Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Collaborative construction of professional knowledge"'
Autor:
Araújo, Joana Filipa Moreira
Publikováno v:
Repositório Científico de Acesso Aberto de Portugal
Repositório Científico de Acesso Aberto de Portugal (RCAAP)
instacron:RCAAP
Repositório Científico de Acesso Aberto de Portugal (RCAAP)
instacron:RCAAP
Submitted by Olga Ferreira (olgaferreira@ese.ipp.pt) on 2016-11-24T17:08:09Z No. of bitstreams: 2 DM_JoanaAraújo_2014_EPE.pdf: 5637249 bytes, checksum: 9ffc725df62297c2e8e8128837790091 (MD5) DM_JoanaAraújo_2015_E1CEB.pdf: 3800925 bytes, checksum: 5
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______3056::a9faf5f1774a7dc034594b70e72ae313
Autor:
Avgitidou, Sofia, Karadimitriou, Konstantinos, Ampartzaki, Maria, Sidiropoulou, Christina, Kampeza, Maria
Publikováno v:
Education Sciences; Feb2024, Vol. 14 Issue 2, p207, 14p
Publikováno v:
Journal of Teacher Education; May/Jun2008, Vol. 59 Issue 3, p226-234, 9p
Autor:
Casey, Ashley
Publikováno v:
European Physical Education Review; Feb2013, Vol. 19 Issue 1, p76-90, 15p
Autor:
Désirée H. Pointer Mace, Ann Lieberman
Publikováno v:
Journal of Teacher Education. 59:226-234
This letter to the next president of the United States recommends the transformation of teacher in-service learning as a powerful means of education reform. Too often, professional development is perceived by teachers as being idiosyncratic and irrel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9ada5fb44a1b021e70f732b027d9037d
https://doi.org/10.1177/0022487108317020
https://doi.org/10.1177/0022487108317020
Publikováno v:
Quadrante; Vol. 14 No. 2 (2005); 3-23
Quadrante; Vol. 14 N.º 2 (2005); 3-23
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Agência para a Sociedade do Conhecimento (UMIC)-FCT-Sociedade da Informação
instacron:RCAAP
Quadrante; v. 14 n. 2 (2005); 3-23
Quadrante; Vol. 14 N.º 2 (2005); 3-23
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Agência para a Sociedade do Conhecimento (UMIC)-FCT-Sociedade da Informação
instacron:RCAAP
Quadrante; v. 14 n. 2 (2005); 3-23
Analyzing shared behavior and teachers’ professional discourse built in a given learning community is an important requirement in educational research. This paper presents a case study of a mathematics teacher, where teaching behaviors in different
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::eaef74ce0c5f054e6477f5001d0cbe64
https://quadrante.apm.pt/article/view/22798
https://quadrante.apm.pt/article/view/22798
Autor:
Crystal Loose
Teachers, as life-long learners, engage in professional development to deepen their understanding of content and instructional methods. Teacher professional development is a form of adult education, and adults learn best if they are actively involved
Autor:
Harmon, Cassandra
Higher education is universally viewed as essential, not only to economic prosperity in an increasingly globalized, knowledge-driven economies, but also to individual aspirations for intellectual fulfillment, expanding life options and the presumable