Relevant bibliographies by topics / Educative teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educative teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Educative teaching"

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Shin, Minsun. "“The edTPA took away from my student teaching experience”: The impact of the edTPA on student teaching experiences." Contemporary Issues in Early Childhood 20, no. 3 (November 25, 2018): 309–12. http://dx.doi.org/10.1177/1463949118813740.

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This colloquium brings forward the “inside” voices of early childhood student teachers in order to critically examine the impact of the edTPA (Educative Teacher Performance Assessment) on student teaching experiences, especially the “educative” function that the edTPA claims.
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Rahmawati, Fitra Awalia, Ifa Rodifah Nur, and Muhammad Taqiyuddin. "Creative Language Games for Enjoyable Arabic Teaching l al-Al’ab al-Lughawiyyah al-Ibda'iyyah li Ta’lim al-Lughah al-'Arabiyyah al-Mumti'ah." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 13, no. 1 (February 4, 2021): 108–28. http://dx.doi.org/10.24042/albayan.v13i1.6917.

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Arabic teaching has the aim in the mastery of four skills; listening, speaking, reading, and writing. Considering to the languages teaching nowadays, educative games are commonly used as inseparable method from their curriculum. This method also had been practiced in Arabic teaching by some teachers. For this context, some rules need to be curricularly formulated. This critical point had not been elaborated curricularly. In this research, Library research model highlighted several studies of Arabic learning practices through game methods; then analyzed it with analytical and descriptive critical discourse methods to formulating the good, proper, and ideal ‘educative game’ in Arabic teaching. This study concluded the language game which emphasized some aspects such as 1) teacher competency, 2) facilities and infrastructure, 3) environmental conditions and situations. These three prerequisites are important in carrying out language teaching through ’curricular’ language games. Thus, educative language games can be formulated curricularly, which can be a simply contribution for practicing Arabic teaching through ‘educative games’.
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Glassman, Michael, and Min Ju Kang. "Teaching and learning through open source educative processes." Teaching and Teacher Education 60 (November 2016): 281–90. http://dx.doi.org/10.1016/j.tate.2016.09.002.

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Hikmah, Badiatul. "MENINGKATKAN MOTIVASI BELAJAR BACA TULIS AL QUR’AN DENGAN METODE QUANTUM TEACHING." JIE (Journal of Islamic Education) 4, no. 1 (August 21, 2019): 64. http://dx.doi.org/10.29062/jie.v4i1.112.

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Studi this gets beginning of its low motivate and Reading and Writing studying achievement Al Qur’an (BTQ) educative participant SDN Watuagung. It happens because of learning method that applied by reducing paying attention participant trend is taught. Its implication make passive educative participant, causes low spirit their the capturer image be learning always chanted, pall, and achievement that is reached for really lets down, evenless if concerned by participant grasp is taught with tutorial material. To settle about problem in Al Qur'an Reading and Writing learning (BTQ) upon, therefore found one method which can increase participant studying enthusiasm is taught, involving alae educative participant active, and can increase ability and participant studying achievement is taught, which is method Quantum Teaching. One that differentiate this method with method conventional are principle study to become participant belonging is taught, educative participant as sentral studies, participant educativing to empower VAK'S potency (Visual, Auditorial and Kinestetik) to build and gives based science mean its experience correspond to konstruktivis humanistis's paradigm, be educator just personation “fasilitator and condition provider” so learning process can happen. Participant motivation teaches to be said increases, evident gets to increase participant studying motivation is taught because the importance for variation, appreciation, aspiration or aspiration have can increase motivation or studying spirit in get learning In Other Words educative participant will be motivated for studying more energetic be, most more if propped by method Quantum Teaching one that “notabene” can make easy educative participant in accept study material insignificantly and feeling secure deep accept that study, learned achievement to be said worked up if get with attention been proven, and oldster response and environmentally momentous society in increasing achievement studies educative participant, as difficult as whatever a material or study material, will easy feel if did by pleasing and situation taste that agreeable.
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Abad Robles, Manuel Tomás. "Propuesta de enseñanza del Tenis de Mesa en Educación Primaria y Secundaria (Proposal to the table tennis teaching in primary and secondary school)." Retos, no. 13 (March 28, 2015): 33–38. http://dx.doi.org/10.47197/retos.v0i13.35025.

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El Tenis de Mesa es un deporte que cada vez se practica más en todo el mundo, tanto en el campo federativo y competitivo como en el educativo y recreativo. La utilización, cada vez más frecuente, del Tenis de Mesa como contenido en las clases de Educación Física en centros de enseñanza Primaria y Secundaria, hace que cobre especial importancia su adecuada enseñanza, puesto que a través de su práctica se puede formar a la persona en los distintos ámbitos: motor, afectivo, cognitivo y social. Enseñanza que, en nuestra opinión, debe partir de las características del deporte y de sus potencialidades educativas, aunque como es bien sabido, el deporte puede ser, o no, educativo, dependiendo de la utilización que hagamos del mismo. Por lo que, y siguiendo a Tabernero, Márquez, y Llanos (2002), la figura clave de la iniciación deportiva va a ser el técnico/profesor. Por este motivo, abogamos por una práctica educativa del Tenis de Mesa.Abstract: The table tennis is a sport which is practised increasingly in the world, so much in the federative and competitive fields as educative and recreative ones. The frequent use of the table tennis as content in the physical education lessons makes that its suitable teaching receives special importance, because with its practice we can educate people in different fields: motor, affective, cognitive and social. We think that this teaching must begin from characteristics of the sport and its educational possibilities, even though, as it is known, sport can be, or not, educative, depending on the use that we made of it. Following to Tabernero, Márquez, y Llanos (2002), the main person will be the coach/teacher in the sports initiation. For this reason we defend an educational practice of the table tennis.
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Genet-Verney, Rafaèle, Ricardo Marín-Viadel, and Antonio Fernández-Morillas. "An urban walk as a teaching strategy and investigative instrument in art education." Visual Inquiry 8, no. 3 (December 1, 2019): 215–29. http://dx.doi.org/10.1386/vi_00006_1.

