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Gotowe bibliografie tematyczne / Sociability of Teachers; Teaching; Education

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Gotowa bibliografia na temat „Sociability of Teachers; Teaching; Education”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Sociability of Teachers; Teaching; Education"

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Dr., C. Sherine Vinoca Snehalatha. "CONSTRUCTING AND VALIDATING A SCALE FOR ASSESSING THE SOCIABILITY OF TEACHERS." International Journal of Research - Granthaalayah 5, no. 5SE (2017): 102–12. https://doi.org/10.5281/zenodo.810322.

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Teachers irrespective of the stages at which they are teaching or the cadre they hold, they have to play similar roles in the teaching – learning process. However, if someone starts listing the roles they play in different contexts, it keep on extending along with changes coming upon different phases of education, affecting the intellectual, emotional, social, moral, spiritual, and physical domains of the learners. Focusing on physical strength and health oriented education; the aims of education have been shifting from one to another with the passage of time on the basis of the philosophy of

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Snehalatha, C. Sherine Vinoca. "CONSTRUCTING AND VALIDATING A SCALE FOR ASSESSING THE SOCIABILITY OF TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (2017): 102–12. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1979.

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Teachers irrespective of the stages at which they are teaching or the cadre they hold, they have to play similar roles in the teaching – learning process. However, if someone starts listing the roles they play in different contexts, it keep on extending along with changes coming upon different phases of education, affecting the intellectual, emotional, social, moral, spiritual, and physical domains of the learners. Focusing on physical strength and health oriented education; the aims of education have been shifting from one to another with the passage of time on the basis of the philosophy of

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Shipra, Sharma, and Sarita Goswami Dr. "An Analytical Perspective on Teachers' Freezing at Higher Level of Education." International Journal of Contemporary Research In Multidisciplinary 3, no. 4 (2024): 65–67. https://doi.org/10.5281/zenodo.13208731.

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Better teacher selection and preparation will result from identifying the traits and attributes of a successful teacher. The standard of a teacher is inadequate, particularly when it comes to their general knowledge, intelligence, and professional competence. The study's objective is to offer an analytical perspective on teachers' lack of interest and how it affects the learning environment. Some general qualities that a good teacher should possess are normal physical and mental health, a well-balanced philosophical and cultural outlook, normal general intelligence, good daily habits, sociabil

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Mouton, Alexandre, Michel Hansenne, Romy Delcour, and Marc Cloes. "Emotional Intelligence and Self-Efficacy Among Physical Education Teachers." Journal of Teaching in Physical Education 32, no. 4 (2013): 342–54. http://dx.doi.org/10.1123/jtpe.32.4.342.

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Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of Efficacy Scale (TSES) were administered to a sample of 119 physical education teachers. The main results show a positive association between EI and self-efficacy, and more particularly that the sociability factor of EI predicted the TSES total score. Mor

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Savchenkov, Alexey Viktorovich, and Natalia Viktorovna Uvarina. "Motivational and value-based component of future teachers’ readiness for moral education: Concept clarification." Science for Education Today 11, no. 2 (2021): 55–79. http://dx.doi.org/10.15293/2658-6762.2102.03.

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Introduction. The article is devoted to future teachers’ professional values as a regulatory basis for enhancing their readiness for moral education provision which includes integrated personal and professional values, beliefs and attitudes, commitment to moral education and self-motivation. The article reviews and analyzes international and Russian studies on teacher education in order to clarify the content of the motivational and value-based component of future teachers readiness for moral education. Materials and Methods. The study adopts systematic, axiological, contextual, nuclear and pe

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SANTOS, Guilherme Mendes Tomaz dos. "INTERNACIONALIZAÇÃO EM CASA: REFLEXÕES PARA O CONTEXTO DA EDUCAÇÃO MATEMÁTICA EM TEMPOS DE PANDEMIA DA COVID-19." Boletim de Conjuntura (BOCA) 5, no. 14 (2021): 110–15. https://doi.org/10.5281/zenodo.4515130.

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The present study aimed to reflect on the potential of internationalization at home for the context of Mathematics Education in times of the pandemic of COVID-19. For this, it analyzes the internationalization of the curriculum and its aspect through internationalization at home. It brings didactic-pedagogical possibilities for teaching mathematics in different contexts in the light of digital technologies. It recognizes internationalization as a positive alternative for teaching-learning processes. Finally, he points out that it is a trend in the field of Mathematics Education and can enable

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Ashwini., C. Ashwath. "TEACHING SOFT SKILLS - A NECESSITY IN MODERN ERA." Shanlax International Journal of Arts, Science and Humanities 6, S2 (2019): 1–7. https://doi.org/10.5281/zenodo.2573747.

