Spelling suggestions: "subject:"coteaching practices"" "subject:"c.teaching practices""
261 |
Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher EducationPessia, Wayne J. 23 April 2014 (has links)
No description available.
|
262 |
"But the national test is something else" : Teachers’ perceptions of how English teaching practices and learning behaviors are impacted by the oral subtest of the national test in ninth grade / "Men det nationella provet är något annat" : Lärares uppfattningar av hur undervisningspraktiker och elevbeteenden påverkas av muntliga delen av nationella provet i engelska i årskurs nioLinde Svantesson, Melissa, Bahtiri, Atdhe January 2024 (has links)
This study offers insight into washback processes via interactions between the national test, teachers and students as well as raises questions about contemporary educational politics and standardized testing in EFL classrooms. Washback is a term for the effects a test has on teaching and learning. Standardized tests are given increased weight in Sweden and globally, risking an increase of washback. This development puts various properties of education at risk of being undermined. In Sweden, the national tests in ninth grade can be considered high-stake standardized tests since they should be particularly considered in grading. The oral subtest in English may involve specific issues due to socio-affective aspects and challenges of assessing foreign language speech. Through qualitative interviews with six English teachers in Sweden, this study explored their perceptions of washback effects of the oral subtest of English in the national tests in ninth grade. The results indicate substantial washback on teaching practices and learning behaviors, and that socio-affective aspects play a major role in teachers’ choices. Also, some teachers exhibit ambivalence to the content of the test and whether the test results should impact the grades.
|
263 |
Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universitiesAdinew Tadesse Degago 04 1900 (has links)
The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment of student-centred approach to teaching in higher education in Ethiopia. The study was grounded on the assumption that instructors are unlikely to adopt student-centred approach to teaching unless their conceptions of teaching are developed and/or unless the teaching environment is supportive. To address the objective of the study, data were collected using a mixed methods research design using a sequential exploratory strategy. Based on this strategy, data were obtained first qualitatively from 20 instructors through interviews and classroom observations and then quantitatively from 160 instructors and 170 students through questionnaires. The data from the interviews and the classroom observations were analysed qualitatively using a phenomenographic approach and content analysis respectively whereas the data from the questionnaires were analysed statistically using SPSS. From this, frequencies, mean scores and percentages were computed in order to summarise and interpret responses. In addition, independent samples test and one-way ANOVA were applied to examine the differences in conceptions of and approaches to teaching among instructors. Furthermore, Pearson correlation coefficient was applied to examine the relationship between instructors‟ conceptions of teaching and their teaching practices. From the results, it was found that instructors‟ conceptions of teaching in the four universities incline towards the student-centred conception of teaching though there were also instructors whose conceptions of teaching were the traditional teacher-centred. Regarding teaching practices, although the instructors claimed that their teaching practices were student-centred, the results of the study appear to suggest that meaningful instructional practices were still under the influence of the traditional conception of teaching. In addition, numerous factors were found to be impeding the proper implementation of student-centred instruction including the background of the students, the instructors‟ obsession with lecturing and lack of enabling environment. Based on the findings, teaching improvement programs that develop instructors‟ conceptions of teaching were suggested. Furthermore, a supportive environment that enables instructors to translate their changed conceptions of teaching into their teaching practices was recommended. Finally, recommendations for further studies were provided. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
|
264 |
