Literatura académica sobre el tema "Electronic books. Teachers Lesson planning"
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Artículos de revistas sobre el tema "Electronic books. Teachers Lesson planning"
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Chongmouayang, Her y Nghi Van Bui. "International experience in organization of teaching practice in teacher training and some recommendations". Vietnam Journal of Education 4, n.º 2 (30 de septiembre de 2020): 80–84. http://dx.doi.org/10.52296/vje.2020.24.
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Given the strict guideline and significant innovation from the Laos Government, there are certain limitations in teacher training in Laos. This paper focuses on selected internationally published works on training teaching skills for prospective teachers (pre-service teachers) with document analysis method on articles and books of authors outside Laos. Subsequently, some recommendations to help innovate the pre-service teacher training process in Laos would be proposed in order to contribute to the development of teachers’ pedagogical competencies. It is suggested that the time allowance for pedagogical practice in high schools with the guidance of expert teachers, possibly through lesson planning and micro-teaching be increased. It is also necessary to pay more attention to equip teacher trainees with skills in using information technology and software in teaching (in particular pre-service mathematics teachers).
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Villacís Villacís, Wilma Guadalupe y Cynthia Soledad Hidalgo Camacho. "PLANNING LESSONS FOR CRITICAL THINKING: A WAY TO IMPROVE LEARNING OUTCOMES IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM". Investigación y Desarrollo 11, n.º 1 (26 de julio de 2019): 49. http://dx.doi.org/10.29033/id.v11i1.642.
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Encouraging critical thinking (CT) in the EFL classroom is something that every professional in the educational field should be responsible for. The aim of this paper was to make an analysis of different studies on the topic. The methodology used was based on a descriptive study through the analysis of several primary sources such as research papers on the topic that have been published in scientific journals, books, records of or- ganizations, among others. These sources lead to the identification of important elements in a lesson plan for critical thinking: elements of thought, intellectual standards and intellectual traits. Writing good learning objectives is just as important as selecting effective activities and determining ideal assessments to facilitate that teachers and students perceive what is to be achieved in the class and how. Aligning the tenets of critical thin- king when planning a lesson promotes real learning in our students through the achievement of effective learning outcomes. In conclusion, critical thinking skills need to be developed on a daily basis rather than as a part of isolated lessons that uncommonly take place.
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Hasanah, Mir'atun y Ade Destri Deviana. "Idārah Ta’līm Al-Lughah Al-‘Arabiyyah fi Al-Ma’had Al-Islamiyyah fi Dhou’ Nadzoriyyah Sears (Sears Theory)". Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 8, n.º 1 (24 de junio de 2020): 91–102. http://dx.doi.org/10.23971/altarib.v8i1.1926.
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Rasyidiyah Khalidiyah Islamic Boarding School is an Islamic boarding school in South Kalimantan. It is famous for Kitab Kuning (The Classical Books) and it focuses on function of language as system, which means that Arabic is an instrument to understand the classical books/kitab kuning. This Islamic boarding school has been synchronized with Public Islamic High School standard today. The purpose of this study is to know the planning, organizing, directing, coordinating, and monitoring of learning Arabic language based on Sears’s theory in Rasyidiyah Khalidiyah Islamic High School for women in Amuntai, South Kalimantan, Indonesia. This study is classified as case study which becomes part of qualitative research. The management of Arabic learning in Rasyidiyah Khalidiyah Islamic Boarding School covers: (1)Planning includes; (a) schools use short-term planning (b) lesson plan/RPP and syllabus which refer to School- Based Curriculum (KTSP). (2) Organization includes; (a) preliminary activities, (b) core activities, and (c) final activities. The core activities include; exploration, elaboration and confirmation (b) only some teachers use methods and media in learning. (3) Directing includes; (a) the principal gives directions to the teachers (b) the teachers give directions to the students by motivating them to learn Arabic. (4) Coordinating includes; internal coordination (5) Controling includes evaluation of student learning outcomes and evaluation of Arabic learning process.
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Vojíř, Karel y Martin Rusek. "Role of Workbooks and Teacher’s Books in Lower-secondary Chemistry Education in Czechia". Scientia in educatione 12, n.º 1 (29 de julio de 2021): 53–62. http://dx.doi.org/10.14712/18047106.1928.
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Textbooks as a prominent product of educational content’s didactical transformation are usually published as a series. Textbooks are often accompanied by workbooks and teacher’s books. These publications are designed to support teacher’s work and can have a significant impact on the teaching practice. To deepen the understanding of chemical education at lower-secondary schools, the goal was to map chemistry teachers’ use of workbooks and teacher’s books. An electronic questionnaire containing close-ended questions as well as scales was used for this purpose. Information about workbooks and teacher’s books’ use, frequency of use, perceived importance and purpose were gathered. Whereas 63% of the 387 respondents reported using workbooks they consider important for the quality of education, teacher’s books are only used by 24% of teachers, with only 4% reporting their frequent use. The results indicate that workbooks are mostly used during chemistry lessons or for student homework, however a significant share of teachers mentioned using them for lesson preparation. The absence of a teacher’s book, coupled with the teachers’ reluctance to use them even when available, also pointed to their approach to teaching preparation based on the search for educational content and specific activities rather than methodological support in a broader sense.
