Relevant bibliographies by topics / Teacher's references

Contents

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

Academic literature on the topic 'Teacher's references'

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teacher's references.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Teacher's references"

1

Lightbown, Patsy M. "What's an ESL Teacher Good For?" TESL Canada Journal 3 (August 26, 1986): 01. http://dx.doi.org/10.18806/tesl.v3i0.990.

Full text
Abstract:
While ESL teachers often must play many roles, their fundamental task is to help learners progress in their ability to use English. In this paper, the ESL teacher's role as a language teacher is explored and five specific areas of responsibility are elaborated: (I) Providing comprehensible input; (2) Preparing learners to cope with non-classroom language; (3) Providing references and resource materials and guidance as to their use; (4) Providing focused instruction in particular areas of language or language use; (5) Providing corrective feedback under certain conditions.
APA, Harvard, Vancouver, ISO, and other styles
2

Marcolla, Valdinei. "Educative and communicative technologies in teacher's training programs." Comunicar 14, no. 27 (2006): 163–69. http://dx.doi.org/10.3916/c27-2006-25.

Full text
Abstract:
This paper analyses how professors of the teacher's training programs at federal University of Pelotas (UFPel) consider the introduction of educative and communicative technologies (ECT) -in this case, basically, personal computers, interfaces and the Internet- related to teacher's training programs. In doing so, this paper attempts to articulate theoretical discussions with analytical references of professors' view about the use of technologies in teacher' s training programs and some contradictions identified in the empirical research.Este artículo pretende analizar como los profesores de los cursos de licenciatura de la Universidad Federal de Pelotas (UFPel) ven la introducción de las tecnologías de información y comunicación (TIC) -en este caso, básicamente, computadora, interfaces e Internet- en el ámbito de formación de educadores (la Universidad). Para eso, se buscó articular la discusión teórica con el análisis de la visión que los docentes de la enseñaza superior tienen sobre la presencia de las tecnologías en los ambientes de formación docente y las contradicciones percibidas durante la investigación en el contexto de la universidad.
APA, Harvard, Vancouver, ISO, and other styles
3

Mahfud, Choirul. "THE ROLE OF ISLAMIC EDUCATION TEACHERS OF EARLY AGE IN THE ERADICATION OF ILLITERACY IN INDONESIA." NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan 5, no. 1 (2018): 1–15. http://dx.doi.org/10.51311/nuris.v5i1.94.

Full text
Abstract:
Teachers are educational heroes. Progressive retreat of educational practices in a country is also determined by the role of the teacher. In this context, it is necessary and important to evaluate and discuss further how the portrait of reality (das sollen) and ideality (das sein) concerning teachers of Islamic religious education of early age in Indonesia. Therefore, this study focuses on the teacher's problem between ideality and reality. This study was written using qualitative data that derived from references and literature books, news, journals and opinions in mass media and other relevant sources in this study. This research focuses on the following important questions: Firstly, what and how is the role of early Islamic education teacher in literacy eradication in Indonesia? Second, how are the supporting factors and obstacles to the role of early Islamic education teachers in literacy eradication in Indonesia? Thirdly, what are the solutions and policy recommendations on the role of Islamic education teachers in literacy eradication in Indonesia? Keywords: PAI Teachers, Illiteracy, Ideality and Reality
APA, Harvard, Vancouver, ISO, and other styles
4

Sitasari, Novendawati Wahyu, and Yuli Azmi Rozali. "Metode Bermain Peran Sebagai Usaha Meningkatkan Keterampilan Guru Untuk Menangani Bullying Di SDN 11 Duri Kepa Jakarta Barat." EDUCULTURAL: International Journal of Education, Culture and Humanities 1, no. 2 (2019): 11–20. http://dx.doi.org/10.33121/educultur.v1i2.31.

Full text
Abstract:
The purpose of this study is to determine the effectiveness of the role playing method as an effort to improve teacher knowledge and skills in managing bullying at SD N 11 Duri Kepa. The population and sample in this study were teachers at SD N 11 Duri Kepa, amounting to 19 teachers. The scale of knowledge and skills in handling bullying is based on references from Olweus (1993) and the Teacher Inventory of Skills and Knowledge (TISK) compiled by Horne, Bartolomucci, & Newman (2004). The research method was quasi-experimental with non-randomized one-group pretest-posttest design, and the analysis test used was t-test. Statistical test results obtained by the significance of (p) = 0.014; (p) <0.05, which means that there is an effect of the role playing method on the teacher's knowledge, and the significance result is (p) = 0.920; (p)> 0.05 there is no effect of the role playing method on teacher skills.
APA, Harvard, Vancouver, ISO, and other styles
5

Wang, Ying, and Xin Jiang. "Analysis for the Teaching-Method Reformation of Degree Students Based on PBL Theory." International Journal of Cognitive Informatics and Natural Intelligence 9, no. 1 (2015): 47–59. http://dx.doi.org/10.4018/ijcini.2015010104.

