Relevant bibliographies by topics / Teachers' thinking and practices / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Teachers' thinking and practices.

Dissertations / Theses on the topic 'Teachers' thinking and practices'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Teachers' thinking and practices.'

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.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Torvinen, Liisa Tuulikki. "The concept of orientation in teachers' thinking and practices in business education." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10019088/.

Full text
Abstract:
Orientation is a major, but still developing, concept in the account of learning in an activity-theoretical framework. In this thesis orientation will be conceptualised as forming a basic idea of an object (phenomenon, activity, action, performance) to be learnt, and an idea of how to proceed towards the object. The research project of this thesis stems from activity-theoretical developments that have taken place at the Teacher Education Institute of the Finnish Business College (FBC) in Helsinki. The study will analyse nine cases of business college and polytechnic teachers to explore how the
APA, Harvard, Vancouver, ISO, and other styles
2

Fairfield, Sarah Mae. "Creative thinking in elementary general music: a survey of teachers' perceptions and practices." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/798.

Full text
Abstract:
While creative thinking is often conceptually associated with performing and visual arts, research has suggested that music education often focuses more so on convergent skills, such as singing or music literacy, than on divergent skills, such as composing and improvising. The primary purpose of this study was to examine elementary general music teachers' (EGMTs) perceptions of creative thinking and its value as part of the elementary general music curriculum. The secondary purpose was to determine how, and to what extent, EGMTs designed and facilitated creative thinking activities for their s
APA, Harvard, Vancouver, ISO, and other styles
3

Laverick, Vincent T. "Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?" University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098.

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

Andin, Christina. "Teacher educators' conceptions of thinking skills and practices for modelling thinking skills teaching." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599917.

Full text
Abstract:
Instructional reform requires learning by those who implement it. Learning involves a process of reconstructing knowledge and beliefs entailed by complex behavioral change. A cognitive perspective of policy implementation underscores that behavioural changes have a fundamental cognitive component. By assuming that policy implementation as a relatively straightforward process of transmitting behavioural rules drawn up by policy-makers to those responsible for implementing the rules, a top-down policy implementation tends to undermine the learning needs of those who are implementing instructiona
APA, Harvard, Vancouver, ISO, and other styles
5

Naxweka, Johanna Ndamononghenda. "Selected Namibian secondary school geography teachers’ pedagogical thinking and practices: the case of mapwork." Thesis, Rhodes University, 2019. http://hdl.handle.net/10962/76969.

Full text
Abstract:
Learner performance in mapwork in secondary school geography in Namibia has been consistently poor. Examiners’ reports provide detailed feedback on the difficulties learners demonstrate with little, if any, attention paid to teachers’ perceptions, experiences and pedagogical practices of mapwork. This qualitative study generated insights to understand selected geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty geography teachers in fifteen secondary schools in the Ohangwena Circuit in the Ohangwena Region of
APA, Harvard, Vancouver, ISO, and other styles
6

Kanik, Figen. "An Assessment Of Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612523/index.pdf.

Full text
Abstract:
This study aimed to explore teachers&rsquo<br>conceptions of critical thinking and practices for critical thinking development in Turkish, social studies, science and technology and mathematics courses at seventh grade level. The study was conducted with a phenomenological approach in which 70 teachers from 14 elementary schools in Ankara participated. Data were collected through in-depth interviews with teachers. The findings of the study revealed that there were cognitive skills, dispositions and criteria that teachers perceived to relate to critical thinking. The results also shed light on
APA, Harvard, Vancouver, ISO, and other styles
7

Van, Bodegraven Diane Beth. "Implementing Change: How, Why, and When Teachers Change Their Classroom Practices." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1807.

Full text
Abstract:
Teacher implementation of school reforms varies widely and often results in inconsistent student outcomes. Teachers adopt or resist change for complex reasons that are not fully understood. This qualitative study explored how veteran teachers described their experiences with school reform and changes in classroom practices that occurred over the course of their careers; it also examined factors that teachers identified as having positive and negative influences on their adoptions of change. The conceptual framework was based on Senge's systems theory as applied to learning organizations and Go
APA, Harvard, Vancouver, ISO, and other styles
8

Lee, Boon Hua. "A teacher's mind's eye : a study of the congruity between teachers' metaphors and classroom practice." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286495.

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

Schillinger, Tammy. "Mathematical Instructional Practices and Self-Efficacy of Kindergarten Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2101.

