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Dissertations / Theses on the topic 'Teacher professional activities'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Wong, Chun-cheong. "Hong Kong teachers' perceptions of continuing professional development policies and activities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554448X.

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Wong, Chun-cheong, and 黃振昌. "Hong Kong teachers' perceptions of continuing professional developmentpolicies and activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3554448X.

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3

Smit, Nicolaas Andrias Johannes. "School-Initiated Type-2 Activities in Continuous Professional Teacher Development." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78496.

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Professional development is more than marking an attendance register at a workshop. Professional development is a reflective process of continuous self-development that should inform the very essence of any learning context. This dissertation builds on how teachers experience school-initiated type-2 teacher professional development in secondary public schools and how their experiences may contribute to the work in the field of teacher professional development and assessment. Although a number of studies have examined teachers’ comprehension of the Continuous Professional Development framework

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4

Kenreich, Todd W. "Teacher consultants in the Ohio geographic alliance : their beliefs, classroom practices, and professional development activities /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202171195451.

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5

Larson, Angela. "Factors affecting educator participation in professional development activities through the use of a microblog." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162032.

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<p> Examining teacher participation in collaborative microblogging activities may offer insight into creating alternative options for effective professional development. In this sequential explanatory mixed methods study, educators’ opinions of their use of a microblogging tool, Twitter, will be examined to determine what factors affect their participation in professional development activities using the microblogging tool, Twitter. The overall guiding question for this study will be, Why do educators participate in voluntary professional development opportunities, specifically in Twitte

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6

Littenberg-Tobias, Joshua Simon. "Teaching Citizens: Exploring the Relationships Between Teacher Professional Learning, Interactive Civics, and Student Achievement on NAEP Civics." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104131.

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Thesis advisor: Laura M. O'Dwyer<br>Youth civic participation is at alarmingly low levels. In 2014, nearly 80% of eligible 18-29 year-olds did not vote in the midterm election (CIRCLE, 2014). Other forms of civic engagement are also at starkly low levels: less than one in ten 18-29 year-olds report contacting a public official, boycotting a product, or frequently expressing political opinions on the internet (U.S. Census Bureau, 2014). Historically, schools have been tasked with preparing students with the knowledge and skills to be active democratic citizens. However, few studies have examine

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Beard, Darlisha. "Primary Grade Teachers' Perceptions of Parental Involvement in School Activities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4592.

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Researchers have concluded that parental involvement is necessary for students' success in school because parent involvement in school activities can positively affect children's learning and school experiences. Parent presence and participation is lacking in an urban school district in western Tennessee. The purpose of this study was to investigate parents' participation in school activities, the current level of parental involvement, and teachers' perceptions related to ways to engage parents more effectively in participating in school-related activities. A conceptual framework of Epstein's

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Giacobbe, Alice Claire Culotta. "Perceptions of Virginia beginning special educators regarding the frequency and helpfulness of mentoring activities." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154073.

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9

Taylor, Melba L. "A Qualitative Study of Four University Teaching and Learning Centers: Activities, Funding, and Evaluation of Professional Development for Faculty." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2981.

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The purpose of this study was to investigate the activities, funding, accountability, and evaluation of selected teaching and learning centers relative to the professional development of faculty in four-year public institutions of higher education. Using a qualitative research design, in-depth interviews were conducted with directors of four teaching and learning centers. In accordance with the concept of purposeful sampling, the centers chosen for study were located in Virginia, Tennessee, and North Carolina. The following research questions were investigated:

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10

Miller, Jennifer R. "Effect of Makerspace Professional Development Activities on Elementary and Middle School Educator Perceptions of Integrating Technologies with STEM (Science, Technology, Engineering, Mathematics)." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955091/.

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This study investigated a Makerspace professional development program, the Makers' Guild, provided to teachers within north Texas over the course of a semester. The research employed a constructionist approach delivered via 2D and 3D technologies during STEM instructional activities within a creative space. Participants reported statistically significant increases in self-reported competence in technology integration, confidence levels toward integrating World Wide Web, Emerging Technologies for Student Learning, Teacher Professional Development, and attitudes toward math, technology, science,

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Atwal, Kulvarn. "Developing an understanding of the factors that influence teacher engagement in action research and professional learning activities in two English primary schools." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5367/.