Full text
Abstract:
Under the current circumstances of foreign academic degree students in University of Science and Technology Liaoning (the foreign academic degree students come from different countries and have different foundations, different languages and different learning habits), based on the PBL theory, this work has proposed the teaching-method reformation of foreign degree students, which is combining the group study and assignment-oriented study together to reinforce students' learning process, and to improve the teaching effect. There are five steps in teaching-method reformation: questions prepared by instructors, references researching, group communication and study, in- class discussion and teacher's evaluation and summary. It is conducive to the rational allocation of the proportion of “teaching” and “learning”, promoting students' active learning. The methodology would help improve the quality of the teachers and evoke self-esteem and self-confidence of the students, stimulate their enterprising spirit.
APA, Harvard, Vancouver, ISO, and other styles
6

Rahmi, Hanifatul, Adelia Alfama Zamista, and Juni Saputra. "Pelatihan Penelitian Tindakan Kelas Kepada Guru SDN 001 Rimba Sekampung Dumai." Madani : Indonesian Journal of Civil Society 1, no. 1 (2019): 29–33. http://dx.doi.org/10.35970/madani.v1i1.30.

Full text
Abstract:
The purpose of implementing Community Service is to provide knowledge to teachers which includes: Strategy for writing classroom action research. The material for writing classroom action research strategies begins with introducing the activities that must be carried out by the teacher before classroom action research, explaining to the teacher to find problems that can be raised as research material, solutions that can be used as alternative learning improvements, classroom action research concepts, research designs class action, compiling a proposal for classroom action research proposal, assessing classroom action research reports, student value data is valuable data that can be analyzed and described as main data and describes how to search references from various sources. Participants also received guidance on writing classroom action research on classroom action research tutorials and practice activities. The trainees were 15 teachers from SDN 001 Rimba Sekampung. After training, the results obtained are: Increased teacher's ability to seek effective learning, Understanding Classroom Action Research Concepts, Understanding Classroom Action Research Design Arrangements, Compiling Classroom Action Research Proposals, Can provide assessment of Classroom Action Research reports.
APA, Harvard, Vancouver, ISO, and other styles
7

Arrosyad, M. Iqbal, and Fandi Nugroho. "Development of Variations in Greetings Before and After Learning the Moral Character of Students in Elementary Schools." Dinamika Jurnal Ilmiah Pendidikan Dasar 12, no. 2 (2020): 89. http://dx.doi.org/10.30595/dinamika.v12i2.8233.

Full text
Abstract:
The development of various greetings before and after learning is made to provide additional references and treatment from teachers to students in interesting learning. The purpose of this study was to describe the development of a variety of greetings before and after learning in Public Alementary Cchool 5 Mendo Barat. The research method used is the Research and Development method with the Thiagarajan Four-D development model which consists of four stages of research, namely (1) defining, including initial analysis, student analysis, concept analysis, and formulation of learning objectives; (2) planning (design) media selection, format selection, and preparation of various greeting media before and after learning; (3) development, including expert validation and testing; and (4) disseminate, including reproduction, socialization, and reflection. The results of this research. The definition stage 1) there is no media variation of greetings before and after learning; 2) lack of student moral character, and 3) teachers do not have information or references related to variations in greetings before and after learning. Researchers began to design a variety of greeting media with preface, table of contents, contents, author's biography, and back cover, on A4 paper size and 12 pt Garamond font. The variety of media greetings before and after learning resulted from the teacher's response to 93.33% of the process. It can be seen from the greeting activities before and after learning the moral character of students. The moral character is not indifferent when invited to discuss, resulting in 60% of the 20 students, the character of piety including a sense of responsibility and good cooperation of the students as much as 60%, the character of polite and respectful with students greeting by shaking hands every time they go to school, speaking politely 70% of teachers and friends, the character of manners in the form of like to help friends if asked for help as much as 70%.
APA, Harvard, Vancouver, ISO, and other styles
8

Fahrudin, Imam. "Kompetensi Kepribadian Pendidik Perspektif Pendidikan Islam." Progresiva : Jurnal Pemikiran dan Pendidikan Islam 7, no. 2 (2019): 130. http://dx.doi.org/10.22219/progresiva.v7i2.13977.

