Search results for "Logic"
showing 10 items of 33629 documents
Supplementary material 1 from: Tortorici F, Talamas EJ, Moraglio ST, Pansa MG, Asadi-Farfar M, Tavella L, Caleca V (2019) A morphological, biological…
2019
: Data type: species data
Supplementary material 6 from: Tortorici F, Talamas EJ, Moraglio ST, Pansa MG, Asadi-Farfar M, Tavella L, Caleca V (2019) A morphological, biological…
2019
: Data type: species data
Supplementary material 2 from: Tortorici F, Talamas EJ, Moraglio ST, Pansa MG, Asadi-Farfar M, Tavella L, Caleca V (2019) A morphological, biological…
2019
: Data type: species data
Supplementary material 3 from: Tortorici F, Talamas EJ, Moraglio ST, Pansa MG, Asadi-Farfar M, Tavella L, Caleca V (2019) A morphological, biological…
2019
: Data type: species data
Supplementary material 4 from: Tortorici F, Talamas EJ, Moraglio ST, Pansa MG, Asadi-Farfar M, Tavella L, Caleca V (2019) A morphological, biological…
2019
: Data type: species data
Supplementary material 5 from: Tortorici F, Talamas EJ, Moraglio ST, Pansa MG, Asadi-Farfar M, Tavella L, Caleca V (2019) A morphological, biological…
2019
: Data type: species data
Teachers’ Changing Attitudes and Preferences around Inclusive Education
2020
Inclusive education as an alternative to traditional separate special education has gained recognition since the approval of the Salamanca Statement in 1994. The success of inclusion is considered to be highly dependent on the teachers’ positions on inclusion. In this study Finnish comprehensive school teachers’ opinions were investigated in order to evaluate the prospects of inclusion in Finland, and also to study the variables associated with these attitudes. A total of 2,276 teachers and principals participated in the email survey. The final sample contained 1,041classroom teachers, 755 subject teachers and 445 special education teachers. The results confirmed the existence of a large va…
THE POTENTIALS OF A TRANSIENT TRANSNATIONAL COMMUNITY FOR TEACHER EDUCATORS’ PROFESSIONAL LEARNING AND DEVELOPMENT
2020
Although there has been a rising interest in the profession of teacher educators, there is still a lack of research looking at the professional learning and development of teacher educators. Taking a European perspective, we intend to contribute to the field of teacher education. At the outset we outline current literature and research findings, indicating various challenges that teacher education professionals face in today’s society, which are prominent in many contexts of language teacher education. Choosing to study a transient transnational community of 11 teacher educators as an autoethnographic case, we draw on qualitative data collected in the context of the ERASMUS+ project proPIC …
Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain
2021
This paper explores the awareness and knowledge of cyberethics held by pre-service teachers across three European countries. The study was conducted via an online survey and yielded 1,131 responses from pre-service teachers in Malta, Norway, and Spain. The facets of cyberethics included in this study focused on behaving responsibly online, safeguarding privacy, respecting copyright, seeking consent of friends before posting images or videos on social media platforms, and considering their professional identity as future teachers when posting online. The findings indicate that pre-service teachers reported relatively similar levels of competence in applying copyright and respecting privacy r…
Scaffolding through dialogic teaching in early school classrooms
2016
The present study examines what types of dialogic teaching patterns can be identified in the early school years, and how teachers scaffold children's participation and shared understanding through dialogic teaching. Thirty recorded lessons from preschool to Grade 2 in Finnish classrooms were analysed using qualitative content analysis. Two teacher-initiated and two child-initiated dialogic teaching patterns were identified. Teacher's scaffolding in teacher-initiated dialogues was characterised by high responsibility in maintaining the interactional flow and utilisation of diverse strategies. In the child-initiated dialogues, the teachers' scaffolding consisted of listening and inquiry, and …