Relevant bibliographies by topics / Teachers born in the centre

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Academic literature on the topic 'Teachers born in the centre'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Teachers born in the centre"

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Kowal, Grzegorz. "Przemysław Lazarowicz, Wymuszone dojrzewanie." Wrocławski Rocznik Historii Mówionej 1 (October 30, 2011): 213–52. http://dx.doi.org/10.26774/wrhm.18.

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In his narrative, Przemysław Lazarowicz (born 1st July 1964 in Wrocław), who as a teenager was an anticommunist oppositionist, tells us about his antigovernmental activity and his ernment under martial law in Poland.
 He gives a detailed account of his role in a circle of people focused around Kornel Morawiecki, about the circumstances of his internment, his stay in the Provincial Citizens’ Militia at Podwale street in Wrocław, and about being interned in an isolation centre in Grodków. He also devotes a lot of attention to the conditions in which he lived while interned, characterizes some of the internees and describes their mutual relations, as well as rules according to which the centre was run and forms of resistance. A separate part of the narrative describes how Lazarowicz’s XIV LO (secondary school) friends and teachers reacted to the fact that he had been interned.
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Prodromidis, Margarita, Michael E. Lamb, Kathleen J. Sternberg, C. Phillip Hwang, and Anders G. Broberg. "Aggression and Noncompliance among Swedish Children in Centre-based Care, Family Day Care, and Home Care." International Journal of Behavioral Development 18, no. 1 (1995): 43–62. http://dx.doi.org/10.1177/016502549501800103.

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The relations between individual, family, and child care characteristics and children's aggressive and noncompliant behaviours were examined in this study of 140 first-born Swedish children assessed at 16,28,40, and 80 months of age. All of the parents involved in the study had attempted to enrol their children in centre-based day care, but some were accepted instead into family day care settings, while others remained in the exclusive care of their parents. Composite measures of aggression and noncompliance were constructed using data obtained from multiple sources (i.e. mothers, teachers, observers). Child care arrangements and histories were not associated with levels of aggression or noncompliance. Multiple regression analyses suggested that the quality of home care was the best predictor of both aggressive and noncompliant behaviour. Boys were more aggressive than girls, and children with more controlling parents were more noncompliant. Individual differences in aggression (but not noncompliance) were moderately stable over time. Aggression and noncompliance were modestly but reliably related to one another. These results suggest that alternative care of high quality does not lead to noncompliance and aggression.
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Humphrey, Caroline. "Urgunge Onon: An Appreciation." Inner Asia 2, no. 1 (2000): 11–12. http://dx.doi.org/10.1163/146481700793647869.

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AbstractIt is particularly important for us to celebrate Urgunge Onon’s 80th birthday. Urgunge was the inspiration for the founding of the Mongolia and Inner Asia Studies Unit in 1986. I remember well how one day Urgunge travelled from Leeds to give me an important message. He said, ‘This country of Britain where I have made my home has a very distinguished tradition of Mongolian Studies, but now it looks as though it will die out.’ ‘What do you mean?’ I asked. Urgunge replied, ‘Without a proper institution, everything will be dissipated, there will be no centre, and no-one will see to it that there is a new generation of Mongolists to follow us. You owe it to your teachers, Owen Lattimore and myself, to see that this does not happen. Together, we can do something.’ This conversation was how the idea of founding a Unit was born, and the Unit has now produced several ‘generations’ of young scholars and many publications, including this journal Inner Asia.
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Ferhat, Ismail. "Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France." Espacio, Tiempo y Educación 7, no. 2 (2020): 249–54. http://dx.doi.org/10.14516/ete.391.

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Born in 1952, Professor of sciences of education at the University of Picardie Jules Verne (Amiens, France), Bruno Poucet is a French renowned historian of education in France. He has conducted and realized various researches on education (and their interactions with politics) in contemporary France. He worked on the history of education policies of the French ‘Fifth Republic’ (founded in 1958 by Charles de Gaulle) at the national level and in the Picardie region - where he lives and works. He is interested in the history of secondary and higher education, private sector of education, school secularism (called in France «laïcité») and the teaching and curriculum of philosophy. Eclectic in his areas of interest, he has also been deeply committed in the functioning of the French education system. He has been a long-time teachers’ union deputy leader at the CFDT (currently the major trade union in France). In 2011, he has created the CAREF research unit (Centre Aménois de Recherche en Éducation et en Formation, specialized in educational studies), at the University of Picardie Jules Verne.He has kindly accepted to be interviewed by Ismail Ferhat, Associate professor at the University of Picardie Jules Verne (CAREF research Unit/Teachers training school of Amiens), for the review Espacio, Tiempo y Educación, in spite of the difficult sanitary situation in France, in April 2020.
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Feast, W. J. "Clement Henry Bamford. 10 October 1912 – 7 November 1999." Biographical Memoirs of Fellows of the Royal Society 50 (January 2004): 1–13. http://dx.doi.org/10.1098/rsbm.2004.0001.

