Results for 'Teachers and teaching'

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  1. Winning Teachers Teaching Winners.Patricia J. Munson - 1991 - Network Publications.
  2. A Letter to Teachers: Reflections on Schooling and the Art of Teaching.Vito Perrone - 1991 - Jossey-Bass.
    "Teaching after all is about knowing children well" -- from A Letter to Teachers "Perrone has given us a gift, a book worth reading over many times, an important reflection on his many years of close observation of schools and school people, parents, teachers, children, and their communities." -- Deborah W. Meier, principal, Central Park East Secondary School Simple, elegant and full of common sense, these reflections on the art of teaching address the deepest concerns (...) have for their work with children and young people. (shrink)
     
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  3.  69
    Teachers and Teaching: Subjectivity, Performativity and the Body.M. J. Vick & Carissa Martinez - 2011 - Educational Philosophy and Theory 43 (2):178-192.
    It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, we use Butler's concept of performativity to analyse the reiterated acts that are intelligible as—performatively constitute—teaching, rather of the teacher as subject. We suggest that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as ‘teaching’, and the policing (...)
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  4.  9
    Profile of South African Secondary-School TeachersTeaching Quality: Evaluation of Teaching Practices Using an Observation Instrument.Thelma de Jager, Mattheus Jacobus Coetzee, Ridwan Maulana, Michelle Helms-Lorenz & Wim van de Grift - 2017 - Educational Studies 43 (4):410-429.
    The need for quality teaching is reflected in the poor performance of students in international tests. Teachers’ practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers’ practices in class. The focus of the present research was to profile the effective teaching practices of 424 secondary-school teachers in the Gauteng Province, South Africa. Teachers were observed by trained (...)
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  5.  10
    From Technicians to Teachers: Ethical Teaching in the Context of Globalised Education Reform.Leon Benade - 2012 - Continuum.
    Machine generated contents note: -- Dedication Acknowledgements List of Tables and Figures List of Abbreviations Introduction Chapter One: From Neoliberalism to Third Way Chapter Two: Professionality, professions and teachers' work Chapter Three: Ethical teacher professionality and the ethical teacher Chapter Four: Understanding the context Chapter Five: New Zealand curriculum reform, 2002-2007: break or continuity? Chapter Six: Policy Chapter Seven: Seeking out spaces Chapter Eight: Challenges to the development of ethical teacher professionality in The New Zealand Curriculum Chapter Nine: Critical (...)
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  6.  8
    Teachers, Teaching, Schools and Society: Lessons From the Philosophy of Technology.William Warren - unknown
    There has developed since around the end of the Second World War, a body of writing that has become known as the Philosophy of Technology. This writing now includes work by those who can be identified as "seminal thinkers," as well as developments of their original ideas, and fresh work and commentary on specific issues, to produce what is now a quite wide ranging body of literature. This chapter is primarily a descriptive one that summarizes the general field with an (...)
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  7.  3
    Developing Teaching Materials for ESP Courses: The Last Option Many ESP Teachers Resort To.Marijana Marjanovikj-Apostolovski - 2019 - Seeu Review 14 (1):160-177.
    Contrary to the claim made by Hutchinson and Waters that designing teaching materials should be the last option considered, Basturkmen and Bocanegra-Valle remind that many ESP teachers are very frequently directly involved in designing teaching materials as commercially published coursebooks and other materials tend not to be relevant to the needs of their specialized groups of learners. This paper offers an insight into the key aspects as well as the sequence of ESP materials design. It outlines the (...)
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  8.  4
    Use of Problem-Based Teaching in the Process of Future Primary School TeachersTeaching Practice.Nozdrova Oksana - 2016 - Science and Education: Academic Journal of Ushynsky University 10:167-172.
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  9.  3
    A Review of “Diversity and Education: Teachers, Teaching and Teacher Education”. [REVIEW]Emily A. Daniels - 2010 - Educational Studies: Journal of the American Educational Studies Association 46 (4):438-442.
