Search results for " Teacher"

iTunes U: sperimentare la flipped nella formazione iniziale degli insegnanti

2017

La flipped classroom è un ribaltamento del tradizionale metodo didattico: ciò che veniva fatto in aula e a casa viene capovolto. Di fatto la flipped è una modalità blended che sfrutta tutte le potenzialità dei dispositivi mobili, le competenze e le attitudini delle nuove generazioni di studenti. Vi è uno spostamento dell’attenzione sullo studente, che è al centro del processo di insegnamento-apprendimento; di conseguenza il tempo in aula viene ripensato per esplorare gli argomenti in modo più approfondito e per creare opportunità di apprendimento più ricche. Il percorso di ricerca si articola in due fasi: la prima fase si è realizzata e conclusa nell’a.a. 2015-16 e la seconda fase si svolge…

Bezpośredniość niewerbalna w kreowaniu postawy nauczyciela jako niespecyficznego czynnika w oddziaływaniach pedagogicznych

2013

One of the most important nonspecific pedagogical factors is the attitude of a teacher which presents especially credibility, self-confidence, commanding sympathy and empathy as well as interpersonal and physical attractiveness. The use of nonverbal signals presenting nonverbal straightforwardness is helpful to demonstrate these attitudes. It is expressed by frequent smiling to students, maintaining the eye contact, using friendly gestures and variety of vocal signals (differentiation of voice, avoiding the monotony), leaning forward to the students, relaxed posture, using the touch, the personal space and physical factors of a classroom (e.g. equipment, seating arrangements). Teachers who …

Opetussuunnitelman opettelijasta pohtivaksi osaajaksi : omaelämäkerrallinen opetussuunnitelmatarina

2014

Teacher education and inclusion in Ghana : pre-service teachers' preparedness for creating an inclusive classroom

2011

Education of pupils with special education needs (SENs) in Ghana has been formed around the medical model where pupils with special needs are diagnosed, labelled and taught in segregated special education institutions disconnected from regular mainstream classroom (Hooker, 2008). Recently, there has been increased focus on the adoption of inclusive education (IE) which seeks to reinforce the competence and efficiency of systems in school to reach out to all learners. Therefore, it is important for regular classroom teachers to be trained in the identification and support of the pupils with SENs in order for them to address the needs of all students. Recent studies in Ghana have concentrated…

Upskilling of Academics' Pedagogical Professionalism : Trainers’ and Participants’ Experiences of University Pedagogical Courses

2022

The use of different style variants and style shifting and their functions in the speech of an EFL teacher

2008

The connection between forms of guidance for inquiry-based learning and the communicative approaches applied : a case study in the context of pre-ser…

2019

Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based learning has concentrated on how providing guidance affects learning through inquiry. How guidance for inquiry-based learning could promote learning about inquiry (e.g. epistemic practices) is in need of exploration. A dialogic approach to classroom communication and pedagogical link-making offers possibilities for learners to acquire these practices. The focus of this paper is to analyse the role of different forms of guidance for inquiry-based learning on building the communicative approach applied in classrooms. The data for th…

Debunking the myth of high achievers in Finnish primary teacher education: first-year preservice teachers’ learning strategies and study success

2022

This study aimed to explore the admitted students of Finnish primary teacher education programmes from the viewpoint of learning strategies, and academic success. An overall view was derived from national register data, which were supplemented with questionnaire data gathered from three teacher education units (N = 216). Primary teacher programmes currently seem to attract and select mediocre secondary school graduates from academic perspective, contrary to previous studies. Furthermore, women enter the programmes with higher exam scores than men and have more success in their studies. Based on their learning strategies, students were divided into subgroups of deep and independent learners,…

Hyvä opettaja : luokanopettajaopiskelijat liikuntakokemustensa ja opettajuutensa tulkitsijoina

2016

Higher education teachers’ descriptions of their own learning: a quantitative perspective

2017

In this large-scale study, higher education teachers’ (n = 1028) descriptions of their own learning are examined with quantitative analyses. The study follows up an earlier qualitative study that, using a phenomenographic approach, identified four different ways in which teachers at Finnish universities of applied sciences described their own learning. The purpose of the present study was to find out how teachers’ descriptions were divided into the categories formed in the previous study and to examine whether teachers’ descriptions of their learning differ according to their position, gender and age. The results show that most teachers described their learning as an individual activity. Di…