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Abstract This article explores interactions among three topics: the city, visual arts and education, all interconnected through an urban and artistic practice of walking. This reflection is carried out in three fields of thought: education, investigation and artistic creation. On an educative level, one questions how a path through the city can be a strategy for art education learning. In the research field, thanks to analysis of artistic and urbanism methodologies applied to the city, research is carried out using walking maps as tools of art and urban planning investigation. On an artistic level, aesthetic results are desired from the investigation as a result of teaching practice designed to be a creative reflection on the city. We analysed current tendencies in art education through the use of the walking path around the city and investigation using maps. We present the three educative experiences validating the use of urban walks as pedagogic strategies and instruments of investigation.
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KISLINSKAYA, Yulia Viktorovna. "THE METODS OF TEACHING IN DESIGN. TOWARDS THE CHANGES." Urban construction and architecture 5, no. 2 (April 15, 2015): 28–33. http://dx.doi.org/10.17673/vestnik.2015.02.5.

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The article views the new (innovative) methods and the problems of teaching in design in the Russian educative system. The general description of teaching methods is given and the methodological problems in contemporary design-education are defined, conceptual and terminological meaning of innovation in educational process is specified. The comparative analysis of two methods developed and tested in some russian universities of architecture is done, their base principles and the common points are noted and the differences between them as well as their attitude towards traditional education system of design in Russia are viewed. The conclusions about the possibility of these methods application in practice are proposed.
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Chung, Simmee. "Education Is Ceremony: Thinking With Stories of Indigenous Youth and Families." LEARNing Landscapes 11, no. 2 (July 4, 2018): 93–108. http://dx.doi.org/10.36510/learnland.v11i2.949.

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This research with three Indigenous youth and their families is an intergenerational narrative inquiry around experiences of belonging and identity making. Pulling forward teachings from Indigenous Elder Francis Whiskeyjack, a metaphor of “education as ceremony” is juxtaposed with the ceremonies of “schooling” (Greene, 2001). Thinking with stories lived and told by the youth and their families, I retell stories as a teacher, mother, and now, teacher educator. Experiencing personal and practical shifts to my teaching and learning, I reconsider the ceremonies of “schooling.” This study offers possibilities for how educators might co-compose more relational and educative (Dewey, 1938) experiences in schools.
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Cogo, Ana Luísa Petersen, Eva Néri Rubim Pedro, Denise Tolfo Silveira, Ana Paula Scheffer Schell da Silva, Rosa Helena Kreutz Alves, and Vanessa Menezes Catalan. "Development and use of digital educative objects in nursing teaching." Revista Latino-Americana de Enfermagem 15, no. 4 (August 2007): 699–701. http://dx.doi.org/10.1590/s0104-11692007000400028.

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This paper describes a development project of digital learning objects in nursing, and the evaluation of their use by teachers and undergraduate nursing students. The strategies for their development were composed of the following stages: conceptual modeling, development of instructional materials, implementation in a virtual learning environment, and evaluation. This is an ongoing study and preliminary results demonstrate that teachers and students evaluated the design and the content of the nursing digital learning objects satisfactorily, but demonstrate difficulties in using them. The results point to the impact of innovation through the consolidation of the use of educational technologies integrated to the teaching of nursing, as well as a support program for teachers.
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Bradbury, Leslie Upson. "Educative mentoring: Promoting reform-based science teaching through mentoring relationships." Science Education 94, no. 6 (March 1, 2010): 1049–71. http://dx.doi.org/10.1002/sce.20393.

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Dissertations / Theses on the topic "Educative teaching"

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Mytton, Elizabeth. "Legal education : experiencing the dynamics of law teaching." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341612.