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Clement Henry Bamford (′Bam‵) was born in Stafford to Frederic Jesse and Catherine Mary Bamford (nèe Shelley). His father was the son of a Congregationalist minister and his mother the daughter of a farming family from the northern outskirts of Stafford. The Bamfords were miners from the Derbyshire and Nottinghamshire coalfields. Bam's grandfather was the only one of eight brothers who avoided coalmining, a job that started for all of his brothers at the age of 10 years. He served a congregation in Cornwall, where Bam's father was born, before transferring to North Staffordshire during the 1890s. Bam's father became an accountant and worked for the same firm until his death in 1935. Stafford was a bustling place with good educational and cultural opportunities. It was the administrative centre of the county and in addition to this it had footwear, electrical machinery and other manufacturing activities to keep its population of 30000 busy. Bam was an only child and in matters of upbringing his mother held sway; he was raised as a Catholic and attended St Patrick's primary school, where he appears to have been happy, successful and well regarded by his teachers. Scholarship entry to academically ambitious secondary schools was rare for the pupils of St Patrick's, who usually went directly from school to employment locally. When Bam was entered for a scholarship to King Edward VI School he did not share his parents' joy at first because he believed the extra work would distract him from two activities that already received his attention and turned out to be the lifelong enthusiasms that brought him pleasure and success; namely, chemistry and music.
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Trandafir, Marinela. "Căminul cultural „Regele Carol al II-lea“ din Grăjdana, Județul Buzău (1934-1940)." Teologie și educație la "Dunărea de Jos" 17 (June 12, 2019): 275–82. http://dx.doi.org/10.35219/teologie.2019.11.

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Community centres have been institutions acting like driving forces in the cultural life of villages. They were based on direct collaboration with intellectuals in each village: the priest, the teacher, the notary, the doctor. The cultural life of community centres was diverse and included various fields of activity aiming at multiple aspects in the life of each community. Generally, such activities were oriented towards solving economic issues, without limitation to them. It should be mentioned here the concern for public health, the control of epidemics, the rearing and education of children, the moral and intellectual development thereof.The community centre organizes various cultural activities where explanations are given to community, including people of all ages, about our historic past, thepresent time finding of paths and the future time for whose wellbeing they should a harmonious development. Starting from such points of interest, this work covers aspects of the community cultural life at Grăjdana, where the community centre established in 1934 played a major role in the development thereof, due to its achievements marking the period 1934-1940. A particularly significant contribution in the cultural becoming and development of the Grăjdana community was brought by the parish priest together with the village intellectuals. Thanks to their love for the people, they managed to invigorate the community in a short time by involving the villagers in various activities of spiritual, scientific, moral, artistic and recreational nature. According to the minutes executed on 3 July 1934, the initiative of creating a community centre was wholeheartedly approved, with the knowledge that it would be useful for the community. The following took part in the creation of the Grăjdana community centre: the priest Constantin Bunea, the teachers Ion Marinescu, Caliopia M. Rădulescu, Elisabeta Bunea and the notary Mihail Rădulescu. In addition to the creation of the centre, the people found out that the centre library was enhanced with all the parish library brochures and magazines that were made available, with new subscriptions for magazines, and that a people pharmacy was established. In time, the people would attend the meetings by categories of age and measures would be continuously taken so as to fulfil the articles of the Rules for the Functioning of Community Centres.In addition to the promotion of culture, the manager of “Regele Carol II“ Community Centre of Grăjdana together with active members bore in mind charitytoo, raising funds for building a monument dedicated to the heroes killed in the Great War, for helping orphans and the injured, for maintaining school canteens, for helping the locals get trained in the agricultural field. The good functioning of the Grăjdana Community Centre was successful also due to the collaboration with “Principele Carol“ Cultural Royal Foundation which approved and upheld the proposals submitted by the centre management, providing books, magazines, medicines, awards in cash and in kind, diplomas and decorations to encourage and select the cultural work. In addition to the local management continuous work and capacity, the envisaged goals were achieved also due to the kindness of distinguished persons, most of whom the Centre declared Honorary Members. One of them was Colonel I. Săndulescu, who made a number of donations, such as 8 plows and plowshares needed by the community. On the celebration of the Heroes’ Day, Regele Carol II Community Centre of Grăjdana conducted a number of activities with the participation of: widows, orphans, the war disabled, the Decorați (The War Decorated) and Foști Luptători (Former Fighters) associations, members of the centre council, commune authorities, schools led by teachers, premilitaries and villagers. The Grăjdana Church performed the Divine Liturgy praying in memorial of heroes. At the Heroes’ Monument blessings were delivered by the representatives of: the church, the mayor’s office, the forest range, war disabled and others. For its fruitful activity, in addition to the thanks received from various institutions such as the Ministry for Endowment of the Army, the Red Cross Society, Principele Carol Cultural Royal Foundation, the community centre of Grăjdana was awarded a prize in 1940 and called Model Community Centre together with other 50 community centres from throughout Greater Romania. The Centre managers were also rewarded with the Centenarul Regelui Carol I (Charles I Centenary) medal. In 1940, the Community Centre of Grăjdana achieved the following: fundraising for raising two school buildings, for opening three school canteens for the disadvantaged pupils, a people pharmacy store providing medicines to people at cost prices. At the Centre consulting room 261 vaccines were delivered against tuberculosis for children, as well as medical consultations free of charge. Poor families were helped with food supplies. The library was endowed with new books and magazines, a nursery of fruit trees, locust trees and grafted fruit trees and selected seeds was created. The Centre made donations to the army amounting to Lei 1882 and delivered courses on hygiene, religion, morality, household. Under the Community Centre patronage the following developed: Hora tinerilor (The Youth Round-Dance), Foștii luptători (Former Fighters) Association, Asociația Decoraților de războiu (The Association of the War Decorated), Post-Militari (Post-Militaries) Association, Crucea Roșie (Red Cross) Society. Although no solid material basis was available in the beginning, as the community was quite poor, the means that were employed allowed the development of love and respect for the historic past, keeping authenticity and the perpetuation of traditions.
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Garito, Maria Amata. "The Internationalization of the XXI Century Universities: Uninettuno Model." EDEN Conference Proceedings, no. 1 (June 16, 2019): 418–27. http://dx.doi.org/10.38069/edenconf-2019-ac-0046.