Des tâches d’évaluation en mathématiques au livret scolaire : Étude qualitative des pratiques de huit enseignants de CM1 et CM2 / Assessment tasks in mathematics schoolbook : Qualitative study of practices of eight teachers CM1 and CM2Sebaï, Nassira 25 October 2012 (has links)
L’approche par les compétences fait partie de la rénovation des systèmes éducatifs. La loi de 1990 institue, pour chaque élève, un livret scolaire qui s’appuie sur des référentiels de compétences. Nous étudions les pratiques d’évaluation et du quotidien de huit professeurs des écoles de CM1 et de CM2. Notre recherche, descriptive, se place dans le cadre des réflexions sur les pratiques enseignantes. Elle se situe dans le champ de la didactique et s’appuie sur des contenus disciplinaires en mathématiques dans deux domaines de connaissance : les fractions et la résolution de problèmes. Notre dispositif d’étude des pratiques enseignantes s’appuie sur un corpus constitué de tâches d’évaluation et de tâches du quotidien ainsi que sur des entretiens à visée compréhensive pendant lesquels les maîtres corrigent les copies de trois à quatre élèves de niveau scolaire moyen choisies par eux. Il s’agit de comprendre le processus d’évaluation depuis le choix des tâches jusqu’au remplissage du livret scolaire qui sert à communiquer sur les acquis des élèves. Nos résultats montrent que l’évaluation des compétences se fait chez l’ensemble des professeurs à travers des tâches standardisées dans le domaine des fractions. Dans la résolution de problèmes, les tâches sont décomposées chez les professeurs qui adhèrent à l’APC alors qu’elles ne le sont pas chez ceux qui ne se préoccupent pas des compétences. Lors de l’évaluation des productions des élèves, les erreurs n’ont pas un statut « formatif ». Les livrets scolaires ont une fonction sommative. Ils fonctionnent comme des bulletins de notes. / The competency-based instruction is an integral part of the renewal of education systems. The 1990 law introduces, for each pupil, a report book based on reference frameworks for competences. We study the evaluation practices and the daily professional lives of eight 4th-5th grade teachers. Our research adopts a descriptive approach and comes within the reflections on teaching practices. It belongs to the field of didactics and employs subject-specific contents in two knowledge fields of mathematics, i.e. the fractions and problem solving. Our study scheme for teaching practices lies on a corpus of evaluation and daily tasks as well as on a set of comprehensive interviews during which the teachers select and grade the exams of three or four pupils with an average school level. The aim is to understand the evaluation process from the choice of tasks to the filling up of report books which serve as communication supports for the pupils’ achievements.The results show that, for all teachers, the evaluation of competences is achieved through a set of standardized tasks in the field of fractions. Regarding the problem solving field teachers supporting the APC break down the tasks while teachers, that are less concerned about the competences, do not proceed in the same manner. During the pupils’ evaluation, the mistakes do not have any formative function. The report books carry out a summative function. They are assimilated to grades reports
|
265 |
Le modèle d'immersion réciproque en question : enseigner en classe bilingue à New York et à Francfort / Das Two-Way-Immersion Modell im Fokus : Zweisprachig unterrichten in New York und Frankfurt/MainFialais, Valérie 18 January 2019 (has links)
Ce travail, dont le titre est : Le modèle d’immersion réciproque en question : enseigner en classe bilingue à New York et à Francfort / Das Two-Way-Immersion Modell im Fokus : Zweisprachig unterrichten in New York und Frankfurt/Main, a pour objectif de répondre à la problématique suivante : comment la conceptualisation du modèle d’enseignement bilingue d’immersion réciproque influence les pratiques éducatives (didactiques et pédagogiques) des enseignants et les productions langagières des enfants, et pourquoi ? / The aim of this study, the title of which is “Focussing on the model of two-way immersion: teaching in bilingual classrooms in New York and Frankfurt on the Main”, is to provide an answer to the following question: in what ways does the conceptualisation of the bilingual model of two-way immersion affect the educational practices, both didactic and pedagogical, of teachers and the language production of children, and why is this so?
|
266 |
Application d’un modèle motivationnel à l’école primaire en milieu défavorisé : effets différentiels selon les caractéristiques des élèvesKurdi, Vanessa 08 1900 (has links)
No description available.