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Miranda, Nilson Fonseca. "Digital technologies in Teaching Chemistry." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20173.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
This work analyzes the speech of the Chemistry professors of Universidade Federal do Piauà about the use of digital technologies, educational sites and softwares, conceived as tools applied to the teaching of Chemistry. It also analyzes the usage of softwares in the classroom: Spartan; origin; organic Chemistry II and the sites: nautilus; chemkeys; ucs; qmc.ufsc and quark. The main goal is to verify how the use of such tools contribute pedagogically to the teaching/learning in the area of Chemistry. The theoretical contribution used supports that the digital technologies themselves donât stablish nor catalyze the changes on the pedagogical practice, but the way which it is conceived by the teacher and the way it is used at the teaching system, intensifies the development of successive innovations and later change in the posterior change in the educational paradigm. As for the development of this research a qualitative methodology was used in order to make the search of chemical knowledge possible bearing in mind that this production also comes from the exchange, the socialization, sometimes conflicting, that the different agents involved promote when theyâre facing and representing their realities, completing them with various definitions. In this sense, (a) the speech of the teachers obtained through interviews, (b) the data about educational sites and softwares used on the chemistry teaching obtained through a grid of analysis produced for this purpose have been analyzed. The result of the collected data analysis aims at some positive reasons that justify the use of digital technologies on the Chemistry teaching: quickness and efficiency in the obtainment of information; access to new acquirements and higher agility at learning. Besides, it makes the simulation through virtual experiments possible, gives the opportunity to teachers and students to acquire modern information and possibilities of access to new acquirements.
Este trabalho analisa o discurso dos professores de quÃmica da Universidade Federal do Piauà acerca do uso das tecnologias digitais, sites e softwares educativos, concebidas como ferramentas aplicadas ao ensino de quÃmica. Analisa tambÃm a forma de utilizaÃÃo na sala de aula dos softwares: spartan; origin; quÃmica orgÃnica II e dos sites: nautilus; chemkeys; ucs; qmc.ufsc e quark. O objetivo fundamental à verificar como o uso dessas ferramentas contribui pedagogicamente para o processo de ensino/aprendizagem na Ãrea da quÃmica. O aporte teÃrico utilizado sustenta que as tecnologias digitais por si sà nÃo estabelece, nem catalisa mudanÃas na prÃtica pedagÃgica, mas a forma como à concebida pelo professor e utilizada no sistema de ensino, potencializa a eclosÃo de sucessivas inovaÃÃes e posterior mudanÃa no paradigma educacional. Para o desenvolvimento desta pesquisa foi utilizada uma metodologia qualitativa a fim de possibilitar a busca do conhecimento quÃmico compreendendo que essa produÃÃo tambÃm se elabora na troca, na socializaÃÃo, Ãs vezes conflituosas, que os diferentes atores envolvidos promovem ao enfrentarem e representarem suas realidades, preenchendo-as de significaÃÃes diversas. Neste sentido, foram analisados: (a) o discurso dos professores obtido atravÃs de entrevista; (b) os dados sobre sites e softwares educativos utilizados no ensino de quÃmica obtidos atravÃs de uma grade de anÃlise produzida para esta finalidade. O resultado da anÃlise dos dados gerados aponta para algumas razÃes positivas que justificam a utilizaÃÃo das tecnologias digitais no ensino de quÃmica: rapidez e eficiÃncia na obtenÃÃo de informaÃÃes; acesso a novos conhecimentos e maior agilidade no aprendizado. AlÃm disso, possibilita fazer simulaÃÃo mediante experimentos virtuais, oportunizando professores e alunos a adquirirem informaÃÃes recentes e possibilidades de acesso a novos conhecimentos.
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Englehart, Deirdre. "AN EXPLORATION OF HOW PRE-SERVICE EARLY CHILDHOOD TEACHERS USE EDUCATIVE CURRICULUM MATERIALS TO SUPPORT THEIR SCIENCE TEACHING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2520.

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Research indicates that a proportion of elementary teachers are not comfortable teaching science to young children. These teachers are unaware of the best methods of approaching science and don't have the science background knowledge to support teaching through inquiry methods. This case study explores the role educative curriculum materials play in supporting pre-service early childhood education teachers' knowledge with science content and teaching practices. Specifically, I examine how educative materials impact pre-service teacher's content knowledge in science and their pedagogical content knowledge related to inquiry methods. Three pre-service early childhood teachers participated in this research. The teachers were initially interviewed about teaching science based upon three instruments: Views of Science Inquiry, Views of the Nature of Science and the Science Teachers Efficacy Beliefs Inventory. Each subject was observed teaching science in their internship site: the first lessons taught were guided or approved by their teachers and the next lessons were conducted using the support of educative curriculum materials. Finally, the initial instruments were once again administered along with an interview to obtain changes in teacher's knowledge, beliefs and understandings of science and science teaching. Results from this research indicate that educative curriculum was supportive of teachers in a variety of ways. Most importantly, this curriculum helped teachers to target more aspects of scientific inquiry during their science lessons than lessons without the use of educative curriculum. The important considerations regarding the effectiveness of the educative curriculum for these pre-service teachers were their underlying beliefs about how science should be taught, their uses of the curriculum materials and reflective practices regarding their own teaching. Results specifically related to early childhood educators include the level of inquiry implemented with young children and how children communicate their findings. Young children need support in their participation of inquiry learning. Successful implementation of guided inquiry practices occurred in this research. Also, the teachers in this research found insightful ways that directly supported young children in their communication of ideas. Implications for further research are also discussed. Educative materials could further support pre-service early childhood teachers if additional supports were used including accessible curricular rationales, support in classroom management and the specific use of guided inquiry.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
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Kyle, Judy A. "Investigating philosophical discussion with children as co-researchers : a case story of doing educative research using collaborative philosophical inquiry." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36776.

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This thesis is about an investigation of how children with philosophical experience use philosophical discussion as a way of doing research. A Lawrence Stenhouse description of 'research' as "systematic and sustained enquiry made public" (Bridges 1996, p. 2) served as my starting point for what to count as 'research'. As an interpretive case story of children participating in research as co-researchers, this research is about how I engaged in an after-school Discussion Research Group co-research project with seventeen volunteer students from my Philosophy for Children classes. Our co-research was a methodological experiment in merging genres of research (Anderson, 1989) in which we adapted and combined Philosophy for Children and qualitative research techniques in a philosophical exploration of philosophical discussion. Bringing together the children's philosophical expertise and my interest in the use of qualitative research methodologies, I explored how and whether 'to do philosophy' is 'to do research'.
Using an open and systematic inquiry approach, I answer the dissertation research question in three ways: by demonstration, by surfacing philosophical inquiry research acts and by conceptual investigation. In a set of co-researching stories, I use document and verbatim transcribed data obtained from audio and video tapes of forty-eight co-research sessions to demonstrate the co-researcher children at work using their own voices. Using these data I surface philosophical inquiry research acts by identifying philosophical inquiry 'moves' the children use in the research context. And I present a conceptual investigation of research roles as a way of answering how the philosophical work the children co-researchers do can be seen as 'doing research'.
This investigation offers a textured portrayal of children using philosophical discussion as a way of doing research. It presents their work as a complex and comprehensive account of 'philosophical discussion'. It uses children's verbatim data to surface the philosophical in research thereby supporting my assertion that to do philosophy is to do research. It presents a conceptual refinement of a variety of research roles. And it presents a viable example of how philosophical and qualitative research methodologies can work together for mutual benefit.
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Meiring, Leslie Frank. "The impact of toys as educative curriculum material on pre-service primary school Natural Sciences teachers' understanding of energy." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1332.

