1 |
The effects of cognitive coaching on initially licensed teachersBaker, Karen L. January 2008 (has links)
Thesis (M. Ed.)--University of North Carolina Wilmington, 2008. / Includes appendices: p. 53-58. Title from PDF title page (October 20, 2008) Includes bibliographical references (p. 50-52)
|
2 |
Developing cultural attitudes in teacher candidates through a cross-cultural service learning intervention a mixed methods study /Valentine, Victoria L. Ringling. January 2010 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010. / Title from title screen (site viewed July 8, 2010). PDF text: ix, 222 p. : ill. ; 3 Mb. UMI publication number: AAT 3397865. Includes bibliographical references. Also available in microfilm and microfiche formats.
|
3 |
Low conceptual level, personality type, and perceptions of teaching among student teachersFritsche, John W. Kennedy, Larry DeWitt, January 1989 (has links)
Thesis (Ed. D.)--Illinois State University, 1989. / Title from title page screen, viewed October 4, 2005. Dissertation Committee: Larry D. Kennedy (chair), G. Thomas Baer, Robert L. Fisher, F. Gerald Dillashaw, Raymond L. Schmitt, Barbara S. Heyl. Includes bibliographical references (leaves 190-199) and abstract. Also available in print.
|
4 |
Teachers' perspectives and attitudes towards integrating students with learning disabilities in regular Saudi public schools /Al-Ahmadi, Nsreen A. January 2009 (has links)
Thesis (Ph.D.)--Ohio University, June, 2009. / Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 254-297)
|
5 |
Teachers' perspectives and attitudes towards integrating students with learning disabilities in regular Saudi public schoolsAl-Ahmadi, Nsreen A. January 2009 (has links)
Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 254-297)
|
6 |
Development of interest in science and interest in teaching elementary science [electronic resource] : influence of infprmal, school, and inquiry methods course experiences /Bulunuz, Mizrap. January 2007 (has links)
Thesis (Ph. D.)--Georgia State University, 2006. / Title from file title page. Olga S. Jarrett, committee chair; Lynn Hart, Lisa Martin-Hansen, Brian Williams, committee members. Electronic text (198 p.) : digital, PDF file. Description based on contents viewed June 4, 2008. Includes bibliographical references (p. 158-178).
|
7 |
Concepções de formação docente: uma análise da proposta de formação de professores do Curso de Pedagogia da FAE/CBH/UEMG / Conceptions of teacher education: an analysis of the proposal of teachers learning of the undergraduate course in Pedagogy of FAE / CBH / UEMGAna Paula Andrade 23 March 2010 (has links)
Fundação de Amparo a Pesquisa do Estado de Minas Gerais / Esta dissertação tem como objeto as concepções de formação docente contidas na proposta de formação de professores do Curso de Pedagogia da Faculdade de Educação, Campus Belo Horizonte, da Universidade do Estado de Minas Gerais (FAE/CBH/UEMG), elaborada em 1998, e as concepções que permeiam esta proposta hoje. As concepções de formação docente foram analisadas a partir dos autores: Giroux (1987, 1997), Le Boterf (2003), Pérez Gómez (2000), Perrenoud (2001, 2002), Sacristán (2000), Veiga (1998), Weber (2007), entre outros. Os dados, documentais e empíricos, foram coletados a partir de análise do documento da proposta, textos de professores da instituição e de entrevistas com professores da instituição. Dessa forma, as concepções de formação de professores também estão presentes nas falas dos professores entrevistados, que foram analisadas numa dimensão qualitativa, através da análise de conteúdo, baseada na teoria de Bardin (2000). Os professores entrevistados fazem parte de dois grupos distintos: o de professores que está há mais tempo na instituição e que participaram direta ou indiretamente da elaboração da proposta; e aqueles que atuam hoje nesta e que não participaram da elaboração da reforma do Curso de Pedagogia. As concepções de formação docente se apresentaram ao longo da pesquisa de várias formas. As que aparecem na proposta do Curso de Pedagogia da referida instituição apresentam-se numa perspectiva de reconstrução social (Pérez Gómez, 2000), visando o coletivo e a integração. / This dissertation has as object the conceptions of teacher learning in the proposal of the teacher learning of the undergraduate course in Pedagogy Department of Education (Faculdade de Educação), Campus Belo Horizonte, Universidade do Estado de Minas Gerais (FAE / CBH / UEMG), elaborated in 1998 and the conceptions that permeate this proposal today. The conceptions of teacher learning present in the speeches of the interviewee teachers are analyzed in a qualitative dimension, through Content Analysis. Interviews were conducted in the classroom of the institution, which facilitated access to all, since the interviewees and the researcher work in that institution. The interviewee teachers are part of two distinct groups: the teachers who have been in the institution for the longest time and that had been participated directly or indirectly in the development of the proposal, and those who have not participated in the elaboration of the proposal of the undergraduate course of Pedagogy, but are involved in its implementation. The concepts of teacher learning were presented according to several authors of the literature on the subject. Also, they were presented according to the object of this research. Finally, the speeches of the teachers were presented. All these three situations, which appear at different moments in the work, dialogue among themselves.