Full text
Abstract:
A local urban school district recently reported that 86% of third graders did not demonstrate proficiency on the Math Standardized Test, which challenges students to solve problems and justify solutions. It is beneficial if these skills are developed prior to third grade. Students may be more academically successful if kindergarten teachers have moderate to high self-efficacy when teaching lessons that focus on justifying solutions. Bandura's self-efficacy theory was incorporated into this study as the conceptual framework lens. Research questions were designed to investigate kindergarten teac
APA, Harvard, Vancouver, ISO, and other styles
10

Sorial, Lilian Albert. "High school English teachers' perceptions and practice of critical thinking." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0001/MQ34231.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Dewhirst, Claire. "Thinking practice : CPD as ethical work." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/19766.

Full text
Abstract:
This study draws upon a methodological approach based on the use of objects to explore the experiences of a group of teachers undertaking a Masters-level Continuing Professional Development programme. Eight Respondents were invited to bring three objects to their interview that represented significant aspects of their practice in relation to the course. These objects afforded an exploration of respondents’ views, experiences and consideration of the impact of the programme on their professional identities. In order to engage analytically with the data the work draws upon notions of spatiality
APA, Harvard, Vancouver, ISO, and other styles
12

West, Mary Elizabeth. "Teacher thinking : preactive planning, interactive, and reflective practices during new curriculum integration /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486546889380699.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Vosburg-Bluem, Bethany Ann. "Civic Sustainability Thinking: The Synergy Between Social Studies and Educating for Sustainability." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354673663.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Isham, Lynne Jane. "Critical thinking in practice : teachers' interpretation and translation into practice of critical thinking in the A level classroom : an ethnographic perspective." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/critical-thinking-in-practice(29a38562-eacc-44c3-a25d-1672febafeac).html.

Full text
Abstract:
Although the Critical Thinking field is replete with theoretical models and conceptualisations of what Critical Thinking is deemed to be, there is a consensus that such theoretical perspectives are yet to transfer pedagogically to the classroom. This thesis addresses the disjuncture between Critical Thinking theories and pedagogical enactment through a practice based exploration of three A level teachers’ interpretation and translation into practice of a trans-disciplinary model of Critical Thinking in one secondary school. Research was conducted from an ethnographic perspective, drawing on th
APA, Harvard, Vancouver, ISO, and other styles
15

Valdez, M. Michele. "Investigation into student teacher reflections on their professional experiences and how those reflections impact classroom practice." Laramie, Wyo. : [University of Wyoming], 2006. http://proquest.umi.com/pqdweb?did=1268609861&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.

Full text
Abstract:
Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider careful
APA, Harvard, Vancouver, ISO, and other styles
17

Lee, Ji Hye. "Mathematics Teacher In-the-moment Noticing: How They Use Scaffolding Practices to Support Student Thinking." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu152418154175417.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Place, Nancy A. "Policy in action : the influence of mandated early reading assessment on teachers' thinking and practice /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7798.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Dumitraşcu, Gabriela Georgeta. "Generalization: Developing Mathematical Practices in Elementary School." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556959.

Full text
Abstract:
The process of generalization in mathematics was identified by mathematics education and educational psychology research, out of many mental actions or operations, as a cognitive function fundamentally required in the thinking process. Moreover, the current changes in education in the United States bring forward the dual goal of mathematics teaching and learning: students should have strong and rigorous mathematical content knowledge and students should be involved in practices that define the status of doing mathematical work. This dual role is totally dependent on the process of generalizati
APA, Harvard, Vancouver, ISO, and other styles
20

Kaweian, Shenita. "Thinking and doing : an investigation of Thai preservice teachers' beliefs and practices regarding communicative language teaching in 'English as a foreign language' context." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12801/.

Full text
Abstract:
This study investigates the English as a foreign language (EFL) Preservice teachers’ beliefs and practice; and their relationship; and examines the extent to which teacher education plays a role in promoting innovative teaching of Communicative Language Teaching (CLT). It focuses particularly on the context of the school-based teaching practicum in basic education level in southern Thailand. A sequential mixed approach employing quantitative and qualitative research methods was used for data collection in two stages. Stage One is based on self-survey questionnaire data from 166 Thai EFL pre-se
APA, Harvard, Vancouver, ISO, and other styles
21

Abrahams, Byron. "Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2498.

