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Vocational technical teacher education in Guangdong Province a case study of the Guangdong Institute of Nationalities /So, Kwok-sang. January 1996 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 97-104). Also available in print.
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Careers education in s skills opportunity school (SOS) a case study /Lock, Suk-han. January 2000 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 129-138). Also available in print.
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Teachers' perceptions toward principals' transformational leadership in private vocational schools in ThailandNuntiwat Pongjarern. Padavil, George. January 2002 (has links)
Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed December 1, 2005. Dissertation Committee: George Padavil (chair), Paul Baker, Rodney Riegle, Kenneth Strand. Includes bibliographical references (leaves 99-105) and abstract. Also available in print.
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An analysis of retention factors that influence Georgia's secondary career and technical education teachers to remain in the teaching professionMorris, Hope Jackson. January 2006 (has links) (PDF)
Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 123-131) and appendices.
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Ett flippat klassrum : från ett yrkeslärarperspektiv / A flipped classroom : from a instructors perspectivCarlsson, Samuel January 2017 (has links)
Syftet med studien är att undersöka hur yrkeslärare som undervisar på industritekniska utbildningar reflekterar kring, flippade klassrum som undervisningsmetod. Metoden som använts i studien har varit kvalitativ och tre stycken yrkeslärare har intervjuats. Tidigare forskning om flippade klassrum och olika lärstilar ligger till grund för analysen.Resultatet visade att flippade klassrum har många positiva effekter för både lärare och elever. För många elever blir inlärningstiden många gånger mindre jämfört med traditionell undervisning. Många lärare blandar traditionell undervisning med flippade klassrum och variationen gör att eleverna lättare kan lära sig nya saker.Min slutsats blev att flippade klassrum är en omtyckt undervisningsmetod av både lärare och elever, men att det är tidkrävande för lärarna i början och att det blir en omställning för eleverna som förväntas vara mer förberedda innan en lektion startar. Läraren och eleverna som arbetar med flippade klassrum måste mer eller mindre vara teknikintresserade för att modellen ska fungera. / The purpose of the study is to investigate how vocational teachers who teach industrial engineering education reflect around, flipped classroom as a teaching method. The method used in the study has been qualitative and three vocational teachers have been interviewed. Previous research on flipped classrooms and different learning styles forms the basis for the analysis.The result showed that flipped classrooms have many positive effects for both teachers and students. For many students, learning time is many times less compared with traditional teaching. Many teachers mix traditional classroom with flipped classroom and the variation allows students to learn new things more easily.My conclusion was that flipped classrooms are a popular teaching method of both teachers and students, but it is time-consuming for the teachers at the beginning and that there will be a change for the students who are expected to be more prepared before a lesson starts. The teacher and the students working with flipped classrooms must more or less be technically motivated for the model to work.
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Use of instructional resources by community junior college occupational instructorsLolley, John L. 05 1900 (has links)
The purpose of this study was to develop information and understanding concerning the use of instructional resources, including library materials, by community junior college vocational-technical instructors.
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Perceptions of the coordination process of cooperative vocational education programs as viewed by instructor-coordinators and administrators in Texas community colleges and sponsoring employers in the Dallas-Fort Worth metroplexCox, J. O. 12 1900 (has links)
The primary motivation for conducting this study was the apparent conflict between Texas Education Agency guidelines for a vocational cooperative education program and the realities of actual program operation. In the program the mid-management student receives instruction, through a cooperative arrangement between the college and employers, in both academic courses and related vocational instruction.
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Riglyne vir die begeleiding van enkelouers deur die departementshoof opvoedkundige leidingCoetzee, Tjaart 14 April 2014 (has links)
M.Ed. (Educational Leadership) / Please refer to full text to view abstract
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ROP instructors' perceptions of California Education Code section 44910Wilson, Douglas 01 January 1994 (has links)
No description available.
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Yrkesutbildning, yrkeslärare & Yrkesidentitet : En triad av komplexitet, värderingar & utmaningar / Vocational education, vocational teaching & professional identity : A triad of complexity, values & challengesLarsson, Mikael January 2022 (has links)
The school and the workplace often characterize two diverse cultures in terms of what is treasured as important skills and values. The role of vocational teachers is to ensure that the students are surrounded by both these cultures. Because the way vocational education and vocational teaching is valued in the courses enclosed to the area of construction and painting field, the students miss a lot of knowledge to become an conscious citizen. However, because of significant differences between the school and the workplace, this positions a professional challenge and a potential for value conflicts. This reflects in the way teachers value such things as critical thinking and the way characters for employment tend to be organiseed in the education. Some values change with the help from schooling to become an educated teacher, some do not. Because years of practice in one profession tends to give a person a strong identity, and this identity follows them, until they take a constructive side too see things from additional side, with the knowledge from those around them.
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