Results 261 to 270 of about 16,082,176 (328)
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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
openaire +2 more sources
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
Telemedicine journal and e-health, 2020
Objective: To observe and analyze the application effect of the combined mode of Massive Open Online Course (MOOC) micro-video during the COVID-19 epidemic period in the distance teaching practice of interns in the emergency department.
Ting Zhou +3 more
semanticscholar +1 more source
Objective: To observe and analyze the application effect of the combined mode of Massive Open Online Course (MOOC) micro-video during the COVID-19 epidemic period in the distance teaching practice of interns in the emergency department.
Ting Zhou +3 more
semanticscholar +1 more source
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
openaire +2 more sources
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
, 2021
Autonomy-supportive teaching is the adoption of a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors to serve two purposes—support intrinsic motivation
J. Reeve, S. Cheon
semanticscholar +1 more source
Autonomy-supportive teaching is the adoption of a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors to serve two purposes—support intrinsic motivation
J. Reeve, S. Cheon
semanticscholar +1 more source
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.
openaire +3 more sources
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
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
openaire +2 more sources
Harvard Educational Review, 1993
Patricia Clifford and Sharon Friesen are team teachers in an open-area classroom at University Elementary School in Calgary, Alberta, Canada. In this article, they capture their process of creating, with their students, a curriculum that takes its life from the interests and varied experiences of their classroom community.
Patricia Clifford, Sharon Friesen
+4 more sources
Patricia Clifford and Sharon Friesen are team teachers in an open-area classroom at University Elementary School in Calgary, Alberta, Canada. In this article, they capture their process of creating, with their students, a curriculum that takes its life from the interests and varied experiences of their classroom community.
Patricia Clifford, Sharon Friesen
+4 more sources
From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching
Teachers College Record, 2001This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for
S. Feiman-Nemser
semanticscholar +1 more source
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
openaire +1 more source
Teaching Practice: A Cross-Professional Perspective
Teachers College Record, 2009Background/Context This study investigates how people are prepared for professional practice in the clergy, teaching, and clinical psychology. The work is located within research on professional education, and research on the teaching and learning of ...
P. Grossman +5 more
semanticscholar +1 more source