Full text
Abstract:
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.<br>Current insights into the South African education crisis suggest that emphasis needs to be placed on developing teachers’ mathematical knowledge for teaching (MKfT) through ongoing professional development. Aiming to provide insight into teacher professional development, this research describes an initiative undertaken by a group of Mathematics teachers who formed a Community of Practice at their school. Through the implementation of Habits of Mind that promotes Relational Understanding, these teachers attempt to
APA, Harvard, Vancouver, ISO, and other styles
22

Samaniego, Salinas Malena Cecilia, and Salinas Malena Cecilia Samaniego. "Undergraduate Translator Education in Chile—an Inquiry into Teacher and Student Thinking, Learning Experiences and Teaching Practices." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625656.

Full text
Abstract:
Current scholarship in translation pedagogy calls for a paradigm shift towards a learner-centered and socio-constructivist approach to translator education. This view is founded on translating as a socially situated act of intercultural communication anchored in socio-cognitive abilities, and translation learning as multi-componential and sequential. Instruction in translation is thus seen to benefit from process- rather than product-oriented teaching and a focus on learners' textual and discursive competence. In spite of significant progress over the last decade the empirical basis of transla
APA, Harvard, Vancouver, ISO, and other styles
23

Ellis, S. "The development of beginning and early career teachers' thinking and practice in relation to managing pupil behaviour." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14182/.

Full text
Abstract:
This thesis explores the development of the thinking and practice of beginning and early career teachers in relation to pupil behaviour through the examination of questionnaire data from two surveys conducted with a PGCE cohort and case study data gathered through a sequence of interviews with seven teachers from this group during their first three years as qualified teachers. It draws on literature to critically examine the established discourse of pupil behaviour as a problem in schools, the management of behaviour as a concern for beginning teachers and the preparation provided by Initial T
APA, Harvard, Vancouver, ISO, and other styles
24

Alsahou, Hamed. "Teachers' beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/19224.

Full text
Abstract:
Fostering students’ creativity in school subjects has recently become a central focus of educational researchers, educators, and educational policymakers around the world. In Kuwait, educational researchers and teacher educators have supported the need to foster students’ creativity via a national curriculum. Yet, the Ministry of Education has conducted few studies to explore practitioners’ perspectives on how to foster creativity through the current curriculum. The overall aims of this study were to explore science teachers’ pedagogical beliefs and practices in fostering creativity in science
APA, Harvard, Vancouver, ISO, and other styles
25

Meehan, Catherine Jane, and res cand@acu edu au. "Thinking and Acting: an exploration of Australian early childhood teachers’ beliefs and practice regarding learning, teaching and religious education." Australian Catholic University. School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp161.10062008.

Full text
Abstract:
The purpose of this research was to explore the beliefs and practice of early childhood teachers in Catholic schools in Australia. In particular, the research investigated the teachers’ beliefs about teaching, learning and Religious Education. Also examined in this thesis was the classroom practice of early childhood teachers and the factors that impacted on their stated beliefs and translation into classroom practice. Whilst there are empirical studies that explore early childhood teachers’ beliefs and practice, there were no studies which explore early childhood teachers’ beliefs and practic
APA, Harvard, Vancouver, ISO, and other styles
26

Harrison, Jennifer Lynn. "Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers’ Development of Beliefs and Classroom Practice Through Case Study Analysis." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330478531.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Roberts, Amelia. "Embedding thinking skills in professional practice : can teachers' utilisation of CPD opportunities be explained by a meta-activity framework?" Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006482/.

Full text
Abstract:
This study sought to understand the processes by which teachers utilise Thinking Skills Continuing Professional Development (CPD) opportunities. A case study in an independent school in London, the research was split into two parts: one-to-one CPD with the researcher, focused on integrating Thinking Skills strategies into the classroom, then small group CPD, part of an Assessment for Learning school initiative. This was included as part of the Thinking Skills approach due to some important overlaps in pedagogical stance. The main data was collected as Field Diary, semi-structured interviews an
APA, Harvard, Vancouver, ISO, and other styles
28

Ellison, Bruce. "Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs." Thesis, University of Canterbury. Education (leadership), 2015. http://hdl.handle.net/10092/10496.

Full text
Abstract:
The beliefs that teachers have about teaching and learning have an influence on the practices that teachers implement. This is particularly relevant, although not exclusively, to teaching practices that meet the needs of Māori students in our bicultural learning environments of New Zealand. There is a growing amount of research to support the use of student voice data, the benefits of which can be seen at a school level, at the classroom teacher level as well as for the individual students themselves. This research project focused on exploring the impact of students sharing their thoughts and
APA, Harvard, Vancouver, ISO, and other styles
29

Salavati, Sadaf. "Use of Digital Technologies in Education : The Complexity of Teachers' Everyday Practice." Doctoral thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57421.

