Relevant bibliographies by topics / Teachers' references

Contents

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

Academic literature on the topic 'Teachers' references'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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

Select a source type:

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

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

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

Journal articles on the topic "Teachers' references"

1

Shaw, Carla Cooper, and Deborah Dobbin Nederhouser. "Reel Teachers: References for Reflection for Real Teachers." Action in Teacher Education 27, no. 3 (October 2005): 85–94. http://dx.doi.org/10.1080/01626620.2005.10463393.

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

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

Full text
Abstract:
Teachers are educational heroes. Progressive retreat of educational practices in a country is also determined by the role of the teacher. In this context, it is necessary and important to evaluate and discuss further how the portrait of reality (das sollen) and ideality (das sein) concerning teachers of Islamic religious education of early age in Indonesia. Therefore, this study focuses on the teacher's problem between ideality and reality. This study was written using qualitative data that derived from references and literature books, news, journals and opinions in mass media and other relevant sources in this study. This research focuses on the following important questions: Firstly, what and how is the role of early Islamic education teacher in literacy eradication in Indonesia? Second, how are the supporting factors and obstacles to the role of early Islamic education teachers in literacy eradication in Indonesia? Thirdly, what are the solutions and policy recommendations on the role of Islamic education teachers in literacy eradication in Indonesia? Keywords: PAI Teachers, Illiteracy, Ideality and Reality
APA, Harvard, Vancouver, ISO, and other styles
3

Aull, Bethany. "Pre-primary teacher talk: L1 use across different activity references." ELT Journal 75, no. 3 (April 19, 2021): 278–89. http://dx.doi.org/10.1093/elt/ccab013.

Full text
Abstract:
Abstract Whether and how instructor L1 use may enhance foreign language learning has been a topic of considerable discussion. Although numerous studies note the L1’s recurrence in teacher talk, research has tended either to quantify its overall use throughout whole class sessions or to outline specific functions. Consequently, little is known about teachers’ actual L1-versus-L2 distribution across different classroom activities. This article contemplates teacher references relating to two prominent activities: core references (focusing on target content) and logistical references (classroom management and organisation). Via word count, it contrasts L1 use in the core and logistical references of ten non-native EFL instructors of very young learners. The findings indicate significantly higher L1 quantities in logistical than core references, even in the case of comprehensible high-frequency logistical terms such as sit. This disparity raises questions about the role of activity-differential L1 use, and points to the particular value of logistics for focalized teacher-talk analysis and awareness.
APA, Harvard, Vancouver, ISO, and other styles
4

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

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

Sitasari, Novendawati Wahyu, and Yuli Azmi Rozali. "Metode Bermain Peran Sebagai Usaha Meningkatkan Keterampilan Guru Untuk Menangani Bullying Di SDN 11 Duri Kepa Jakarta Barat." EDUCULTURAL: International Journal of Education, Culture and Humanities 1, no. 2 (February 28, 2019): 11–20. http://dx.doi.org/10.33121/educultur.v1i2.31.

Full text
Abstract:
The purpose of this study is to determine the effectiveness of the role playing method as an effort to improve teacher knowledge and skills in managing bullying at SD N 11 Duri Kepa. The population and sample in this study were teachers at SD N 11 Duri Kepa, amounting to 19 teachers. The scale of knowledge and skills in handling bullying is based on references from Olweus (1993) and the Teacher Inventory of Skills and Knowledge (TISK) compiled by Horne, Bartolomucci, & Newman (2004). The research method was quasi-experimental with non-randomized one-group pretest-posttest design, and the analysis test used was t-test. Statistical test results obtained by the significance of (p) = 0.014; (p) <0.05, which means that there is an effect of the role playing method on the teacher's knowledge, and the significance result is (p) = 0.920; (p)> 0.05 there is no effect of the role playing method on teacher skills.
APA, Harvard, Vancouver, ISO, and other styles
6

Ritchie, S. M. "Classroom Discipline: Some Practical Suggestions for Beginning Teachers." Aboriginal Child at School 13, no. 1 (March 1985): 14–17. http://dx.doi.org/10.1017/s0310582200013596.