  10. Expanding Diversity Education for Preservice Teachers: Teaching About Racial Isolation in Urban Schools.P. Malone - 1997 - Journal of Thought 32:97-112.
  11.  22
    Teachers’ Ways of Talking About Nature of Science and Its Teaching.Malin Ideland, Andreas Redfors, Lena Hansson & Lotta Leden - 2015 - Science & Education 24 (9-10):1141-1172.
    Nature of science has for a long time been regarded as a key component in science teaching. Much research has focused on students’ and teachers’ views of NOS, while less attention has been paid to teachers’ perspectives on NOS teaching. This article focuses on in-service science teachers’ ways of talking about NOS and NOS teaching, e.g. what they talk about as possible and valuable to address in the science classroom, in Swedish compulsory school. These (...)
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  12.  22
    Physics Teachers’ Challenges in Using History and Philosophy of Science in Teaching.Dietmar Höttecke & Andreas Henke - 2015 - Science & Education 24 (4):349-385.
    The inclusion of the history and philosophy of science in science teaching is widely accepted, but the actual state of implementation in schools is still poor. This article investigates possible reasons for this discrepancy. The demands science teachers associate with HPS-based teaching play an important role, since these determine teachers’ decisions towards implementing its practices and ideas. We therefore investigate the perceptions of 8 HPS-experienced German middle school physics teachers within and beyond an HPS implementation (...)
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  13.  14
    Two Secondary Teachers’ Understanding and Classroom Practice of Dialogic Teaching: A Case Study.Janneke van de Pol, Sue Brindley & Rupert John Edward Higham - 2017 - Educational Studies 43 (5):497-515.
    Dialogic Teaching is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme. The CPDP appeared effective to some extent. The (...)
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  14.  53
    Teaching the Conceptual History of Physics to Physics Teachers.Peter Garik, Luciana Garbayo, Yann Benétreau-Dupin, Charles Winrich, Andrew Duffy, Nicholas Gross & Manher Jariwala - 2015 - Science & Education 24 (4):387-408.
    For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers organize their understanding of this historical development. The activities include scientific modeling using archaic theories. We conducted surveys to gauge the impact (...)
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  15.  33
    What Do Teachers Need to Know About Teaching? A Critical Examination of the Occupational Knowledge of Teachers.Christopher Winch - 2004 - British Journal of Educational Studies 52 (2):180-196.
    Various attempts to specify the nature of professions in general and of teaching in particular in relation to the knowledge that is needed for practice are considered. It is argued that there is no epistemic or moral criterion of professionalism that will sustain the claim of teaching to be a profession. The nature of teachers' knowledge is examined and the relationship between theory and application is seen to be both crucial to and problematic in our understanding of (...)
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  16.  5
    What Training Do Teachers Need?: Why Theory is Necessary to Good Teaching.Janet Orchard & Christopher Winch - 2015 - Impact 2015 (22):1-43.
    Recent years have seen a concerted and systematic move towards a school-led system of initial teacher training in England. The role of universities, and particularly their part in engaging new teachers with educational theory, has been radically challenged. Only around half of new entrants to the profession now follow university-based training routes. These seismic changes to teacher education have been driven through with a minimum of formal consultation or public debate. In this urgent and compelling pamphlet, Janet Orchard and (...)
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  17.  18
    Student Teachers' Perceptions of Self‐Competence in and Emotions/Stress About Teaching in Initial Teacher Education.Stavroula Kaldi - 2009 - Educational Studies 35 (3):349-360.
    This study focuses upon identifying and classifying prospective teachers' perceptions of self‐competence in teaching after a four‐year university course on primary education and the relationship between their personal well‐being, views, emotions and stress about teaching and their teaching competencies during their undergraduate school teaching practice. Data collection was obtained by questionnaires from two cohorts of final‐year student teachers in a Greek university department of primary education . The findings revealed that prospective teachers rated (...)
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  18.  20
    Student Teachers in the Classroom: Their Perceptions of Teaching Practice.Cigdem Sahin Taskin - 2006 - Educational Studies 32 (4):387-398.
