Relevant bibliographies by topics / Teaching experiences

Contents

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

Academic literature on the topic 'Teaching experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Teaching experiences"

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Schmidt, Margaret. "Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning." Journal of Research in Music Education 58, no. 2 (2010): 131–46. http://dx.doi.org/10.1177/0022429410368723.

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Teachers often claim that they learn more from teaching experience than from course work. In this qualitative study, the author explored the value that six preservice teachers attributed to peer teaching, early field experiences, student teaching, and self-arranged teaching experiences engaged in during their university education. Consistent with Dewey’s theory of experience, as the participants interacted with their teaching experiences, they each created continuity among and derived their own meanings from them. This individualized aspect of learning was enriched as they also experienced the
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McKeachie, Wilbert J. "Teaching, Teaching Teaching, and Research on Teaching." Teaching of Psychology 14, no. 3 (1987): 135–39. http://dx.doi.org/10.1207/s15328023top1403_1.

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Teaching psychology, training graduate students in teaching, and doing research on teaching are interwoven in the author's career. This article reviews significant learning experiences in my career from 1946–1986. From my experience, I have learned the importance of support from peers for students, prospective teachers, and researchers. I have also learned the importance of thinking about the thoughts and motives of others in teaching, training teachers, and doing research.
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Walther-Thomas, Christine S. "Co-Teaching Experiences." Journal of Learning Disabilities 30, no. 4 (1997): 395–407. http://dx.doi.org/10.1177/002221949703000406.

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Riyanti, Dwi. "TEACHING WITHOUT STUDENTS: EFL PRE-SERVICE TEACHERS’ EXPERIENCES TEACHING IN PANDEMIC TIME." Journal of English Educational Study (JEES) 4, no. 2 (2021): 122–30. http://dx.doi.org/10.31932/jees.v4i2.1130.

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Since the outbreak of the Covid-19 pandemic, teaching and learning activities have changed dramatically. Within the Indonesian context, for example, beginning March 2020, the Indonesian government applied a social distancing policy. The situation forced both students and teachers to study and teach from home as the schools were closed to prevent the spread of the Coronavirus. This included how pre-service teachers learnt to teach. Intended to explore pre-service English teachers’ experiences related to their teaching practicum in this pandemic time, this paper focuses on gaining in-depth infor
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Briñosa, Jineilyn, and Michaelangelo Collina. "Advancing Teaching: Innovative Teaching Strategies and Learning Satisfaction Levels." Psychology and Education: A Multidisciplinary Journal 39, no. 6 (2025): 846–73. https://doi.org/10.70838/pemj.390609.

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Innovative teaching strategies are the instructional strategies that teachers employ to raise learners' academic achievement. This sequential explanatory research aimed to determine the extent of utilization of innovative teaching strategies by teachers, the level of satisfaction of learners, the teaching experiences of teachers, and the learning experiences of learners subjected to innovative teaching strategies in Polomolok 2 District, Polomolok, South Cotabato. For the school year 2022-2023, 101 elementary teachers and 263 learners from five schools in the Polomolok 2 District participated
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Jarrett, Kendall, and Richard Light. "The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts." European Physical Education Review 25, no. 2 (2018): 565–80. http://dx.doi.org/10.1177/1356336x17753023.

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This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ ( n = 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness we
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Kuit, Judith A., Gill Reay, and Richard Freeman. "Experiences of Reflective Teaching." Active Learning in Higher Education 2, no. 2 (2001): 128–42. http://dx.doi.org/10.1177/1469787401002002004.

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Thönnissen, Udo, and Nik Werenfels. "Reciprocal Frames – Teaching Experiences." International Journal of Space Structures 26, no. 4 (2011): 369–71. http://dx.doi.org/10.1260/0266-3511.26.4.369.

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Andrian, Riko, and Widiya Yul. "Arabic Teaching Efficacy Model (ATEM): A Language Teaching Model Design." International Journal of Arabic-English Studies 23, no. 2 (2023): 269–384. http://dx.doi.org/10.33806/ijaes.v23i2.468.