Full text
Abstract:
My first teaching appointment to Cunnamulla Secondary Department in 1975 was indeed a humbling experience. I am constantly reminded of my frustrations experienced as a beginning teacher as I see inexperienced teachers grapple with similar problems now, at Murgon High School.Against this background, I would like to offer some suggestions for establishing and maintaining classroom discipline. Although these suggestions are specifically directed at beginning teachers in schools with significant proportions of Aboriginal students, they may also be helpful to teachers in other settings, since they are well supported in the literature (see references).
APA, Harvard, Vancouver, ISO, and other styles
7

Cox, Bernard. "Preparing Beginning Teachers The Postgraduate Diploma in Education at The University of Queensland." Aboriginal Child at School 23, no. 2 (June 1995): 28–32. http://dx.doi.org/10.1017/s0310582200006465.

Full text
Abstract:
The Wiltshire Committee's Review of the Queensland School Curriculum produced some surprises. One of these was for teacher educators. The Committee had not originally intended to investigate the preparation of teachers, yet several recommendations were made. The Wiltshire group say that practising teachers made so many adverse references to the quality of their preservice training that comment and recommendation were justified. The committee's recommendations are interesting in that they focus quite heavily on the links that might exist between teacher preparation on campus and teacher preparation in schools.
APA, Harvard, Vancouver, ISO, and other styles
8

Muhtar, Fathurrahman. "Comparative Study of Kuttab Islamic Education System and Madrasah Ibtidayah Education System." SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) 9, no. 1 (June 21, 2021): 1–19. http://dx.doi.org/10.21093/sy.v9i1.3019.

Full text
Abstract:
This article shows the numerous benefits created in the 7th-13th century A.D. by a primary education institution named Kuttab. Kuttab is an educational institution that teaches the Qur'an to be read and memorized, history to be studied, and Arabic verses. This article utilizes an approach to literature research, gathering different references related to Kuttab. The empirical content process then evaluates the relation, and conclusions are drawn from the reference analysis. This paper concludes that with education in Madrasah Ibtidaiyah, Kuttab institutions have a similar curriculum. The excellence of Kuttab focuses more on memorizing the Qur'an so that in the golden age (7-12 years), Kuttab students will remember the entire material of the Qur'an, in addition to teachers who have excelled and skills. Unlike Ibtidaiyah madrasahs, which do not focus students on memorizing the Qur'an, and as teachers in Kuttab, teachers are also far from professionalism. In comparison to the current madrasah Ibtidaiyah curriculum, the learning materials in Kuttab are thin.Keywords : curriculum, kuttab, madrasah, teacher, student.
APA, Harvard, Vancouver, ISO, and other styles
9

Asmarazisa, Deni. "PENGARUH KOMPETENSI, KETERLIBATAN KERJA GURU DAN KOMPENSASI TERHADAP KINERJA GURU SEKOLAH MENENGAH KEJURUAN NEGERI BATAM KEPULAUAN RIAU." JURNAL BENING 6, no. 1 (May 29, 2019): 224. http://dx.doi.org/10.33373/bening.v6i1.1800.

Full text
Abstract:
ABSTRACT Effect of Competence, Work Involvement and Employment Compensation on teachers on teacher performance at Batam State Vocational High School. This study aims to determine the effect of teacher work competency and work involvement and compensation for the performance of Batam State Secondary School Teachers. Sources of data found are primary data obtained directly from the answers from the questionnaire concerned with the research with the above qualifications. Coupled with several references from the researchers themselves. Based on this study, the Competence of Teacher Involvement and Compensation on the Performance of Teachers of Batam State Vocational Middle School Teachers has a significant effect both partially and simultaneously at a 100% confidence level. The value of R Square in this study is 0.644 which means that only 64.4% changes in employee performance levels can be explained by Competency, Teacher Involvement, Teacher Performance and Teacher Compensation at Batam Vocational High School while the rest are influenced by other variables that are not observed. in this research. Keywords: Competence, Employee Engagement, Compensation, and Employee Performance
APA, Harvard, Vancouver, ISO, and other styles
10

Çelebi, Nurhayat, Ömer Aydoğdu, and Münevver Yalçınkaya. "A Qualitative Study: Evaluation of Formation Education by Teacher Candidates, Mentor Teachers and Coordinators: An Example of Karabuk University/Turkey." Journal of Education and Training Studies 6, no. 3a (April 1, 2018): 126. http://dx.doi.org/10.11114/jets.v6i3a.3166.

