Structure and content of quasi-professional experience
نویسندگان
چکیده
منابع مشابه
the underlying structure of language proficiency and the proficiency level
هدف از انجام این تخقیق بررسی رابطه احتمالی بین سطح مهارت زبان خارجی (foreign language proficiency) و ساختار مهارت زبان خارجی بود. تعداد 314 زبان آموز مونث و مذکر که عمدتا دانشجویان رشته های زبان انگلیسی در سطوح کارشناسی و کارشناسی ارشد بودند در این تحقیق شرکت کردند. از لحاظ سطح مهارت زبان خارجی شرکت کنندگان بسیار با هم متفاوت بودند، (75 نفر سطح پیشرفته، 113 نفر سطح متوسط، 126 سطح مقدماتی). کلا ...
15 صفحه اولMidwives' experience of organisational and professional change.
OBJECTIVE to describe midwives' experiences of changes in their caring role and professional function in postpartum wards in the northern part of Sweden. In this part of the country, three out of eight maternity departments have been closed over the last 5 years. During the same period, hospital stays have reduced in length, and an early discharge model has been introduced. DESIGN focus-group...
متن کاملHigh School EFL Teachers’ Professional Competencies: Content Knowledge and Pedagogical Content Knowledge
According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attem...
متن کاملProsthetist/orthotist Educational Experience & Professional
Purpose: To explore areas in which the education at the Pakistan Institute of Prosthetic & Orthotic Science (PIPOS) could be improved or supplemented to facilitate clinical practice of graduates. To describe educational opportunities PIPOS graduates have had since their graduation and explore their further educational needs. Method: 15 graduates from PIPOS participated in semi-structured interv...
متن کاملon the equivalence of constructed-response and multiple-choice : stem-equivalent, stem non-equivalent but content equivalent, and stem and content non-equivalent items in reading comprehension using multifaceted rasch
the present study investigated construct equivalence of multiple choice (mc) and constructed response (cr) item types across stem and content equivalent mc and cr items (item type ‘a’), non-stem-equivalent but content equivalent mc and cr items (item type ‘b’), and non-stem and non-content equivalent mc and cr items (item type ‘c’). one hundred seventy english-major undergraduates completed mc ...
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ژورنال
عنوان ژورنال: Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky
سال: 2019
ISSN: 2617-6688,2414-5076
DOI: 10.24195/2617-6688-2019-2-8