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pro vyhledávání: '"Rachel Lofthouse"'
Autor:
Rachel Lofthouse
Publikováno v:
PRACTICE. 1:4-8
That is such an interesting question, and one that bears some reflection. I guess I fell into being a practitioner learner, before I became aware that I was, or that it would hold my interest. In 1...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2c95b10f54e8519909cd6add0d252797
https://doi.org/10.1080/25783858.2019.1591778
https://doi.org/10.1080/25783858.2019.1591778
Autor:
Nurton, Helen
Publikováno v:
Teaching Geography, 2003 Jan 01. 28(1), 50-50.
Externí odkaz:
https://www.jstor.org/stable/23756464
Autor:
Lofthouse, Rachel
Publikováno v:
PRACTICE : Contemporary Issues in Practitioner Education; January 2019, Vol. 1 Issue: 1 p4-8, 5p
Publikováno v:
Pedagógusképzés. 20:30-53
A nemzetközi szakmapolitikai irányelveket negfogalmazó dokumentumok jövőbemutató és nagyratörő célul tűzték ki, hogy az oktatás biztosítson minden fiatal számára méltányos és minőségi tanulási lehetőséget az egész világon. E
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::88609a09660245ea6b2e74603e05ec21
https://doi.org/10.37205/tel-hun.2021.1.02
https://doi.org/10.37205/tel-hun.2021.1.02
Publikováno v:
Pedagógusképzés. 20:8-29
Recent international and national legislation demonstrates a trend towards inclusive education which aspires to ensure the participation of all young people in educational provision. However, research indicates that implementation of these visionary
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::543dc3b62feeb69ba3d55423510162a6
https://doi.org/10.37205/tel-hun.2021.1.01
https://doi.org/10.37205/tel-hun.2021.1.01
Autor:
Trista Hollweck, Rachel Lofthouse
Publikováno v:
International Journal of Mentoring and Coaching in Education. 10:399-417
PurposeThe research examines how contextual coaching (Gorrell and Hoover, 2009; Valentine, 2019) can act as a lever to build collaborative professionalism (Hargreaves and O'Connor, 2018) and lead to school improvement.Design/methodology/approachThe m
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e2504217f3d212546afd22ad65ceccf6
https://doi.org/10.1108/ijmce-01-2021-0019
https://doi.org/10.1108/ijmce-01-2021-0019
Publikováno v:
Lofthouse, R, Greenway, C, Davies, P, Davies, D & Lundholm, C 2021, ' Pre-service teachers’ conceptions of their own learning: does context make a difference? ', Research Papers in Education, vol. 36, no. 6, pp. 682-703 . https://doi.org/10.1080/02671522.2020.1767181
We present an analysis of pre-service teachers’ (PSTs) conceptions of their own learning, focusing on relationships between where PSTs learn and conceptions of their own learning. Our data come from in-depth interviews carried out over a six month
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c5c35b8623981870ca9e88f93c12ed01
https://purehost.bath.ac.uk/ws/files/205712834/main_paper_with_author_details.pdf
https://purehost.bath.ac.uk/ws/files/205712834/main_paper_with_author_details.pdf
PurposeThe research demonstrates the role of activity systems based in Cultural Historical Activity Theory as a means of analysing characteristics and efficacy of specific provisions of coaching in education.Design/methodology/approachThree examples
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e88f7981dc883fbc04b44b92178e8484
https://eprints.leedsbeckett.ac.uk/id/eprint/8028/1/UnderstandingCoachingEfficacyInEducationThroughActivitySystemsPrivilegingTheNuancesOfProvisionAM-LOFTHOUSE.pdf
https://eprints.leedsbeckett.ac.uk/id/eprint/8028/1/UnderstandingCoachingEfficacyInEducationThroughActivitySystemsPrivilegingTheNuancesOfProvisionAM-LOFTHOUSE.pdf