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You searched for subject:( en INITIAL TEACHER EDUCATION). Showing records 1 – 30 of 205177 total matches.

[1] [2] [3] [4] [5] … [6840]

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Dublin City University

1. McHugh, Bernadette. An evaluation of a blended programme of teacher education in Ireland.

Degree: School of Education Studies, 2015, Dublin City University

 The purpose of this research was to examine the blended-learning primary teacher education course, the Higher Diploma in Arts in Education (HDAPE), offered by Hibernia… (more)

Subjects/Keywords: Education; Initial teacher education; Teacher training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McHugh, B. (2015). An evaluation of a blended programme of teacher education in Ireland. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/20406/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McHugh, Bernadette. “An evaluation of a blended programme of teacher education in Ireland.” 2015. Thesis, Dublin City University. Accessed December 07, 2019. http://doras.dcu.ie/20406/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McHugh, Bernadette. “An evaluation of a blended programme of teacher education in Ireland.” 2015. Web. 07 Dec 2019.

Vancouver:

McHugh B. An evaluation of a blended programme of teacher education in Ireland. [Internet] [Thesis]. Dublin City University; 2015. [cited 2019 Dec 07]. Available from: http://doras.dcu.ie/20406/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McHugh B. An evaluation of a blended programme of teacher education in Ireland. [Thesis]. Dublin City University; 2015. Available from: http://doras.dcu.ie/20406/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waikato

2. Carss, Wendy Diane. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .

Degree: 2019, University of Waikato

 The teaching of literacy presents ongoing and complex challenges for first-year teachers at the primary level as they strive to address the diverse social and… (more)

Subjects/Keywords: literacy education; beginning teachers; initial teacher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Carss, W. D. (2019). Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12421

Chicago Manual of Style (16th Edition):

Carss, Wendy Diane. “Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .” 2019. Doctoral Dissertation, University of Waikato. Accessed December 07, 2019. http://hdl.handle.net/10289/12421.

MLA Handbook (7th Edition):

Carss, Wendy Diane. “Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .” 2019. Web. 07 Dec 2019.

Vancouver:

Carss WD. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10289/12421.

Council of Science Editors:

Carss WD. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12421

3. Alderton, Julie. Pedagogical discourses and subjectivities in primary mathematics initial teacher education.

Degree: PhD, 2013, Roehampton University

 This thesis examines students’ experiences of learning to teach mathematics as they complete a primary Postgraduate Certificate in Education to gain qualified teacher status. The… (more)

Subjects/Keywords: Pedagogical discourses; Initial teacher education; Primary mathematics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alderton, J. (2013). Pedagogical discourses and subjectivities in primary mathematics initial teacher education. (Doctoral Dissertation). Roehampton University. Retrieved from http://hdl.handle.net/10142/279073

Chicago Manual of Style (16th Edition):

Alderton, Julie. “Pedagogical discourses and subjectivities in primary mathematics initial teacher education.” 2013. Doctoral Dissertation, Roehampton University. Accessed December 07, 2019. http://hdl.handle.net/10142/279073.

MLA Handbook (7th Edition):

Alderton, Julie. “Pedagogical discourses and subjectivities in primary mathematics initial teacher education.” 2013. Web. 07 Dec 2019.

Vancouver:

Alderton J. Pedagogical discourses and subjectivities in primary mathematics initial teacher education. [Internet] [Doctoral dissertation]. Roehampton University; 2013. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10142/279073.

Council of Science Editors:

Alderton J. Pedagogical discourses and subjectivities in primary mathematics initial teacher education. [Doctoral Dissertation]. Roehampton University; 2013. Available from: http://hdl.handle.net/10142/279073

4. Charles, Sarah. Can't spell, can't teach? : an exploration of stakeholder attitudes towards students, with dyslexia, training to be primary classroom teachers.

Degree: Thesis (EdD), 2017, University of Derby

 The aim of this research was to investigate stakeholder attitudes towards people, with dyslexia, training to be primary classroom practitioners. The study examined stakeholder awareness… (more)

Subjects/Keywords: 371.94; dyslexia; Initial teacher education; inclusion

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APA (6th Edition):

Charles, S. (2017). Can't spell, can't teach? : an exploration of stakeholder attitudes towards students, with dyslexia, training to be primary classroom teachers. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/621547

Chicago Manual of Style (16th Edition):

Charles, Sarah. “Can't spell, can't teach? : an exploration of stakeholder attitudes towards students, with dyslexia, training to be primary classroom teachers.” 2017. Doctoral Dissertation, University of Derby. Accessed December 07, 2019. http://hdl.handle.net/10545/621547.

MLA Handbook (7th Edition):

Charles, Sarah. “Can't spell, can't teach? : an exploration of stakeholder attitudes towards students, with dyslexia, training to be primary classroom teachers.” 2017. Web. 07 Dec 2019.

Vancouver:

Charles S. Can't spell, can't teach? : an exploration of stakeholder attitudes towards students, with dyslexia, training to be primary classroom teachers. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10545/621547.