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<em>The purpose of education is to make good human beings with skills and expertise, and enlightened human beings can be created by teachers. Similarly, it is applicable to other fields also because one can be successful when one’s modus operandi is systematic with skills and prowess. In fact, there is a lot of difference between skilled work and unskilled work. When something is done without any planning and the proper use of skills, it cannot be finished successfully. That is what unskilled work achieves. Due to technological advancements, skilled people get more opportunities now-a-da

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Brytskyi, Oleksandr. "MULTICOMPONENT STRUCTURE OF FUTURE TEACHERS’ PROFESSIONAL READINESS IN THE CONTEXT OF MODERN EDUCATION." Problems of Modern Teacher Training, no. 1(31) (May 28, 2025): 23–30. https://doi.org/10.31499/2307-4914.1(31).2025.333777.

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The article is devoted to the study of future teachers’ professional readiness as a multi component structure. The article deals with the essence of teachers’ professional readiness, its main components and factors influencing its formation. The purpose of the study is to define and analyze the multi component structure of future teachers’ professional readiness, identify the main components and factors influencing its formation. The research methods include theoretical analysis of scientific literature on the professional readiness of teachers, systematic analysis to identify the components o

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YERKIBAYEVA, Gulfayruz, and Shapagat BEGOVAT. "IMPLEMENTATION OF THE MODEL"4K" IN TEACHING RUSSIAN AT KAZAKHSTAN SCHOOLS." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2023): 103–10. http://dx.doi.org/10.31651/2524-2660-2023-1-103-110.

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n Kazakhstan the process of using the “4K” model in education is underway: the development of creativity, critical thinking, sociability and the ability to work in a team.The purpose is to determine the effectiveness of the "4K" method in the formation of critical thinking in Russian language and literature lessons in schools in Turkestan.Research methods. The following methods were used to solve the tasks set, achieve the goal of scientific research and verify the initial provisions on the topic under study: theoretical –analysis and synthesis of psychological, pedagogical theoretical literat

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Silva, Eduardo Cristiano Hass da. "Análise dos laços e redes de sociabilidade entre os professores da Escola Técnica de Comércio do Colégio Farroupilha de Porto Alegre/RS." Revista de História e Historiografia da Educação 1, no. 2 (2017): 222. http://dx.doi.org/10.5380/rhhe.v1i2.50593.

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Este artigo apresenta parte dos resultados da pesquisa de mestrado desenvolvida pelo autor nos anos de 2015 a 2017, na qual analisou os laços de sociabilidade existentes entre os diferentes sujeitos que frequentavam a Escola Técnica Comercial (ETC) do Colégio Farroupilha de Porto Alegre/RS. O objetivo principal desta pesquisa é demonstrar como os professores que compunham o quadro docente desta instituição criaram laços sociais que permitiram a sua perpetuação. As metodologias empregadas consistem na História Oral e na análise de redes de sociabilidade. Os referenciais teóricos empregados perp

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Rozprawy doktorskie na temat "Sociability of Teachers; Teaching; Education"

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Lower, Michael Andrew. "A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.

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Swingen, Cynthia Carol. "Elementary preservice teachers' use of dialogic teaching." Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665941.

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<p> This instrumental, collective, targeted case study explores decisions elementary preservice teachers make with respect to culturally responsive teaching through the lens of dialogic teaching. Most candidates currently enrolled in elementary teacher education programs in the United States are young, white, and female. Meanwhile, the population of students in U.S. schools grows increasingly diverse, leading to a widening cultural gap between teachers and many of their students. Many preservice teachers opt not to use culturally responsive instructional strategies, particularly those related

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Fleming, Miri. "Teachers' receptivity to teaching models." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185807.

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The focus of this study is teachers' receptivity to new teaching models. Traditionally, research has been conducted to assess teachers' implementation of innovations. The stage prior to learning and implementing the model generally has been generally ignored. In this study, the researcher assumed that the level of teachers' receptivity could influence upon whether and to what extent the new teaching model is implemented. This study was designed to identify personal characteristics and environmental variables that affect the degree of teacher receptivity to a teaching model. Four teacher-partic

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Kent, Athol Parkes. "Medical education and the importance of teaching medical teachers about teaching." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/27044.