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This study explores how teachers in two primary schools in London interpreted and perceived their engagement in action research as a professional learning experience. The study also explored the factors that teachers perceive to impact upon their engagement in wider professional learning experiences in primary schools. This study is timely as there are few examples of research that have investigated whole-school teacher engagement in action research. As teacher engagement in research continues to be promoted at a national level, there remains a lack of qualitative research on the impact of eng

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12

Keith, Karin. "No Time for Science: Integrating STEM Hands-On Activities with English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1023.

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Keith, Karin. "Integrating STEM Hands-on Activities with Math and Reading Common Core Standards." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1009.

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Keith, Karin, Jaime Price, and Chih-Che Tai. "Integrating Hands-on STEM Activities with Math and Reading Common Core Standards." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1031.

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Tai, Chih-Che, Karin Keith, and Jaime Price. "Integrating STEM Hands-on Activities with Math and Reading Common Core State Standards." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1024.

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Keith, Karin, Jaime Price, and Chih-Che Tai. "Integrating STEM Hands-on Activities with Math and Reading Common Core State Standards." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1032.

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17

Lenzo, Terri Brown. "Online Professional Development in Preschool Settings: Music Education Training for Early Childhood Generalists." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416315624.

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Wallis, Karen Ann. "Instructional Practices of English as Second Language Teachers." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1234.

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The past decade has seen a significant increase in the emergence of English Language Learners (ELLs) in the United States. Nationally, a disparity in achievement exists between ELLs and non-ELLs. Relatedly, this problem was evident in a northeastern school district, where ELLs had not made Adequate Yearly Progress 2 years in a row. The purpose of this study was to examine how much time English as Second Language (ESL) teachers spend on a variety of best instructional practices. Constructivism, Vygotsky's zone of proximal development, and Tomilinson's differentiated instruction were the framewo

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Česonytė, Jurgita. "Pedagogų IKT kompetencija ir jos raiška profesinėje veikloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120530_161738-60041.

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Tyrimo problema: Lietuvoje nepakankamai ištirta kokių žinių ir gebėjimų pedagogai turi turėti siekiant taikyti IKT ugdymo procese: parengiant savarankiškai besimokantį ugdytinį, gebantį tirti atvirus švietimo išteklius, vertinti jų patikimumą, taikyti IKT formalaus ugdymo procese. IKT kompetencija pedagogo profesinėje veikloje nėra apibrėžta, o pedagogo profesijos kompetencijos apraše pateiktas IKT kompetencijų apibrėžimas neatitinka šiuolaikinių IKT kompetencijų tarptautinių aprašų bei pedagogo veiklai keliamų reikalavimų švietimo reformos kontekste. Tyrimo objektas – pedagogų IKT kompetenci

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Mohammad, Hasibah. "Understanding the impact of a reflective practice-based continuing professional development programme on Kuwaiti primary teachers' integration of ICT." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15932.

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The main theme of the study is exploring and understanding the impact of an innovative continuing professional development model for integrating ICT into classroom pedagogy. The focus is on the relationship between teachers’ beliefs, knowledge and pedagogic practice in the process of developing and adopting new knowledge and skills to cope with 21st century education. The study explores the 'future schools' primary teachers’ education, in-service training, status, beliefs, knowledge, and skills of using ICT in practice in the Kuwait context. The finding from the exploratory study shows that te

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21

Tai, Chih-Che, and Laura Robertson. "Hands-on Activities in Properties of Matter and Sound and Wave Movement: A Learning Progression Approach in K-8." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/777.

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Singer, Leslie S. "Effects of Response Cards on the Disruptive Behavior of Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4772.

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Abstract This study examined the effects of response cards (RC) on student disruptive behavior, responding, and accuracy of responding during whole-class guided-reading instruction in a first-grade classroom. The authors combined two baseline conditions with an alternating treatments design and then replicated the effects across four teacher-nominated students. The first baseline condition was the teacher's typical instruction format, where one student who raised his/her hand was called upon to respond to the teacher's question. The second baseline condition (BL') was the same as the first

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23

Natsarun, Leesirisearn Riegle Rodney P. Strand Kenneth H. "Perceptions of French teachers about professional development activities at the secondary school level in Thailand." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088025.

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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed December 1, 2005. Dissertation Committee: Rodney P. Riegle, Kenneth H. Strand (co-chairs), George Padavil, Albert T. Azinger. Includes bibliographical references (leaves 132-137) and abstract. Also available in print.

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Mims, Annette. "The relationship between teachers' perceptions of evaluation and participation in professional activities." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/3489.