|
267 |
Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universitiesAdinew Tadesse Degago 04 1900 (has links)
The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment of student-centred approach to teaching in higher education in Ethiopia. The study was grounded on the assumption that instructors are unlikely to adopt student-centred approach to teaching unless their conceptions of teaching are developed and/or unless the teaching environment is supportive. To address the objective of the study, data were collected using a mixed methods research design using a sequential exploratory strategy. Based on this strategy, data were obtained first qualitatively from 20 instructors through interviews and classroom observations and then quantitatively from 160 instructors and 170 students through questionnaires. The data from the interviews and the classroom observations were analysed qualitatively using a phenomenographic approach and content analysis respectively whereas the data from the questionnaires were analysed statistically using SPSS. From this, frequencies, mean scores and percentages were computed in order to summarise and interpret responses. In addition, independent samples test and one-way ANOVA were applied to examine the differences in conceptions of and approaches to teaching among instructors. Furthermore, Pearson correlation coefficient was applied to examine the relationship between instructors‟ conceptions of teaching and their teaching practices. From the results, it was found that instructors‟ conceptions of teaching in the four universities incline towards the student-centred conception of teaching though there were also instructors whose conceptions of teaching were the traditional teacher-centred. Regarding teaching practices, although the instructors claimed that their teaching practices were student-centred, the results of the study appear to suggest that meaningful instructional practices were still under the influence of the traditional conception of teaching. In addition, numerous factors were found to be impeding the proper implementation of student-centred instruction including the background of the students, the instructors‟ obsession with lecturing and lack of enabling environment. Based on the findings, teaching improvement programs that develop instructors‟ conceptions of teaching were suggested. Furthermore, a supportive environment that enables instructors to translate their changed conceptions of teaching into their teaching practices was recommended. Finally, recommendations for further studies were provided. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
|
268 |
O Curso de Pedagogia da URCA, sua estrutura curricular e a influência na prática pedagógica dos alunos que exercem a profissão docente / The Course Pedagogy of URCA, Their Influence on Curriculum Structure and Pedagogical Practice of Students who Exexcem the Teaching ProfessionMOTA, Maria É Braga January 2012 (has links)
MOTA, Maria É Braga. O Curso de Pedagogia da URCA, sua estrutura curricular e a influência na prática pedagógica dos alunos que exercem a profissão docente. 2012. 126 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2012. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-08-07T14:57:55Z
No. of bitstreams: 1
2012_DIS_MBMOTA.pdf: 980459 bytes, checksum: abe5967c558649fb4ca6c1714a135f94 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-10-10T14:22:00Z (GMT) No. of bitstreams: 1
2012_DIS_MBMOTA.pdf: 980459 bytes, checksum: abe5967c558649fb4ca6c1714a135f94 (MD5) / Made available in DSpace on 2013-10-10T14:22:00Z (GMT). No. of bitstreams: 1
2012_DIS_MBMOTA.pdf: 980459 bytes, checksum: abe5967c558649fb4ca6c1714a135f94 (MD5)
Previous issue date: 2012 / The study is part of the theoretical effort to contribute to the understanding of the field of teacher education. Prioritize goals and analyze the formation in pedagogy courses, their curriculum and pedagogical influences on the students, who already hold a teaching function, during that course, see how is the teacher-student relationship, the organization of work in the classroom, identify the learning and assessment procedures resulting from the initial training. As a working hypothesis that the teacher is influenced by scientific knowledge, leading to profound changes in the making and thinking in their teaching, as in the way of organizing teaching. Considering also that the teaching knowledge, the experience is incorporated in a concrete reality, coupled with the knowledge developed forwarded to it during its formation. The analysis allowed us to compare theory and practice, because this is a qualitative research, with voluntary participation of the actors interviewed. It is pointed out in conclusion, that training in the pedagogy of student teachers is considered by them as important to rethink their practice, influencing and playing from the apprehension and understanding of