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Universities were born as supranational institutions. Earlier, the first cultural centres, named universities by the scholars of the Arab World, such as the al-Qarawiyyin University, or the al-Karaouine University, based in Fes, Morocco, founded in 859 by a woman, Fatima Al-Fihriya, and followed, in a chronological order, by the al-Azhar University, Cairo, Egypt, founded in 975, played an important role in the cultural relationships between the Islamic World and Europe. The texts of the ancient Greeks, from Aristotle to Hippocrates, from Galenus to Euclydes up to Ptolemy, were translated in Arabic, and studied and commented by the Arabic intellectuals. At the beginning of the Middle Ages, Europe received from Arab culture more than it would be able to give. From the 12th century on, the path was traversed backwards. Latin intellectuals moved to Barcelona, Toledo, Sevilla, and in Sicily, where they found the aforementioned texts and translated them into Latin, allowing Arab culture ideas and knowledge, elaborated on the basis of Greco-Roman civilization ideas, to penetrate the European intellectual circuit. Along with those texts, there came also the works by the Arab commentators to Aristotle, like Avicenna, which were commented and studied at the new-born Universities. In Europe, universities were born as corporations of teachers and students (Prodi, 2013); the first one in 1088 was the University of Bologna and soon after, there were the Sorbonne University in Paris, the University of Salamanca in Spain and the Oxford University in England.
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RENAU RENAU, MARÍA LUISA, and BEATRIZ PÉREZ GARRALÓN. "INTEGRATING ICT IN A DIDACTIC UNIT: LIGHTS, CAMERA, ACTION!" International Journal for 21st Century Education 3, Special (2016): 7. http://dx.doi.org/10.21071/ij21ce.v3ispecial.5705.

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In Spain, the educational system is focused on traditional teacher-centred methods. Nevertheless, this traditional approach does not engage students anymore. Prensky (2001) claims that students have changed and our educational system was not designed to teach today's students. Today's students are digital natives, they were born into the digital world and they have spent their entire lives using technology. Therefore, taking this into account is paramount to capture the students’ interest in class. This work has been designed to integrate the use of ICT in a Spanish high school where traditional approach is the predominant methodology amongst teachers. The didactic unit designed and described in this paper has been implemented in a third year of Compulsory Secondary Education with the objective of combining a traditional approach with a task-based approach. This didactic unit includes the use of ICT in a wide variety of activities in order to deal with diversity awareness and to cope with the different learning styles students may have. Results indicate that the use of ICT is highly motivating for the students, that students perform better on the tasks which imply the use of computers opposed to the use of traditional materials and that they are willing to work in collaborative groups.
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Ametov, Alexandr Sergeevich, Elena Valerievna Doskina, Irina Ivanovna Kochergina, Olga Mikhailovna Smirnova, and Ekaterina Evgenyevna Mishina. "To the 110 anniversary since the birth of professor E.A.Vasyukova." Diabetes mellitus 18, no. 3 (2015): 106–9. http://dx.doi.org/10.14341/dm20153106-109.

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110 years ago was born famous scientist, talented teacher and doctor, organizer of public health, honoured worker of science of RSFSR, doctor of medicine, professor Ekaterina Alekseevna Vasyukova. Ekaterina Alekseevna had long and difficult career path - from research assistant to the director of the All-Russian Institute of Experimental Endocrinology(now Endocrinology Research Centre), was head of it for 10 years, a long time was head of the Department of Endocrinology at the Central Institute of Advanced Medical Ministry of Health (now the Academy of Postgraduate Education). She had more than 200 publications, including 14 monographs, collections and algorithms in endocrinology. Under her leadershipthere were defended 16 doctoral and 63 master's theses. The main areas of her research were the methods of diagnostics and treatment of diabetes, Cushing's disease, thyroid diseases, abnormalities of reproductive growth. In 1971 she had identified the current trends in the nativeclinical endocrinology, which were the relationship between the central nervous system and the endocrine glands; immunopathology in endocrinology; study of the prevalence and prevention of diabetes. EkaterinaAlekseevnawassensitive person, a great clinician, a professional teacher. She had great authority and respect among the medical community of our country and abroad.
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Jack, David, and Stuart Hampshire. "Kenneth Henderson Jack. 12 October 1918—28 January 2013." Biographical Memoirs of Fellows of the Royal Society 69 (September 16, 2020): 247–72. http://dx.doi.org/10.1098/rsbm.2020.0026.

