Download or read book Teachers Thought Processes written by Christopher M. Clark and published by . This book was released on 1984 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Students Thought Processes written by Merlin C. Wittrock and published by . This book was released on 1990 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formerly two separate chapters in The Handbook of Research on Training, this work draws a distinct relationship between the intertwined thought processes of students and teachers. The contributors discuss how the thoughts of the student affect the behaviour of the teacher and vice versa.
Download or read book Students Thought Processes Teachers Thought Processes written by Merlin C. Wittrock and published by . This book was released on 1986 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Teacher Thought Processes Beliefs and Principles During Instruction written by R. D. Conners and published by . This book was released on 1978 with total page 788 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Visible Learning Feedback written by John Hattie and published by Routledge. This book was released on 2018-08-15 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Download or read book Teacher Thinking Beliefs and Knowledge in Higher Education written by N. Hativa and published by Springer Science & Business Media. This book was released on 2001-11-30 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. It is the first book to address this area and it promises to become a landmark volume in the field - helping us to understand a complex area of human activity and improve both teaching and learning. It is for education researchers, staff/faculty developers and educational developers.
Download or read book Teachers Minds And Actions written by Gunnar Handal and published by Routledge. This book was released on 2005-07-19 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the 10th International Study Association on Teacher Thinking and Practice Conference in Gothenburg, this collection of research conducted by scholars from Europe, North America, Israel and Hong Kong provides an overview of the current
Download or read book The Thought Processes of Teachers when Practicing Two Models of Teaching written by Michael Dalton and published by . This book was released on 1986 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Teaching and Learning Students thought processes written by Lee S. Shulman and published by . This book was released on 1990 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Cognition and Language Education written by Simon Borg and published by Bloomsbury Publishing. This book was released on 2015-03-12 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This new in paperback volume provides a timely discussion of the research which now exists on language teacher cognition. The first part of the book considers what is known about the cognitions of pre-service and practicing teachers, and focuses specifically on teachers' cognitions in teaching grammar, reader and writing. The second part of the book evaluates a range of research methods which have been used in the study of language teacher cognition and provides a framework for continuing research in this fascinating field. This comprehensive yet accessible account will be relevant to researchers, teacher educators and curriculum managers working in language education contexts.
Download or read book Continuing Professional Development of English Language Teachers written by Senkamalam Periyasamy Dhanavel and published by Springer Nature. This book was released on 2023-01-13 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a comprehensive understanding of India's continuing professional development (CPD) landscape. It examines the issues surrounding the professional development of English language teachers in India at the tertiary level from multiple perspectives. Further, it evaluates various models of continuing professional learning (CPL) and emphasizes the transformative model as a solution to the social, administrative, or other impediments teachers encounter in their lives. Importantly, it presents examples, solving academic and non-academic problems in formal and informal, and face-face and technology-mediated forms of teaching and learning by teachers of English in different contexts. It discusses the latest developments in the literature related to the transformative and reflective approach to classroom problems faced by teachers on the ground such as classroom environment, students' socio-economic background, teachers education, and teacher assessment. Also, it positions continuing professional development (CPD) as having transformative power in teaching English in India and how it can improve students' learning opportunities. The book is relevant to English language teachers, teacher educators, and researchers in India and across the globe to address significant issues in the field: how to handle every classroom situation and how to train oneself as a teacher as well as a teacher educator.
