doi.org/10.14434/thst.v40i1.23278.

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Clausen, Jon M. "Beginning Teachers’ Technology Use." Journal of Research on Technology in Education 39, no. 3 (2007): 245–61. http://dx.doi.org/10.1080/15391523.2007.10782482.

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García-Ceberino, Juan M., María G. Gamero, Sebastián Feu, and Sergio J. Ibáñez. "Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context." Sustainability 12, no. 16 (2020): 6554. http://dx.doi.org/10.3390/su12166554.

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Football performance requires beginning learners to develop both technical skills and tactical awareness. The aim of this study was to examine and contrast the differences in the learning of football across two different teaching methodologies. A total of 35 students, distributed in two class-groups at the fifth-grade level of primary education participated in the study. Each class group participated in just one of the intervention programs (tactical program, n = 17; technical program, n = 18). The Instrument for the Measurement of Learning and Performance in Football was used to evaluate each

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36

Appleton, Ken, and Ian Kindt. "Beginning Elementary Teachers' Development as Teachers of Science." Journal of Science Teacher Education 13, no. 1 (2002): 43–61. http://dx.doi.org/10.1023/a:1015181809961.

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Myers, Brian E., James E. Dyer, and Shannon G. Washburn. "Problems Facing Beginning Agriculture Teachers." Journal of Agricultural Education 46, no. 3 (2005): 47–55. http://dx.doi.org/10.5032/jae.2005.03047.

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Krueger, Patti J. "Reflections of Beginning Music Teachers." Music Educators Journal 88, no. 3 (2001): 51. http://dx.doi.org/10.2307/3399759.

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Simonsz, Heleen, Yvonne Leeman, and Wiel Veugelers. "Beginning student teachers’ educational ideals." European Journal of Teacher Education 43, no. 5 (2020): 712–29. http://dx.doi.org/10.1080/02619768.2020.1747428.

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Kyriacou, Chris, and Richard Kunc. "Beginning teachers’ expectations of teaching." Teaching and Teacher Education 23, no. 8 (2007): 1246–57. http://dx.doi.org/10.1016/j.tate.2006.06.002.

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Edwards, Susan, and Joce Nuttall. "Beginning teachers: issues and experiences." Asia-Pacific Journal of Teacher Education 43, no. 1 (2014): 1–3. http://dx.doi.org/10.1080/1359866x.2014.969415.

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Hiiffman, Gail, and Sarah Leak. "Beginning Teachers' Perceptions of Mentors." Journal of Teacher Education 37, no. 1 (1986): 22–25. http://dx.doi.org/10.1177/002248718603700105.

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Varah, Leonard J., Warren S. Theune, and Linda Parker. "Beginning Teachers: Sink or Swim?" Journal of Teacher Education 37, no. 1 (1986): 30–34. http://dx.doi.org/10.1177/002248718603700107.

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Smylie, Mark A. "What Beginning Teachers Should Know?" Contemporary Psychology: A Journal of Reviews 36, no. 2 (1991): 117–18. http://dx.doi.org/10.1037/029403.

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Jones, Melanie S., and W. Fred Pauley. "Mentoring Beginning Public School Teachers." Adult Learning 14, no. 1 (2003): 23–25. http://dx.doi.org/10.1177/104515950301400106.

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Keinonen, Tuula, and Sivbritt Dumbrajs. "Teacherhood Perspectives among Beginning Teachers." International Journal of Learning: Annual Review 16, no. 6 (2009): 117–28. http://dx.doi.org/10.18848/1447-9494/cgp/v16i06/46365.

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Littleton, Pam, and Mark Littleton. "Induction Programs for Beginning Teachers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, no. 1 (1988): 36–38. http://dx.doi.org/10.1080/00098655.1988.10114004.

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Ratliffe, Tom. "Overcoming Obstacles Beginning Teachers Encounter." Journal of Physical Education, Recreation & Dance 58, no. 4 (1987): 18–23. http://dx.doi.org/10.1080/07303084.1987.10603852.

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Reed, Kevin. "Teaching Tasks and Beginning Teachers." South Pacific Journal of Teacher Education 14, no. 1 (1986): 1–12. http://dx.doi.org/10.1080/0311213860140102.

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Da Ros, Denise, and Kevin J. Swick. "The Socialization of Beginning Teachers." Journal of Early Childhood Teacher Education 16, no. 1 (1995): 13–17. http://dx.doi.org/10.1080/1090102950160104.

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