Zobrazeno 1 - 10
of 428
pro vyhledávání: '"Teacher Reflection"'
Autor:
Banban Li, Yalan Zeng
Publikováno v:
Studies in Second Language Learning and Teaching, Vol 14, Iss 3, Pp 611-618 (2024)
Externí odkaz:
https://doaj.org/article/ed6e24f4651044cbbff9f3e8b616ba30
Autor:
Chung, Rhonda, author, Cruz, John Wayne N. dela, author
Publikováno v:
Inclusion in Linguistics, 2024.
Externí odkaz:
https://doi.org/10.1093/oso/9780197755303.003.0015
Autor:
Eckert, Sarah Anne, Miller, Melodie
Publikováno v:
Journal for Multicultural Education, 2023, Vol. 17, Issue 3, pp. 304-315.
Externí odkaz:
http://www.emeraldinsight.com/doi/10.1108/JME-09-2022-0113
Publikováno v:
Education Sciences, Vol 14, Iss 8, p 859 (2024)
In the United States, teachers are often expected to use student assessment data to inform their instructional decisions. This study explores how teachers’ collective reflections on students’ mathematical thinking are influenced by the specific c
Externí odkaz:
https://doaj.org/article/79b9654607624ad4ba764951a8e394f2
Autor:
Agam Akhmad Syaukani, Nur Subekti, Lutfhi Abdil Khuddus, Achmed Zoki, Aprilyan Putra Bimantoro
Publikováno v:
Journal of Physical Education, Vol 34 (2023)
ABSTRACT The covid-19 pandemic in some countries has been declared over. Learning activities began to be transferred face-to-face as before. However, online learning that lasted for almost 2 years certainly left unforgettable memories. During the pan
Externí odkaz:
https://doaj.org/article/100e0dc3e210494ead28dcad5c922b77
Publikováno v:
International Journal for the Scholarship of Teaching and Learning, Vol 17, Iss 1, Pp 1-9 (2023)
Preservice teachers in science education courses do not generally experience informal, authentic science education practices in their fieldwork. This study used the Scholarship of Teaching and Learning to frame a study that integrated informal scienc
Externí odkaz:
https://doaj.org/article/5158dadc3df0448eb4a572e642b69f89
Autor:
Daniel Chazan, Patricio Herbst
Publikováno v:
Frontiers in Education, Vol 8 (2023)
This article considers what teacher education candidates can show their instructors as evidence that they are learning what they are supposed to learn, and how that might be described as like what happens in mathematics classrooms in compulsory setti
Externí odkaz:
https://doaj.org/article/8c12763347c74a4abb1023e2632587e6
Autor:
Buchanan, John, Holland, Wendy
Publikováno v:
Understanding Excessive Teacher and Faculty Entitlement