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This study investigates the role of self-efficacy (S-e) in teaching Arabic and proposes a model for teaching that encompasses teaching goals, materials, and strategies. The study draws on Bandura's scientific works and other studies that develop S-e theory. The model is developed based on the characteristics of the materials that promote the growth of S-e in students, using three different methods. The resulting Arabic Teaching Efficacy Model (ATEM) improves objective thinking, critical thinking, responsiveness, and student persistence through active mastery experiences, vicarious experiences,
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Simons, Mathea, Marlies Baeten, and Claudio Vanhees. "Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching." Journal of Teacher Education 71, no. 1 (2018): 24–40. http://dx.doi.org/10.1177/0022487118789064.

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During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they
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Dissertations / Theses on the topic "Teaching experiences"

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Cardoso, Francisco. "Optimal teaching experiences : phenomenological route for effective instrumental teaching." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020702/.

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The discussion about effective instrumental teaching in specialist music education started in the 19th century, with the foundation of the modern conservatory, and has become progressively stronger recently. Research on effective teaching has focused mainly on trying to identify effective teaching descriptors (e.g. feedback, teaching pace and intensity, goal setting). Although while describing the effects of each descriptor several intersections with other descriptors have been observed, no research has yet been produced with the goal of trying to identify effective teaching from a perspective
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Martin, Judith Violet. "Out-of-step, experiences in teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ48214.pdf.

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Lilienkamp, Katherine A. (Katherine Ann) 1969. "Lab experiences for teaching undergraduate dynamics." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/17007.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2003.<br>Includes bibliographical references (p. 443-466).<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>This thesis describes several projects developed to teach undergraduate dynamics and controls. The materials were developed primarily for the class 2.003 Modeling Dynamics and Control I. These include (1) a set of ActivLab modular experiments that illustrate the dynamics of linear time-invariant (LTI
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Forbes, Helen. "Clinical teachers’ experiences of nursing and teaching." University of Sydney, 2007. http://hdl.handle.net/2123/2060.

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Doctor of Philosophy (PhD)<br>Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not b
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Jacobson, Barbara Lynn. "Instructors' beginning experiences in teaching by videoconferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0011/NQ59920.pdf.

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Forbes, Helen V. "Clinical teachers' experiences of nursing and teaching." Connect to full text, 2006. http://hdl.handle.net/2123/2060.

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Thesis (Ph. D.)--University of Sydney, 2007.<br>Title from title screen (viewed 22 November 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Degree awarded 2007 ; thesis submitted 2006. Includes bibliographical references. Also issued in print.
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Couch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.

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Abstract In a charter school in the Southwest United States, elementary students were struggling to attain proficiency in math and have been failing to meet the standards in math on the Arizona Instrument to Measure Standards test. As a result, these students may not have been prepared for more advanced math courses as they continued their schooling, and this failure to attain proficiency in math may continue to impact the school's ability to make adequate yearly progress. The purpose of this explanatory case study was to explore the perspectives of elementary math teachers toward teaching mat
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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.

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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 com
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Allan, Chad Everett. "Decision-making: a reflective journey of the lived experiences of experienced teachers." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784.

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Dwyer, Paul James. "Intern teachers early experiences and perceptions of teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23130.pdf.

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Books on the topic "Teaching experiences"

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University of New England (Armidale, Australia). External Studies Advisory Group., ed. Experiences in teaching external students. ESAG, 1986.

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Roe, Betty D. Student teaching and field experiences handbook. 7th ed. Columbus, Ohio, 2009.

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1932-, Ross Elinor P., ed. Student teaching and field experiences handbook. 3rd ed. Merrill, 1994.

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H, Smith Sandy, and Ross Elinor P. 1932-, eds. Student teaching and field experiences handbook. 7th ed. Pearson, 2010.

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Roe, Betty D. Student teaching and field experiences handbook. 5th ed. Merrill, 2002.