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The research examined the relationship between five independent variables related to teacher evaluation (teachers' self reported attributes, perceptions of the evaluator, evaluation procedures, evaluation feedback, and the contexts of evaluation) and three dependent variables (participation in professional development, attending educational conferences, and accountability and growth). The theoretical framework led to the establishment of fifteen hypotheses which were analyzed using a Pearson r correlation statistical procedure. Seventy educators from a large urban school district were selected

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Loyd, Charles Michael. "Relationship of moral reasoning levels to professional development activities of vocational teachers /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487594970651542.

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26

Andersson, Birgit. "Nya fritidspedagoger - i spänningsfältet mellan tradition och nya styrformer." Doctoral thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-65021.

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The aim of this study is to increase the knowledge and understanding of how leisure-time pedagogues´ professional identity is changed as a consequence of altered governance and resulting new tasks. More specifically the study is oriented towards understanding how external demands for quality accounts, assessments and documentation in leisure-time centers and schools, affect leisure-time pedagogues´ practice of their profession and professional identity, and how the leisure-time pedagogues relate to these demands. The empirical data are generated through interviews with 23 leisure-time pedagogu

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Garland, Azurdee M. "Assessing the Relationship between Student Involvement and Academic Performance in Higher Education." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/212.

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The study examined the relationship between the degree of involvement in co-curricular activities and academic performance, as measured by Grade Point Average (GPA) among college students enrolled at Western Kentucky University (WKU). Three hundred thirty-six sophomores were surveyed via TOPNET, an electronic registration management system, regarding their level of involvement in campus organizations and other factors, including employment status and gender. The cumulative GPAs and the number of credit hours in which the survey participants were enrolled during Fall Semester 2005 were obtained

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Karaaslan, Dilsad A. "Teachers&amp." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1217736/index.pdf.

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The purpose of this study was to investigate perceptions of self-initiated professional development of English language teachers at English Language School of BaSkent University. Within this framework, teachers&amp<br>#8217<br>attitudes towards their professional development, their perceptions of major professional development activities, and the factors that hinder change and growth in teachers were investigated. The data collection instrument used was a questionnaire administered to 110 English language teachers at BaSkent University. The questionnaire consisted of both open-ended and close

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Dastugue, Laurent. "Étude des circonstances permettant à des enseignants novices d'éducation physique et sportive de se former à l'enseignement à partir d'expériences de pratiquant dans les activités physiques, sportives et artistiques." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20111/document.

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Alors que le principe d’une alternance entre les différentes temporalités de la formation professionnelle initiale des enseignants est relevé comme une nécessité, de nombreux travaux soulignent une « cassure » entre les expériences vécues par les enseignants novices (EN) en centre universitaire et les expériences professionnelles vécues dans l’établissement scolaire (Chaliès, Cartaut, Escalié et Durand, 2009). Pour y répondre, deux orientations en matière d’aménagements des dispositifs de formation par alternance sont proposées. La première consiste à « déplacer le centre de gravité » (Zeichne

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Puck, Brenda S. "Developing and validating a knowledge-base for professional development activities in gender equity for the study of technology." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009puckb.pdf.

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Fontechia, Scott A. II. "Evaluating Video Modeling to Teach Job Seeking Skills: Composing a Professional Email." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7289.

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Within the disabilities community, individuals with an Autism Spectrum Disorder (ASD) diagnosis consistently have some of the most detrimental employment related statistics. To address this issue, this study evaluated video modeling, an evidence-based procedure, in teaching professional emailing skills to individuals diagnosed with ASD when applying for a job. Results of the study support video modeling research as an effective teaching tool. Significant skill acquisition, in composing a professional email, occurred across all participants. Seventy-five percent of participants concluded the

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Van, Staden C. J., and Der Westhuizen D. Van. "Learn 2.0 technologies and the continuing professional development of secondary school mathematics teachers." Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/642.

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Published Article<br>The paper reports on a Learn 2.0 technology that was used to support the continuing professional development of mathematics teachers at a secondary school. Design Based Research methods were used within a Multiphase Mixed Methods research framework to create professional development opportunities that were subsequently monitored by Social Network Analysis techniques. We demonstrate that Learn 2.0 technologies can indeed support the continuing professional development of teachers and improve their performance, and also that Social Network Analysis is an effective method to

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Mart, Mehmet. "A comparison of English and Turkish Early Years/Kindergarten teachers' understandings of, and practices in, outdoor activities." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11563.