Council of Science Editors:

Charles S. Can't spell, can't teach? : an exploration of stakeholder attitudes towards students, with dyslexia, training to be primary classroom teachers. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/621547


University of Adelaide

5. Bowshall, Loretta Anne. Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States.

Degree: 2018, University of Adelaide

 Over the last three decades, there have been over 100 reviews in Australia, focussing on the efficacy of teacher education; many, critiquing initial teacher education(more)

Subjects/Keywords: Initial Teacher Education initiatives; practicum; teacher-quality; applied policy research

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bowshall, L. A. (2018). Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/119969

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bowshall, Loretta Anne. “Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States.” 2018. Thesis, University of Adelaide. Accessed December 07, 2019. http://hdl.handle.net/2440/119969.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bowshall, Loretta Anne. “Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States.” 2018. Web. 07 Dec 2019.

Vancouver:

Bowshall LA. Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States. [Internet] [Thesis]. University of Adelaide; 2018. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/2440/119969.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bowshall LA. Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States. [Thesis]. University of Adelaide; 2018. Available from: http://hdl.handle.net/2440/119969

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


National University of Ireland – Galway

6. Thompson Long, Bonnie. Designing digital storytelling: creative technology for reflection in initial teacher education .

Degree: 2014, National University of Ireland – Galway

 Reflection represents a foundational, core developmental activity in teacher professional education. Reflection can, however, prove challenging, and even problematic, particularly for novice, pre-service teachers (Calderhead,… (more)

Subjects/Keywords: Digital storytelling; Initial teacher education; Reflection; Reflective practice; ICT in initial teacher education; Design-based research; DBR; Education Department

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thompson Long, B. (2014). Designing digital storytelling: creative technology for reflection in initial teacher education . (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/4463

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thompson Long, Bonnie. “Designing digital storytelling: creative technology for reflection in initial teacher education .” 2014. Thesis, National University of Ireland – Galway. Accessed December 07, 2019. http://hdl.handle.net/10379/4463.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thompson Long, Bonnie. “Designing digital storytelling: creative technology for reflection in initial teacher education .” 2014. Web. 07 Dec 2019.

Vancouver:

Thompson Long B. Designing digital storytelling: creative technology for reflection in initial teacher education . [Internet] [Thesis]. National University of Ireland – Galway; 2014. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10379/4463.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson Long B. Designing digital storytelling: creative technology for reflection in initial teacher education . [Thesis]. National University of Ireland – Galway; 2014. Available from: http://hdl.handle.net/10379/4463

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Pontifical Catholic University of Rio de Janeiro

7. JESSICA ZACARIAS DE ANDRADE. [en] BLENDED AND ADAPTIVE LEARNING: PATHS IN THE RELATIONSHIP BETWEEN EDUCATION AND TECHNOLOGIES.

Degree: 2019, Pontifical Catholic University of Rio de Janeiro

 [pt] No contexto de uma sociedade digital emergem abordagens educativas mediadas pelas tecnologias digitais que visam respeitar o tempo, o ritmo e a forma de… (more)

Subjects/Keywords: [pt] FORMACAO INICIAL DE PROFESSORES; [en] INITIAL TEACHER EDUCATION; [pt] CURADORIA; [en] CURATORSHIP; [pt] APRENDIZAGEM HIBRIDA; [en] BLENDED LEARNING; [pt] APRENDIZAGEM ADAPTATIVA; [en] ADAPTIVE LEARNING; [pt] DESIGN E ORIENTACAO; [en] DESIGN AND GUIDANCE; [pt] TIC E EDUCACAO; [en] ICT IN EDUCATION

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APA (6th Edition):

ANDRADE, J. Z. D. (2019). [en] BLENDED AND ADAPTIVE LEARNING: PATHS IN THE RELATIONSHIP BETWEEN EDUCATION AND TECHNOLOGIES. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=40429

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

ANDRADE, JESSICA ZACARIAS DE. “[en] BLENDED AND ADAPTIVE LEARNING: PATHS IN THE RELATIONSHIP BETWEEN EDUCATION AND TECHNOLOGIES.” 2019. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed December 07, 2019. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=40429.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

ANDRADE, JESSICA ZACARIAS DE. “[en] BLENDED AND ADAPTIVE LEARNING: PATHS IN THE RELATIONSHIP BETWEEN EDUCATION AND TECHNOLOGIES.” 2019. Web. 07 Dec 2019.