theories and concepts for teachers to training. Thus we understand that it is for teachers training courses a great responsibility for building a curriculum that goes beyond a curriculum organized by disciplines separate and watertight, but rather an interdisciplinary and integrated into a social practice conscious and critical educational / O estudo é parte do esforço teórico em contribuir com a compreensão do campo da formação do professor. Prioriza como objetivos analisar a formação no Curso de Pedagogia, seu currículo e a influências na prática pedagógica dos alunos, que já exercem a função docente, durante o referido curso, perceber como se dá a relação professor-aluno, a organização do trabalho em sala, identificar os procedimentos avaliativos e de aprendizagem resultante da formação inicial. Como hipótese inicial, acredita-se que o professor sofre influência dos saberes científicos, provocando mudanças profundas no seu fazer e pensar, de sua prática pedagógica, como na forma de organizar o trabalho docente. Considerando também que o saber docente, representa a experiência constituída em uma realidade concreta, somada aos conhecimentos elaborados que lhe foram transmitidos durante a sua formação. A análise permitiu confrontar teoria e prática, pelo fato de tratar-se de uma pesquisa qualitativa, com participação de adesão voluntária dos atores pesquisados. Aponta-se como conclusão, que a formação em pedagogia dos alunos-professores é considerada por estes, como importantes para repensar sua prática, influenciando e reproduzindo a partir da apreensão e compreensão das teorias e concepções trabalhadas pelos professores na formação. Dessa forma entendemos que cabe aos professores dos cursos de formação uma grande responsabilidade pela construção de um currículo que vá além de uma matriz curricular organizado por disciplinas separadas e estanques, mas sim, uma perspectiva interdisciplinar e integrada, para uma prática social educativa consciente e crítica
|
269 |
TEACHERS’ SELF-EFFICACY BELIEFS IN RELATION TO PERCEIVED ENGLISH PROFICIENCY AND TEACHING PRACTICES: AN INVESTIGATION OF CHINESE PRIMARY ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERSZhang, Yun 01 January 2019 (has links)
Research on self-efficacy has been a productive field and abundant research has shown that teachers’ self-efficacy beliefs influence teachers’ actions and performances and thus affect students’ learning outcomes. However, there is a lack of literature on EFL teachers’ self-efficacy beliefs and even less research was set in Chinese EFL contexts. On the one hand, this study was conducted to provide a general picture of the current status of EFL teachers’ perceived English proficiency, self-rated self-efficacy beliefs and self-reported teaching practices in terms of some demographic perspectives; On the other hand, it aimed to explore the correlations among Chinese primary EFL teachers’ perceived English proficiency, self-efficacy beliefs and teaching practices.
The quantitative study surveyed 217 in-service primary EFL teachers. The descriptive results showed that: (1) EFL teachers varied in perceived English proficiency in terms of age, years of teaching experience and college major; (2) age and teaching experience did while college major didn’t make a difference for EFL teachers’ self-efficacy beliefs; (3) the surveyed EFL teachers, in general, had a greater preference to communication-oriented language teaching (COLT) than form-oriented language teaching (FOLT). The results from the correlational statistics showed that: (1) perceived English proficiency (PEP), on the whole, had a significant predictive effect on self-efficacy beliefs (SEB). It was striking that among the four skills (listening, speaking, reading, and writing) of English language, speaking had the most significant predictive effect on self-efficacy beliefs; (2) EFL teachers’ self-efficacy beliefs (SEB) had a predictive effect on COLT practices whereas not on FOLT practices; (3) The mediation model of showing the causal impacts of PEP (through SEB) on COLT was tested. i.e. Chinese primary EFL teachers’ self-efficacy beliefs played a complete mediating role between perceived English proficiency and communication-oriented language teaching.
The findings of the present study added on the compelling evidence that self-efficacy beliefs matter in the realm of primary EFL teaching in China. In light of these findings, implications were generated to primary EFL teacher education and in-service EFL teacher training programs, such as courses related to improving English proficiency, especially speaking skills, should be offered for non-English major EFL teachers; training courses related to improving self-efficacy beliefs, especially on classroom management strategies, and the recommended communicative-oriented language teaching practices should be offered to pre-service and inexperienced in-service EFL teachers.