    This paper examines student teachers? perceptions of the course of school experience in a teacher education programme in Turkey. Data were obtained through interviewing student teachers in Canakkale Onsekiz Mart University, Turkey. In order to analyse the data, Strauss and Corbin?s grounded theory methodology was adapted. The analysis revealed that although the current teacher education programme put emphasis on effective practical training, in some circumstances student teachers feel that their chances of gaining real teaching experiences are (...)
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  19.  8
    The Role of Emotion in Teaching: Are There Differences Between Male and Female Newly Qualified Teachers’ Approaches to Teaching?Helen Demetriou, Elaine Wilson & Mark Winterbottom - 2009 - Educational Studies 35 (4):449-473.
    Emotions play a crucial role in communication and engagement between people. This paper focuses on the extent to which new teachers consider and value the emotional component of teaching for the engagement and motivation of their students and themselves. Moreover, drawing on the literature on gender and emotion, which consistently cites females of all ages as having a greater capacity to empathise, we looked to see if female teachers are better equipped at engaging their students and whether (...)
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  20.  15
    Teaching as a Moral Activity: Listening to Teachers in Russia and the United States.Ann Higgins - 1995 - Journal of Moral Education 24 (2):143-158.
    Abstract In 1992, I conducted a study in two schools, the Scarsdale High Alternative School (SAS) in New York, a Kohlbergian Just Community Program for 16 years, headed by Tony Arenella; and Public School No. 825, a kindergarten to senior high school on the outskirts of Moscow, Russia, an experimental school in Developmental Education following the ideas of Lev Vygotsky, headed by Vladimir Karakovsky. This article presents a narrative comparison of the philosophies and practices of the secondary teachers in (...)
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  21.  10
    Teachers' Interpretations of Effective Whole-Class Interactive Teaching in Secondary Mathematics Classrooms.Sonia Jones & Howard Tanner - 2002 - Educational Studies 28 (3):265-274.
    Prompted by ongoing concerns over standards of numeracy, eight mathematics teachers from four secondary schools in south Wales formed a teacher inquiry group to research the impact of introducing whole-class interactive teaching strategies into their own practice. Possible teaching approaches and activities were developed and agreed during group meetings. These were trialled by the teachers during their normal mathematics lessons. Lesson observations, interviews with teachers and discussions at the group meetings, however, indicated that the implementation (...)
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  22.  8
    A Quintessentially Feminine Domain? Student Teachers' Constructions of Primary Teaching as a Career.Bruce Carrington - 2002 - Educational Studies 28 (3):287-303.
    The prevailing construction of primary teaching in the UK and elsewhere is that of a feminised occupation. In popular discourse, male teachers have been variously depicted as 'unusual', 'ambitious', 'odd' or even 'deviant'. Such constructions have engaged policy makers, academics and practitioners. Although previous research has suggested that working with younger children is more likely to be viewed as a 'woman's job', no large-scale investigation has been conducted into the factors influencing male entry to lower and upper primary (...)
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  23.  4
    Trainee Teachers' Conceptions of Teaching and Learning, Classroom Layout and Exam Design.Fernando Dome´Nech Betoret & Amparo Go´mez Artiga - 2004 - Educational Studies 30 (4):355-372.
    The objective of this study centres on identifying and classifying the conceptions of teaching and learning held by future secondary school teachers, and on analysing the relationship between these conceptions and the way classroom space is organized and exams are designed. The test instruments used were applied to a sample of 138 graduates, who were all following the Pedagogical Aptitude Course during the academic year 2002/03. Results show that the more traditional teaching/learning models are related to a (...)
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  24.  18
    Teachers' Choice of Teaching Strategies for Dealing with Socio-Moral Dilemmas in the Elementary School.Nava Maslovaty - 2000 - Journal of Moral Education 29 (4):429-444.