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Roe, Betty D. Student teaching and field experiences handbook. 7th ed. Pearson, 2010.

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Roe, Betty D. Student teaching and field experiences handbook. 6th ed. Merrill Prentice Hall, 2006.

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Roe, Betty D. Student teaching and field experiences handbook. 4th ed. Merrill, 1998.

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Gay, Carpenter, ed. Programming leisure experiences. Prentice-Hall, 1985.

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Skill (Organization : Great Britain), ed. Into teaching: Positive experiences of disabled people. Skill, 2008.

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Book chapters on the topic "Teaching experiences"

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Sian, Katy P. "Teaching Experiences." In Navigating Institutional Racism in British Universities. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14284-1_4.

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Zhong, Zhou, and Xinjie Yu. "Faculty teaching experiences." In A Turning Point for Chinese Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003257752-10.

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Mackh, Bruce M. "Incorporating Authentic Experiences." In Teaching for Retention. Routledge, 2024. http://dx.doi.org/10.4324/9781003498704-6.

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Farrow, C. Ben, Eric M. Wetzel, and Tom M. Leathem. "Capstone Experiences." In Teaching in the Built Environment. Routledge, 2022. http://dx.doi.org/10.1201/9781003106029-10.

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Farrow, C. Ben, Eric M. Wetzel, and Tom M. Leathem. "Capstone Experiences." In Teaching in the Built Environment. Routledge, 2022. http://dx.doi.org/10.1201/9781003106029-10.

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Abbiss, Jane. "Students’ Learning Experiences." In Understanding Teaching and Learning. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-864-3_4.

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Andersen, Tom, and Susanne C. Hartvig. "Teaching knowledge engineering: Experiences." In Artificial Intelligence in Structural Engineering. Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/bfb0030467.

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Trigwell, Keith, and Michael Prosser. "Teachers’ Experiences of Teaching." In Exploring University Teaching and Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50830-2_3.

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Hendricks-Franco, Lindsey. "Course-Based Undergraduate Research Experiences (Cures)." In Teaching Gradually. Routledge, 2023. http://dx.doi.org/10.4324/9781003447382-53.

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Harmon, Keeley C., Joe Ann Clark, Jeffery M. Dyck, and Vicki Moran. "Clinical Experiences." In Nurse Educator's Guide to Best Teaching Practice. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42539-9_4.

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Conference papers on the topic "Teaching experiences"

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Harrison, C. G., and P. L. Jones. "Experiences with FPGA teaching." In IEE Colloquium on The Teaching of Digital Systems. IEE, 1998. http://dx.doi.org/10.1049/ic:19980570.

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Catlow, Fred. "Experiences in Teaching Decommissioning." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16179.

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The paper describes the experience gained by the author in teaching decommissioning in the Highlands of Scotland. Initially when asked to teach the subject of decommissioning to students sitting for a BSc degree in “Electrical or Mechanical Engineering with Decommissioning Studies”, the author was taken aback, not having previously taught degree students and there was no precedent since there was no previous material or examples to build on. It was just as difficult for the students since whilst some had progressed from completing HND studies, the majority were employed at the Dounreay site an
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Colajanni, Benedetto, Antonio Cottone, and Giuseppe Pellitteri. "Didactic experiences in CAAD." In eCAADe 1986: Teaching and Research with CAAD. eCAADe, 1986. http://dx.doi.org/10.52842/conf.ecaade.1986.341.

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Colajanni, Benedetto, Antonio Cottone, and Giuseppe Pellitteri. "Didactic experiences in CAAD." In eCAADe 1986: Teaching and Research with CAAD. eCAADe, 1986. http://dx.doi.org/10.52842/conf.ecaade.1986.341.

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Harrison, J. "Industrial experiences with FPGA teaching." In IEE Colloquium on The Teaching of Digital Systems. IEE, 1998. http://dx.doi.org/10.1049/ic:19980571.

