Results 271 to 280 of about 9,063,036 (352)

Teachers' labeling of student behavior problems: a multiperspective study of teacher, student, and classroom conditions. [PDF]

Front Psychol
Eckstein B, Grob U, Reusser K, Wettstein A.   +3 more
europepmc   +1 more source

Teacher motivational practices and their perceived influence on L2 motivation in Libyan secondary EFL classrooms. [PDF]

Front Psychol
Debreli E, Abdulqadir HAA.
europepmc   +1 more source

On the development and potential influential aspects of prospective science teachers' competencies for the use of explainer videos for learning in physics education. [PDF]

Front Psychol
Hermann M, Wilhelm M, Brovelli D.
europepmc   +1 more source

How does teacher collaboration drive technology adoption? A PLS-SEM analysis of PISA 2022 data. [PDF]

Front Psychol
Liu R, Liu F, Li R, Jing B.
europepmc   +1 more source

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Aligning teacher assessments and teacher learning through a teacher learning progression

Educational Assessment, Evaluation and Accountability, 2022
This theoretical piece discusses the concept of a teacher learning progression in an attempt to integrate teacher learning and assessment. From the authors' perspective, the main features of the teacher learning progression are the longitudinal understanding of teacher knowledge and practice, and the opportunity to align teacher evaluations' formative ...
Veronica Santelices, Maria, Wilson, Mark
openaire   +3 more sources

Interaction principles for digital puppeteering to promote teacher learning

Journal of Research on Technology in Education, 2021
This literature review analyzed 18 studies published between 2013 and 2020 to understand the role of virtual humans in mixed reality digital puppeteering simulations aimed at promoting teacher learning.
Rhonda Bondie, Zid Mancenido, C. Dede
semanticscholar   +1 more source

“He got a glimpse of the joys of understanding” – The role of epistemic empathy in teacher learning

The Journal of the Learning Sciences, 2021
Background: Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how to teach the ...
L. Jaber
semanticscholar   +1 more source

Conceptualizing the work of facilitating practice-embedded teacher learning

, 2021
Increasingly, teachers are asked to make their practice public for collective inquiry. In “practice-embedded” professional learning experiences, educators work alongside colleagues to enact instruction in front of each other with students present.
Lynsey K. Gibbons, Rebecca M. Lewis, Hannah Nieman, A. Resnick   +3 more
semanticscholar   +1 more source

Towards a complex framework of teacher learning-practice

Professional Development in Education, 2020
Although many researchers agree that teaching is complex and contextually situated, dominant conceptions of teacher learning, and the enactment of such learning in practice, tend to be linear and reductionist.
Kathryn J. Strom, K. Viesca
semanticscholar   +1 more source

Toward Automated Feedback on Teacher Discourse to Enhance Teacher Learning

International Conference on Human Factors in Computing Systems, 2020
Like anyone, teachers need feedback to improve. Due to the high cost of human classroom observation, teachers receive infrequent feedback which is often more focused on evaluating performance than on improving practice.
Emily Jensen, Meghan Dale, P. Donnelly, Cathlyn Stone, Sean Kelly, Amanda Godley, S. D’Mello   +6 more
semanticscholar   +1 more source