Full text
Abstract:
In this dissertation the complex, dynamic, contextual and multi-dimensional practice of teachers’ use of digital technologies in their everyday work has been illustrated and presented. The research draws upon the experience of teachers and school leaders from two compulsory schools as well as representatives from the municipal Department of Education and IT-unit within a municipality in the south of Sweden. A focused ethnographic approach has been undertaken and applied observations and interviews. Systems Thinking, specifically Soft Systems Methodology in combination with Cognitive Mapping ha
APA, Harvard, Vancouver, ISO, and other styles
30

Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.

Full text
Abstract:
This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated
APA, Harvard, Vancouver, ISO, and other styles
31

Zwozdiak-Myers, Paula. "An analysis of the concept reflective practice and an investigation into the development of student teachers’ reflective practice within the context of action research." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/4316.

Full text
Abstract:
In recent decades, reflective practice has become a key driver and an increasingly influential referent in the professional development of student teachers. Yet, the complex, somewhat elusive boundaries of reflective practice make this phenomenon difficult to define. The purpose of this study was to analyse and synthesise existing literature and research in order to better understand the multi-faceted nature of reflective practice. From an informed platform, a new conceptual framework was designed both to capture and investigate nine dimensions of reflective practice in which student teachers
APA, Harvard, Vancouver, ISO, and other styles
32

Vaz, Arnaldo de Moura. "Being challenged : reflections on the contribution of Paulo Freire's work to teacher education; the Thematic Investigation of primary teachers' thinking and practice with regard to the teaching of science." Thesis, Roehampton University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308417.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Buffington, Melanie L. "Using the Internet to develop students' critical thinking skills and build online communities of teachers: A review of research with implications for museum education." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092187119.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Polyzou, Angeliki. "Changes in the thinking and practice of modern language teachers in an area of Greece, through action research involving training in, and experience of ICT in education." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248097.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Taylor, Simon Michael. "A case for geography in South African senior primary schools: an analysis and evaluation of current geographical thinking and practice." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003309.

Full text
Abstract:
Geography faces several challenges in a changing South Africa. These include the challenge to initiate a primary curriculum that helps to provide a foundation for sustainable living in a society that faces serious problems of unemployment, violence, irreparable damage to the environment and the lack of housing, water and basic services for the majority of the population. This thesis attempts to provide a case for geography in the primary school by examining the value of the subject for pupils' development and by reviewing the strengths and weaknesses of an integrated approach in view of the po
APA, Harvard, Vancouver, ISO, and other styles
36

Butcher, John. "Mentoring student teachers' professional thinking and classroom practice on an 11-18 distance learning PGCE : a case study of post-16 teaching and challenge as a mentor strategy." Thesis, Open University, 2001. http://oro.open.ac.uk/42665/.

Full text
Abstract:
This research investigates the mentoring needs and experiences of students on a part-time distance learning secondary PGCE in England and Wales. A case study of post-16 teaching was conducted on a sample of English students and mentors over a six month period, during which challenge was problematised as a mentor strategy. five research instruments were developed and used iteratively to generate qualitative data revealing student perceptions about post-16 teaching and mentor responses. The study reveals significant problems for student teachers as they learn to teach post-16, which were confirm
APA, Harvard, Vancouver, ISO, and other styles
37

Lai, Guolin. "Examining the effects of selected computer-based scaffolds on preservice teachers' levels of reflection as evidenced in their online journal writing." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/msit_diss/41/.

Full text
Abstract:
Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from title page (Digital Archive@GSU, viewed June 4, 2010) Brendan D. Calandra, committee chair; Stephen W. Harmon, Carolyn Furlow, Douglas Williams, committee members. Includes bibliographical references (p. 211-233).
APA, Harvard, Vancouver, ISO, and other styles
38

Pape, Sharon L. "Student teacher thinking : the development and content of practical theories /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249062453.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Leiper, Tara E. "The impact of critical reflection on a private practice singing teacher's thinking." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3417/.

Full text
Abstract:
This situated self-as-researched investigation explores the impact of critical reflection on a private practice singing teacher’s thinking. The project is based upon the use of five ‘vehicles’ through which to develop the skills of critical reflection, these being journal writing, personal writing, critical incident technique, narrative inquiry and ideology critique. Each of these vehicles is used to undertake critical reflection of singing teaching practices whereby values and assumptions are interrogated. Each of the vehicles of critical reflection used in this inquiry is evaluated for their
APA, Harvard, Vancouver, ISO, and other styles
40

Selman, Mark R. "Critical thinking, rationality, and social practices." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/41453.