Full text
Abstract:
The aim of this study was to learn the opinion of the teacher candidates who study pedagogical formation in Karabuk University in 2016-2017 teaching session, as well as mentor teachers and coordinators who lead them during the teaching practices at schools. This research study is mainly based on qualitative techniques. Working group of this study is composed of 155 teacher candidates, 56 mentor teachers and 16 coordinators. Three open-ended questions were given to the teacher candidates, mentors and coordinators for collection of data. The data were evaluated as in the mean of content analysis. According to the findings, teacher candidates expressed that “mentor teachers and coordinators at schools of implementation had a positive and supportive attitude towards them” while some of the candidates were expressing that “mentor teachers are not supportive.” Mentor teachers and coordinators found teacher candidates’ attitudes positive and refined. Mentor teachers and coordinators mentioned negative references about teacher candidates. They said that teacher candidates didn’t use proper teaching methods, techniques and materials when the teacher candidates are teaching, and failed to manage and maintain classroom atmosphere and the intended lesson time. It is considerable that teacher candidates had also mentioned that “they were doing the same mistakes what their coordinators and teachers determined.” As a result, teaching practice schedules should be well arranged in the way of cooperation between the University and the National Ministry of education, which was suggested to the authorities in the Turkish Higher Education Board.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Teachers' references"

1

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

Full text
Abstract:
During the last twenty years, there have been telling changes in how teachers teach and schools are run. One major reason for this has been the growth of Information and Communication Technologies (lCT). A consequence of the growth of these technologies has been a change in the global economy, which has become increasingly interconnected and dictated by profits. Teachers have had to adapt to this new global landscape. The changes required have not been easy. This study sought to find out more about the implication of these changes in teachers professional lives. The key findings point to a change in the work that teachers do as a result of computer technology and increased attention to market related practices in schools. Teachers have also had to explore different approaches to teaching and learning . These changes have thrust teacher's professional identities into the limelight as the profession adapts to the prevailing circumstances.
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
Abstract:
This dissertation is a study of the impact of OBE (Outcomes-based Education) and C2005 (Curriculum 2005) on the professional lives and teaching of a select group of high school teachers. The research was a combination of a case study approach and reflective professional practice. It sought to identify and explain key aspects that had produced such a marked alteration in the position of the teachers within such a short period.
APA, Harvard, Vancouver, ISO, and other styles
3

Sampaio, Marciléia Egidio. "A pedagogia por detrás de múltiplas máscaras [análise dos referenciais de professores universitários e sua relação com o Projeto Pedagógico]." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20198.

Full text
Abstract:
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-11T12:42:44Z No. of bitstreams: 1 Marciléia Egidio Sampaio.pdf: 1862668 bytes, checksum: 5dc52e5d4be11ad2383c84e10b076c38 (MD5)
Made available in DSpace on 2017-07-11T12:42:44Z (GMT). No. of bitstreams: 1 Marciléia Egidio Sampaio.pdf: 1862668 bytes, checksum: 5dc52e5d4be11ad2383c84e10b076c38 (MD5) Previous issue date: 2017-06-30
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The faculty of a Pedagogy course is made up of teachers trained in explicitly educational areas and in several other areas of knowledge. At first, everyone is integrated to form the faculty of a Pedagogy course, represented by a Pedagogical Course Project. Related in the base of the Political Pedagogical Project are Resolution CNE / CP n.1, of May 15, 2006, which established the National Curricular Guidelines for the Graduation Course in Pedagogy, and Resolution n. 2, of July 1, 2015, which prescribed the National Curricular Guidelines for initial training at the higher level. Teachers bring their references - 'masks' from their undergraduate and postgraduate training courses and theoretical references and pedagogical practices stemming from their teaching experiences - into the teaching of the Pedagogy course, creating a variety of masks that form the face of the Pedagogy course. The integration of the teaching knowledge with the pedagogical project of the course requires work of personal adaptations simultaneously as that of a team work. In that scenario, the purpose of this research is to identify in the academic board of a pedagogy course, what their theoretical references and pedagogical practices are and how these references were integrated into the proposals of the Pedagogical Project of the course. Thus, it was intended, at last, to distinguish the intentions of the course of pedagogy, behind the multiple teachers’ masks. The research had two phases: the first, documentary and bibliographical. And, the second, field investigation, by doing a qualitative approach, it was developed in a public institution in the countryside of São Paulo state. It counted with the participation of teachers and managers of Higher Education. The steps of this investigation were: initial survey of the teacher’s profiles who were interviewed (pedagogical training and specific training of several areas of knowledge); and a semi-structured interview with the selected faculty. Among the findings of this study, a mention should be brought up of four references that the university professors said to introduce to the teaching of a pedagogy course, as guides of the training profile: Academic references; Classical references; References of Pedagogical Ideals and Political - Pedagogical references of the Course
O corpo docente de um curso de Pedagogia é constituído por professores formados em áreas explicitamente educacionais e em várias outras áreas do conhecimento. Em princípio, todos se integram para formar o corpo docente de um curso de Pedagogia, representado por um Projeto Pedagógico de Curso. Relacionadas na base do Projeto Político Pedagógico encontram-se a Resolução CNE/CP n.1, de 15 de maio de 2006, que instituiu as Diretrizes Curriculares Nacionais para o Curso de Graduação em Pedagogia, e a Resolução n. 2, de 1º de julho de 2015, que definiu as Diretrizes Curriculares Nacionais para a formação inicial em nível superior. Os professores ao trazerem para a docência do curso de Pedagogia seus referenciais - ‘máscaras’ oriundas de seus cursos de formação na graduação e na pós-graduação e referenciais teóricos e de práticas pedagógicas advindos de suas experiências docentes, criam diversas máscaras que formam a face do curso de Pedagogia. A integração dos saberes docentes com o projeto pedagógico do curso exige trabalho de adaptações pessoais, ao mesmo tempo, que um trabalho de equipe. Neste cenário, o objetivo desta pesquisa foi o de identificar no grupo de docentes de um curso de pedagogia, quais são seus referenciais teóricos e de prática pedagógica e de que forma tais referencias foram integrados nas propostas do Projeto Pedagógico do curso. Assim sendo, intentou-se, por fim, caracterizar a face do curso de pedagogia, por detrás das múltiplas máscaras docentes. A pesquisa comportou duas fases: a primeira documental e bibliográfica. E, a segunda, de campo, sob o enfoque qualitativo, foi desenvolvida em uma instituição pública do interior do estado de São Paulo. Contou-se com a participação de professores e gestores do Ensino Superior. Os passos dessa investigação foram: levantamento inicial do perfil de docentes a serem entrevistados (formação pedagógica e formação específica de diversas áreas do conhecimento); e a realização de entrevista semiestruturada junto ao corpo docente selecionado. Entre os achados deste estudo tiveram destaque a menção de quatro referenciais que os professores universitários disseram trazer para a docência de um curso de pedagogia, como norteadores do perfil de formação: referenciais Formativos; referenciais Clássicos; referenciais de Ideários Pedagógicos e referenciais Político Pedagógicos do Curso
APA, Harvard, Vancouver, ISO, and other styles
4