|
270 |
Le métier d’instituteur au Gabon / The profession of teacher in GabonMouyivou Bongo, Pélagie 11 July 2014 (has links)
Cette thèse a pour objectif principal d’interroger les mécanismes régissant la dynamique corporatiste et les logiques d’action du collectif des instituteurs au Gabon. Cette réflexion a été orientée au départ par deux constats : l’action collective enseignante et les changements statutaires marquant l’évolution de ce groupe professionnel. La démarche méthodologique s’appuie sur l’apport de plusieurs disciplines des sciences sociales et de diverses approches théoriques. L’hypothèse théorique repose sur l’idée de la constitution d’un corps de métier. Cette thèse tente d’appréhender le métier d’instituteur à partir d’un triptyque articulant trois pôles d’analyse : les relations sociales, l’organisation et le contexte social.L’enquête de terrain réalisée auprès des différents acteurs éducatifs, principalement les instituteurs, est centrée sur les conditions de vie et de travail de ces derniers. L’analyse porte à la fois sur les aspects statutaires, les relations entre les instituteurs et les autres acteurs de l’action pédagogique - principalement les élèves, les familles, les pouvoirs publics - et sur la pratique quotidienne de la classe. Elle met en lumière, la pluralité des identités socioprofessionnelles et la variabilité des pratiques professionnelles suivant les configurations relationnelles, les règles organisationnelles et le contexte socioculturel de travail. A titre d’exemple, l’instituteur notable dans un village devient le fonctionnaire mal payé en ville. De même, quand la gestion de la discipline en classe, la multiplicité des activités variées, la recherche des outils didactiques, l’entretien de la classe, rythment une matinée de travail de l’instituteur de l’école publique et de ses élèves, l’exploitation maximale des nombreuses ressources pédagogiques disponibles caractérise une matinée de travail de l’instituteur de l’école conventionnée.L’analyse permet aussi de cerner les mécanismes qui sous-tendent les accords et les désaccords au sein du système scolaire dans sa globalité. Des dispositifs de formation non adaptés aux conditions réelles de travail, la marginalisation de l’instituteur étranger à la province, les attentes des familles vis-à-vis de l’instituteur exerçant dans son village d’origine, la fuite des classes d’examen ou des classes pléthoriques par certains instituteurs, la constitution et la gestion des budgets dans les établissements, la radicalisation ou non de l’action syndicale… sont autant de facteurs sources des oppositions caractérisant les relations des instituteurs entre eux, des instituteurs avec les parents d’élèves ou avec les pouvoirs publics. / This thesis has for objective to examine the mechanisms governing the corporatist dynamics and logics of action of the collective of teachers in Gabon. This reflection has been directed at the outset by two observations: the teacher collective action and statutory changes marking the evolution of this occupational group. The methodological approach relies on the contribution of several disciplines of social sciences and various theoretical approaches. The theoretical assumption rests on the idea of the creation of a corps of business. This thesis attempts to apprehend the profession of schoolmaster from a triptych linking three areas of analysis: social relations, organization and social context.The field survey conducted among different educational actors, mainly teachers, is centered on the life and work of these conditions. The analysis focuses both on the statutory aspects, relations between teachers and other actors of the educational action - mainly students, families, public authorities - and the daily practice of the class. It highlights, the plurality of professional identities and professional practice variability following relational configurations, organizational rules, and, the social and cultural context of work. For example, the significant teacher in a village becomes an employee being poorly paid in the city. Similarly, when the management of discipline in the classroom, the multiplicity of varied activities, looking for teaching tools, maintenance of the class, punctuate a morning's work of public school teacher and of his students, the maximum exploitation of the many educational resources available characterized a morning's work of the partner school teacher.The analysis can also identify the mechanisms underlying the agreements and disagreements within the school system in its entirety. Training devices not adapted to the actual conditions of work, the marginalization of the teacher in the province, the expectations of the families against the teacher in his home village, leakage of exam classes or oversized classes by some teachers, the constitution and the management of budgets in institutions, radicalization or non of Union action... are all factors sources of opposition characterizing the relationships of teachers between them teachers with parents of students or the public authorities.
|
Page generated in 0.0722 seconds