Full text
Abstract:
The teacher is the main actor responsible for developing the full potential of students in the education process. The output produced by the educational process certainly depends on the educator as a role model for students. The task of managing the learning process is not easy for an educator. The demands for a teacher's professionalism are proven by a series of competencies that must be mastered. One of the competencies that must be possessed by educators is personality competence. Educator or teacher are figures who are emulated in their knowledge and personality. The problem today is that not a few teachers are less professional in positioning themselves in front of students This study will look for references for teacher personality competencies in an Islamic perspective. The discussion was written through data mining with literature study. The result found seventeen personalities that must be owned by a teacher. Seventeen personality points formulated in this study will form a teacher with a Muslim personality. It also instills Islamic character and is closer to students, so that the teacher will be more successful in managing the learning process.
APA, Harvard, Vancouver, ISO, and other styles
9

Daud, Afrianto, Ando Fahda Aulia, Nita Rimayanti, and Mirza Hardian. "Pelatihan terstruktur: usaha peningkatan kompetensi guru dalam penulisan artikel jurnal ilmiah." Unri Conference Series: Community Engagement 2 (November 19, 2020): 90–97. http://dx.doi.org/10.31258/unricsce.2.90-97.

Full text
Abstract:
The ability to publish articles in scientific journals is among the parts of a teacher's professional competence. The problem is that many teachers have not mastered the skills to write scientific papers. As a result, many teachers find it difficult to advance in rank, especially for promotion after IV / a. This paper describes a community service activity sponsored by Universitas Riau lecturers which aims to help teachers improve their scientific writing skills. Community service activities were carried out at a school in Pekanbaru, Riau. This paper further explains the concept of the workshop, the content of workshop materials, and the workshop's effectiveness. This workshop lasted for two months with three face-to-face training. The rest was done online via the Google Classroom platform. The material content covers the basic principles of scientific writing, the steps for writing scientific journals, how to cite and make references, including how to automatically cite using reference manager applications such as Mendeley, and how to submit articles through the online journal OJS system. Data from the survey conducted at the end of the community service activity showed that, in general, this activity was running well and effectively. The majority of participants (72.7%) stated that their motivation to write increased after attending the training. Their knowledge of writing scientific articles have improved after training. Their ability in writing scientific journals is also relatively better than before following this structured workshop.
APA, Harvard, Vancouver, ISO, and other styles
10

Teodoro Ciríaco, Klinger, Bruna Cury de Barros, and Carolina Marini. "PROFESSORAS INICIANTES NA EDUCAÇÃO INFANTIL E AS NECESSIDADES FORMATIVAS REVELADAS EM TESES E DISSERTAÇÕES PAULISTAS (2009-2019)." COLLOQUIUM HUMANARUM 17, no. 1 (2020): 169–87. http://dx.doi.org/10.5747/ch.2020.v17.h476.

Full text
Abstract:
We intend to characterize what studies developed from 2009 to 2019 say about the theme of "beginning teacher" in Childhood Education in the perspective of identifying the teacher's training needs. Therefore, we mapped thesis and dissertations from postgraduate programs in the area of Education in the State of São Paulo. The theoretical framework involves discussions about teacher training, the beginning of teaching and the training needs arising from pedagogical work in Childhood Education. The methodological path involved extensive bibliographic research, with a "State of the Art" approach, in order to detail the focus of the thesis and dissertations, theoretical references, methodological approaches, main results and conclusions. The experience of locating the production of knowledge in recent years has enabled us tounderstand that: a) there are few studies that address the topic; b) the difficulties expressed by teachers corroborate data presented by the literature; c) the identity of teachers is influenced by the historical view of "welfare" of Childhood Education;d) the need to create training initiatives in context that suit the specificities of this branch. From the results, we defend the thesis that the professional initiation process needs to be seen as a collective project, which involves initial training, continuing education and the school as the learning space, in which learning should be mediated in a collaborative way.
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Teacher's references"

1

Filho, Manoel Martins de Santana. "A educação geográfica escolar: conteúdos e referências docentes." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-29112010-092800/.