Vancouver:

ANDRADE JZD. [en] BLENDED AND ADAPTIVE LEARNING: PATHS IN THE RELATIONSHIP BETWEEN EDUCATION AND TECHNOLOGIES. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2019. [cited 2019 Dec 07]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=40429.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

ANDRADE JZD. [en] BLENDED AND ADAPTIVE LEARNING: PATHS IN THE RELATIONSHIP BETWEEN EDUCATION AND TECHNOLOGIES. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2019. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=40429

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Exeter

8. O'Connell, John Gerard. The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin.

Degree: Thesis (EdD), 2014, University of Exeter

 This thesis reports the findings of a research study conducted in an initial primary teacher education college in Dublin, exploring how teacher education students experienced… (more)

Subjects/Keywords: 370; Religious Education; Initial Teacher Education; Primary Teacher Education; Inner Life; Spirituality

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

O'Connell, J. G. (2014). The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/16567

Chicago Manual of Style (16th Edition):

O'Connell, John Gerard. “The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin.” 2014. Doctoral Dissertation, University of Exeter. Accessed December 07, 2019. http://hdl.handle.net/10871/16567.

MLA Handbook (7th Edition):

O'Connell, John Gerard. “The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin.” 2014. Web. 07 Dec 2019.

Vancouver:

O'Connell JG. The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10871/16567.

Council of Science Editors:

O'Connell JG. The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/16567


National University of Ireland – Galway

9. Flynn, Paul. Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education.

Degree: 2017, National University of Ireland – Galway

 At the beating heart of recent developments in initial teacher education (ITE) are efforts to establish a cultural shift within the teaching profession, to a… (more)

Subjects/Keywords: Collaboration; Transition; Communities of practice; Teacher education; Undergraduate initial teacher education; Education

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APA (6th Edition):

Flynn, P. (2017). Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education. (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/6260

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Flynn, Paul. “Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education.” 2017. Thesis, National University of Ireland – Galway. Accessed December 07, 2019. http://hdl.handle.net/10379/6260.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Flynn, Paul. “Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education.” 2017. Web. 07 Dec 2019.

Vancouver:

Flynn P. Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education. [Internet] [Thesis]. National University of Ireland – Galway; 2017. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10379/6260.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Flynn P. Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education. [Thesis]. National University of Ireland – Galway; 2017. Available from: http://hdl.handle.net/10379/6260

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waikato

10. Ussher, William (Bill) Grant. School-based placement in a distance intial teacher education programme .

Degree: 2011, University of Waikato

 School-based experiences provide opportunities and challenges for student teachers and teacher-educators in initial teacher education (ITE). Researchers and ITE providers highlight school-based experiences as occasions… (more)

Subjects/Keywords: school-based placement; initial teacher education; distance education

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APA (6th Edition):

Ussher, W. (. G. (2011). School-based placement in a distance intial teacher education programme . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/5326

Chicago Manual of Style (16th Edition):

Ussher, William (Bill) Grant. “School-based placement in a distance intial teacher education programme .” 2011. Doctoral Dissertation, University of Waikato. Accessed December 07, 2019. http://hdl.handle.net/10289/5326.

MLA Handbook (7th Edition):

Ussher, William (Bill) Grant. “School-based placement in a distance intial teacher education programme .” 2011. Web. 07 Dec 2019.

Vancouver:

Ussher W(G. School-based placement in a distance intial teacher education programme . [Internet] [Doctoral dissertation]. University of Waikato; 2011. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10289/5326.

Council of Science Editors:

Ussher W(G. School-based placement in a distance intial teacher education programme . [Doctoral Dissertation]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5326


Pontifical Catholic University of Rio de Janeiro

11. RENATA LOPES DE ALMEIDA RODRIGUES. [en] EXPLORATORY PRACTICE IN ENGLISH TEACHER EDUCATION: REFLECTION AND ETHICS IN PEDAGOGIC PRACTICE.

Degree: 2015, Pontifical Catholic University of Rio de Janeiro

[pt] A capacidade de se desenvolver e aprender com o outro e a natureza inacabada do ser humano são fatores motivadores desta tese. Este trabalho… (more)

Subjects/Keywords: [pt] DISCURSO; [en] DISCOURSE; [pt] PRATICA EXPLORATORIA; [en] EXPLORATORY PRACTICE; [pt] INTERACAO SOCIAL; [en] SOCIAL INTERACTION; [pt] REFLEXAO; [en] REFLECTION; [pt] ENSINO-APRENDIZAGEM; [en] TEACHING AND LEARNING; [pt] FORMACAO INICIAL DE PROFESSORES; [en] INITIAL TEACHER EDUCATION

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

RODRIGUES, R. L. D. A. (2015). [en] EXPLORATORY PRACTICE IN ENGLISH TEACHER EDUCATION: REFLECTION AND ETHICS IN PEDAGOGIC PRACTICE. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24050

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

RODRIGUES, RENATA LOPES DE ALMEIDA. “[en] EXPLORATORY PRACTICE IN ENGLISH TEACHER EDUCATION: REFLECTION AND ETHICS IN PEDAGOGIC PRACTICE.” 2015. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed December 07, 2019. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24050.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

RODRIGUES, RENATA LOPES DE ALMEIDA. “[en] EXPLORATORY PRACTICE IN ENGLISH TEACHER EDUCATION: REFLECTION AND ETHICS IN PEDAGOGIC PRACTICE.” 2015. Web. 07 Dec 2019.