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In this study toys were used as educative curriculum material in an intervention on the topic of energy aimed at Intermediate Phase pre-service science teachers (n= 87) registered for a BEd degree at the Nelson Mandela Metropolitan University, South Africa. The intervention consisted of, amongst other elements, lectures, assignments and toy workshops, with the latter being a key driver in the process. The choice of toys as the educative curriculum material was informed by the fact that there is a huge variety of simple, reasonably priced and easily procured toys that are suitable to demonstrate the concept of energy from both theoretical and practical perspectives. The conclusions that can be drawn from the study are that the use of toys in the preparation of pre-service primary school teachers has the potential to substantially improve their subject content knowledge (SCK), pedagogical content knowledge (PCK), and their confidence related to these two constructs with respect to their understandings of energy. The data generated also suggest that when appropriate educative curriculum materials are integrated into a topic in science-teacher education, there may be a substantial positive impact on pre-service teachers‘ confidence in both their understanding of the science content and their perceptions of their ability to teach this content. An additional finding of the study was that, despite its popularity, status and usefulness over many years, the Science Teacher Efficacy Belief Instrument (STEBI-B) shows low sensitivity to measuring changes in efficacy as a consequence of the so-called ‗ceiling effect‘. The ceiling effect is a result of initial high scores which provide little opportunity to show iii substantial positive change as a result of an appropriate intervention that is designed to improve efficacy. While this study did not directly address this lacuna in STEBI-B, it made use of an innovative descriptive statistic, ‗percentage gain of potential‘, in an attempt to describe and interpret even small changes in efficacy as measured by STEBI-B.
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Navarro, Fernández Ricardo Javier, Velarde María Vanessa Vega, Landayeta Enrique Chiroque, and Panaqué Carol Rivero. "Teacher’s perception on good practices with a mobile application for teaching mathematics." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123975.

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This study aims to identify public schools teacher’s perceptions of the Good Teaching Practices, especially the use of technology in the classroom. Additionally, the study identify teacher’s perception concerning the use of a mobile app to teach mathematics. The study begins with a theoretical review that delimit the concept.From this review, an interview guide was designed to identify teacher’s perceptions of good teaching practices and the use of technologies in the classroom. The results suggests that teachers identify Good Teaching Practices in a conceptual approach, but not in a practical approach. In addition, they acknowledge the benefits of technologies for their teaching practices, recognizing the importance for teaching mathematics.
Este estudio busca identificar las nociones que los profesores de instituciones educativas públicas tienen sobre el concepto de buenas prácticas docentes, especialmente, respecto al uso de la tecnología en el salón de clase. Asimismo, se explora las percepciones sobre la utilidad del uso de un aplicativo móvil para enseñar matemáticas. Se inicia con una revisión teórica que delimita el concepto. A partir de esta, se diseñó una guía de entrevista para conocer la percepción de los profesores, sobre las buenas prácticas docentes y el uso de tecnologías. Los resultados apuntan a que los docentes identifican el concepto de buenas prácticas, pero no reconocen casos concretos donde estas se utilicen. Por otro lado, identifican las ventajas de las tecnologías y su uso en el aula, reconociendo aspectos importantes para la enseñanza.
Este estudo busca identificar as noções que os professores das instituições educacionais públicas têm sobre o conceito de boas práticas de ensino, especialmente com o uso da tecnologia na sala de aula. Também explora as percepções sobre a utilidade de usar uma aplicação móvel para ensinar matemática. Começa com uma revisão teórica que delimita o conceito. A partir disso, um guia de entrevista foi projetado para conhecer a percepção dos professores sobre boas práticas de ensino e o uso de tecnologias. Os resultados sugerem que os professores identifiquem o conceito de boas práticas, mas eles não reconhecem casos concretos em que são usados. Por outro lado, eles identificam as vantagens das tecnologias e seu uso na sala de aula, reconhecendo aspectos importantes para o ensino.
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Severino, Natália Búrigo. "Formação de educadores musicais: em busca de uma formação humanizadora." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/2702.