Full text
Abstract:
A tese investiga a distinção da Geografia no contexto da educação básica, considerando que a geografia escolar permite que se entenda a espacialidade do mundo, da sociedade. Contudo, pelo fato de muitas vezes a aula de Geografia ser tomada como uma apresentação de curiosidades, uma prática de decorar informações só para fazer as avaliações, o efeito desses saberes na educação das pessoas não aparece de forma sistematizada e clara. A pesquisa procura contribuir para o enfrentamento de dificuldades que marcam a aula de Geografia na escola, entre elas a imprecisão de sua identidade e de sua marca educativa. Para isso foram investigadas as referências de professores sobre os conteúdos das aulas, conforme suas compreensões conceituais da ciência geográfica e da pedagogia que é presente na escola. Quais referências balizam as escolhas dos conteúdos de suas aulas? Nesses profissionais observou-se uma compreensão, tanto da função da aula de Geografia na escola quanto da sua contribuição educacional, orientando-se ora em noções próximas a um senso comum docente e frases de efeito, ora em expressões como localização, mapa, orientação e leitura de mundo sinalizando uma base na Geografia acadêmica e uma considerável distância dos conceitos geográficos do ponto de vista metodológico. Essas referências esbarram em limitações de ordem teórica, metodológica e didática que dificultam a ressignificação dos conteúdos escolares para ler a paisagem, além de limitar a autoria do professor e a aprendizagem do aluno. A exigência fundamental é que tanto os geógrafos educadores da escola básica quanto da academia precisam atentar para a efetiva contribuição da educação geográfica, dando-lhe fundamentação teórica e metodológica, ressaltando-lhe o caráter ético-político no desenvolvimento de um raciocínio espacial por parte dos alunos, e claro, por seus professores.<br>The thesis investigates the distinction of Geography in the context of basic education, considering that the geographic education at school allows you to understand the spatiality of both the society and the world. However, because too often Geography classes are considered to be a mere presentation of curiosities and due to the practice of memorizing facts for an exam, the effect of such knowledge in general education does not appear in a systematic and clear way. The research aims to contribute to coping with difficulties that make a Geography lesson in school, including the inaccuracy of its identity and its brand of education. For this, I have investigated the references of teachers about the content of their classes, according to their conceptual understandings of Geographical Science and Pedagogy. What references guide the choices of the contents of their classes? Among those professionals there was a common understanding of both the functionality of Geography classes at school and its educational contribution, sometimes guided by notions of a common-sense teaching and catchphrases, and sometimes by expressions like location, the map, orientation and reading the world signaling a base in the academic field and a considerable distance from the geographical concepts from the methodological point of view. These references are hindered by theoretical, methodological and didactic limitations that interfere in the way one reads and understands the landscape, as well as limiting the teacher itself and the students learning. The fundamental requirement is that both Geography teachers and academic geographers must attend for the effective contribution of geographical education, giving to it a theoretical and methodological foundation, emphasizing its ethical-political character during the development of a spatial reasoning by students, and of course by their teachers.
APA, Harvard, Vancouver, ISO, and other styles
2

Bennie, Marc. "Professionalism and teachers' response to computers in the classroom." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8056.

Full text
Abstract:
During the last twenty years, there have been telling changes in how teachers teach and schools are run. One major reason for this has been the growth of Information and Communication Technologies (lCT). A consequence of the growth of these technologies has been a change in the global economy, which has become increasingly interconnected and dictated by profits. Teachers have had to adapt to this new global landscape. The changes required have not been easy. This study sought to find out more about the implication of these changes in teachers professional lives. The key findings point to a change in the work that teachers do as a result of computer technology and increased attention to market related practices in schools. Teachers have also had to explore different approaches to teaching and learning . These changes have thrust teacher's professional identities into the limelight as the profession adapts to the prevailing circumstances.
APA, Harvard, Vancouver, ISO, and other styles
3

Sarab, Mohammad Reza Anani. "Communication strategies in second language teacher talk with special reference to Iranian teachers of English." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/764/.