Vancouver:

RODRIGUES RLDA. [en] EXPLORATORY PRACTICE IN ENGLISH TEACHER EDUCATION: REFLECTION AND ETHICS IN PEDAGOGIC PRACTICE. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2015. [cited 2019 Dec 07]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24050.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

RODRIGUES RLDA. [en] EXPLORATORY PRACTICE IN ENGLISH TEACHER EDUCATION: REFLECTION AND ETHICS IN PEDAGOGIC PRACTICE. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2015. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24050

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Otago

12. Trevethan, Helen Winifred. Associate Teachers in New Zealand: Great Expectations .

Degree: 2014, University of Otago

 Practicum is the cornerstone of teacher education. This research is set in the New Zealand context and explores understandings of the practicum from the perspective… (more)

Subjects/Keywords: associate teachers; practicum; initial teacher education; New Zealand

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Trevethan, H. W. (2014). Associate Teachers in New Zealand: Great Expectations . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/4677

Chicago Manual of Style (16th Edition):

Trevethan, Helen Winifred. “Associate Teachers in New Zealand: Great Expectations .” 2014. Doctoral Dissertation, University of Otago. Accessed December 07, 2019. http://hdl.handle.net/10523/4677.

MLA Handbook (7th Edition):

Trevethan, Helen Winifred. “Associate Teachers in New Zealand: Great Expectations .” 2014. Web. 07 Dec 2019.

Vancouver:

Trevethan HW. Associate Teachers in New Zealand: Great Expectations . [Internet] [Doctoral dissertation]. University of Otago; 2014. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10523/4677.

Council of Science Editors:

Trevethan HW. Associate Teachers in New Zealand: Great Expectations . [Doctoral Dissertation]. University of Otago; 2014. Available from: http://hdl.handle.net/10523/4677

13. Alderton, Julie. Pedagogical discourses and subjectivities in primary mathematics initial teacher education.

Degree: PhD, 2013, University of Roehampton

 This thesis examines students’ experiences of learning to teach mathematics as they complete a primary Postgraduate Certificate in Education to gain qualified teacher status. The… (more)

Subjects/Keywords: 510.71; Pedagogical discourses; Initial teacher education; Primary mathematics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alderton, J. (2013). Pedagogical discourses and subjectivities in primary mathematics initial teacher education. (Doctoral Dissertation). University of Roehampton. Retrieved from https://pure.roehampton.ac.uk/portal/en/studentthesis/pedagogical-discourses-and-subjectivities-in-primary-mathematics-initial-teacher-education(0aeeefbc-37be-42e2-bbff-131f03ab367f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570438

Chicago Manual of Style (16th Edition):

Alderton, Julie. “Pedagogical discourses and subjectivities in primary mathematics initial teacher education.” 2013. Doctoral Dissertation, University of Roehampton. Accessed December 07, 2019. https://pure.roehampton.ac.uk/portal/en/studentthesis/pedagogical-discourses-and-subjectivities-in-primary-mathematics-initial-teacher-education(0aeeefbc-37be-42e2-bbff-131f03ab367f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570438.

MLA Handbook (7th Edition):

Alderton, Julie. “Pedagogical discourses and subjectivities in primary mathematics initial teacher education.” 2013. Web. 07 Dec 2019.

Vancouver:

Alderton J. Pedagogical discourses and subjectivities in primary mathematics initial teacher education. [Internet] [Doctoral dissertation]. University of Roehampton; 2013. [cited 2019 Dec 07]. Available from: https://pure.roehampton.ac.uk/portal/en/studentthesis/pedagogical-discourses-and-subjectivities-in-primary-mathematics-initial-teacher-education(0aeeefbc-37be-42e2-bbff-131f03ab367f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570438.

Council of Science Editors:

Alderton J. Pedagogical discourses and subjectivities in primary mathematics initial teacher education. [Doctoral Dissertation]. University of Roehampton; 2013. Available from: https://pure.roehampton.ac.uk/portal/en/studentthesis/pedagogical-discourses-and-subjectivities-in-primary-mathematics-initial-teacher-education(0aeeefbc-37be-42e2-bbff-131f03ab367f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570438


University of Waikato

14. Gesner, Emily K. Talking About Teaching: A professional development group for preservice secondary teachers .

Degree: 2009, University of Waikato

 As teaching is a highly complex activity, so too is learning to teach. One pedagogy which has been shown to promote teacher learning is the… (more)

Subjects/Keywords: initial teacher education; preservice teachers; sociocultural learning; discussion groups

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gesner, E. K. (2009). Talking About Teaching: A professional development group for preservice secondary teachers . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/2792

Chicago Manual of Style (16th Edition):

Gesner, Emily K. “Talking About Teaching: A professional development group for preservice secondary teachers .” 2009. Masters Thesis, University of Waikato. Accessed December 07, 2019. http://hdl.handle.net/10289/2792.

