Results 251 to 260 of about 2,843,425 (309)
Promoting the Dissemination of 3D Printing Technology in Reconstructing Critical-Sized Defects of Long Bone and Vertebral Body Through a "Six-in-One" Targeted Teaching Method. [PDF]
Adv Med Educ PractLiu B, Wang B, Wang Z, Li Y, Tian Y.
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Pedagogy and practice : teaching and learning in secondary schools. Unit 2. Teaching models [PDF]
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2023
Science teaching practices have not been systematically reviewed in the scientific literature, and when they have been addressed, it has been in relation to the study of specific issues such as the implementation of pedagogical approaches, sequence design, the effects of training plans, etc.
Tiberghien, Andrée, Venturini, Patrice
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Science teaching practices have not been systematically reviewed in the scientific literature, and when they have been addressed, it has been in relation to the study of specific issues such as the implementation of pedagogical approaches, sequence design, the effects of training plans, etc.
Tiberghien, Andrée, Venturini, Patrice
openaire +2 more sources
Nursing Standard, 1999
This article describes an action research project designed to develop a teaching programme which would enable students to bridge the theory-practice gap they experienced while on placement in a gynaecology unit.
C, Davies +4 more
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This article describes an action research project designed to develop a teaching programme which would enable students to bridge the theory-practice gap they experienced while on placement in a gynaecology unit.
C, Davies +4 more
openaire +2 more sources
Journal of Public Health Management and Practice, 1997
Planning is a way of acting. People learn to plan by practicing planning. Yet university planning programs give predominant attention to classroom activity. A cultural division between "academic" and "practice" faculty and classes gives higher status and greater influence to academic courses emphasizing research and analysis.
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Planning is a way of acting. People learn to plan by practicing planning. Yet university planning programs give predominant attention to classroom activity. A cultural division between "academic" and "practice" faculty and classes gives higher status and greater influence to academic courses emphasizing research and analysis.
openaire +3 more sources
2011
Written for language teachers in training, this book surveys issues and procedures in conducting practice teaching. Written for language teachers in training at the diploma, undergraduate, or graduate level, Practice Teaching, A Reflective Approach surveys issues and procedures in conducting practice teaching. The book adopts a reflective approach to
Jack C. Richards, Thomas S. C. Farrell
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Written for language teachers in training, this book surveys issues and procedures in conducting practice teaching. Written for language teachers in training at the diploma, undergraduate, or graduate level, Practice Teaching, A Reflective Approach surveys issues and procedures in conducting practice teaching. The book adopts a reflective approach to
Jack C. Richards, Thomas S. C. Farrell
openaire +2 more sources
Fostering Teaching Practice and Practical Teaching Skills
2017This chapter presents an analysis of how the pre-service teachers in this study experienced significant improvements in their pedagogic practice and practical teaching skills. The Real-Time Coaching for Pre-service Teachers Model develops a pre-service teacher’s critical orientation towards teaching practice, which they cast over their own practice and
Garth Stahl +2 more
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TEACH and repeat: Deliberate practice for teaching
The Clinical Teacher, 2020SUMMARY Background Deliberate practice facilitates skill mastery. We aimed to create a novel resident‐as‐teacher rotation, leveraging a deliberate practice framework with repeated practice in real‐life teaching settings, with feedback from dedicated faculty member coaches.
Carolyn H Marcus +9 more
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Teaching practical physics. II
Physics Education, 1976Schools and universities both maintain that practical work is an essential part of any physics course. What one teaches, how one teaches, and what form assessment takes depend largely, however, on personal judgment and the level of knowledge and skill of the students.
G R Court, R A Donald, J R Fry
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