Full text
Abstract:
The focus of this study is the use of communication strategies in teacher talk in ESL/EFL classrooms. Communication strategies consist of adjustments made by speakers to the formulation of their talk in order to facilitate communication, and these are clearly a potentially important aspect of teacher talk. Limiting communication strategies to those adaptations evident in the details of the interaction, the study uses a mixed method design to investigates firstly the type and frequency of communication strategies and their patterns of relationship across teachers grouped in terms of language background and teaching institution; and secondly the type and frequency of strategy use in relation to the focus of talk across the different phases of a standard lesson. The participants were three native speaker and six non-native speaker teachers, across three different ESL/EFL instructional settings. The data consist of a total of twenty seven recordings, made up of three lessons with each teacher. The study reports results from three phases of analysis. The categonsation phase leads to an operational definition of communication strategies which integrates conversational modifications with lexical -compensatory strategies. The quantification phase of the analysis shows that the two types of strategy occur with different frequencies and functions. No important differences were found between NS and NNS teachers. However, significant taskrelated differences were detected. Finally a case study of three teachers revealed a relationship between the focus of talk and the incidence of communication strategies across the phases of the analysed lesson. The implications of these results are firstly that communication strategies are indeed a central element of teacher talk; secondly, that lexical compensatory strategies and meaning negotiation strategies both contribute significantly to the construct; thirdly, that their use is important for both native speaker and non-native speaker teachers; fourthly, that they are used with significantly different frequencies and functions; and finally, that their use is influenced by teaching focus and activity type. It is also likely to be affected by factors such as teaching style. The thesis argues that, on the basis of the findings, further research into the use of communication strategies in teacher talk could make a significant contribution to teacher education.
APA, Harvard, Vancouver, ISO, and other styles
4

Marsh, Cecille Joan Anna. "The modification of a computer simulation for use in the professional training of South African secondary school teachers with specific reference to the probationary year." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001442.

Full text
Abstract:
The topic of this thesis arose out of a desire to meet the need for a practical means of supplementing the preparation of Higher Diploma of Education (H.D.E.) students for their future role as first-year teachers. It was established that this need was not adequately filled by conventional university teacher-training methods. The literature about computerised simulation of role-playing and teaching activities was investigated and the investigation indicated that such simulations had been relatively successful. A published American computer simulation, TENURE, in which the student plays the role of a first-year teacher, was selected for modification to meet the needs of South African students. This program is implemented in the TUTOR computer language and runs on the Control Data South Africa PLATO system. In order to determine the needs of South African students, two groups of Rhodes University students worked through the simulation as it was being modified. The modifications were adapted according to the students' responses to a questionnaire. The simulation has been tested by 72 H.D.E. students and several educationists and the response has been positive
APA, Harvard, Vancouver, ISO, and other styles
5

Christian, Desiré. "What OBE did to us!' : the experiences of four Cape Town secondary school teachers." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8058.

Full text
Abstract:
This dissertation is a study of the impact of OBE (Outcomes-based Education) and C2005 (Curriculum 2005) on the professional lives and teaching of a select group of high school teachers. The research was a combination of a case study approach and reflective professional practice. It sought to identify and explain key aspects that had produced such a marked alteration in the position of the teachers within such a short period.
APA, Harvard, Vancouver, ISO, and other styles
6

Paulse, Janine. "Sources of occupational stress for teachers, with specific reference to the inclusive education module in the Western Cape." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_1706_1180439834.

Full text
Abstract:
<p>The aim of this paper was to identify the sources of stress for teachers involved with inclusive education as well as whether there is a statistically significant difference in stress experienced by teachers based on their biographical details. In this research the focus was on intellectual disability.</p>
APA, Harvard, Vancouver, ISO, and other styles
7

Tsang, Yvonne Shuk Kuen. "An analysis of teacher-pupil interaction in ESL classroom with reference to native speaking and non-native speaking teachers." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Yeung, Siu-hong Aaron. "Environmental education in Hong Kong with particular reference to teacher training /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1994620X.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Al-Momani, Mamoon. "Fine Arts Teachers' Perceptions and Attitudes to their In-Service Teacher Training Programme with Particular Reference to the Jordanian Education Reform Plan." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369979.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ng, Ka-ming. "The impact of prior experience on teachers' perceptions of standards-referenced assessment." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B4003981X.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Teacher's references"

1

Thompson, Jo Anne. A teacher's Alaska reference. J. Thompson, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Jones, Carol A. Substitute teacher's reference manual. 4th ed. ETC Publications, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jones, Carol A. Substitute teacher's reference manual. 3rd ed. ETC Publications, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Substitute teacher's reference manual. 2nd ed. ETC Publications, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Parks, Michael E. The art teacher's desktop reference. Prentice Hall, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chase's, Editors of. The Teacher's Calendar, School Year 2006-2007. McGraw-Hill, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