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For all but 5 of his 94 years Kenneth Henderson Jack lived, studied, and worked within 10 miles of where he was born, in the North-East of England. Educated in chemistry, he became an X-ray crystallographer. He applied his knowledge of chemistry and his skills in crystallography to the three main areas of materials science: metals, glasses and ceramics. In the 1940s and 1950s he carried out classic studies of the interstitial alloys of the iron–carbon–nitrogen system; between 1957 and 1964, when he worked in industry, he made seminal contributions to glass technology; from 1964 onwards he pioneered a whole new field of oxy-nitride ceramics and glasses, the sialons, and by doing so put his beloved North-East firmly on the international map as a centre of excellence in ceramic science. Ken Jack was fond of saying that, had it not been for World War II, which interrupted his teacher training and took him into university research, he would probably have remained a school teacher and been happy to do so. But, in fact, he did remain a teacher. He was an inspiring lecturer and the researchers who learned their trade by his example went on to lead academic and industrial research groups around the world.
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Dissertations / Theses on the topic "Teachers born in the centre"

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Badenhorst, John Henry. "The role of the teachers' centre in the professional development and in-service training of teachers with specific reference to the East London Teachers' Centre." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003639.

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Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any Inset for teachers would be the teachers' needs for such activity. Following on a general statement of teachers needs for Inset the role of the Teachers' Centre in meeting these needs will be examined. Teachers' Centres have specific advantages in meeting certain areas of need for Inset by teachers. A knowledge of the professional activities of teachers activity and methods of establishing the needs for Inset of teachers should promote the effective provision of these programmes. The teacher as an adult learner is important to effective Teachers' Centre operation and the nature of adult learning and variables which affect it will determine the Teachers' Centre reaction in providing Inset. Subject study group activity is very important in Teachers' Centres in the Cape Province and the principles involved in their operation together with practical considerations regarding their operation are important in the provision of Inset. The practical application of theory is illustrated by examples from the East London Teachers' Centre with an emphasis on organisation and the creation of a climate within the Centre for the existence of study groups. The presentation methods used in these study group activities are important and will vary according to the needs of the study group. The selection of methods together with the organisation of presentations and practical methods used in presentation will have an important effect on how they operate. Teachers' Centres have a role to play in promoting change and innovation in schools. The theories of promoting innovation and the roles of the change agent are important. Practical examples from the East London Teachers' Centre are provided. This research, thus, provides a theoretical study of the role of Teachers' Centres in meeting some of the inset needs of teachers as well as practical examples of such activities.
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Abu, Hassoun Laila Ali. "Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers’ Perspectives of Effective Teaching and Teacher Needs." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430326146.

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Hardin, Christina. "The born versus made debate an examination of community college instructors' beliefs and teaching practices." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4915.

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Research on the development of K-12 teachers' beliefs about and approaches to teaching and learning suggests that exposure to professional development programs can lead to the use of conceptual change strategies that engage students as active participants in the learning process rather than on teacher-centered strategies focused on information transfer. However, within the existing literature on the development of teacher beliefs and approaches to teaching and learning there exists a void of information pertaining to the development of community college instructors' beliefs and approaches. The purpose of this study was to investigate the relationship between pre-tenure community college instructors' beliefs about teaching and learning, their approaches to the learning process, and the training they receive via a professional development program specifically established to provide training in teaching methods, pedagogy, curriculum, and/ or instruction. Forty community college instructors going through an established three-year tenure process completed a revised version of the Approaches to Teaching Inventory (ATI-R) created by Trigwell and Prosser (1998). Data analysis revealed that there was no difference in the scores of instructors who had participated in the professional development program on teaching and learning and those instructors who had no exposure to courses that focused on teaching and learning. Further, findings suggest that instructors' participation in the courses is not related to their beliefs or teaching approaches. The findings of this study warrant a closer examination of programs designed to provide higher education instructors with training in pedagogy and instruction. Additionally, the findings present an opportunity for professional development programs to improve current practice.<br>ID: 029809788; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 107-116).<br>Ed.D.<br>Doctorate<br>Education
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Rusu, Simona. "A qualitative inquiry of six Romanian-born ESL Teachers' perceptions of identity and immigration experiences." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117118.

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In this qualitative inquiry I focus on the perceptions of identity and immigration experiences of six Romanian-Canadians who were educated to teach English as a Foreign Language in their country of origin. My goal is to explore the career choices these teachers make when they immigrate to Canada, and what difficulties, if any, they perceive they encountered in their new professional environment. I also explore their identity construction processes considering they currently work in a world where their coworkers are native speakers of the language. I draw on the works of Hall, Holland, Bhabha, Bakhtin and Vygotsky relating to the continuous, dialogic process of identities shaping. I engaged in dialogues with each participant teacher, which I subsequently transcribed and interpreted. The six teachers raise issues related to teacher certification, the importance of Canadian credentials for foreign educated ESL teachers and bureaucracy. Their perceptions suggest implications for other non-native ESL teachers, policy makers, teacher education, second language research and teaching, and for further research directions.<br>Dans la présente étude qualitative, j'examine les perceptions identitaires et les expériences d'immigration de six Roumains-Canadiens qui ont appris à enseigner le programme d'anglais langue étrangère dans leur pays d'origine. Mon objectif est d'analyser les choix de carrières de ces enseignants lorsqu'ils immigrent au Canada et d'analyser les difficultés qu'ils perçoivent avoir rencontrées dans leur nouvel environnement professionnel. J'examine aussi le développement de leur identité compte tenu du fait qu'ils côtoient, dans leur nouvel environnement de travail, des collègues locuteurs natifs de l'anglais. Je m'appuie sur les écrits de Hall, Holland, Bhabha, Bakhtin et Vygotsky relativement au procédé dialogique continu de la formation de l'identité. J'ai pris part à des discussions avec chaque participant enseignant puis j'ai transcrit et interprété ces dialogues. Les six enseignants ont soulevé des problèmes concernant : la certification des enseignants, l'importance accordée à la détention de qualifications canadiennes pour les enseignants d'anglais langue seconde provenant de l'étranger, et la bureaucratie. Leurs perceptions laissent suggérer des implications pour d'autres enseignants de ALS non locuteurs natifs de l'anglais, pour les décideurs politiques, pour la formation des enseignants, pour la recherche et l'enseignement des langues secondes et pour d'autres avenues de recherches futures.
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Madhavan, Susan M. "The job satisfaction level of Chinese- and Indian-born engineering faculty at a research I university." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1913.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains viii, 225 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 213-216).
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Wei, Na. "Do we belong here? an exploration of foreign-born faculty's organizational attachment at a U.S. research university /." Diss., Connect to online resource - MSU authorized users, 2007.