    Decision-making skills and coping with dilemmas are among the goals of educational systems worldwide. This study examines 480 elementary school teachers' strategies for coping with socio-moral conflicts which arise in the classroom. Based on Oser and Althof's (1993) models for decision-making in interpersonal conflicts in the classroom and school contexts, we examined seven teaching strategies: avoiding, delegating to parents, delegating to school authorities, unilateral decision-making, incomplete discourse, complete discourse and dialogue. Teachers felt responsibility for dealing with socio-moral (...)
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  25.  47
    Islamic Education Teachers' Perceptions of the Teaching of Akhlāq in Malaysian Secondary Schools.Ab Halim Tamuri - 2007 - Journal of Moral Education 36 (3):371-386.
    The teaching of akhl?q (moral values) in Islamic Education lessons is one of the important aspects in the Integrated Curriculum for Secondary Schools in Malaysia. Its purpose is to develop the potential of the individual in a holistic, balanced and integrated manner, encompassing the intellectual, spiritual, emotional and physical aspects in order to create a balanced and harmonious human being with high moral standards. The aim of this article is to examine teachers' perceptions of the teaching of (...)
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  26.  20
    Primary Teachers’ Epistemological Beliefs: Some Perceived Barriers to Investigative Teaching in Primary Mathematics.David S. Bolden & Lynn D. Newton - 2008 - Educational Studies 34 (5):419-432.
    A recent investigation of primary teachers’ epistemological beliefs concerning the teaching and learning of mathematics discovered that teachers’ beliefs cannot be said to form neat world views. Teachers’ hybrid world views often included epistemological beliefs that supported teaching approaches which evidence suggests leads to greater conceptual understanding of mathematics. Classroom observations and semi‐structured interviews with primary teachers suggested that although there is a desire to adopt an investigative approach, this is perceived to be largely (...)
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  27.  8
    Exploring Profiles of Ideal High School Mathematical Teaching Behaviours: Perceptions of in-Service and Pre-Service Teachers in Taiwan.Feng-Jui Hsieh, Ting-Ying Wang & Qian Chen - 2017 - Educational Studies 44 (4):468-487.
    This study explored and compared the perspectives of Taiwanese in-service and pre-service high school mathematics teachers regarding ideal teaching behaviours; the perspectives of a nationwide sample of students were taken as the baseline. Fourteen factors contributing to ideal teaching behaviours were identified through exploratory factor analyses. Nine factors, including idea explanation and speedy lecture, were rooted in traditional Chinese culture; five factors, including concrete representation and student activities, were influenced by Western cultures. Three teacher profiles were identified (...)
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  28.  1
    How Pre-Service Teachers’ Sense of Teaching Efficacy and Preparedness to Teach Impact Performance During Student Teaching.Amber L. Brown, Joyce Myers & Denise Collins - forthcoming - Educational Studies:1-21.
    The purpose of this study was to investigate the relationship between early childhood/elementary pre-service teachers’ sense of teaching efficacy and feelings of preparedness and actual performance...
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  29.  14
    Does Undergraduate Education Influence Teachers’ Perceptions of Learning and Teaching? The Case of the Republic of Slovenia.Milena Ivanuš Grmek & Marija Javornik Krečič - 2008 - Educational Studies 34 (5):433-442.
    In the first part of the paper, different models of teacher education are presented and analysed: the pre‐technocratic model or the model of training master craftsmen; the technocratic model or the model of applied science; and the post‐technocratic model or the reflexive model. In the second part of the paper, the results of the empirical research are presented. The aim of the empirical research was to determine the influence of undergraduate teacher education on teachers’ perceptions of learning and (...) and, consequently, on teachers’ actions. In Slovenia, teachers’ education was carried out following two main models: the pre‐technocratic model or model of training master craftsmen, which was typical for the Academy of Education, and the technocratic model or the so‐called model of applied science, which is used at the education faculties nowadays. Because of this dualism in teachers’ education models, there exist differences between teachers and their perception and actions as well. (shrink)
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  30.  7
    The Effect of a Computer‐Assisted Language Learning Course on Pre‐Service English Teachers’ Practice Teaching.Ferit Kılıçkaya - 2009 - Educational Studies 35 (4):437-448.