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

Full text
Abstract:
The focus of this study is the use of communication strategies in teacher talk in ESL/EFL classrooms. Communication strategies consist of adjustments made by speakers to the formulation of their talk in order to facilitate communication, and these are clearly a potentially important aspect of teacher talk. Limiting communication strategies to those adaptations evident in the details of the interaction, the study uses a mixed method design to investigates firstly the type and frequency of communication strategies and their patterns of relationship across teachers grouped in terms of language background and teaching institution; and secondly the type and frequency of strategy use in relation to the focus of talk across the different phases of a standard lesson. The participants were three native speaker and six non-native speaker teachers, across three different ESL/EFL instructional settings. The data consist of a total of twenty seven recordings, made up of three lessons with each teacher. The study reports results from three phases of analysis. The categonsation phase leads to an operational definition of communication strategies which integrates conversational modifications with lexical -compensatory strategies. The quantification phase of the analysis shows that the two types of strategy occur with different frequencies and functions. No important differences were found between NS and NNS teachers. However, significant taskrelated differences were detected. Finally a case study of three teachers revealed a relationship between the focus of talk and the incidence of communication strategies across the phases of the analysed lesson. The implications of these results are firstly that communication strategies are indeed a central element of teacher talk; secondly, that lexical compensatory strategies and meaning negotiation strategies both contribute significantly to the construct; thirdly, that their use is important for both native speaker and non-native speaker teachers; fourthly, that they are used with significantly different frequencies and functions; and finally, that their use is influenced by teaching focus and activity type. It is also likely to be affected by factors such as teaching style. The thesis argues that, on the basis of the findings, further research into the use of communication strategies in teacher talk could make a significant contribution to teacher education.
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
Abstract:
The topic of this thesis arose out of a desire to meet the need for a practical means of supplementing the preparation of Higher Diploma of Education (H.D.E.) students for their future role as first-year teachers. It was established that this need was not adequately filled by conventional university teacher-training methods. The literature about computerised simulation of role-playing and teaching activities was investigated and the investigation indicated that such simulations had been relatively successful. A published American computer simulation, TENURE, in which the student plays the role of a first-year teacher, was selected for modification to meet the needs of South African students. This program is implemented in the TUTOR computer language and runs on the Control Data South Africa PLATO system. In order to determine the needs of South African students, two groups of Rhodes University students worked through the simulation as it was being modified. The modifications were adapted according to the students' responses to a questionnaire. The simulation has been tested by 72 H.D.E. students and several educationists and the response has been positive
APA, Harvard, Vancouver, ISO, and other styles
6

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

Full text
Abstract:

The aim of this paper was to identify the sources of stress for teachers involved with inclusive education as well as whether there is a statistically significant difference in stress experienced by teachers based on their biographical details. In this research the focus was on intellectual disability.

