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Schooling Trajectories and the Development of Brain Dynamics: A Comparative Study of Montessori and Traditional Education

Advanced Science, EarlyView.
We investigate whether Montessori and traditional schooling systems shape the developmental trajectory of large‐scale brain dynamics in different ways. We quantify the arrow of time (“non‐reversibility”) in neural activity during resting state and movie‐watching, revealing distinct maturational patterns.
Elvira del Agua, Anira Escrichs, Yonatan Sanz Perl, Morten L. Kringelbach, Adele Diamond, Solange Denervaud, Gustavo Deco   +6 more
wiley   +1 more source

The virtual hospital as a means for undergraduate medical students to practice clinical reasoning: a qualitative interview study. [PDF]

BMC Med Educ
Robertson J, Antezana FR, Tyrberg E, Westin J, Liljedahl M, Studahl M.   +5 more
europepmc   +1 more source

Embedding brain health in the curriculum: a qualitative study of primary school teacher perceptions. [PDF]

BMC Public Health
Siette J, Ayyoub J, Mackenzie E.
europepmc   +1 more source

Exploring the relationship between Chinese physical education student teachers' teacher identity and their interactions with cooperating teachers. [PDF]

Front Psychol
Weng F, Zhuang S, Zhang J, Qiao W.
europepmc   +1 more source

The initial training of further education teachers [PDF]

, 2009

core  

Dark Emotions Are Not Always Bad: The Role of Emotions and Professional Training in Predicting Patterns of Engagement and Burnout Among Preschool Teachers. [PDF]

J Intell
Wang C, Yang D, Hu J, Cai Z.
europepmc   +1 more source

Predictors of Psychological Well-Being Among Pre-Service Teachers: Emotional Intelligence and Occupational Anxiety. [PDF]

J Intell
Onbaşılı Üİ.
europepmc   +1 more source

The relationship between distributed leadership and the enthusiasm and professional collaboration levels of teachers in Türkiye: the moderator effect of teacher optimism. [PDF]

Front Psychol
Doğuş Y.
europepmc   +1 more source

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Pre-primary Education in Tanzania: Teachers’ Knowledge and Instructional Practices in Rural Areas

HURIA JOURNAL OF THE OPEN UNIVERSITY OF TANZANIA, 2020
Recently, the Ministry of Education Science and Technology though Tanzania Institute of Education introduced a new Pre-Primary Education Curriculum and Syllabus. Consequently, pre-primary teachers were orientated towards implementing the newly-established curriculum. However, little is known on the pre-primary teachers’ knowledge and practices vis-à-
DaphinaLibent-Mabagala, Richard Shukia
openaire   +2 more sources