    This paper reports the findings of a study conducted to find out the effect of an undergraduate‐level computer‐assisted language learning course on pre‐service English teachers’ practice teaching. Content analysis techniques were used to examine the resulting responses to the interview questions and the lesson plans for the effects of the course. Findings indicate that the participants have benefited from the topics discussed in the course and half of them tried to make use of the call tools in their (...)
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  31.  29
    Portrait of a Profession: Teaching and Teachers in the 21st Century.Wendy J. Glenn, David M. Moss & Richard Lewis Schwab (eds.) - 2005 - Praeger.
    Offering an inside look at the hidden dimensions of teaching, this provocative text presents insight into, and analysis of, the work of teaching--from preparing ...
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  32.  15
    Teaching Evidence‐Based Practice: The Teachers Consider the Content.Reza Yousefi‐Nooraie, Arash Rashidian, Jennifer L. Keating & Eva Schonstein - 2007 - Journal of Evaluation in Clinical Practice 13 (4):569-575.
  33.  29
    Teaching and Teachers'?Didaktik?Tomas Kroksmark - 1995 - Studies in Philosophy and Education 14 (4):365-382.
  34. Forgotten Heroes of American Education: The Great Tradition of Teaching Teachers.J. Wesley Null & Diane Ravitch (eds.) - 2006 - Iap - Information Age.
  35.  52
    Teaching Medical Ethics to Experienced Staff: Participants, Teachers and Method.T. Nilstun - 2001 - Journal of Medical Ethics 27 (6):409-412.
    Almost all articles on education in medical ethics present proposals for or describe experiences of teaching students in different health professions. Since experienced staff also need such education, the purpose of this paper is to exemplify and discuss educational approaches that may be used after graduation. As an example we describe the experiences with a five-day European residential course on ethics for neonatal intensive care personnel. In this multidisciplinary course, using a case-based approach, the aim was to enhance the (...)
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  36.  5
    Probing in-Service Elementary School Teachers’ Perceptions of TPACK for Games, Attitudes Towards Games, and Actual Teaching Usage: A Study of Their Structural Models and Teaching Experiences.Chung-Yuan Hsu, Jyh-Chong Liang, Tsung-Yen Chuang, Ching Sing Chai & Chin-Chung Tsai - forthcoming - Educational Studies:1-17.
    ABSTRACTThis study aimed to investigate differences in junior and senior elementary school teachers’ perceptions of the Technological Pedagogical...
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  37.  22
    The Function and Integration of Components of Pedagogical Content Knowledge in Classroom Teaching: A Case Study of Business English Teachers.Peng Wu, Shulin Yu & Limin Zhang - 2018 - Educational Studies 45 (4):440-455.
    ABSTRACTWhile pedagogical content knowledge has been studied across a wide range of research areas, including science, language teaching and mathematics, there is limited research on the role...
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  38.  14
    High School Philosophy Teachers’ Use of Textbooks: Critical Thinking or Teaching to the Text?Laura Pinto, Graham P. McDonough & Sharon Bailin - unknown
    One of the few contexts in which high school students are introduced to argumentation is in philosophy courses. Do such teachers promote critical thinking and argumentation? We present the findings of a mixed-methods empirical study of Ontario high school philosophy teachers, providing insight into the degree to which teachers promote oppositional readings of texts in a manner consistent with critical thinking. We identify the factors that contribute to critical thinking, as well as the barriers, focusing textbooks use.
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  39.  17
    Teaching Business Ethics, or the Challenge of a Socratic-Nietzschean Self-Transcendence for Teachers.Michel Dion - 2000 - Teaching Business Ethics 4 (3):307-324.
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  40.  31
    Teacher Professionalism and Student Evaluation of Teaching: Will Better Teachers Receive Higher Ratings and Will Better Students Give Higher Ratings?Pieter Spooren & Dimitri Mortelmans - 2006 - Educational Studies 32 (2):201-214.