MLA Handbook (7th Edition):

Gesner, Emily K. “Talking About Teaching: A professional development group for preservice secondary teachers .” 2009. Web. 07 Dec 2019.

Vancouver:

Gesner EK. Talking About Teaching: A professional development group for preservice secondary teachers . [Internet] [Masters thesis]. University of Waikato; 2009. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10289/2792.

Council of Science Editors:

Gesner EK. Talking About Teaching: A professional development group for preservice secondary teachers . [Masters Thesis]. University of Waikato; 2009. Available from: http://hdl.handle.net/10289/2792


University of Wollongong

15. Mathews, Julie F. Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership.

Degree: EdD, 2015, University of Wollongong

  This study reports on the Quality Teaching and Mentoring Project (QTMP), a collaborative mentoring initiative between the University of Wollongong (UOW) and Southland High… (more)

Subjects/Keywords: mentoring; initial teacher education; theory/practice nexus; partnerships

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mathews, J. F. (2015). Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership. (Doctoral Dissertation). University of Wollongong. Retrieved from 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848

Chicago Manual of Style (16th Edition):

Mathews, Julie F. “Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership.” 2015. Doctoral Dissertation, University of Wollongong. Accessed December 07, 2019. 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848.

MLA Handbook (7th Edition):

Mathews, Julie F. “Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership.” 2015. Web. 07 Dec 2019.

Vancouver:

Mathews JF. Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership. [Internet] [Doctoral dissertation]. University of Wollongong; 2015. [cited 2019 Dec 07]. Available from: 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848.

Council of Science Editors:

Mathews JF. Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership. [Doctoral Dissertation]. University of Wollongong; 2015. Available from: 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848


University of California – San Diego

16. Banks, Lety S. English teachers in Mexico: Initial preparation and the realities of practice.

Degree: EducLeadership (JtEdDoc CSUSM), 2017, University of California – San Diego

 Current English language teaching research in Mexico has shown that junior high school students are not learning English and that English teachers lack linguistic and… (more)

Subjects/Keywords: Teacher education; Foreign language education; English in Mexico; foreign language teaching; Initial preparation; Junior high school teachers; teacher education; teacher training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Banks, L. S. (2017). English teachers in Mexico: Initial preparation and the realities of practice. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/0ks0f7g1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Banks, Lety S. “English teachers in Mexico: Initial preparation and the realities of practice.” 2017. Thesis, University of California – San Diego. Accessed December 07, 2019. http://www.escholarship.org/uc/item/0ks0f7g1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Banks, Lety S. “English teachers in Mexico: Initial preparation and the realities of practice.” 2017. Web. 07 Dec 2019.

Vancouver:

Banks LS. English teachers in Mexico: Initial preparation and the realities of practice. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Dec 07]. Available from: http://www.escholarship.org/uc/item/0ks0f7g1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Banks LS. English teachers in Mexico: Initial preparation and the realities of practice. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/0ks0f7g1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Chatzopoulou, Katiphenia. Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης.

Degree: 2014, University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας

The need for high quality teacher education is a critical issue. Contemporary changes and challenges at all levels of society and education respectively require adaptations… (more)

Subjects/Keywords: Αρχική εκπαίδευσης εκπαιδευτών; Πρακτική άσκηση; Στοχαζόμενος εκπαιδευτικός; Initial teacher education; practical training; Reflective teacher

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APA (6th Edition):

Chatzopoulou, K. (2014). Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης. (Thesis). University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας. Retrieved from http://hdl.handle.net/10442/hedi/37213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chatzopoulou, Katiphenia. “Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης.” 2014. Thesis, University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας. Accessed December 07, 2019. http://hdl.handle.net/10442/hedi/37213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chatzopoulou, Katiphenia. “Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης.” 2014. Web. 07 Dec 2019.

Vancouver:

Chatzopoulou K. Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης. [Internet] [Thesis]. University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας; 2014. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10442/hedi/37213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chatzopoulou K. Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης. [Thesis]. University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας; 2014. Available from: http://hdl.handle.net/10442/hedi/37213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

18. Davis, N.E. VISCED: Final report on teacher training.

Degree: School of Literacies and Arts in Education, 2012, University of Canterbury

Teacher training has a continuum that includes initial teacher education, induction and continuing professional development; it is closely connected to quality assurance and learning outcomes.… (more)

Subjects/Keywords: education; teacher training; teacher training; teacher education; initial teacher training; initial teacher education; preservice teacher education; professional development; Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Davis, N. E. (2012). VISCED: Final report on teacher training. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7806

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Davis, N E. “VISCED: Final report on teacher training.” 2012. Thesis, University of Canterbury. Accessed December 07, 2019. http://hdl.handle.net/10092/7806.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Davis, N E. “VISCED: Final report on teacher training.” 2012. Web. 07 Dec 2019.