The ClarisWorks reference for teachers. IDG Books Worldwide, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

The ClarisWorks reference for teachers. 2nd ed. IDG Books Worldwide, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Fertig, Theresa Kryst. World Book's science desk reference: Teacher's resource. Edited by World Book Inc. World Book, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Richards, Roy. The primary teacher's reference book of metals. Simon & Schuster Education, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Teacher's references"

1

Van Blerkom, Malcolm L. "Frames of Reference." In Measurement and Statistics for Teachers. Routledge, 2017. http://dx.doi.org/10.4324/9781315464770-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dias, Sofia B., José A. Diniz, and Leontios J. Hadjileontiadis. "Rethinking Blended Instruction: Academic Community and Teachers’ Profiles." In Intelligent Systems Reference Library. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02078-5_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Eldar, Osnat, and Shirley Miedijensky. "Designing a Metacognitive Approach to the Professional Development of Experienced Science Teachers." In Intelligent Systems Reference Library. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11062-2_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hakamata, Ryoto. "Building Reference Paradidactic Praxeological Model for Investigating Teachers’ Reflection." In Trends in Mathematics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76413-5_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"REFERENCES." In The ELL Teacher's Toolbox. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119428701.refs.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"References and Notes." In A Teacher's Guide to Educational Assessment. Brill | Sense, 2009. http://dx.doi.org/10.1163/9789087909147_029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"References." In Migrant Teachers. Harvard University Press, 2014. http://dx.doi.org/10.4159/harvard.9780674726345.c14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"References." In Reformers, Teachers, Writers. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607328810.c013.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"References." In Schooling Multicultural Teachers. Emerald Publishing Limited, 2019. http://dx.doi.org/10.1108/978-1-78769-717-120191022.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

"References." In Becoming Confident Teachers. Elsevier, 2011. http://dx.doi.org/10.1016/b978-1-84334-629-6.50013-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Teacher's references"

1

Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.

Full text
Abstract:
The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.
APA, Harvard, Vancouver, ISO, and other styles
2

Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

Full text
Abstract:
In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
APA, Harvard, Vancouver, ISO, and other styles
3

Fang, Jiajue, Mengdi Wang, Yanhai Wei, and Xiaoying Lu. "The Reference of Teachers’ Training of Japanese Elementary Education to Primary School’s Teacher Training in China Western Rural Area." In 2020 International Conference on Big Data and Informatization Education (ICBDIE). IEEE, 2020. http://dx.doi.org/10.1109/icbdie50010.2020.00046.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vassilchenko, Nina V. "Development Of Vocational Teacher's Scientific Potential With Reference To Foreign Experience." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Sinaga, Megawati, Dr Sumarsih, and Rahmad Husein. "Teachers’ Language Style with Reference to Sex Differences in Teaching English." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.123.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kong, Ya, and Yuan Kong. "Research and Reference on Professional Ethics Development of American College Teachers." In Proceedings of the 2019 3rd International Conference on Education, Management Science and Economics (ICEMSE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icemse-19.2019.116.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Koohang, Alex, Tom Seymour, Robert Skovira, and Gary DeLorenzo. "Panel Discussion: Challenges of Open Educational Resources." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3050.

Full text
Abstract:
Open Education Resources (OERs) are defined as “technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for noncommercial purposes. They are typically made freely available over the Web or the Internet. Their principal use is by teachers and educational institutions to support course development, but they can also be used directly by students. Open Educational Resources include learning objects such as lecture material, references and readings, simulations, experiments and demonstrations, as well as syllabi, curricula and teachers' guides.” UNESCO (2002, paragraph 3)
APA, Harvard, Vancouver, ISO, and other styles
8

Palmer, June, Rantsie Kgothule, Gregg Alexander, and Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.

Full text
Abstract:
Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.
APA, Harvard, Vancouver, ISO, and other styles
9

Shchelina, Tamara. "Child Personality Development at the Stage of Preschool and Primary School Age as a Meaningful Reference Point of Continuous Professional Development of a Teacher." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0588.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Chieu, Vu-Minh, and Patricio G. Herbst. "Supporting Mathematics Teachers' Online Discussion with the Use of Animated Classroom Stories as Reference Point." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.149.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Teacher's references"

1

Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0026.

Full text
Abstract:
The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.&lt;br&gt; &lt;br&gt; This topic brief is available on Google Docs.
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography