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pro vyhledávání: '"Louws, M.L."'
In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers’ current professional concerns. Also
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______202::b7f6af7fbb66d82668d2bdd678b5a0d4
https://hdl.handle.net/1887/77080
https://hdl.handle.net/1887/77080
Autor:
Admiraal, Wilfried, Post, L.S., Lockhorst, D., Louws, M.L., Kester, L., Leerstoel Akkerman, Education and Learning: Development in Interaction, Leerstoel Kester
Publikováno v:
The European Educational Researcher, Vol 3, Iss 3, Pp 119-137 (2020)
The European Educational Researcher, 3(3), 119
The European Educational Researcher, 3(3), 119
Personalizing learning with technology in secondary schools is a way to empower students to take control of their learning. The more learners can direct their own learning experiences, including path, pace and instructional approach, the more they ma
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a1f9af03a32885d2be0a32f5ad65dada
https://hdl.handle.net/1874/410878
https://hdl.handle.net/1874/410878
Autor:
Louws, M.L.
Publikováno v:
ICLON PhD Dissertation Series
In light of the argument that many teacher professional development (PD) initiatives are not adapted to meet what teachers say they want to learn, we were interested to learn about teachers’ self-directed learning. The studies in this thesis theref
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::6657c9d7f9ff11908fdbef4d602f4230
https://hdl.handle.net/1887/41192
https://hdl.handle.net/1887/41192
Autor:
Denessen, E.J.P.G., Vos, N.W., Damen, T., Koch, S., Louws, M.L., Wigboldus, D.H.J., Vries, M.J. de, Keulen, H. van, Peters, S., Molen, J.W. van der
Publikováno v:
Vries, M.J. de; Keulen, H. van; Peters, S. (ed.), Professional development for primary teachers in science and technology: The Dutch VTB-Pro Project in an international perspective, pp. 107-119
Professional Development for Primary Teachers in Science and Technology ISBN: 9789460917134
International Technology Education Studies ; 9, 107-119. Rotterdam : Sense Publishers
STARTPAGE=107;ENDPAGE=119;TITLE=International Technology Education Studies ; 9
Professional Development for Primary Teachers in Science and Technology ISBN: 9789460917134
International Technology Education Studies ; 9, 107-119. Rotterdam : Sense Publishers
STARTPAGE=107;ENDPAGE=119;TITLE=International Technology Education Studies ; 9
Item does not contain fulltext In this chapter, teacher attitudes towards science and technology and the way these attitudes can be accessed in empirical research are discussed. The study of teacher attitudes towards science and technology is highly
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::80c694d9079c5dd7cd3672a0783fd846
https://hdl.handle.net/2066/157022
https://hdl.handle.net/2066/157022
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