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Financiadora de Estudos e Projetos
This research is based on Paulo Freire, Carlos Rodrigues Brandão and Ernani Maria Fiori ideas about education for dialogue, respect and not oppression, known as humanizing education. According to that, authors as HJ Koellreutter, Carlos Kater, Maura Penna and Ilza Joly, help us to defend humanizing education within the field of Music Education. When advocating for humanizing musical education we must also defend the teaching fomation to work within this perspective. Thus, a qualitative research accompanied a group of undergraduate students in music education, which are working with music in public schools through a scholarship program named Institutional Scholarship Program for Teaching Initiation (PIBID). From the framework adopted, the observations made as a music mentor of these students, and the use of a daily field diary, we raised a list of skills and attitudes necessary for an educator seeking to act under the humanizing perspective. The researcher made interventions, and dynamic activities with these undergraduate students to instigate them, to question them, and propose a reflection on their own teaching practice. From these interventions, several pathways and its obstacles were pointed to a teaching formation that aims and cares about the human as a being. During these two years of research, a cyclic pattern was identified regards to how the licensees relates with their job in PIBID. This cycle was analysed from Michaël Huberman analysis about the teaching career cycle, which gave elements to comprehend the teaching experience and their formation. We noticed that to the student become a loving, respectful and dialogical musical educator, therefore humanizing, their formation must be founded in this same principles. This means that the training teacher, who accompainying the undergraduate from the beggining of their program must be loving, respectfull and dialogical. Hopefully, this research will contribute to the field of education and music education, presenting a new concept of music education and showing the necessity and importance of thinking, with commitment and respect, the teaching formation of musical educators to act in Brazilian schools.
A partir das ideias de Paulo Freire, Carlos Rodrigues Brandão e Ernani Maria Fiori, defendemos uma educação libertadora, pautada no diálogo, no respeito e na não opressão, ou seja, uma educação humanizadora. Em consonância com essas ideias, trazemos autores como Hans-Joachim Koellreutter, Carlos Kater, Maura Penna e Ilza Joly, que nos ajudam a defender essa educação humanizadora dentro do campo da Educação Musical. Ao defender uma educação musical humanizadora, devemos defender também a formação de educadores para se trabalhar dentro dessa ótica. Assim, a pesquisa, que teve um caráter qualitativo, acompanhou um grupo de licenciandos em música que estão em exercício da docência através do Programa Institucional de Bolsas de Iniciação a Docência (PIBID). A partir do referencial adotado, e das observações feitas no acompanhamento desses licenciandos, registradas nos diários de campo da pesquisadora, foi levantado uma lista de habilidades e atitudes necessárias para um educador que procure agir sob a ótica humanizadora. Dessa forma, através da pesquisa-ação, a pesquisadora realizou intervenções, dinâmicas e estudos com esses licenciandos de modo a instiga-los, questioná-los, e propor a reflexão sobre a própria prática pedagógica. Dessas intervenções saíram os dados da pesquisa que nos apontaram caminhos que podem ser percorridos, bem como as dificuldades desse percurso, na busca por uma formação docente que valorize e respeite o humano enquanto ser no mundo. Durante a pesquisa, foi identificado um ciclo vivido pelos bolsistas que se repetiu de forma semelhante nos diferentes licenciandos que passaram pelo PIBID ao longo dos dois anos da pesquisa. Esse ciclo foi analisado a partir das pesquisas realizadas por Michaël Huberman sobre ciclo de vida dos professores e nos deu elementos para compreender a experiência da docência e a formação desses licenciandos. Percebemos que para que o educador musical seja amoroso, respeitoso e dialógico, ou seja, um educador humanizado, é preciso que sua formação seja baseada nesses pressupostos. Isso significa que o professor formador, aquele que acompanha os licenciandos no início da sua formação, deve ser necessariamente amoroso, respeitoso e dialógico. Esperamos, com esta pesquisa, contribuir para a área de educação e educação musical, apresentando um novo conceito de educação musical e mostrando a necessidade e a importância de se pensar, com compromisso e respeito, a formação de professores para atuarem como educadores musicais nas escolas brasileiras.
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Silva, Sirlene Mota Pinheiro da. "A MULHER PROFESSORA E A SEXUALIDADE: representações e práticas no espaço escolar." Universidade Federal do Maranhão, 2009. http://tedebc.ufma.br:8080/jspui/handle/tede/151.

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Study on sexuality and its influence on the educative practice of the teaching woman in the school space. It aims at analyzing the teachers representations about sexuality and sexual education, emphasizing how the social control mechanisms and the truth discourses influence the work developed by the women in the teaching practice. In the theoretical plan, Foucault (1985; 1989; 1993; 1999; 2000; 2006) is used, with his analyses about power relations, knowledge and the truth devices, emphasizing the human sexuality in general and the women s sexuality in particular. Moscovici (2007) is also used in this paper, with the two processes which generate the social representations (anchorage and objectification), presented as an analytical support for sexuality and sexual education in school. In the history of sexuality, the paper rescues the social control mechanisms and the truth devices about sexuality, emphasizing the woman s sexuality. In the history of education, it also rescues some ways of exclusion and insertion of the woman in the formal teaching, emphasizing her entrance in the school as a student and as a teacher. Evidencing as well as her articulation with teaching, the school as a control mechanism of sexuality, especially the feminine. Interviews were conducted with subjects of two schools in São Luís MA, one of the public web and other, confessional, of the private teaching web: an education specialist, a pedagogical coordinator and eleven teachers. The schools, the subjects and their representations about sexual repression, sexual education and sexuality, as well as the influences of this last in the educative practice, resultant of the treatment given to the issues related to se and sexuality in classroom in particular, and in the school space in general. Thus, the paper relates sexuality to the educative practice of teaching, demonstrating the emphasis given to the biological materiality in the issues related to sexuality and the ignorance of a scientific knowledge about that theme and about sexual education. Sexuality is recognized as a social and cultural construction, seeking for the reflection and contribution with subsidies for the fomentation of other studies about the theme.
Estudo sobre a sexualidade e sua influência na prática educativa da mulher professora no espaço escolar. Tem como objetivo analisar as representações de professoras sobre a sexualidade e a educação sexual, destacando-se como os mecanismos de controle social e os discursos de verdade influenciam o trabalho por elas desenvolvido no fazer docente. No plano teórico, utilizam-se: Foucault (1985; 1989; 1993; 1999; 2000; 2006), com suas análises sobre as relações de poder, saber e dispositivos de verdade, com ênfase na sexualidade humana e, especialmente, na da mulher; e Moscovici (2007), com os dois processos que geram as representações sociais (ancoragem e objetivação), apresentando-se como suporte analítico da sexualidade e da educação sexual na escola. Resgatam-se, na História da Sexualidade, os mecanismos de controle social e os dispositivos de verdade sobre a sexualidade, com ênfase na mulher e, na História da Educação, algumas das formas de exclusão e inserção da mulher no ensino formal, ressaltando-se o seu ingresso na escola como aluna e como professora. Evidenciam-se sua articulação com a docência, a escola como mecanismo de controle da sexualidade, especialmente a feminina. Realizam-se entrevistas com sujeitos de duas escolas de São Luís (MA), sendo uma da rede pública e outra, confessional, da rede privada de ensino: um especialista da educação, uma coordenadora pedagógica e onze professoras. Apresentam-se as escolas, os sujeitos e suas representações acerca da repressão sexual, da educação sexual e da sexualidade, bem como as influências desta última na prática educativa, decorrentes do tratamento dado às questões relacionadas a sexo e sexualidade em sala de aula, de modo particular, e no espaço escolar, de modo geral. Com isso, relaciona-se a sexualidade à prática educativa de professoras, demonstrando-se a ênfase dada à materialidade biológica nas questões da sexualidade e o desconhecimento de um saber científico, sobre essa temática e sobre a educação sexual. Reconhecem-se a sexualidade como construção social e cultural, buscando-se a reflexão e a sua contribuição como subsídios para o fomento de outros estudos sobre a temática.
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Teixeira, Adriano Canabarro. "Formação docente e inclusão digital : do processo de emersão tecnológica de professores." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/14660.