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Thesis (Ph. D.)--Michigan State University. Dept. of Educational Administration, 2007.<br>Title from PDF t.p. (viewed on Apr. 16, 2009) Includes bibliographical references (p. 111-126). Also issued in print.
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Schartner, Diane A. "An investigation of teachers' motivations and perceptions in attending a residential environmental education centre." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/MQ51467.pdf.

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CUNHA, LIVIA KLEIN MARQUES DA. "MEDIA CONCEPTS AND PRACTICES USED BY READING CENTRE ROOM TEACHERS OF RIO DE JANEIRO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9027@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Este estudo procura mapear e analisar concepções e práticas mídia-educativas de professores de Sala de Leitura Pólo da rede municipal do Rio de Janeiro. Tendo optado por uma metodologia de base qualitativa, foram realizadas entrevistas com professores de Sala de Leitura, análises de documentos oficiais da SME e observações de campo. Para contextualizar as Salas de Leitura, foram analisados documentos oficiais que regulamentaram sua implementação e orientam sua organização e funcionamento. Verificou-se que, de espaços privilegiados de práticas leitoras de textos literários, estas salas foram sendo transformadas em espaços multimidiáticos, onde o uso das tecnologias da informação e da comunicação passou a ter grande importância. Através de entrevistas com professores de Sala de Leitura Pólo e de observações de suas práticas, procurou-se compreender melhor como estes profissionais entendem o uso dos diferentes tipos de mídias relacionado com a educação, tendo como referência a concepção de mídia- educação defendida por David Buckingham. Buscou-se, também, analisar como tem sido feita a formação dos professores para este tipo de trabalho. Foi possível perceber que, apesar do discurso de boa parte dos entrevistados ter incorporado conceitos e teorias formulados por teóricos do campo, ainda há um longo caminho a percorrer para que a escola como um todo incorpore a mídia-educação enquanto processo de ampliação da capacidade de crítica e da criatividade dos estudantes e desenvolva práticas afinadas com estes objetivos, num contexto de mudanças significativas na formação dos professores.<br>This study aims to map and analyze concepts and practices in media-education used by teachers of the Reading Centre Rooms of the Rio de Janeiro municipal network. Using a qualitative basis of research, this study was made by some interviews with the reading room teachers, official document analyses, and practical observations. In order to contextualize the Reading Rooms, official documents that regularize their implementation and that guide their organization and functionality were analyzed. It was verified that, from privileged spaces for the reading practices of literary texts, these rooms had been transformed in multimedia spaces, where the use of information and communication technology had achieved great importance. Through interviewing teachers of some Reading Centre Rooms and observing their practices, this study tried to understand better how these professionals understand the use of different types of media related to the educational process, using the media-education proposal defended by David Buckingham as an important statement. Besides this, it had sought to analyze how they have been trained for this type of work. It can be perceived that, although the replies of a large number of those interviewed already have some concepts and elements which are being discussed by researchers of this subject field, there is still a long way for schools to go on incorporating media-education as a process capable to improve the students criticism and creativity and to develop practices related to these objectives, in a significant context of changes in the teachers training.
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Irianto, Bambang. "An investigation of current problems facing the Science Teachers' Development and Training Centre in Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13035.