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Benaziria, Benaziria y Mukhamad Murdiono. "Civic teacher strategy in the integration of nationalism and tolerance character in school based on pesantren in Yogyakarta city". Journal of Social Studies (JSS) 15, n.º 1 (10 de septiembre de 2019): 13–34. http://dx.doi.org/10.21831/jss.v15i1.25227.
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This research aims to determine the strategy of civic education teachers in integrating nationalist character and tolerance in Junior High School based on pesantren in Yogyakarta City. Research type used in this research is qualitative research with case study method. The research subjects consisted of teachers of civic education who taught at Junior High School based on pesantren in Yogyakarta City. The research data was collected through semi-structured interview, observation and documentation. Data analysis using qualitative analysis techniques, namely data reduction, data presentation and conclusion. Data validity uses two forms of triangulation, ie source triangulation and engineering triangulation. The result of the research is that teachers have integrated nationalist character and tolerance into learning planning and implementation. Learning strategies used to integrate nationalist character and tolerance are lecture method, question and answer, and assignment. Media and learning resources used in the form of books, and video or picture display. This study finds that the implementation of civic education learning done by teachers is not based on lesson planning and effective lecture method is used as a learning strategy if teachers use media and learning resources such as video shows, slide point power usage of the media can increase the enthusiasm of learners.
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Usta, Necla Dönmez y Ebru Turan Güntepe. "Pre-Service Teachers' Material Development Process Based on the ADDIE Model: E-book Design". Journal of Education and Training Studies 5, n.º 12 (28 de noviembre de 2017): 199. http://dx.doi.org/10.11114/jets.v5i12.2820.
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With the developments in information and communication technologies, books which are fundamental information sources for students throughout their education and training process are being transformed into electronic book (e-book) formats. E-books provide interactive environments, and they are also updateable materials, which shows that, in time, they can almost completely replace printed materials. In addition, there are no spatial and temporal limitations in conveying the lesson content to students using e-books, and they are accessible online as well, both of which increase the preference toward e-books. In this context, the study aimed to examine the e-book design process based on the ADDIE model used by the pre-service teachers in the Computer and Instructional Technologies department. E-books were include subjects radioactivity, acid rain and the greenhouse effect. The study was conducted throughout a period of 12 weeks with 54 sophomores in the Computer and Instructional Technologies department of Giresun University's Education Faculty who were taking the Material Design and Use in Education course during the 2015 Fall semester. The study data were collected using data collection forms and reflection reports. The data derived from these tools were analyzed using content analysis. The study results revealed that the pre-service teachers had problems particularly in the development process of the e-books. In addition, the pre-service teachers recognized their deficiencies when designing their e-books, and they eliminated these deficiencies to a great extent.
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Haggag, Haggag Mohamed. "Assessing Core Didactic Competencies of Pre-service English Language Teachers During Practicum: A European Perspective". European Scientific Journal, ESJ 14, n.º 17 (30 de junio de 2018): 12. http://dx.doi.org/10.19044/esj.2018.v14n17p12.
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This research discusses implementing a European document (European Portfolio of Student Teachers of Language EPOSTL) as a selfassessment tool. The research design experiments the European portfolio for pre-service language teachers (EPOSTL), which has been translated by the researcher and published by the Council of Europe. The portfolio is used with the aim of assessing the key teaching competencies of pre-service English language teachers during the teaching practice or the practicum. The paper examines key 5 descriptors of didactic competencies in the EPOSTL which are (Lesson planning- Conducting a lesson- classroom management- Independent learning- Assessment of learning). It highlights implementing the portfolios as means of assessing the competencies of language teachers in pre-service context. Instruments of the research include EPOSTL, teaching competence scale and portfolio assessment rubric. Results of implementing the portfolio on a sample of (N. 30) students at Hurghada Faculty of Education during their practicum (3 groups in 3 official language schools) are reported. The results indicate that using EPOSTL as a self-assessment tool has positive impacts on developing the five areas of the portfolio as measured by the Teaching Competencies Scale (TCS) designed by the researcher. The scale includes the main areas of the EPOSTL to be examined by the students while the fifth area "classroom management" was included as in the EPOSTL with "conducting a lesson" area. The recommendations include: implementing the electronic portfolios as self-assessment tools, the need for assessing didactic competencies using authentic assessment tools and designing valid and reliable tools of assessing the whole teaching practice or “practicum” of pre-service English language teachers.
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Zolotozubov, D. G., S. V. Kaloshina, S. A. Sazonova y D. A. Tatiannikov. "RATIONAL PLACEMENT OF WAREHOUSES AT THE CONSTRUCTION SITE". Construction and Geotechnics 11, n.º 3 (15 de diciembre de 2020): 117–26. http://dx.doi.org/10.15593/2224-9826/2020.3.10.
