Zobrazeno 1 - 10
of 4 090
pro vyhledávání: '"Teacher Identity"'
Publikováno v:
Journal of Language Horizons, Vol 8, Iss 2, Pp 125-150 (2024)
In recent years, online education has become a significant part of teachers’ professional career. Moreover, it has been argued that contexts of teaching are significantly influential in EAP teachers’ practices and identities. Despite these points
Externí odkaz:
https://doaj.org/article/7e61da8baeaa4dc1ad2e099e40038dbb
Autor:
Annette Mitiche
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
This study explores how lived experiences contribute to pre-service and novice teachers’ redefinition of prior professional and academic identities in developing a mathematics teacher identity. It focuses on participants preparing to teach or teach
Externí odkaz:
https://doaj.org/article/fe9883e4e0894d7daf4464c933f35c89
Publikováno v:
Quality Assurance in Education, 2024, Vol. 32, Issue 4, pp. 611-627.
Externí odkaz:
http://www.emeraldinsight.com/doi/10.1108/QAE-01-2024-0013
Autor:
He, Yanhua1 heyanhua@shisu.edu.cn
Publikováno v:
European Journal of Teacher Education. Dec2023, Vol. 46 Issue 5, p858-861. 4p.
Autor:
Mehmet Kurudayıoğlu, Sinem Satılmış
Publikováno v:
Ana Dili Eğitimi Dergisi, Vol 12, Iss 4, Pp 770-782 (2024)
Günümüzde öğretmenlerin kazanması ve öğrencilerine de kazandırması beklenen 21. yüzyıl becerileri, eğitim ortamlarında etkili bir öğretim sunabilmek adına önem arz etmektedir. Öğretim ortamının biçimlendiricisi ve rehberi olaca
Externí odkaz:
https://doaj.org/article/9bdb41c9146748d281e07b11f359c704
Publikováno v:
Asian-Pacific Journal of Second and Foreign Language Education, Vol 9, Iss 1, Pp 1-18 (2024)
Abstract Despite the growth of research on English for specific purposes (ESP) teachers over the past two decades, the scope of research that focally examines ESP teachers’ emotions is limited. The present study explored 10 Iranian ESP teachers’
Externí odkaz:
https://doaj.org/article/44c33c37a02e4c96a26a0af69f9592c7
Autor:
Yuli Ari Sandy
Publikováno v:
JALL (Journal of Applied Linguistics and Literacy), Vol 8, Iss 2, Pp 241-254 (2024)
This study explored the experiences of novice English as a Foreign Language (EFL) teachers in both formal education (FE) and non-formal education (NFE) settings, with a focus on professional identity development. It examined how these experiences con
Externí odkaz:
https://doaj.org/article/5bfa49b00f334b46a5f21454ba6e6fc0
Language Teacher Identity in a Non-Native Context: The case of Teachers of English Language in Ghana
Autor:
Joyce Anku
Publikováno v:
LET: Linguistics, Literature and English Teaching Journal, Vol 14, Iss 1, Pp 1-28 (2024)
The study investigated how English language teachers in Ghana construct their identities as teachers of English as a Second Language (ESL). Semi-structured interviews were conducted with ESL teachers who were selected through purposive sampling. The
Externí odkaz:
https://doaj.org/article/d7c0f20e98c64146af1c4a18cfb4b855
Initial teacher education under new school development: False policy promises and their implications
Autor:
Godlove Lawrent
Publikováno v:
Social Sciences and Humanities Open, Vol 11, Iss , Pp 101240- (2025)
The influence of educational reforms on teachers is scarcely investigated. This study, therefore, explored the implications of the secondary education expansion policy in Tanzania for the teaching profession. A qualitative case study approach was ado
Externí odkaz:
https://doaj.org/article/dbde08bf20dd43cbb11148ed2d169300
Autor:
Godlove Lawrent
Publikováno v:
Frontiers in Education, Vol 9 (2024)
IntroductionTanzania, like other developing countries, has adopted numerous educational reforms geared towards addressing challenges rooted in either the colonial or post-colonial educational systems. However, the influence of these reforms on teache
Externí odkaz:
https://doaj.org/article/93855994e2a8486db27f07f1e51e91c8