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The Science Teachers' Development and Training Centre or STDTC (Pusat Pengembangan dan Penataran Guru Ilmu Pengetahuan Alam or PPPG IPA) is an official in-service science teacher training, which is in Bandung, West Java, Indonesia. Between 1978 and 1997, an in-service science-teacher training project, which is known as the PKG IPA Project, was developed by the Directorate of General Secondary Education. The successful PKG IPA project implemented its own in-service science teacher training system within its own training network across Indonesia, without the involvement of the PPPG IPA as the existing official teacher-training agent. The existence of the project was discontinued when the World Bank loan ended. Unfortunately, the expensive infrastructures developed by the PKG IPA project could no longer be utilized because the PKG IPA project was excluded from the official structure of organization of the Ministry of Education and Culture (MOEC) which is now known as Ministry of National education (MNE). In addition, the ignorance of the staff of the PPPG IPA about the PKG IPA project is one indicator why that the PPPG IPA is facing some problems, which affect the implementation of its duties and functions.Based on this indicator, this study was implemented with two objectives, namely, to investigate and analyze current problems facing the PPPG IPA, and to make recommendations for formulating appropriate policies and strategies in order to rationalize the future roles of the PPPG IPA. The study involved seven research questions, which were grouped into three concerns, namely, the quality of the environment, a needs analysis, and analysis of the Directorate's policies. The seven research questions required different instruments to collect the data. Existing instruments, SLEQ (School Level Environment Questionnaire) and SLEI (Science Laboratory Environment Inventory), ++<br>were translated into Indonesian. The researcher developed other instruments. The study involved both qualitative and quantitative research methods and types of data, included various sampling strategy classifications, such as purposeful sampling and opportunistic sampling. The data collecting strategy involved surveys, observations, interviews, and mining documents.The study concluded that the PPPG IPA is facing some current problems related to the aspects of working environment, science laboratory environment, human resources, facilities, policies, and in-service training networking. The study recommended that the Ministry of National Education (MNE) formulate appropriate policies and strategies in order to rationalize the roles of the PPPG IPA in order to strengthen the implementation, and improve the quality, effectiveness, and efficiency of the in-service training programs. A new ministerial regulation also is recommended to be released to replace the previous relevant regulations in order to accommodate the above concerns.
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Welch, Victoria Carolyn. "Experiences of Sure Start Children's Centre Teachers : emerging roles and identities in a collaborative setting." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/34023/.

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Sure Start Children’s Centres deliver a wide range of services to families with young children. For over a decade an important aspect of Sure Start has been collaborative work involving diverse practitioners, professionals, agencies and organisations. The role of Children’s Centre Teacher (CCT) was established in 2005 with the aim of improving children’s social and cognitive development. This qualitative study examines the experiences of individual CCTs, paying attention to their descriptions of role, their professional identities and how they experience and understand collaborative working. The study uses two methods to collect data, iterative email interviews and personal interviews conducted on a one-to-one basis or in small groups. A total of 15 informants provided data through emails, interviews or both. In terms of role, the study finds that respondents report considerable differences between the centre-based role and that of a classroom teacher. Uncertainty, variability and change pervade their accounts. Despite this it is possible to identify key characteristics of the nature of CCT activity through CCTs’ comparisons of their new role and their previous work. In terms of identity, CCTs clearly position themselves as professionals and place themselves as senior members of the Children’s Centre team. However, identifying the CCT role as a unique profession, teaching specialism or discrete occupation is found to be problematic for a number of reasons. Informants endorse collaborative working, which they describe as part aspiration and part achievement, reporting a mixture of successes and barriers. Children’s Centre Teachers invoke two modes to describe the collaborative work they undertake, the first appears close to traditional models of interprofessional working, the second, which describes the majority of the work they undertake, casts CCTs as advisors and consultants to staff members they see as subordinate. The study also comments on how email interviews might be used in future research.
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Books on the topic "Teachers born in the centre"

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Mushi, P. S. D. Teachers' resource centre: Theory and practice. Dar es Salaam University Press, 2003.

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1941-, Fine Billye Joyce, ed. Teachers are made, not born: Growing successful teachers in your church. Standard Pub., 1990.

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Group, Southern Examining. Mathematics (with centre-based assessment): Teachers' guide. the Group, 1986.

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Ainsworth, Susanna. St. Albans Cathedral Education Centre: A guide for teachers. St Albans Cathedral Education Centre., 1993.

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A, Gordon. The Maths Centre for Primary Teachers: Its impact on Soweto teachers and their pupils. Human Sciences Research Council, 1989.

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Born in Vienna: Versuch einer Annäherung. Drava, 2006.

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African-born women faculty in the United States: Lives in contradiction. Edwin Mellen Press, 2008.

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Polly Petrie (1908-1997): Born under the wrong star? Norma Allan, 2010.

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Borjas, George J. Foreign-born teaching assistants and the academic performance of undergraduates. National Bureau of Economic Research, 2000.

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Pollock, Robert John Ivan. The development and role of the Queen's University of Belfast Teachers' Centre. the Author), 1985.

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Book chapters on the topic "Teachers born in the centre"

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Robinson, Wendy. "The Teachers’ Centre 1960–1990." In A Learning Profession? SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-572-4_5.

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Packevicz, Michael Joseph. "Conceptions of Language Teaching of Chinese-born Language Teachers." In Chinese Educational Migration and Student-Teacher Mobilities. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137492913_10.

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Boyd, Sally. "Foreign-born Teachers in the Multilingual Classroom in Sweden: The Role of Attitudes to Foreign Accent." In Multilingual Classroom Ecologies, edited by Angela Creese and Peter Martin. Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596964-009.

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Conteh, Jean. "From the Margins to the Centre: Multilingual Teachers in a Monolingual System: Professional Identities, Skills and Knowledge." In The Multilingual Edge of Education. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54856-6_10.

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Passig, David. "A knowledge based model of a networked teachers’ training centre for in-service training with information and communication technology." In Information Technology. Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_16.

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Chitez, Mădălina, Roxana Rogobete, and Alexandru Foitoş. "Digital Humanities as an Incentive for Digitalisation Strategies in Eastern European HEIs: A Case Study of Romania." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_34.