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A partir de reflexões acerca das implicações e das potencialidades da situação de conexão generalizada instituída na sociedade moderna, do reconhecimento de um processo de globalização que tende à formatação das tecnologias de rede a tecnologias de acesso aos indivíduos e da existência de um modelo de educação que, ao ignorar o potencial das tecnologias de rede e sua lógica subjacente, imprime aos indivíduos a marca da passividade, da verticalidade e da reprodução, aponta-se para a urgência de ampliação político-conceitual dos processos de inclusão digital, cuja base é a criação de uma cultura de rede. A partir dessa contextualização, esta tese relata o processo de análise do projeto de Emersão Tecnológica de Professores, realizado junto a um grupo de alunos dos cursos de licenciatura da Universidade de Passo Fundo no ano de 2003. Dentro de uma proposta de pesquisa participante, constituiuse em uma experiência de formação docente baseada na lógica das redes. O desenvolvimento desta experiência fornece subsídios à análise de sua possível contribuição para a construção de uma cultura equivalente e sua pertinência como base teórico-conceitual de propostas na área de informática educativa.
From reflections concerning the implications of the potentialities of the situation of generalized connection instituted in the modern society, of the recognition of a globalization process that tends to formatting the technologies of net in the technologies of access to the individuals and of the existence of an education model that, when ignoring the potential of the net technologies and its underlying logic, prints the individuals the mark of the passivity, the upright and the reproduction, it points to an urgency of politician-conceptual magnifying of the processes of digital inclusion, whose base is the creation of a net culture. Parting from this contextualization, this thesis describe the analysis process of the Technological Emersion of Professors project, carried through together a group of pupils of the courses of teachers formation of the University of Passo Fundo in the year of 2003. Inside of a proposal of participant research, one consisted in an experience of based teaching formation in the logic of the nets. The development of this experience supplies subsidies to the analysis of its possible contribution to the construction of a culture equivalent and its relevancy as theoretician-conceptual base of proposals in the area of educative computer science.
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Frattari, Neto Nicola José. "Educandário Espírita Ituiutabano : caminhos cruzados entre a ação inovadora e sua organização conservadora. Ituiutaba, Minas Gerais (1954-1973)." Universidade Federal de Uberlândia, 2009. https://repositorio.ufu.br/handle/123456789/13784.

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This work proposes an investigation into a school institution, the Educandário Ituiutabano, established in Ituiutaba city, in Minas Gerais State. The school was built and maintained by the União da Mocidade Espírita de Ituiutaba (UMEI), by means of campaigns. The UMEI verified that, until 1954, there was not free secondary school in the city, and 57% of the population were illiterate. The temporal landmarks were delimitated between 1954, the beginning of the building of the Educandário because the moment of its installation was one of religion and political fights and 1973, the year of its second principal s dismissal, the Teacher Paulo dos Santos the central personality in the development of the institution. As the School was declared secular, in the local press, in the date of its inauguration, the aim of this research is to find out vestiges which can prove or not religions characteristics, mainly by the way it was set up, supported and directed. The project of the historical research was carried on, focusing on questions as temporariness, globality, method and sources. It was used school documents, such as records, annual reports and the opening process; records of Ituiutaba City Council; local press; photographs and interviews with ex-employees, exteachers, ex-pupils, Paulo Santos relatives and people who opposed to the School. The movement between the theoretical base and the sources made the (re)construction possible from the historical moment researched, finding out vestiges of what is intended to, in a critical perspective. It was confirmed that the School was like other educative experiences in Spiritism, especially in Brazil. In spite of proposing, as the main objective, to remedy an educational lack in Ituiutaba city, presented, in its educative proposal, the philosophy of Spiritism, focused on concepts of the development of an integral man, in assistance postulates; in which the work of UMEI was based on. The Institution has also met in Paulo dos Santos, the central figure, able to plan a teaching practice in the pattern of the Spiritism: without proselytism, open to everyone, related to a moral formation of the human being and based on assistance and charity practices.
Este trabalho propõe uma investigação de uma instituição escolar, o Educandário Ituiutabano, instalado em Ituiutaba, Minas Gerais. A escola foi construída e mantida pela União da Mocidade Espírita de Ituiutaba (UMEI), por meio de campanhas. A UMEI constatou que, até 1954, não havia ensino ginasial gratuito na cidade, e 57% da população era analfabeta. Os marcos temporais foram delimitados entre 1954, início da construção do Educandário − por ser um momento cercado por lutas políticas e religiosas o de sua instalação − e 1973, por ser o ano do afastamento de seu segundo diretor, o professor Paulo dos Santos − figura central do desenvolvimento da instituição. Como a escola foi declarada leiga na imprensa local, na data de sua inauguração, objetiva-se encontrar vestígios que possam comprovar suas características religiosas ou não, principalmente pela forma com que foi instalada, mantida e dirigida. Segue a proposta da pesquisa histórica, focada em questões como temporalidade, globalidade, método e fontes. Foi utilizada documentação escolar, como atas, relatórios anuais e o processo de abertura; atas da Câmara dos Vereadores; imprensa local; fotos e entrevistas com ex-funcionários, ex-professores, ex-alunos, familiares de Paulo dos Santos e ainda aqueles que se opunham à escola. A movimentação entre o lastro teórico e as fontes permitiu a (re)construção do momento histórico pesquisado, encontrando-se vestígios do que se pretende, numa perspectiva crítica. Foi constatado que a escola se assemelhou a outras experiências educativas espíritas, sobretudo no Brasil. Apesar de propor, como objetivo principal, sanar uma carência educacional na cidade de Ituiutaba, apresentou, em sua proposta educativa, uma filosofia espírita, focada em conceitos de formação de homem integral e em postulados assistenciais, que fundamentou o trabalho da UMEI. Encontrou, também, em Paulo dos Santos, a figura central, capaz de articular um ensino nos moldes do Espiritismo: sem proselitismo, aberto a todos, voltado à formação moral do ser e fundamentado em práticas de caridade e assistência.
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Books on the topic "Educative teaching"

