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Gotowe bibliografie tematyczne / Overseas-qualified teachers

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Gotowa bibliografia na temat „Overseas-qualified teachers”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 stycznia 2023

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Artykuły w czasopismach na temat "Overseas-qualified teachers"

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Sharplin, Elaine. "Bringing Them in: The Experiences of Imported and Overseas-Qualified Teachers." Australian Journal of Education 53, no. 2 (August 2009): 192–206. http://dx.doi.org/10.1177/000494410905300207.

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This qualitative multiple-site case study explores the experiences of imported and overseas-qualified teachers appointed to fill ‘difficult-to-staff’ Western Australian rural schools. In a climate of global teacher shortages, investigation of the strategies adopted to solve this problem requires empirical examination. The study of six imported and overseas-qualified teachers found that they experienced difficulties with the employment application process, were not adequately inducted into the system and experienced difficulties with cultural adaptation related to pedagogy, behaviour management

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Miller, Paul Washington. "Overseas trained teachers (OTTs) in England." Management in Education 32, no. 4 (September 23, 2018): 160–66. http://dx.doi.org/10.1177/0892020618795201.

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The recruitment of overseas trained teachers (OTTs) in England has seemingly disappeared from the policy radar despite their large numbers, continuing impact on primary and secondary education, and the ongoing second wave of teacher migration that started in 2014. OTTs continue to contribute to stability and continuity of provision in primary and secondary schools. From a qualitative study on ‘A day in the life of an overseas trained teacher’, this article examines (a) strategies used by OTTs to cope in their daily working lives and (b) teaching experience of OTTs in England compared with thei

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Nakahara, Masumi, and Paul Black. "How I survived as an overseas teacher of Japanese in Australia." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 6.1–6.17. http://dx.doi.org/10.2104/aral0706.

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Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such t

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Nakahara, Masumi, and Paul Black. "How I survived as an overseas teacher of Japanese in Australia." Australian Review of Applied Linguistics 30, no. 1 (2007): 6.1–6.17. http://dx.doi.org/10.1075/aral.30.1.04nak.

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Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such t

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Vedhathiri, Thanikachalam. "Dynamic Process for Enhancing Engineering Faculty Competence in India." Journal of Engineering Education Transformations 36, no. 1 (July 1, 2022): 7–25. http://dx.doi.org/10.16920/jeet/2022/v36i1/22132.

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Abstract : Indian engineering colleges need more qualified faculty, since, thousands of engineering colleges have been approved by AICTE with teachers who possess only bachelor's degrees without any experience in curriculum design, instructional design, evaluation, and industrial training. Many of them were not exposed to advanced industrial design and advanced manufacturing practices. This has resulted in the unemployment of about 70% of the graduates. This paper focuses on the systematic planning, and implementing appropriate faculty development programs not only for the fresh graduate teach

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Viete, Rosemary. "Culturally sensitive and equitable assessment of oral english for overseas‐qualified teacher trainees." Journal of Intercultural Studies 19, no. 2 (October 1998): 171–85. http://dx.doi.org/10.1080/07256868.1998.9963462.

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Rehani, Rehani. "Students’ Perceptions on Professional Competence of Lecturers at the Department of Arabic Education, Faculty of Islamic Education and Teacher Training, State Institute for Islamic Studies IB Padang." Al-Ta lim Journal 22, no. 1 (March 28, 2015): 33–43. http://dx.doi.org/10.15548/jt.v22i1.110.

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This research examines students’ perception on professional competence of Arabic education department lecturers. It seeks to answer questions whether or not educational background, level of education, age, and gender correlate with lecturers’ professional competent. In this study, students are asked to answer questions on their lecturers’ 1) mastery of subject matters, 2) pedagogical knowledge, 3) attitudes, 4) discipline, 5) clarity on the assessment procedure, 6) the use of teaching media and students’ learning achievement. The findings of the study suggest that over 50% of students perceive

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Sumarni, Sumarni. "PROFIL MADRASAH TSANAWIYAH UNGGUL : MTs Negeri Winong, Kabupaten Pati, Jawa Tengah." EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan 13, no. 3 (December 30, 2015). http://dx.doi.org/10.32729/edukasi.v13i3.253.

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AbstractThis research aims at finding out how input, superiority and particularity of learning process, and output of MTs Negeri Winong Pati has influenced. The research on State Islamic Junior High School is Superior in adopting a qualitative descriptive method at MTs Negeri Winong Pati, Central Java. The research outcome shows that MTs Negeri Winong Pati has several superiorities and particularities. Of the input side, this school has qualified student input, adequate facility and infrastructure, professional teacher and supported by innovative management. The superiority and particularity o

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Rozprawy doktorskie na temat "Overseas-qualified teachers"

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Sharplin, Elaine Denise. "Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0211.

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[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earlie

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Yuksel, Harun. "Personal and professional experiences of turkish qualified teachers in Victorian schools." Thesis, 2013. https://vuir.vu.edu.au/21717/.

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The aim of this research was to identify the personal and professional experiences of Turkish primary and secondary teachers, who are currently teaching, or have previously taught in Victorian schools. This research drew upon these teachers’ experiences to make recommendations for future teacher education, training, professional development and/or induction programs. These recommendations if implemented will support future Turkish teachers in adapting to the Victorian education system. The induction programs and facilities are expected to encourage overseas graduate teachers, who are currently

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