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Abstract The modern university has the potential to turn into a nexus of digital embracement and innovation, thus responding to both strategic planning for higher education and societal demands. Priorities in digitalisation strategies (White Paper ‘Bologna Digital 2020’, Rampelt et al. 2019) for higher education institutions (HEIs) are actively promoted, and their implementation is in progress throughout Europe. However, the embedding of the digitalisation reform at the institutional level is considerably uneven from one country to another, with Eastern European HEIs lagging behind (Conrads et al. 2017). The aim of this position paper is to present and discuss the case of digital humanities (DH) as an incentive for digitalisation strategies at Eastern European universities. We briefly contextualize the configuration of DH initiatives in the region by using the results of the Digital Humanities Survey and propose the case study of Romania, where we investigate the implementation status of such initiatives. We further exemplify the process of developing a DH centre and evaluate the institutional impact of the recently created research centre CODHUS, from the West University of Timişoara, Romania, the second DH centre in the country. The strength of the new centre relies on its capacity to converge cross-disciplinary expertise with digital technologies. The centre intends to develop computational solutions and digital tools for research, course development and assessment. CODHUS is also a digital-competence training centre for teachers and students, with the purpose of bridging the gap between teaching strategies and goals, on one hand, and students’ digital experiences and expectations from HEI, on the other. The study offers a multiple-lens perspective on the integration of digital-intensive research initiatives, such as DH, into the Bologna process. We argue that DH centres can support further HE developments which contribute to building “new learning ecologies” (Galvis 2018) and creating an “education area with digital solutions” (Rampelt 2019).
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Clendinning, Elizabeth A. "From Bali to America: Teachers and Transitions." In American Gamelan and the Ethnomusicological Imagination. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043383.003.0003.

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The chapter examines how the earliest generation of Balinese American teachers (born from the 1940s to the 1960s) were educated and how their experiences eventually brought them to work long-term in North America. Its central case study is Balinese gamelan teacher I Made Lasmawan, whose formal and informal educational experiences are contextualized within broader institutional structures and historical events that brought foreign musician-scholars to teach in American universities. The chapter concludes that musical and pedagogical lineages created by such teachers both reflect and embody systematic developments in the building of transnational musical lineages and performing and academic ecosystems.
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Bryce, Benjamin. "Children, Language, and the Rise of a Pluralist Society." In To Belong in Buenos Aires. Stanford University Press, 2018. http://dx.doi.org/10.11126/stanford/9781503601536.003.0003.

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This chapter argues that immigrant teachers and their pupils broadened the definition of citizenship in Argentina. Those who ran these schools and the parents who sent their children to them clearly believed that pluralism and Argentine belonging could coexist. Parents and teachers wanted children and young adults to grow up with an advanced proficiency in German, alongside Spanish, and with knowledge about both central Europe and Argentina. Through their actions and ideas, the children and adults involved with German-Spanish bilingual schools took an active interest in the future. Although they had various opinions about the educational project of the adults involved, Argentine-born children of German heritage grew up in contact not only with the German language and German culture but also with the Spanish language and Argentine civic education.
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"Teachers, Development and the Centre." In Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action. University of Westminster Press, 2018. http://dx.doi.org/10.16997/book13.k.

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Gill, Susan E., Nanette I. Marcum-Dietrich, and John Fraser. "Developing a Web Application for the Integration of Real-World, Scientific, Problem-Solving into the Secondary Classroom." In Cases on Educational Technology Implementation for Facilitating Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3676-7.ch009.

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In the 21st century, digital natives, born into a world of omnipresent technology, spend much of their lives online. However, many teachers still see the use of educational technologies as a challenge (e.g., Ertmer, 2005; Li, 2007). The authors propose that the familiarity and ubiquity of these media offer a valuable way to engage students in meaningful learning. In the last decade, the National Science Foundation has invested heavily in bringing technology into the K-12 classroom by funding an array of cyberlearning applications to investigate how they can transform student learning. Model My Watershed is one of those experimental platforms that integrates online learning with an understanding of the physical world within an interdisciplinary framework. This case study documents the development of this application from concept through implementation and beyond. It provides insights into the challenges of application design and deployment for those entering the world of cyberlearning design.
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Conference papers on the topic "Teachers born in the centre"

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Sinha, Urbasi, Dipankar Home, Guruprasad Kar, and Archan S. Majumda. "Born Rule(s)." In 75 YEARS OF QUANTUM ENTANGLEMENT: FOUNDATIONS AND INFORMATION THEORETIC APPLICATIONS: S. N. Bose National Centre for Basic Sciences Silver Jubilee Symposium. AIP, 2011. http://dx.doi.org/10.1063/1.3635870.

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Woltmann, Gerrit, Pranab Haldar, Rob Free, Helen Thuraisingam, and Mike Barer. "5 Year Cohort Analysis Of Foreign Born Tb Notifications In UK Centre." In American Thoracic Society 2010 International Conference, May 14-19, 2010 • New Orleans. American Thoracic Society, 2010. http://dx.doi.org/10.1164/ajrccm-conference.2010.181.1_meetingabstracts.a4756.

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Sutorius, K. V. "Novgorod Archbishop School As A Centre Of Education For Teachers (1723–1725)." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.75.

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Li, Changyu. "The Research and Practice of Operating Mechanism for College Teachers Teaching Development Centre." In 6th International Conference on Social Network, Communication and Education (SNCE 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/snce-16.2016.46.