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Rational construction site planning is especially important when building in cramped urban environments. This requires good training of qualified professionals. Currently, the system of higher professional education imposes new requirements on the technologies of vocational training. The introduction of interactive teaching methods and the improvement of the scientific, methodological and material and technical base are the most important stages on the way to the transition to a new level of education. This process is facilitated by practical exercises using electronic reference books and electronic simulators. As an example, the organization of the interactive form of a practical lesson "Designing temporary warehouses for a construction site" is considered. The lesson is part of the course for training specialists in the development of building master plans. The structure and organization of the lesson is described. It includes such forms of interactive teaching methods as mini-lecture, case-method, discussion. During the lesson, students actively participate in the discussion of the issues under consideration. They offer their own options for solving the tasks assigned to them. Consolidation of the acquired skills for calculating warehouse areas is carried out using an electronic simulator. The simulator allows you to optimize the required warehouse area. To do this, the simulator enters the initial data on the materials required for the construction of the facility. The ability to vary various parameters is provided. The simulator makes it easier to assimilate the studied material. The proposed simulator can also be used for practical purposes, for example, for rational planning of a construction site.
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Ferk-Savec, Vesna, Bernarda Urankar, Maija Aksela y Iztok Devetak. "Prospective chemistry teachers’ perceptions of their profession: The state of the art in Slovenia and Finland". Journal of the Serbian Chemical Society 82, n.º 10 (2017): 1193–210. http://dx.doi.org/10.2298/jsc161221083s.
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The main purpose of this paper is to present Slovenian and Finnish prospective chemistry teachers? perceptions of their future profession, especially with regard to their understanding of the role of the triple nature of chemical concepts (macro, submicro and symbolic) and their representations in chemistry learning. A total of 19 prospective teachers (10 Slovenian, 9 Finnish) at master?s level in chemical education participated in the research. The prospective teachers? opinions were gathered using an electronic questionnaire comprising six open-ended questions. The study revealed many parallels between Slovenian and Finnish prospective chemistry teachers? perceptions of their future profession and their understanding of the role of the triple nature of chemical concepts, especially particle representations, in chemistry learning. The majority of the prospective teachers from both countries believe that personal characteristics are the most important attribute of a successful chemistry teacher. Thus, they highly value teachers? enthusiasm for teaching and the use of contemporary teaching approaches in chemistry. The prospective teachers displayed an adequate understanding of the role of the triple nature of chemical concepts (i.e., particle representations) in the planning and implementation of a specific chemistry lesson.
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Ningrum, Emi Febrina. "Literature on Student Book and its Effect for Developing Elementary School Teaching Materials". Lingua Cultura 12, n.º 2 (17 de mayo de 2018): 209. http://dx.doi.org/10.21512/lc.v12i2.4284.
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This research adopted the qualitative research content analysis on the 4th grade of elementary school students which aimed to know the literary material contained in the 2013 curriculum student book in Indonesia as the compulsory guidebook. The results of this research could be useful for guidelines for the development of literary materials by teachers when implementing learning planning. The findings show that students’ literature material is only about 30% of the Indonesian language learning material found in the 4th grade of elementary school. The lesson was limited to reading the text of the story then answering questions about the content of the text. In general, literary competence material in student books has not been emphasized on the cultivation of literary concepts. The development of literary materials in the 4th grade of elementary school should include the introduction of literary concepts, analyzing the contents of literary texts, and applying moral values in literature to be applied in daily life.
Tesis sobre el tema "Electronic books. Teachers Lesson planning"
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Fontana, Anna Lisa. "The reality of implementing instructional innovations /". abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/3209118.
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Thesis (Ph. D.)--University of Nevada, Reno, 2005."July 2005." Includes bibliographical references (leaves 103-108). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.
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DOULOVÁ, Eva. "Imperativ im DaF-Unterricht". Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-364522.
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This thesis deals with the issue of the imperative and its periphrastic forms. It points out the options of expression of this phenomenon and its usage. The theoretical part of the thesis also deals with imperative sayings; they are then compared to the Czech language. Chapters on methodology follow because they are necessary to process the practical part. The work refers to principles of choosing a good textbook and mentions approaches to grammar instruction. The second part analyses nine textbooks for teaching German as a second foreign language. The analysis is divided into three parts; for each of them the criteria for its evaluation were set. The analysis focuses not only on a teacher´s language but also on how the grammar is presented in the textbooks. Moreover, the differences between the books are mentioned.
Capítulos de libros sobre el tema "Electronic books. Teachers Lesson planning"
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Groff, Carolyn A. "High-Quality Trade Books and Content Areas". En Cases on STEAM Education in Practice, 38–52. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2334-5.ch003.
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Integrating high-quality children's tradebooks into elementary content areas has long been considered a best-practice (Olness, 2007). When teachers choose to incorporate these texts into content area lessons, they are exposing students to art through the pictures and reaching an array of visual learners. Hoffman, Collins and Schickedanz (2015) state that teachers have difficulty discussing the concepts presented in the books. The goal is to strike a balance between the literacy skills and strategies needed to read the informational text, and the concepts that must be discussed (Hoffman, Collins & Schickedanz, 2015). In order to increase students' understanding, teachers must be able to successfully merge their book selection with a carefully scaffolded lesson plan (Fisher & Frey, 2015). This chapter presents a lesson plan template that assists teachers in planning for integrated instruction.