Download or read book Impact of Cognitive Coaching on Teachers Thought Processes as Perceived by Cognitively Coached Teachers in the Plymouth Canton Community School District written by Norma Jean Foster and published by . This book was released on 1989 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Teachers Thought Processes written by Soyoun T. Bae and published by . This book was released on 1990 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purposes of this study were (a) to identify the two student teachers' professional beliefs before, during, and after student teaching; and (b) to investigate how their beliefs evolved during their student teaching program. Two student teachers were interviewed before and after student teaching in relation to five teaching episodes. Data were collected using direct observation and stimulated recall interviews. Interviews were also conducted with the cooperating teachers and university supervisor. In addition, observations were made of the student teacher's classroom actions. The following conclusions were drawn: (a) the student teachers constructed a wide variety of professional beliefs; (b) courses, early field experiences, student teaching, and personal experiences were the bases for these student teachers' professional beliefs; (c) the student teachers' classroom practice reflected underlying professional beliefs; (d) there was consistency of beliefs evident during the student teaching period; (e) some of the student teachers' beliefs changed as they passed through each phase, resulting from leaning new things about teaching; (f) the student teaching experience seemed to influence changes in the student teachers' beliefs related to classroom practice, including new experiences, influence of cooperating teacher, influence of the university supervisor, and opportunities to observe the student teaching partner. How the student teachers interpreted their experience also seemed to influence their beliefs; (g) the student teachers were more concerned about teaching methods than about evaluation and assessment, materials, and home and parents both before and after student teaching. They were also more concerned with teaching methods and understanding children than about evaluation and assessment, home and parents, and materials during the whole student teaching period; (h) the student teachers did not have many opportunities to reflect on what to teach, how to deal with parents, how to evaluate children's progress, and how to select appropriate teaching materials; (i) many beliefs were commonly held by the student teachers, the cooperating teacher, and the university supervisor; and (j) the student teachers were influenced by the university supervisor and the cooperating teacher. Implications for teacher education and for future research were drawn.
Download or read book A Conception of Teaching written by Nathaniel L. Gage and published by Springer Science & Business Media. This book was released on 2009-04-05 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The literature of the behavioural and social sciences is full of theory and research on learning and memory. Teaching is comparatively a stepchild, neglected by those who have built a formidable body of theories of learning and memory. However, teaching is where learning and memory theory should pay off. "A Conception of Teaching" dedicates a chapter to each of the following important components: the need for a theory; the possibility of a theory; the evolution of a paradigm for the study of teaching; a conception of the process of teaching; a conception of the content of teaching; a conception of students’ cognitive capabilities and motivations; a conception of classroom management; and the integration of these conceptions. Written in a highly accessible style, while maintaining a base in research, Dr. Nathaniel L. Gage presents "A Conception of Teaching" with clarity and well situated within current educational debates.
Download or read book Teacher Thinking in Cultural Contexts written by Francisco A. Rios and published by State University of New York Press. This book was released on 1996-03-14 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Francisco Rios' book sheds light on current scholarship around teacher thinking in cultural contexts and identifies promising practices that take into account context specific influences. He provides a theoretical and conceptual framework for understanding why teacher cognition as a context specific phenomenon is important, how it is studied, what can be learned, and how these learnings inform the preparation of culturally responsive educators. The contributors look at how teachers think about students of color and/or a multicultural curriculum and explore opportunities for reconstructing teacher knowledge of the cultural context. Rather than focusing on ways in which the students are "deficient," or on the behavioral elements of effective teaching, this book starts with the how and what of teacher thinking as a central element in the teaching-learning relationship. It places the teacher at the center of instructional activity. While teacher thought influences what happens in instructional settings, teacher thought is also influenced by the people and activity critical to those settings.
Download or read book Stimulated Recall and Teachers Thought Processes written by Marcia J. Keith and published by . This book was released on 1988 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Supporting Young Learners in Speaking English written by Andreas Kullick and published by Waxmann Verlag. This book was released on 2024 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can technology-enhanced tasks be used to support oral communication in heterogeneous English as a Foreign Language (EFL) primary classrooms? This study explores pre-service and in-service teachers' cognitions on the use of technologyenhanced foreign language learning tasks in the young learners' classroom. The study investigates the aspects of technology-enhanced tasks that participants consider as having a relevant impact on the development of learners' oral communicative competence, the criteria participants consider relevant for the design of such tasks in ways that cater for the needs of heterogeneous groups, and the support participants consider helpful in order to create and implement such tasks. Data were collected by carrying out three small-scale technology-enhanced projects in EFL primary school classrooms in the German federal state of Baden-Württemberg. The findings suggest that technology-enhanced tasks are well suited to supporting heterogeneous groups of primary school children in speaking English. Andreas Kullick has taught at primary and secondary schools and has also worked as a teacher trainer in English language teaching. He holds a PhD from the University of Education in Schwäbisch Gmünd and has been a Senior Lecturer in English Language Teaching at the University of Augsburg since February 2024.