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My thesis presents a comparison of English and Turkish Early Years/Kindergarten teachers’ understandings and practices of outdoor activities. Comparative research provides a wider understanding of the two different cultures’ current circumstances in outdoor activities. Such research provides in-depth understanding of educational aspects in different cultures, and produces enhancement opportunities for educational pedagogies (Alexander, 2001). I had been conscious of possible differences in cultural perception of childhood and its temporal effects on historical developments as well as on the wa

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Dammak, Abderrazak. "Exploring English language teachers' perceptions of their participation in decision-making on assessment, curriculum development and professional development activities." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32456.

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The issue of teachers’ participation in decision-making has recently gained interest as various studies were conducted in different parts of the world and contributed to the literature (Somech, 2010; Cheng, 2008; Sagvandy and Omidian 2015; Mehat, 2015; Lau, 2004; Anderson, 2002; Ho, 20010; and Lin, 2014). It has also been researched in the Gulf area, where this study was conducted. Research about assessment (Troudi et al., 2009; Dammak, 2017), curriculum (Mullik, 2013; Troudi and Alwan, 2010) and professional development (Badri et al,. 2016; Al Taneiji, 2014) have addressed teachers’ participa

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Westerberg, Sarah. "The Effect of Sustained Principal Development on the Development and Maintenance of Collaborative Activities in Schools." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2356.pdf.

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El-Abedeen, M. S. D. Z. "Facilities and activities financed by associated expenditure in Egyptian universities : Their relationship to the academic and professional development of student teachers." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234065.

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Bruner-Timmons, Joan. "Teachers' Participation in Learning by Design Activities, Their Technological, Pedagogical and Content Knowledge, and Technology Integration in an Inner City School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5059.

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Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by design (LBD) and technological, pedagogi

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Osentowski, Mary Jean. "A Study of Faculty Participation In and Approval of Professional Growth and Renewal Activities in the Dallas County Community College District." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331308/.

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The purpose of this study was to determine faculty participation in and approval of professional growth and renewal activities in the Dallas County Community College District. The population consisted of 526 full-time faculty employed by the district. The DCCCD Survey instrument, which was used in the study, included activities grouped into seven categories: career development, leaves, international activities, instructional renewal, grants, reward, and a miscellaneous category. Faculty members identified participation in activities; they also identified their approval or disapproval of all ac

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Escalié, Guillaume. "Analyse du travail d’un collectif de formateurs et de ses conséquences sur la formation professionnelle d’un enseignant novice : un exemple en éducation physique et sportive." Thesis, Paris, CNAM, 2012. http://www.theses.fr/2012CNAM0844/document.

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Un des objectifs des politiques éducatives européennes en matière de formation professionnelle des enseignants novices consiste à consolider les partenariats entre les universités et les établissements scolaires. Sur le plan scientifique, la majorité des études pointent l’importance de renforcer la collaboration entre les formateurs de ces deux institutions par des dispositifs fondés sur le modèle des « communautés de pratique » (Lave & Wenger, 1991). Or, ces études restent souvent peu précises sur la nature de leurs activités au sein de tels dispositifs. Cette recherche vise à analyser le

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Finca, Moffat Nkosiphendule. "An environmental education portfolio: three small scale studies informing school greening activities and professional development of teachers in two rural Eastern Cape schools in SANBI's Greening the Nation Project." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003621.

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Abdalla, Tarek. "The influence of an in-service training programme on Libyan Biology teachers' pedagogical content knowledge (PCK)." University of the Western Cape, 2020. http://hdl.handle.net/11394/8046.

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Philosophiae Doctor - PhD<br>Libya, as one of the third world countries, is struggling to address the issue of transformation and various institutional reforms (including the education system). For example, it has been observed that many biology teachers are faced with challenges relating to both subject matter knowledge (SMK) and pedagogical content knowledge (PCK) yet the expectation of the new curriculum is that biology teachers demonstrate professional efficacy in their work regardless of the challenges they face. In light of this, a group of Libyan secondary school biology teachers was in

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吳佩如. "Changes in teaching role of teachers and classroom activities through synchronous distance teacher professional development." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/09299495382786956642.

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碩士<br>國立新竹教育大學<br>人資處課程與教學碩士班<br>100<br>Abstract: The present research aims to explore the transformation of the teachers’ role and the study activities in classes under the promotion of the remote video system in the natural and daily domain of the primary schools, and to study the factors affecting the transformation. The research objects are the partner teachers participated in the professional scheme concerning the remote video system and the growth of the teachers. The qualitative research is mainly used, and the author uses the observation and score tables about the performance of the te

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Ali, Abdul Jalil bin. "Improving teacher learning in elementary schools : an analysis of teacher perspectives on prior professional development activities /." 2004. http://catalog.hathitrust.org/api/volumes/oclc/62081576.html.