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

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

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

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

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

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

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

Silva, Katia Alexandra de Godoi e. "Avaliação de material didático digital na formação continuada de professores do ensino fundamental: uma pesquisa baseada em design." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9742.

Full text
Abstract:
Made available in DSpace on 2016-04-27T14:31:12Z (GMT). No. of bitstreams: 1 Katia Alexandra de Godoi e Silva.pdf: 7821134 bytes, checksum: e42b30778ef140e7689bcbde703d6804 (MD5) Previous issue date: 2013-09-10
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research analyzes pedagogical interventions in continuing education, in order to promote the choice and evaluation of digital learning materials, aiming to understand the elementary school teachers processes of reflection. The theoretical framework that guides this study comes from the texture of the digital learning material concepts, tools for choosing and assessing these materials, and references that guide the teacher to use ICDT and raise the matter of evaluation of materials in digital format, as well as approaches to teacher training for the use of ICDT in Education. The methodology is focused on four steps of Design-based Research. The first one is about the educational problem. The second lies in the choice of pedagogical artifact. The third is about the interventions in educational context. Finally, the fourth step provides guidelines for building design principles. In order to support the third step, the context and design of educational interventions are described, since it is not possible to understand the pedagogical design alone without taking the context in which it operates into account. The organization and identification of intervention categories was conducted with the aid of webQDA software, and the relational analysis of these interventions in educational context has been performed by using CHIC software, indicating that, in general, teachers participating in the research developed an autonomously reflexive critical posture in the context of choice, use and evaluation of digital learning materials in their teaching
Esta pesquisa analisa as intervenções pedagógicas na formação continuada para favorecer a escolha e a avaliação de materiais didáticos digitais, visando compreender os processos de reflexão dos professores do ensino fundamental. A fundamentação teórica que pauta este estudo provém da tessitura dos conceitos sobre materiais didáticos digitais, dos instrumentos para escolha e avaliação desses materiais e dos referenciais que orientam o professor para a utilização das TDIC e suscitam a questão da avaliação dos materiais no formato digital, assim como as abordagens de formação de professores para a utilização das TDIC na Educação. A metodologia está centrada nas quatro etapas da Pesquisa baseada em Design. A primeira recai sobre o problema educativo. A segunda reside na escolha do artefato pedagógico. A terceira constitui as intervenções em contexto pedagógico. Já a quarta etapa apresenta orientações para a construção de princípios de design. Para dar suporte à terceira etapa, o contexto e o design das intervenções pedagógicas são descritos, já que não é possível compreender apenas o design pedagógico sem levar em conta o contexto em que se insere. A organização e identificação das categorias das intervenções foi realizada com o auxílio do software webQDA, e a análise relacional dessas intervenções em contexto pedagógico foi concretizada por meio do software CHIC, indicando que, de modo geral, os professores participantes da pesquisa desenvolveram uma postura autônoma, crítica e reflexiva no contexto de escolha, utilização e avaliação dos materiais didáticos digitais em suas práticas pedagógicas
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Teachers' references"

1

University of Leeds. Centre for Studies in Science and Mathematics Education. References of use to teachers of mathematics. Leeds: Centre for Studies in Science & Mathematics Education, 1986.

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

The ClarisWorks reference for teachers. Foster City, CA: IDG Books Worldwide, 1996.

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

The ClarisWorks reference for teachers. 2nd ed. Foster City, CA: IDG Books Worldwide, 1997.

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

Thompson, Jo Anne. A teacher's Alaska reference. Palo Alto, CA: J. Thompson, 1993.

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

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

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

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

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

Substitute teacher's reference manual. 2nd ed. Palm Springs, Calif: ETC Publications, 1998.

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

13 proven ways to get your message across: The essential reference for teachers, trainers, presenters, and speakers. Thousand Oaks, Calif: Corwin Press, 1997.

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

Mandel', Boris. Psychology of addictions (addictologie). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1071408.