Vancouver:

Davis NE. VISCED: Final report on teacher training. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10092/7806.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis NE. VISCED: Final report on teacher training. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/7806

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Pontifical Catholic University of Rio de Janeiro

19. ALESSANDRA SILVA TARGINO DE MELO. [en] FUTURE TEACHERS IN INITIAL TEACHER EDUCATION MEETINGS: AN EXPLORATORY PERSPECTIVE.

Degree: 2016, Pontifical Catholic University of Rio de Janeiro

[pt] Esta dissertação tem como objetivo lançar uma perspectiva exploratória para reuniões de trabalho, das quais participam um grupo de professores em formação inicial e… (more)

Subjects/Keywords: [pt] PRATICA EXPLORATORIA; [en] EXPLORATORY PRACTICE; [pt] IDENTIDADES; [pt] FORMACAO INICIAL DE PROFESSORES; [en] INITIAL TEACHER EDUCATION; [pt] LINGUISTICA APLICADA; [en] APPLIED LINGUISTICS; [pt] PIBID-CAPES; [pt] DISCURSO EM CONTEXTOS PEDAGOGICOS

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

MELO, A. S. T. D. (2016). [en] FUTURE TEACHERS IN INITIAL TEACHER EDUCATION MEETINGS: AN EXPLORATORY PERSPECTIVE. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26544

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

MELO, ALESSANDRA SILVA TARGINO DE. “[en] FUTURE TEACHERS IN INITIAL TEACHER EDUCATION MEETINGS: AN EXPLORATORY PERSPECTIVE.” 2016. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed December 07, 2019. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26544.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

MELO, ALESSANDRA SILVA TARGINO DE. “[en] FUTURE TEACHERS IN INITIAL TEACHER EDUCATION MEETINGS: AN EXPLORATORY PERSPECTIVE.” 2016. Web. 07 Dec 2019.

Vancouver:

MELO ASTD. [en] FUTURE TEACHERS IN INITIAL TEACHER EDUCATION MEETINGS: AN EXPLORATORY PERSPECTIVE. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2016. [cited 2019 Dec 07]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26544.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

MELO ASTD. [en] FUTURE TEACHERS IN INITIAL TEACHER EDUCATION MEETINGS: AN EXPLORATORY PERSPECTIVE. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2016. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26544

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waikato

20. Forbes, Dianne Leslie. Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education .

Degree: 2012, University of Waikato

 This study looks at how students and staff experience asynchronous online discussion (AOD) within initial teacher education. The aim is to explore participant perspectives, including… (more)

Subjects/Keywords: online learning; asynchronous online discussion; initial teacher education; pedagogy; phenomenography; higher education; elearning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Forbes, D. L. (2012). Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/7108

Chicago Manual of Style (16th Edition):

Forbes, Dianne Leslie. “Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education .” 2012. Doctoral Dissertation, University of Waikato. Accessed December 07, 2019. http://hdl.handle.net/10289/7108.

MLA Handbook (7th Edition):

Forbes, Dianne Leslie. “Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education .” 2012. Web. 07 Dec 2019.

Vancouver:

Forbes DL. Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education . [Internet] [Doctoral dissertation]. University of Waikato; 2012. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10289/7108.

Council of Science Editors:

Forbes DL. Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education . [Doctoral Dissertation]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/7108


Edith Cowan University

21. Naylor, Dawn. Learning to teach: What pre-service teachers report.

Degree: 2015, Edith Cowan University

 With universities and schools of education receiving recurring criticism for being ineffective in preparing graduates for school teaching, this study sought to understand the phenomenon… (more)

Subjects/Keywords: teacher identity; pre-service teachers education; pre-service teachers; initial teacher education; orientations to learning to teach; epistemological beliefs; Australia; Education

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APA (6th Edition):

Naylor, D. (2015). Learning to teach: What pre-service teachers report. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1626

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Naylor, Dawn. “Learning to teach: What pre-service teachers report.” 2015. Thesis, Edith Cowan University. Accessed December 07, 2019. http://ro.ecu.edu.au/theses/1626.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Naylor, Dawn. “Learning to teach: What pre-service teachers report.” 2015. Web. 07 Dec 2019.

Vancouver:

Naylor D. Learning to teach: What pre-service teachers report. [Internet] [Thesis]. Edith Cowan University; 2015. [cited 2019 Dec 07]. Available from: http://ro.ecu.edu.au/theses/1626.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Naylor D. Learning to teach: What pre-service teachers report. [Thesis]. Edith Cowan University; 2015. Available from: http://ro.ecu.edu.au/theses/1626

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade Federal de Santa Maria

22. Samuel da Silva Baratto. O PROFESSOR SUBSTITUTO: REPERCUSSÕES NA FORMAÇÃO INICIAL DOCENTE UM ESTUDO DE CASO.

Degree: 2010, Universidade Federal de Santa Maria

A origem deste estudo de caso advém de minha trajetória como substituto no curso de Letras Espanhol da UFSM. Objetivei pesquisar as representações feitas por… (more)

Subjects/Keywords: formação inicial docente; EDUCACAO; professor substituto; formação do professor universitário; university teacher education; initial teacher training; substitute teacher