    The use of student evaluations of teaching performance has been an important but controversial tool in the improvement of teaching quality during the past few decades. Although student evaluations of teaching are implemented in many faculties, not everyone is convinced of the desirability and utility of these ratings. In this paper, we present the results of a study with regard to the existence of a higher‐order factor that might influence students' perceptions of teaching and, thus, explain (...)
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  41.  8
    Teaching attitudes of teachers in universities.Estrella Rosa Viamontes Pelegrín & Colunga Santos - 2013 - Humanidades Médicas 13 (2):546-562.
    El artículo forma parte de un proyecto de investigación dirigido a la orientación profesional. Su objetivo consistió en proponer un modelo de formación de actitudes profesionales pedagógicas de los docentes de la Educación Superior cubana. El modelo incluyó tres subsistemas: proyección, contextualización y problematización actitudinal pedagógica. De igual forma se definieron los conceptos situación educativa, ayuda profesional y actitudes pedagógicas, los que distinguen el modelo propuesto del enfoque tradicionalmente asumido en la formación de actitudes. Dentro de las actitudes profesionales descritas (...)
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  42.  6
    Social values and teaching methods: what do Teachers need to improve from the Students's view.Diana Castro Ricalde & Díaz Flores - 2015 - Humanidades Médicas 15 (3):582-602.
    Introducción: Los docentes universitarios requieren nuevos saberes para enfrentar los diversos retos que plantea la educación superior; dichos desafíos se relacionan con el dominio de saberes disciplinarios, profesionales, laborales, pedagógicos y didácticos e incluso axiológicos. Lo que aquí se presenta son los resultados de una investigación llevada a cabo en la Universidad Autónoma del Estado de México en el periodo de enero de 2014 a abril de 2015. El objetivo: fue determinar los saberes específicos, métodos de enseñanza y valores sociales (...)
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  43.  2
    Social values and teaching methods: what do Teachers need to improve from the Students's view.Diana Castro Ricalde & Martha Díaz Flores - 2015 - Humanidades Médicas 15 (3):582-602.
    Introducción: Los docentes universitarios requieren nuevos saberes para enfrentar los diversos retos que plantea la educación superior; dichos desafíos se relacionan con el dominio de saberes disciplinarios, profesionales, laborales, pedagógicos y didácticos e incluso axiológicos. Lo que aquí se presenta son los resultados de una investigación llevada a cabo en la Universidad Autónoma del Estado de México en el periodo de enero de 2014 a abril de 2015. El objetivo: fue determinar los saberes específicos, métodos de enseñanza y valores sociales (...)
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  44.  10
    A Multi-Year Program Developing an Explicit Reflective Pedagogy for Teaching Pre-Service Teachers the Nature of Science by Ostention.Mike U. Smith & Lawrence Scharmann - 2008 - Science & Education 17 (2-3):219-248.
  45.  5
    Teaching About “Brain and Learning” in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of Intelligence.Sanne Dekker & Jelle Jolles - 2015 - Frontiers in Psychology 6.
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  46.  6
    Examining the Relationship Between Teachers’ ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice.Ida K. R. Hatlevik & Ove E. Hatlevik - 2018 - Frontiers in Psychology 9.
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  47.  6
    Integrating Nature of Science Instruction Into a Physical Science Content Course for Preservice Elementary Teachers: NOS Views of Teaching Assistants.Deborah L. Hanuscin, Valarie L. Akerson & Teddie Phillipson‐Mower - 2006 - Science Education 90 (5):912-935.
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  48. Fostering a Critical Conscious -- A Wide Awakeness--In New Teachers Through Student Teaching Abroad.Rosalie Romano - 2008 - Journal of Thought 43 (1/2):87-95.
     
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  49.  7
    Mendel in Genetics Teaching: Some Contributions From History of Science and Articles for Teachers.Charbel N. El-Hani - 2015 - Science & Education 24 (1-2):173-204.
  50.  11
    Teaching and Learning in the Science Classroom: The Interplay Between Teachers' Epistemological Moves and Students' Practical Epistemology.Malena Lidar, Eva Lundqvist & Leif Östman - 2006 - Science Education 90 (1):148-163.
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