Zobrazeno 1 - 4
of 4
pro vyhledávání: '"Karen E Junqueira"'
Autor:
Jannie PH Pretorius, Karen E Junqueira
Publikováno v:
Cogent Arts & Humanities, Vol 5, Iss 1 (2018)
The attributes and characteristics which are elicited during performances of music artists can, by establishing interdisciplinary connections between the arts and education, serve as direction indicators for solutions to challenging situations that t
Externí odkaz:
https://doaj.org/article/1672601bb7994d53b26bd861d4efba09
Autor:
Sheila N. Matoti, Karen E. Junqueira
Publikováno v:
Africa Education Review. 10:S28-S46
The study, which is grounded in Bandura's concept of self-efficacy, assessed the teaching efficacy beliefs of student teachers before and after completing six months of work-integrated learning. This was necessitated by research which shows that self
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::202e46a6f0e077214abe9654438f2db5
https://doi.org/10.1080/18146627.2013.855423
https://doi.org/10.1080/18146627.2013.855423
Publikováno v:
Africa Education Review. 10:634-653
This study assessed the teaching efficacy beliefs of third-year teacher education students from two different institutions, in three categories: student engagement, instructional strategies and classroom management. The study used a descriptive surve
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a6d667124b50c4b82ed9376a9eb165de
https://doi.org/10.1080/18146627.2013.853558
https://doi.org/10.1080/18146627.2013.853558
Autor:
Karen E. Junqueira, Sheila N. Matoti
Publikováno v:
Journal of Social Sciences. 31:261-269
The purpose of this study was to assess teachers' experiences of six months' work-integrated learning (WIL), as a component of teaching practice, as well as the impact of other situational variables associated with work-integrated learning on teachin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c2b8261fefdbe845abf55804cbccf25f
https://doi.org/10.1080/09718923.2012.11893035
https://doi.org/10.1080/09718923.2012.11893035