Full text
Abstract:
Critical thinking is a widely shared educational goal which has been granted more explicit attention than ever in recent years. Five major approaches to this area of educational concern have been influential to the development of educational practices, research programs, and conceptualization in the field. Three of these approaches (the 'process' or basic skills approach, the problem solving approach, and the logic approach) are found to be based on unfounded assumptions about the nature of reasoning and thinking, and inadequate attention to the purposes which make critical thinking suc
APA, Harvard, Vancouver, ISO, and other styles
41

Konstantinou, Chrysovalentini. "Introducing technology in Cypriot primary music education : examining change in teacher thinking and practice." Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708379.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Alexander, Lesley Dianne. "The nature of teacher reflective practice in an unforgiving learning environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27103.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Mukama, Evode. "Information and Communication Technology in Teacher Education : Thinking and learning in computer‐supported social practice." Doctoral thesis, Linköping : Department of Behavioural Sciences and Learning, Linköping University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-16304.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Scott, Eileen M. "Teacher thinking and practice : implications for the teaching and learning of psychology in education courses." Thesis, University of Surrey, 1987. http://epubs.surrey.ac.uk/842831/.

Full text
Abstract:
Teachers during training are in the unique position of alternating roles between learner and teacher whilst also studying the formal theories of the processes that they themselves are involved in. This thesis explores both pre-service and in-service teacher's personal perspectives on teaching and learning with particular reference to the psychology component of their course. This work follows an ethnographic approach consistent with the research philosophy and goals. Research methods included focused interviews, college and school observations and documentation analysis. Participants from four
APA, Harvard, Vancouver, ISO, and other styles
45

Finn, Connell Shannon Erin. "Exploring Operational Practices and Archetypes of Design Thinking." Thesis, Benedictine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569135.

Full text
Abstract:
<p> This study empirically explores operational practices and archetypes of design thinking in various organizational constructs. The emphasis is on examining the common operational practices applied in design thinking initiatives, to determine whether there are variations in the patterns of applications of these operational practices across different design thinking initiatives, and to identify what may explain such variations if they indeed do exist. The extant literature on design thinking distributed across many disciplines was assessed to determine the common operational practices underly
APA, Harvard, Vancouver, ISO, and other styles
46

Cheng, Mong-Chue. "Critical thinking in the professional practices of midwives." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10019839/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Aguiton, Rhonda Lisa. "A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

Benson, Tracy Anne. "Systems thinking: Teachers' emerging conceptions and implementation." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279872.

Full text
Abstract:
A systems thinking approach to classroom instruction is a relatively new instructional method, and effects of this approach have not been comprehensively documented even though interest in this approach is growing rapidly. This study examines teachers, emerging conceptions and implementation of systems thinking as a instructional methodology. The investigation explores the challenge of developing a systems thinking orientation among educators. Findings are based on the learning experiences of four middle school teachers working in an urban Northwestern school setting. A case study, ethnographi
APA, Harvard, Vancouver, ISO, and other styles
49

Loewen, Evelyn. "Changes in teachers' conceptions of critical thinking." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31895.

Full text
Abstract:
This study investigated the changes in teachers' conceptions of critical thinking as they implemented a new curriculum resource that was based on a critical thinking approach. It described the teachers' ideas about the purposes for, benefits of, problems encountered while, and conditions requisite to teaching critical thinking. It also took into account the changes in teachers' conceptions of critical thinking within the unique context of a faith-based independent school. The school was located in a large metropolitan district in British Columbia. Three intermediate teachers (grades fiv
APA, Harvard, Vancouver, ISO, and other styles
50

Duncan, Sara Anne. "Assessment Practices of String Teachers." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_theses/183.

Full text
Abstract:
The purpose of this study was to explore string teachers? assessment practices related to string program success. Additionally, the study examined the relationship between teacher characteristics and string program success. This study was conducted by surveying string teachers (N = 201) from around the country. The survey was designed based on the independent variables of teacher characteristics and assessment practices, and the dependent variable of string program success. Results indicated that string teachers most frequently assess with teacher-given verbal criticism, rehearsal skills, atte
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Teachers' thinking and practices' for other source types:
Journal articles 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