Developing the inner teacher: guiding the reflective practice of first year preservice teachers
نویسندگان
چکیده
منابع مشابه
construction and validation of the translation teacher competency test and the scale of students’ perceptions of translation teachers
the major purpose of this study was to develop the translation teacher competency test (ttct) and examine its construct and predictive validity. the present study was conducted in two phases: a qualitative phase as well as a quantitative phase. in the first phase of the study, the author attempted to find out the major areas of competency required for an academic translation teacher. the second...
Preservice Teachers’ Expectations about the First Year of Teaching*
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Despite attempts to encourage greater teacher collegiality, the privacy of the classroom persists. Online communication tools offer opportunities for teachers to overcome these boundaries in professional communities of practice. This study of two cohorts of preservice teachers sought to determine if they were successful in building community in class and online and to examine factors in the too...
متن کاملReflective communicator roles in preservice teacher team email discussions
The objective was to model a type of effective team participant, the reflective communicator, and the variety of communicative roles that they conducted during four, eight-person preservice teacher team email discussions of their classroom observations. An aggregate statistical analysis revealed significant correlations between the quality of reflective observations provided, and the number and...
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the central purpose of this study was to conduct a case study about the role of self monitoring in teacher’s use of motivational strategies. furthermore it focused on how these strategies affected students’ motivational behavior. although many studies have been done to investigate teachers’ motivational strategies use (cheng & d?rnyei, 2007; d?rnyei & csizer, 1998; green, 2001, guilloteaux & d?...
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ژورنال
عنوان ژورنال: International Journal of Pedagogies and Learning
سال: 2016
ISSN: 2204-0552,1833-4105
DOI: 10.1080/22040552.2016.1187646