|
8 |
Concepções de formação docente: uma análise da proposta de formação de professores do Curso de Pedagogia da FAE/CBH/UEMG / Conceptions of teacher education: an analysis of the proposal of teachers learning of the undergraduate course in Pedagogy of FAE / CBH / UEMGAna Paula Andrade 23 March 2010 (has links)
Fundação de Amparo a Pesquisa do Estado de Minas Gerais / Esta dissertação tem como objeto as concepções de formação docente contidas na proposta de formação de professores do Curso de Pedagogia da Faculdade de Educação, Campus Belo Horizonte, da Universidade do Estado de Minas Gerais (FAE/CBH/UEMG), elaborada em 1998, e as concepções que permeiam esta proposta hoje. As concepções de formação docente foram analisadas a partir dos autores: Giroux (1987, 1997), Le Boterf (2003), Pérez Gómez (2000), Perrenoud (2001, 2002), Sacristán (2000), Veiga (1998), Weber (2007), entre outros. Os dados, documentais e empíricos, foram coletados a partir de análise do documento da proposta, textos de professores da instituição e de entrevistas com professores da instituição. Dessa forma, as concepções de formação de professores também estão presentes nas falas dos professores entrevistados, que foram analisadas numa dimensão qualitativa, através da análise de conteúdo, baseada na teoria de Bardin (2000). Os professores entrevistados fazem parte de dois grupos distintos: o de professores que está há mais tempo na instituição e que participaram direta ou indiretamente da elaboração da proposta; e aqueles que atuam hoje nesta e que não participaram da elaboração da reforma do Curso de Pedagogia. As concepções de formação docente se apresentaram ao longo da pesquisa de várias formas. As que aparecem na proposta do Curso de Pedagogia da referida instituição apresentam-se numa perspectiva de reconstrução social (Pérez Gómez, 2000), visando o coletivo e a integração. / This dissertation has as object the conceptions of teacher learning in the proposal of the teacher learning of the undergraduate course in Pedagogy Department of Education (Faculdade de Educação), Campus Belo Horizonte, Universidade do Estado de Minas Gerais (FAE / CBH / UEMG), elaborated in 1998 and the conceptions that permeate this proposal today. The conceptions of teacher learning present in the speeches of the interviewee teachers are analyzed in a qualitative dimension, through Content Analysis. Interviews were conducted in the classroom of the institution, which facilitated access to all, since the interviewees and the researcher work in that institution. The interviewee teachers are part of two distinct groups: the teachers who have been in the institution for the longest time and that had been participated directly or indirectly in the development of the proposal, and those who have not participated in the elaboration of the proposal of the undergraduate course of Pedagogy, but are involved in its implementation. The concepts of teacher learning were presented according to several authors of the literature on the subject. Also, they were presented according to the object of this research. Finally, the speeches of the teachers were presented. All these three situations, which appear at different moments in the work, dialogue among themselves.
|
9 |
BECOMING A BI-CULTURAL TEACHER: A NARRATIVE INQUIRY INTO THE STORIES OF CHINESE TEACHERS IN AMERICAN SCHOOLSZheng, Qiuxian 14 December 2016 (has links)
No description available.
|
10 |
Criteria of teacher competence as perceived by CWLD in one special school in Hong KongChui, Lai-ching. January 1987 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 389-404). Also available in print.
|
Page generated in 0.5155 seconds