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Baratto, S. d. S. (2010). O PROFESSOR SUBSTITUTO: REPERCUSSÕES NA FORMAÇÃO INICIAL DOCENTE UM ESTUDO DE CASO. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3251

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Baratto, Samuel da Silva. “O PROFESSOR SUBSTITUTO: REPERCUSSÕES NA FORMAÇÃO INICIAL DOCENTE UM ESTUDO DE CASO.” 2010. Thesis, Universidade Federal de Santa Maria. Accessed December 07, 2019. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3251.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Baratto, Samuel da Silva. “O PROFESSOR SUBSTITUTO: REPERCUSSÕES NA FORMAÇÃO INICIAL DOCENTE UM ESTUDO DE CASO.” 2010. Web. 07 Dec 2019.

Vancouver:

Baratto SdS. O PROFESSOR SUBSTITUTO: REPERCUSSÕES NA FORMAÇÃO INICIAL DOCENTE UM ESTUDO DE CASO. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2010. [cited 2019 Dec 07]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3251.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Baratto SdS. O PROFESSOR SUBSTITUTO: REPERCUSSÕES NA FORMAÇÃO INICIAL DOCENTE UM ESTUDO DE CASO. [Thesis]. Universidade Federal de Santa Maria; 2010. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3251

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade de Brasília

23. Néri Emílio Soares Júnior. O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física.

Degree: 2010, Universidade de Brasília

 O presente estudo vincula-se a linha de pesquisa Formação Docente, Currículo e Avaliação da área de concentração Desenvolvimento Profissional Docente do Programa de Pós-Graduação em… (more)

Subjects/Keywords: formação inicial de professores; currículo profissional; initial teacher training; Educação Física; curriculum; EDUCACAO; Physical Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Júnior, N. E. S. (2010). O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6559

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Júnior, Néri Emílio Soares. “O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física.” 2010. Thesis, Universidade de Brasília. Accessed December 07, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6559.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Júnior, Néri Emílio Soares. “O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física.” 2010. Web. 07 Dec 2019.

Vancouver:

Júnior NES. O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física. [Internet] [Thesis]. Universidade de Brasília; 2010. [cited 2019 Dec 07]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6559.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Júnior NES. O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física. [Thesis]. Universidade de Brasília; 2010. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6559

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Rafael Neves Almeida. Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores.

Degree: 2009, Universidade Federal de São Carlos

Este trabalho foi desenvolvido tendo como pressuposto a ideia de que o estágio supervisionado é um espaço importante na formação docente e se propôs a… (more)

Subjects/Keywords: Educação matemática; Modelagem matemática; Formação inicial; Estágio supervisionado; EDUCACAO; Initial education; Mathematical modeling; Teacher internship

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Almeida, R. N. (2009). Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2880

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Almeida, Rafael Neves. “Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores.” 2009. Thesis, Universidade Federal de São Carlos. Accessed December 07, 2019. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2880.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Almeida, Rafael Neves. “Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores.” 2009. Web. 07 Dec 2019.

Vancouver:

Almeida RN. Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores. [Internet] [Thesis]. Universidade Federal de São Carlos; 2009. [cited 2019 Dec 07]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2880.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Almeida RN. Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores. [Thesis]. Universidade Federal de São Carlos; 2009. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2880

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Exeter

25. Alzaydi, Dhaifallah Awwadh. Activity theory as a lens to explore participant perspectives of the administrative and academic activity systems in a university-school partnership in initial teacher education in Saudi Arabia.

Degree: PhD, 2010, University of Exeter

 This study used Activity Theory (AT) as a lens to explore how administrative and academic activity systems worked in a university, in schools and in… (more)

Subjects/Keywords: 370.711; Initial Teacher Education : student teachers : Administrative Activity System : Teaching Practice : Activity Theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alzaydi, D. A. (2010). Activity theory as a lens to explore participant perspectives of the administrative and academic activity systems in a university-school partnership in initial teacher education in Saudi Arabia. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/120097

Chicago Manual of Style (16th Edition):

Alzaydi, Dhaifallah Awwadh. “Activity theory as a lens to explore participant perspectives of the administrative and academic activity systems in a university-school partnership in initial teacher education in Saudi Arabia.” 2010. Doctoral Dissertation, University of Exeter. Accessed December 07, 2019. http://hdl.handle.net/10036/120097.

MLA Handbook (7th Edition):

Alzaydi, Dhaifallah Awwadh. “Activity theory as a lens to explore participant perspectives of the administrative and academic activity systems in a university-school partnership in initial teacher education in Saudi Arabia.” 2010. Web. 07 Dec 2019.

Vancouver:

Alzaydi DA. Activity theory as a lens to explore participant perspectives of the administrative and academic activity systems in a university-school partnership in initial teacher education in Saudi Arabia. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10036/120097.