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This is an overview of medical education today. It deals with tertiary education matters pertinent to medical schools in South Africa, the forces that will inevitably cause medical education to change and the responses of other countries to similar circumstances. These forces are medical, educational and political. The medical forces bringing about changes are concerned with the explosion in knowledge in the fields of medical facts, technologies, therapies and informatics. It is an ongoing educational problem as to how the burgeoning sciences can be balanced with the present call for the retur

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Miller, Catherine Marie 1959. "Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282150.

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This study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest th

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Park, Sung Choon. "Teachers' perceptions of teaching for social justice." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211568529.

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Cruz, Alberto. "Teaching behaviours of primary physical education student teachers." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30996.

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The purpose of the study was to examine the teaching behaviours of Hong Kong physical education students teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two ball games lessons in their own schools or in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were comprehensively described and comparison was made between the two groups' behaviour categories by employing the independent t-test. Results indicated that the in-s

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Vail, Teresa M. "Teachers' professional development experiences: Implications for teaching practice." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/28.

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The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The g

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Opperman, Julianne Radkowski. "Elementary teachers committed to actively teaching science and engineering." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722544.

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<p> Committed elementary teachers of science and engineering, members of a professional learning community called Collaborative Conversations in STEM, were studied to elicit their perceptions of experiences that influenced their commitment to, and their pedagogical content knowledge of, STEM teaching and learning. The hermeneutic phenomenological interviews enabled the teachers to express their beliefs in their own words. Data analysis employed a theoretical framework that investigated teacher epistemology and knowledge in light of their experiences. Findings revealed a web of lifelong experie

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Campbell, Jacqueline L. "Teaching interns' level of proficiency of the MoSTEP quality indicators at the beginning and completion of the teaching internship." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4305.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 13, 2006) Vita. Includes bibliographical references.

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Książki na temat "Sociability of Teachers; Teaching; Education"

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Margo, Okazawa-Rey, Anderson James, and Traver Rob, eds. Teaching, teachers & teacher education. Harvard Educational Review, 1987.

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Richard, Milner H., ed. Diversity and education: Teachers, teaching, and teacher education. Charles C. Thomas, Pub., 2008.

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A, Griffin Gary, and National Society for the Study of Education., eds. The education of teachers. NSSE, 1999.

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Rebecca, Rogers. Adult education teachers: Developing critical literacy education. L. Erlbaum Associates, 2008.

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A, Griffin Gary, and National Society for the Study of Education., eds. The education of teachers. NSSE, 1999.

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Sharp, Vicki F. Computer education for teachers. 3rd ed. McGraw-Hill College, 1999.

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Sharp, Vicki F. Computer education for teachers. Brown & Benchmark, 1993.

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Osler, Audrey. Teachers and human rights education. Trentham, 2010.

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Cantrell, Geneal G. Teachers teaching teachers: Wit, wisdom, and whimsey for troubled times. P. Lang, 2002.

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Evans, John, 1952 Oct. 16-, ed. Teachers, teaching, and control in physical education. Falmer Press, 1988.

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Części książek na temat "Sociability of Teachers; Teaching; Education"

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Spendlove, David. "Teaching Technology." In Technology Education for Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_3.

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Leighton, Ralph, and Laila Nielsen. "Teachers." In The Citizen in Teaching and Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38415-9_11.

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Burgess, Robert G. "Newsom Teachers and Newsom Teaching." In Experiencing Comprehensive Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003419723-10.

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Creasy, Rob. "Control Over Teaching: Taming Teachers." In The Taming of Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62247-7_3.

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Đerić, Ivana, Ines Elezović, and Falk Brese. "Teachers, Teaching and Student Achievement." In IEA Research for Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85802-5_7.

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Pierce, Robyn, and Helen Chick. "Teachers’ Beliefs About Statistics Education." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_17.

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Meletiou-Mavrotheris, Maria, and Ana Serradó. "Distance Education of Statistics Teachers." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_36.

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Rousmaniere, Kate. "Teachers, Teaching, and Educational Change." In Springer International Handbooks of Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_22-1.

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Rousmaniere, Kate. "Teachers, Teaching, and Educational Change." In Springer International Handbooks of Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_22.

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Galloway, Ian, Bärbel Barzel, and Andreas Eichler. "Teachers Teaching with Technology." In Proceedings of the 13th International Congress on Mathematical Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_91.

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Streszczenia konferencji na temat "Sociability of Teachers; Teaching; Education"

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Velichová, Daniela. "TEACHERS TEACHING TEACHERS." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.0113.

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Dagdilelis, Vassilios, and Stelios Xinogalos. "Preparing teachers for teaching informatics." In the 7th Workshop in Primary and Secondary Computing Education. ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481468.

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Ciascai, Liliana, and Iuliana Zsoldos-Marchis. "STUDY ON TEACHERS’ BELIEFS ABOUT TEACHING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2106.