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Evain, Christine, Simon Carolan, and Morgan Magnin. "Preparing for Generation Z: The Hippocampus Experiment at Ecole Centrale de Nantes." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82034.

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Although social researchers who have written about Generation Z have found it difficult to classify the generation precisely, “Gen Z” is generally defined as the younger children of Generation X — in other words, Gen Z starts with today’s teenagers. For the last fifteen years, technoculture theorists have been exploring the consequences of the wide availability of internet connectivity to the first generation of people born to it, who are referred to as “Digital Natives”. Their purpose is to address issues such as shifts in the concept of identity, privacy, content creation, activism, and piracy. Our objective will be to apply the findings of generational experts to highlight possible avenues for pedagogical innovation in our University of science and engineering. We cover a range of questions: What are the online behavioral differences between generation X, Y and Z? What is our experience at ECN in terms of blended teacher and student driven pedagogies? What is the role of Information and Communication Technologies (ICT) in education? What are the expectations and contributions of the “Digital Natives” likely to be? Our purpose will be to define the type pedagogical approach which has the potential to appeal to Gen Z and help them face the challenges of their generation. This paper will be based on the research and testimonies of a wide range of experts: it will include the work of technoculture theorists such as John Palfrey, Urs Gasser and Cathy Davidson as well as our own practical experience at ECN, mainly the Hippocampus project. Our purpose will be to determine how we — researchers and pedagogues — can draw on our present pedagogical experiences to prepare for generation Z1.
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Khound, Geetanjali Sahariah. "370 Cytokine storm in preterm newborns, born to covid 19 positive mothers, their presentations, management and outcomes in a tertiary care centre in Guwahati." In RCPCH Conference Singapore. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/bmjpo-2021-rcpch.203.

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Fernandes, Sandra Raquel Gonçalves, Paula Morais, Diana Mesquita, Marta Abelha, Sara Fernandes, and Ana Sílvia Albuquerque. "The Centre for Excellence in Teaching (CET) at Portucalense University: goals, strategies and expected outcomes." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8257.

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This paper presents part of the change process carried out at the Portucalense University (UPT), Portugal, aimed at promoting student centred teaching and learning. To attain this goal, the Centre for Excellence in Teaching (CET) was created to support academic staff in the achievement of this outcome. The objectives of the CET are to promote pedagogic training sessions for academic staff, to develop pedagogical resources and publications and to create a website for the dissemination of best practices and for the recognition of teaching quality at UPT. The preliminary results of the implementation of the activities developed by the CET reveal a positive participation and involvement of academic staff. Teachers showed interest in developing active learning strategies and openness to change their teaching practices. Some examples of the activities implemented by teachers, in the first semester of 2017/2018, are briefly presemted in this paper.
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Schembri, Antoinette. "Students’ Learning and Satisfaction In An Alternative Learning Centre In Malta." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8145.

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This paper is a small-scale research study done by the author. It seeks to find the perceptions of students attending an alternative learning centre,with an emphasis on vocational education, with regards to their learning. This study is situated on the island of Malta and the five students interviewed currently attend this school, which opened in 2014, and is the only one of its kind on the island. The main results obtained are that, on the whole, the students are happy to attend this school. They drew comparisons between their school life in the previous four years of secondary education in the mainstream college and in the alternative learning centre. They enjoyed the lessons because they were learning the subjects that they wanted to learn, they enjoyed the small class size,and the individual attention. They felt part of a big family and appreciated the fact that the teachers genuinely cared for them. They also mentioned things that should be improved, like more resources for the classrooms and a major renovation of the school building. The conclusion drawn here is that while the students are happy, care must be taken so that the concerns raised are addressed.
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Jonášková, Gabriela, and Ľubica Predanocyová. "POSITIVE INTERPERSONAL RELATIONSHIPS IN TERMS OF DEVELOPING CREATIVITY AND CRITICAL THINKING." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/08.

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The formation of a person's personality in his intellectual and moral improvement, the expansion of his independence, creativity and critical thinking is possible within his participation in the educational process. In the conditions of the Slovak Republic, the subject of civics plays an important role in this process. The aim of the paper is to point out the topicality of the researched problem and to present the given issue as a means of increasing the professional competencies of teachers in the field of development of critical and creative thinking of students. In this article, we pay attention to one of the innovative forms of learning, dialogue. As part of the APVV project Practice in the centre of the subject field didactics, subject field didactics in the centre of preparation for practice we used pedagogical diaries and video recordings from the pedagogical practice of teacher education students in the 1st - 2nd year of master's degree in civics at primary and secondary schools.
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Van Der Putten, Sonja Aicha. "HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end019.

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Education is believed to play an essential role in creating a sense of belonging amongst adolescents from refugee backgrounds. This narrative inquiry study set out to better understand the influence that relationships formed in one Canadian school community played in the development of a sense of belonging amongst female adolescent students from refugee backgrounds. Study participants were from Middle Eastern and East African origin and had been living in Canada for two-years or less. Data were collected over a five-month period through two sets of interviews, and a series of observations. Findings indicated the students from refugee backgrounds sense of belonging in school was strengthened by strong relationships with teachers from whom they perceived a genuine sense of support and care, which resulted in higher academic achievement. The study also conveyed that students felt that their Canadian-born peers largely ignored them in class, which resulted in increased feelings of social isolation and lack of belonging. The female student experience was further influenced by additional familial obligations and responsibilities.
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