Council of Science Editors:

Alzaydi DA. Activity theory as a lens to explore participant perspectives of the administrative and academic activity systems in a university-school partnership in initial teacher education in Saudi Arabia. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/120097


Universidade do Minho

26. Tiani, Nathália Rodrigues. Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge .

Degree: 2017, Universidade do Minho

 A presente investigação teve por finalidade o estudo das perspectivas dos professores das escolas municipais de Barueri − Brasil, sobre as Tecnologias de Informação e… (more)

Subjects/Keywords: Formação de professores; Learning by design; Tecnologias educacionais; TPACK; Teacher’ initial education; Educational technologies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tiani, N. R. (2017). Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/50701

Chicago Manual of Style (16th Edition):

Tiani, Nathália Rodrigues. “Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge .” 2017. Masters Thesis, Universidade do Minho. Accessed December 07, 2019. http://hdl.handle.net/1822/50701.

MLA Handbook (7th Edition):

Tiani, Nathália Rodrigues. “Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge .” 2017. Web. 07 Dec 2019.

Vancouver:

Tiani NR. Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge . [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/1822/50701.

Council of Science Editors:

Tiani NR. Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge . [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/50701


University of Canterbury

27. Nordin, Hasniza. Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand.

Degree: School of Educational Studies and Leadership, 2014, University of Canterbury

 Information and communication technologies (ICT) are common in schools worldwide in the 21st century, in both developed and developing countries. A number of initiatives have… (more)

Subjects/Keywords: TPACK; ICT; e-learning; initial teacher training; preservice teacher education; field experience; practicum; comparison; New Zealand; Malaysia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nordin, H. (2014). Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9856

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nordin, Hasniza. “Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand.” 2014. Thesis, University of Canterbury. Accessed December 07, 2019. http://hdl.handle.net/10092/9856.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nordin, Hasniza. “Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand.” 2014. Web. 07 Dec 2019.

Vancouver:

Nordin H. Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10092/9856.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nordin H. Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9856

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


AUT University

28. Bernay, Ross Stacy. Mindfulness and the beginning teacher .

Degree: 2012, AUT University

 Teaching is stressful. A number of studies have demonstrated that teachers are not coping in the classroom and many are leaving the profession (Viola, 2009).… (more)

Subjects/Keywords: Beginning teacher stress reduction; Mindfulness for teachers; Mindfulness in research design; Hermeneutic phenomenology; Initial teacher education; Professional development for teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bernay, R. S. (2012). Mindfulness and the beginning teacher . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4497

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bernay, Ross Stacy. “Mindfulness and the beginning teacher .” 2012. Thesis, AUT University. Accessed December 07, 2019. http://hdl.handle.net/10292/4497.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bernay, Ross Stacy. “Mindfulness and the beginning teacher .” 2012. Web. 07 Dec 2019.

Vancouver:

Bernay RS. Mindfulness and the beginning teacher . [Internet] [Thesis]. AUT University; 2012. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10292/4497.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bernay RS. Mindfulness and the beginning teacher . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4497

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

29. Robinson, Alison Robyn. Learning to Teach in Another Language and Culture.

Degree: Educational Studies and Human Development, 2010, University of Canterbury

 The special learning needs in Initial Teacher Education of international postgraduate students whose own education was linguistically and culturally different to that of New Zealand… (more)

Subjects/Keywords: initial teacher education; pre-service teacher education; international students; learning to teach; border crossers in teacher education; learning in another language and culture; supporting learning in another culture

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Robinson, A. R. (2010). Learning to Teach in Another Language and Culture. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4463

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Robinson, Alison Robyn. “Learning to Teach in Another Language and Culture.” 2010. Thesis, University of Canterbury. Accessed December 07, 2019. http://hdl.handle.net/10092/4463.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Robinson, Alison Robyn. “Learning to Teach in Another Language and Culture.” 2010. Web. 07 Dec 2019.

Vancouver:

Robinson AR. Learning to Teach in Another Language and Culture. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/10092/4463.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Robinson AR. Learning to Teach in Another Language and Culture. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/4463

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Natalia Neves Macedo. Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas.

Degree: 2010, Universidade Federal de São Carlos

 This study aimed mainly at understanding how the Special Education in the perspective of the Inclusive Education has been regarded in the Pedagogy courses of… (more)

Subjects/Keywords: Professores - formação; Formação inicial; Curso de pedagogia; Educação inclusiva; Formação inicial de professores; EDUCACAO; Initial teacher education; Pedagogy courses; Inclusive education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Macedo, N. N. (2010). Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3782

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Macedo, Natalia Neves. “Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas.” 2010. Thesis, Universidade Federal de São Carlos. Accessed December 07, 2019. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3782.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Macedo, Natalia Neves. “Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas.” 2010. Web. 07 Dec 2019.

Vancouver:

Macedo NN. Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas. [Internet] [Thesis]. Universidade Federal de São Carlos; 2010. [cited 2019 Dec 07]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3782.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Macedo NN. Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas. [Thesis]. Universidade Federal de São Carlos; 2010. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3782

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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