Results 251 to 260 of about 263,826 (309)
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International Journal of Inclusive Education, 2019
Pre-service teachers (n = 1572) from five faculties of education in Ontario, Canada were surveyed at the beginning of their programme about their attitudes and self-efficacy beliefs regarding inclusive practices.
Linda Ismailos +3 more
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Pre-service teachers (n = 1572) from five faculties of education in Ontario, Canada were surveyed at the beginning of their programme about their attitudes and self-efficacy beliefs regarding inclusive practices.
Linda Ismailos +3 more
semanticscholar +1 more source
Teacher Development, 2019
Teachers who participate in learning and teaching abroad enhance their intercultural competence, develop more globally informed and critical perspectives on education, and improve their foreign language and teaching skills.
Laura Baecher, Sammy Chung
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Teachers who participate in learning and teaching abroad enhance their intercultural competence, develop more globally informed and critical perspectives on education, and improve their foreign language and teaching skills.
Laura Baecher, Sammy Chung
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Teacher Education: Pre-Service and In-Service
The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1983Earlier in my career as a teacher educator, I found myself somewhat perturbed at my colleagues who worked as teachers in the public and private sectors. They often complained about the quality and substance of their own teacher training programs and this was difficult to understand.
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Journal of teaching in physical education, 2019
Purpose: The objective of this study was to understand and learn about in-service teachers’ and educational assistants’ professional development (PD) experiences for inclusive physical education (IPE), individually and collaboratively.
Hayley J. Morrison, D. Gleddie
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Purpose: The objective of this study was to understand and learn about in-service teachers’ and educational assistants’ professional development (PD) experiences for inclusive physical education (IPE), individually and collaboratively.
Hayley J. Morrison, D. Gleddie
semanticscholar +1 more source
PERCEPTIONS OF IN-SERVICE TEACHERS ON TEACHER IDENTITY
2021Within the education system curriculum, teacher, administration, school environment, parents and students are the main objects. However, the teacher is the most important one among all since teaching is shaped by the teacher. The purpose of this study was to explore and to improve understanding of teacher identity of in-service teachers.
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Pre- and in-service teachers’ perceived value of an experimental real analysis course for teachers
International Journal of Mathematical Education in Science and Technology, 2019Prospective secondary mathematics teachers are usually required to complete several university advanced mathematics courses before being certified to teach secondary mathematics.
W. McGuffey +5 more
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Pre‐Service Teachers and Mathematics: The Impact of Service‐Learning on Teacher Preparation
School Science and Mathematics, 2008In spite of repeated reform efforts, there is research and data that suggest that teachers lack the needed knowledge to successfully teach elementary mathematics. Some argue that teachers lack the needed content knowledge while other argue that a lack of confidence and practice are impacting teachers’ ability to successful teach mathematics.
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Journal of Research on Technology in Education
The rapid development of generative artificial intelligence has created new opportunities for innovation in teacher education, dramatically changing how pre-service teachers acquire new skills and knowledge.
Chen-Chen Liu +5 more
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The rapid development of generative artificial intelligence has created new opportunities for innovation in teacher education, dramatically changing how pre-service teachers acquire new skills and knowledge.
Chen-Chen Liu +5 more
semanticscholar +1 more source
Service-Learning as Service to Teacher Candidates
2018Since its first initiative in 2004, service-learning has become a bona fide hallmark of National Louis University that is embedded in its mission and strategic goals. In 2015, the university was recognized by the Carnegie Community Engagement Classification as an engaged campus. Unique to the context of its institutional practices, service-learning has
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