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Hanzel Kratka, Jana. "TEACHING PROFESSION IN EXPERIENCED TEACHERS' STORIES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0662.

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Leyzberg, Dan, and Christopher Moretti. "Teaching CS to CS Teachers." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. ACM, 2017. http://dx.doi.org/10.1145/3017680.3017798.

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Laksana, Kittisak, Kanrawee Busayanon, and Yasa Mahamarn. "CREATING PRE-SERVICE TEACHERS’ ENGAGEMENT IN AN ACTIVE LEARNING JOURNEY WITH PROJECT-BASED LEARNING TO BECOME EFFECTIVE TEACHERS." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.015.

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Quigley, Cassie. "STEAM Education: Supporting Teachers in Transdisciplinary Teaching." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1426979.

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Magnani, Nancy, and Judith Donnelly. "Teaching reflection to teachers and students." In Education and Training in Optics and Photonics: ETOP 2015. SPIE, 2015. http://dx.doi.org/10.1117/12.2223185.

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Laurian Fitzgerald, Simona, and Carlton Fitzgerald. "STUDENT-CENTERED TEACHING: WHAT TEACHERS BELIEVE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2342.

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Němejc, Karel, and Lucie Smékalová. "EVALUATION OF TEACHING COMPETENCE OF UNIVERSITY TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0811.

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Raporty organizacyjne na temat "Sociability of Teachers; Teaching; Education"

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Busso, Matías, Mariana Alfonso, Hugo R. Ñopo, Antonella Maria Rivera Bianchi, and Triana Yentzen. Research Insights: Do the Incentives Provided to Current Teachers Affect Future Cohorts? Inter-American Development Bank, 2025. https://doi.org/10.18235/0013545.

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Attracting, developing, and retaining effective teachers is essential for improving education outcomes, yet making the teaching profession appealing to talented youth remains challenging. Providing information about reforms that enhance the appeal of a teaching career to high school students can positively impact enrollment in higher education and the choice of an education major. This evidence suggests that career incentives and information can shape not only the current teaching workforce but also future cohorts.

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Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004685.

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It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen

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Thy, Savrin, Tong Ly, and Sokunthy Ean. Cambodian Upper Secondary School Education amid COVID-19 Pandemic: Challenges and Opportunities. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.137.202305.

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The outbreak of Coronavirus Disease 2019 (COVID-19) was announced as a pandemic by the World Health Organization (WHO) on 11 March 2020. Its presence has created significant disturbances across society and particularly within education. On 16 March 2020, as a preventative measure against the spread of COVID-19, the Royal Government of Cambodia (RGC) decided to close all educational institutions. However, in an effort to continue providing education services to students, the Ministry of Education, Youth and Sport (MoEYS) alongside relevant stakeholders made significant efforts to adopt distance

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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 & 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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Villegas-Reimers, Eleonora, Paula Pogré, Silvana Freire, and Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005008.

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The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. T

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Kong, Byeongjo, Zhigang Li, Sara Ratner, Erik Hemberg, and A. K. M. Shamsul Haque. Artificial Intelligence for Education in Bangladesh: Insights from the First Small-Scale Artificial Intelligence Needs Assessment and Training for Primary Education Teachers. Asian Development Bank, 2024. https://doi.org/10.22617/wps240575-2.

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Bangladesh, with one of the largest education systems in the world, has started to lay the foundation for reskilling its youth in preparation for an automated world of work. The country has thus looked to using artificial intelligence (AI) in the education sector, recognizing its promise to transform the teaching–learning landscape while acknowledging the challenges inherent in its adoption. This paper presents results of an AI needs assessment survey and training workshop conducted among primary education teachers from 2023 to 2024, to gather opinions on pedagogies that could benefit from AI-

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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to com

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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.

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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teach

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Lundström, Christina, Elin Wärm, Margherita Caggiano, and Mayte Gallego. Good examples of soil education for youth to increase soil literacy. Department of Soil and Environment, Swedish University of Agricultural Sciences, 2025. https://doi.org/10.54612/a.2bqc5135bc.

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One of eight aims of the EU Mission Soil, is to increase soil literacy in society. One way to do that would be to reach out to teachers and inspire them to involve soil topics in their teaching. Therefore PREPSOIL Task 6.2 aimed to identify good examples of soil education and learning activities for youth and communicate them with teachers and pedagogic representatives across Europe. During 2023 and 2024 teachers were invited to share their good examples on soil education targeting primary, secondary and vocational training pupils. A committee which consisted of three teachers, one soil scient

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