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Laguna, Jorge Ignacio, Raúl León, Raúl Igual, César L. Guerrero, Iván García-Magariño, and Rafael González. "SMARTPHONE EXPERIENCES IN MULTIDISCIPLINARY TEACHING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1253.

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Fidalgo, André Vaz, Manuel Gericota, Denis Barataud, et al. "EOLES project...teaching unit experiences." In the 3rd International Conference. ACM Press, 2015. http://dx.doi.org/10.1145/2808580.2808659.

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Stuurman, Sylvia, and Gert Florijn. "Experiences with teaching design patterns." In the 9th annual SIGCSE conference. ACM Press, 2004. http://dx.doi.org/10.1145/1007996.1008037.

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Rabkin, Ariel S., Charles Reiss, Randy Katz, and David Patterson. "Experiences teaching MapReduce in the cloud." In the 43rd ACM technical symposium. ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157310.

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Murray, Keitha A., Jesse M. Heines, Michael Kölling, et al. "Experiences with IDEs and Java teaching." In the 8th annual conference. ACM Press, 2003. http://dx.doi.org/10.1145/961511.961571.

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Reports on the topic "Teaching experiences"

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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski &amp; Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university reposit
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Shreeve, Thomas W. Experiences to Go: Teaching with Intelligence Case Studies. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada476674.

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Walker, Kevin. The Experiences of Teachers Successfully Teaching Reading to Black Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7475.

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Hennessy, Sara, Saalim Koomar, and Adam Kreimeia,. Teachers’ experiences of teaching with technology in Tanzania: Recommendations for policy and practice. EdTech Hub, 2022. http://dx.doi.org/10.53832/edtechhub.0125.

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Guyon, Sarah. Experiences of Early Childhood Educators Working with Teaching Strategies GOLD(R): A Narrative Inquiry. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7209.

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Weninger, Csilla, Suzanne S. Choo, Guangwei Hu, Patrick Williams, and Katy Hoi-Yi Kan. Media literacy in the teaching of English in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22725.

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Given the extraordinary pace at which especially new media technologies have developed in the last five to ten years, as well as the unprecedented amount of leisure time youth spend engaging with media such as television, Facebook, or games, there has been greater recognition by scholars, educators, and policymakers of the importance of incorporating media education and media literacy in schools and curricula. Current curricular approaches have moved away from a protectionist rationale toward a concern with supporting youth to become active media users (Buckingham, 2002). This shift towards re
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Diddi, Sonali, Hui-Siang Tan, and Elena Karpova. Exploring International Teaching Assistants Experiences in the U.S. Classroom: Implications for Educational Practices and Training. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-758.

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Patrick, Susan K. How Preparation Predicts Teaching Performance Assessment Results in California. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/544.849.

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Focusing on the 2021–22 and 2022–23 academic years, this study explored whether certain preparation experiences predicted TPA success. Understanding these relationships can inform programmatic and policy decisions about how to support teaching candidates in entering the workforce with strong preparation and minimal barriers. Using data provided by the California Commission on Teacher Credentialing, this analysis focused on 18,455 California teaching candidates who took either the CalTPA or edTPA—the two widely available TPAs used across California teacher preparation programs—between September
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Dassanayake, Wajira, Gayani Hewagama, and Sarah E. Kirk. Asynchronous Instructional Videos During COVID-19 Emergency Remote Teaching: Student Experiences Within a New Zealand ITP. Unitec ePress, 2021. http://dx.doi.org/10.34074/ocds.088.

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The COVID-19 pandemic created unprecedented challenges for tertiary education institutions worldwide. The crisis placed enormous pressure on educational institutions as they were required to pivot suddenly to teaching fully online. In New Zealand, Tertiary Education Organisations (TEOs) were forced to close on Wednesday 25 March 2020 after New Zealand moved to Alert Level 4, necessitating the sudden implementation of online teaching. The purpose of this study is to investigate the effectiveness of pre-recorded instructional videos in three selected courses taught by a tertiary education instit
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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an onli
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