Full text
Abstract:
The manual is a unique course, including the work program. It is created on the basis of the developed programs in psychology in accordance with Federal state educational standards of higher education of the last generation. Contains 18 chapters, a detailed indicative work program of the discipline and based on modern information on psychology, psychiatry and addiktology. Each Chapter concludes with a list of key words for memorization and repetition, as well as questions and tasks. In addition, the manual contains a significant number of references and explanations that contain information about the referenced authors and the interpretation of terms and a list of additional literature, a sample of workshop topics, a list of questions for self-study for exams and credits. For students and teachers of higher educational institutions that train teachers, psychologists, medical professionals, and those interested in addictologia as an integral part of the General psychology and psychiatry.
APA, Harvard, Vancouver, ISO, and other styles
10

Parks, Michael E. The art teacher's desktop reference. Englewood Cliffs, N.J: Prentice Hall, 1994.

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

Book chapters on the topic "Teachers' references"

1

Van Blerkom, Malcolm L. "Frames of Reference." In Measurement and Statistics for Teachers, 15–26. Second Edition. | New York : Routledge, 2017. | Previous edition: 2009.: Routledge, 2017. http://dx.doi.org/10.4324/9781315464770-3.

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

Dias, Sofia B., José A. Diniz, and Leontios J. Hadjileontiadis. "Rethinking Blended Instruction: Academic Community and Teachers’ Profiles." In Intelligent Systems Reference Library, 117–32. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02078-5_8.

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

Eldar, Osnat, and Shirley Miedijensky. "Designing a Metacognitive Approach to the Professional Development of Experienced Science Teachers." In Intelligent Systems Reference Library, 299–319. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11062-2_12.

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

Hakamata, Ryoto. "Building Reference Paradidactic Praxeological Model for Investigating Teachers’ Reflection." In Trends in Mathematics, 29–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76413-5_4.

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

"References." In Migrant Teachers, 173–78. Harvard University Press, 2014. http://dx.doi.org/10.4159/harvard.9780674726345.c14.

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

"References." In Reformers, Teachers, Writers, 157–66. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607328810.c013.

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

"References." In Schooling Multicultural Teachers, 185–211. Emerald Publishing Limited, 2019. http://dx.doi.org/10.1108/978-1-78769-717-120191022.

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

"References." In Becoming Confident Teachers, 205–20. Elsevier, 2011. http://dx.doi.org/10.1016/b978-1-84334-629-6.50013-3.

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

"References." In Case Learning for Teachers, 219–24. Cambridge University Press, 2020. http://dx.doi.org/10.1017/9781108784429.012.

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

"References." In Public Education, Neoliberalism, and Teachers, 273–92. University of Toronto Press, 2020. http://dx.doi.org/10.3138/9781487534509-011.

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

Conference papers on the topic "Teachers' references"

1

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

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

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

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

Nolan, Collette, and Bill O'Flynn. "From space to place; Non-hierarchical collaborative strategies of teaching and learning in the Crawford College of Art and Design." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.38.

Full text
Abstract:
What does Learning look like? What are the embodied roots of the thinking process? We have posed these questions in the process of developing our research, workshops and curricula. How do we understand, engage with and investigate the everyday teaching and learning environment? Art practice is a complex process, and successful induction into the forms of teaching and learning practiced in the studio is critical to a student’s progress through art college. For contemporary artist/researchers working at the interface of art and pedagogy, education continues to be a central concern in their research. Contemporary artists such as Annette Krauss and her long-term project Hidden Curriculum (2008), art theorists such as Claire Bishop, Artificial Hells (2012), Richard Hickman (ed.), Research in Art & Design Education: Issues and Exemplars (2008), Graeme Sullivan, in his book Art Practice as Research (2005), all use and discuss arts-based approaches in educational research, and are important references to the contextual framework of this project. In a series of action research projects, conducted over the last five years with student volunteers in the Crawford College of Art and Design, we have explored phenomenological, collaborative approaches to teaching and learning, space and place, that encourage students to be active agents in their education and co-creators of their own learning environment. Our overall project aims to create an artistic, collaborative, non- hierarchical framework that encourages students and teachers to actively question and investigate the teaching and learning situation and relationships.
APA, Harvard, Vancouver, ISO, and other styles
4

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

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

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

Full text
Abstract:
In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
APA, Harvard, Vancouver, ISO, and other styles
6

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

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

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

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

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

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

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

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

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

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

Reports on the topic "Teachers' references"

1

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

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

To the bibliography