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Bozeman, Todd Dane. "Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers." Thesis, 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8732.

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In this dissertation, I used survey response data from 385 science teachers situated in 50 randomly selected Texas high schools to describe the prevalence of high school science teacher participation in professional activities and levels of job satisfaction. Using relative risk statistics, I determined the direction and significance of multiple associative relationships involving teachers’ participation in professional activities, satisfaction with working conditions, and retention state. Finally, I used these results to make specific policy recommendations. Teachers participate in diverse pro

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Moekwa, Buti Christopher. "The effects of continuing professional teacher development on teachers' workload in the Gauteng Province." Thesis, 2020. http://hdl.handle.net/10500/26912.

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The study focused on the effects of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province. Apart from the literature review, the objectives of this study were: to determine the understanding of new approaches to Continuing Professional Development on the workload of teachers. To establish the administrative barriers that frustrate teachers’ efforts in accepting responsibility for improving not only their practice, but also the shared practice of the profession. To draw recommendations for the successful implementation of Continuing Professional Teacher Devel

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Liang, Kun-ming, and 梁坤明. "The Study of Elementary School Teacher Professional Development Attitudes , the Forms of Activities and Effect in Taipei County." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/33947708626863731342.

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碩士<br>國立台北師範學院<br>國民教育研究所<br>87<br>Abstract The research explored elementary school teacher professional development in Taipei County. It also studies teachers'' attitudes toward professional development, the forms of professional development activities, and their effect. The goals are to 1)for reference of teacher study schemed by education administrations and schools, 2)coordinate the teacher professional development activities with teachers'' needs, 3)raise teachers'' professional abilities. The objectives are to 1)explore the basic concepts and theories of teacher professional d

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LIAO, YUAN-LING, and 廖瑗玲. "A Correlational Study on Teacher Professional Development Activities, Adopting Innovations, Teacher Collaboration, and Curriculum Design Satisfaction between Teachers and Industry Experts in Department of Applied English of Universities of Science and Technology." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/s2dkta.

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博士<br>國立臺中教育大學<br>教育學系<br>107<br>This study aims to examine the relationship among teacher professional development activities, adopting innovations, teacher collaborative, and curriculum design satisfaction between teachers and industry experts. A questionnaire was measured on 52 teachers and 56 industry experts in Department of Applied English of Universities of Science and Technology in central Taiwan. Data were analyzed using descriptive statistics, two-way analysis of variance, Pearson product-moment correlation, path analysis, and hierarchical linear model. Our findings implied that

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Chen, Jian-Cheng, and 陳建誠. "Professional Growth of Novice Mathematics Teacher Educator-Researcher by Mentoring In-Service Mathematics Teachers in Designing Conjecturing Activities: Focusing on Learning through Evolution of Mentoring Strategies." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/f9484h.

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博士<br>國立臺灣師範大學<br>數學系<br>103<br>Conjecturing is viewed as backbone of mathematical thinking, which suggests that students should engage in conjecturing activities for enhancing their mathematical competence in a comprehensive way. The key to enactment of conjecturing activities in classrooms is Mathematics Teachers’ (MTs) competence in designing such kinds of instructional activities. In this regard, how Mathematics Teacher Educator-Researchers (MTE-Rs) arrange, implement, and refine professional development programs to facilitate MTs in designing conjecturing tasks is of concern. This study r

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Gomes, Vera Sofia Araújo. "Necessidades de formação, formação contínua e auto-eficácia dos professores no Brasil, Portugal e Singapura." Master's thesis, 2020. http://hdl.handle.net/1822/68599.

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Abstract:

Dissertação de mestrado integrado em Psicologia<br>Os professores desempenham um papel crucial no ensino e na aprendizagem tendo, por isso, de se manter a par dos desenvolvimentos de conteúdo da área em que leccionam, assim como das novas metodologias em ensino, através da participação em actividades de formação contínua. O presente estudo teve como principal objectivo analisar a relação entre a necessidade percebida de formação contínua, a participação em atividades de formação contínua, e a percepção de eficácia de professores. Pretendeu-se, ainda, compreender se a relação entre a necessidad

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Forrester, Heidi J. Adair. "Professional development activities and attitudes of home economics teachers." 1994. http://hdl.handle.net/1993/9801.

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