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Resico, Domenico, and Andrea Scaffidi. Le professioni educative: Riflessioni e prospettive occupazionali. Milano, Italy: FrancoAngeli, 2011.

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Ranieri, Maria, ed. Risorse educative aperte e sperimentazione didattica. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-194-2.

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The book proposes an open and collaborative approach to the production of digital teaching contents and to teachers' professional development. Starting from an initial excursus on the undertakings of the Open Educational Resources movement and on the value of collaboration in and among schools, it deals with the topic of teacher training as a back-up to innovation processes, with particular reference to multimedia whiteboards. The theoretical reflection is integrated with the results of the AMELIS biennial project, carried out alongside a network of schools within the Innovascuola (2008-10) framework, and with a presentation of the digital teaching resources produced by the network. Completing the volume, these resources are also available on-line in the form of files and multimedia materials. Conveying the wealth of the experience, they offer teachers and educators useful resources for their teaching activities.
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Istoria locală și valențele educative ale patrimoniului cultural. Cluj-Napoca: Presa Universitară Clujeană, 2010.

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Teaching and learning in a microelectronic age. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1987.

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Recesso, Arthur. Integrating technology into teaching: The technology and learning continuum. Boston, MA: Houghton Mifflin, 2007.

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Recesso, Arthur. Integrating technology into teaching: The technology and learning continuum. Boston, MA: Houghton Mifflin, 2007.

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Recesso, Arthur. Integrating technology into teaching: The technology and learning continuum. Boston, MA: Houghton Mifflin, 2007.

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Integrating educational technology into teaching. 4th ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2006.

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Roblyer, M. D. Integrating educational technology into teaching. 2nd ed. Upper Saddle River, N.J: Merrill, 2000.

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Herbert, Doering Aaron, ed. Integrating educational technology into teaching. Boston: Allyn and Bacon, 2010.

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Book chapters on the topic "Educative teaching"

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Sarmento, Anna Cassia, Cláudia Sepúlveda, and Charbel N. El-Hani. "Historical Reconstruction of Membrane Theoretical Models: An Educative Curriculum Material." In Teaching Science with Context, 191–219. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_12.

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Gibbs, Paul. "The Marketingisation of Higher Education." In Evaluating Education: Normative Systems and Institutional Practices, 221–33. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_13.

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AbstractThis chapter does not stress the marketisation of higher education rather focuses upon the way in which this is done; the marketingisation of higher education. I do not deny that widening access to skills that can fuel growth is a logical extension of a consumerist ideology. What follows acknowledges these structural changes and then focuses on how marketing is a consequence and reinforce of such structural change. Indeed there is a substantial literature which addresses it (e.g. Molesworth et al. Having, being and higher education: The marketization of the university and the transformation of the student into consumer. Teaching in Higher Education, 14(3), 277–287, 2009; Brown R, Carasso H, Everything for sale? The marketisation of UK higher education. Routledge, London, 2013). Nor does it support that marketingation has brought no or only limited contributions to higher education. The expansion of the privileges of higher education to the many from the few, the greater governance and transparency of the process and practices of higher education institutions in their compact with society and a clearer ways to evaluate these activities have, to varying degrees, enhanced higher education. These interventions have opened the market for world class universities (WCUs) allowing them global as well as local reach. Yet it is strange that these improvements are consequences of market interventions by Governments, by publishers in terms of league tables, and by employers in terms of preferred (mythical?) skill sets and not for educative purposes. The emergent practices encouraged by these interventions increase the influence of marketing and facilitate a metamorphosis of institutions from educational entities to market responsive service providers whose intent focuses on impact and enhanced return on capital. This leads WCUs into the endless and Sisyphusan striving, often devoid of any ultimate worthy end but ends which are an inevitable consequence of managing rapidly increasing competition and shifting demands effectively rather than educative priorities. The chapter describes and discusses the consequences.
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Ruitenberg, Claudia W. "Toward a Curatorial Turn in Education." In Art's Teachings, Teaching's Art, 229–42. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7191-7_16.

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Hoveid, Halvor, and Marit Honerød Hoveid. "Teaching." In Making Education Educational, 29–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27076-6_2.

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Granger, David A. "Funny Vibe: Towards a Somaesthetic Approach to Anti-racist Education." In Art's Teachings, Teaching's Art, 211–28. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7191-7_15.

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Wawrzyniak-Śliwska, Magdalena. "Educating Towards Learner Autonomy in Early Education." In Second Language Learning and Teaching, 67–84. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07764-2_5.

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Sheehy, Kieron, Rebecca Ferguson, and Gill Clough. "Augmenting Teaching." In Augmented Education, 41–62. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137335814_3.

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Jayendran, Nishevita, Anusha Ramanathan, and Surbhi Nagpal. "Teaching literature." In Language Education, 147–74. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-8.

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Goldfield, Raymond. "Physical Education, Teaching." In Encyclopedia of Cross-Cultural School Psychology, 729–31. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_314.

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Seymour-Walsh, Amy E. "Skill Teaching." In SpringerBriefs in Education, 31–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26792-6_3.

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Conference papers on the topic "Educative teaching"

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Yahuarcani, Isaac Ocampo, Mario Meza Hidalgo, Florencio Flores Ccanto, Alejandro Reategui Pezo, Carlos Alberto Garcia Cortegano, Marco Antonio Paredes Riveros, Kay Dennise Jeri Lagos, et al. "Effects of the use of the BAKE mobile application as an Educative instrument for teaching content for preschool education to Shipibo people in the community of Cantagallo, Lima, Peru." In 2020 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2020. http://dx.doi.org/10.1109/edunine48860.2020.9149521.

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Petrovic, Jelena, and Dragana Dimitrijević. "EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.

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Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotio­nal education in Serbian pedagogy, and the relation of Serbian educators to this educati­onal concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.
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Falaschi, Elena. "The HTR Model for Well-Being in Educating Community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.

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With the aim of enhancing human capital by bringing out talents, this paper offers a theoretical model for innovating teaching/learning methodological approaches. The Humor Talent Resilience (HTR) Model for Well-Being in Educating Community recognizes Humor as a pedagogical device that jointly feeds both Talent and Resilience. This nourishment triggers a dynamic process between Talent and Resilience of reciprocal and constant interdependence, while developing a mutual positive contamination in continuous evolution. This process is itself a “generator of Well-Being” but it will be able to fully convey its educational effectiveness only if it is supported by an Educating Community. While aknowledging the enhancement of all human potentials, including the high or very high potentials, the pedagogy of Well-Being must assume the educational responsibility of offering teaching/learning contexts that allow all students to reach their highest level of development. Three open reflections are presented: the concepts of justice and equity of educational policies and practices aimed at respecting and enhancing all human potentials; the virtual educating (or dis-educating) community; the need for specific training for teachers and more opportunities for international discussion in the field of gifted and talented education.
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Samuelsen, Dag A. H., and Olaf H. Graven. "A Holistic View on Engineering Education: How to Educate Control Engineers." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615257.

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Stoyanets, Nataliya, Hejun Zhao, and Guohou Li. "THE DESIGN OF MIXED TEACHING MODE OF VOCATIONAL EDUCATION UNDER THE BACKGROUND OF INTERNET." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.2020.223.

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This article objectively analyzes the main problems of distance education in vocational education under the current Internet background, and gives solutions to these main problems. By setting teaching goals scientifically and reasonably, adopting a mixed teaching model, designing a perfect teaching process and formulating a scientific course evaluation method, Internet distance teaching will achieve better teaching effects to make up for the shortcomings of traditional teaching methods.
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Glogovac, Maja, Marija Krasic, Aleksa Vulovic, Zoran Rakicevic, and Ana Horvat. "IMPORTANCE OF SPECIFIC RISKS IN HIGHER EDUCATION." In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.005.

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Kovačič Kuzmić, Martina, Matija Jenko, and Jurka Lepičnik Vodopivec. "CHALLENGES OF CONTEMPORARY SCHOOL FROM THE PERSPECTIVE OF FUTURE TEACHERS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.15k.

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Globalization, technological development, and migration are just some of the factors the modern society is facing, with its many challenges that inevitably affect the field of education. Many authors find that society, as we know it, is in the process of profound transformation which, firstly, brings about the need and necessity to reflect the knowledge and competencies needed to live and work in the future, and secondly, encourages new forms of education and teaching to enhance these competencies. In doing so, the question is whether schools are following these trends and if teaching methods are moving from conventional to more modern pedagogical approaches. The aim of the article is to identify the views of the students of the Faculty of Education, University of Primorska on the knowledge and competencies that would be indispensable for teachers in the future
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Dubcová, Gabriela, and Ľubica Foltínová. "MODEL OF THE EDUCATION FOR ADULTS IN SLOVAKIA." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.008.

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Fox, Bob. "FLEXIBLE FRAMEWORKS FOR BLENDED LEARNING IN HIGHER EDUCATION." In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.009.

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Kulcsár, Nárcisz. "ENGINEERING PROBLEMS IN MATHEMATICS LESSONS IN HIGHER EDUCATION." In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.014.

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Reports on the topic "Educative teaching"

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Bassi, Marina, Costas Meghir, and Ana Reynoso. Education Quality and Teaching Practices. Cambridge, MA: National Bureau of Economic Research, October 2016. http://dx.doi.org/10.3386/w22719.

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Marnet, Oliver. Reflections on Teaching in Higher Education. Bristol, UK: The Economics Network, February 2007. http://dx.doi.org/10.53593/n185a.

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Tofaris, Elizabeth, Tristan McCowan, and Rebecca Schendel. Reforming Higher Education Teaching Practices in Africa. REAL Centre, University of Cambridge and The Impact Initiative, March 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii348.

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Gross, Larry. Teaching visual awareness to general education students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3250.

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Murphy, Robert. Educating U.S. Senior Military Leaders: Case Method Teaching in Action. Fort Belvoir, VA: Defense Technical Information Center, July 1998. http://dx.doi.org/10.21236/ada430525.

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Reeves-DeArmond, Genna, Jennifer Mower, Kerri McBee-Black, and Leslie Davis Burns. Best Practices for Online Teaching in Textile and Apparel Education. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1370.

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Hill, Cheryl. Teaching Peace Education in ESL/EFL Classes: An International Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7223.

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Barnett, Bradford R. Teaching Joint Doctrine in the Non-Resident Professional Military Education Environment. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada387699.

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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.283.

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Du, Lin, Tianxin Xu, Xuemiao Huang, Wanting Zu, Lisheng Wang, and Wenbo Nie. The potential of a novel teaching strategy: blended learning VS traditional teaching in nursing education - a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2021. http://dx.doi.org/10.37766/inplasy2021.7.0020.

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