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You searched for subject:(Initial Education). Showing records 1 – 30 of 214 total matches.

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University of Waikato

1. 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 (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 February 25, 2021. 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. 25 Feb 2021.

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 2021 Feb 25]. 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


Utah Valley University

2. Kadish, Mari. Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students.

Degree: 2010, Utah Valley University

This study explored the effects of embedded and intentional instruction on letter identification in preschool students. Forty-three preschool students, ranging from 50 – 62 months,… (more)

Subjects/Keywords: Initial teaching, alphabet ; Education, Preschool; Dissertations, Academic

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APA (6th Edition):

Kadish, M. (2010). Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,594

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):

Kadish, Mari. “Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students.” 2010. Thesis, Utah Valley University. Accessed February 25, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,594.

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

MLA Handbook (7th Edition):

Kadish, Mari. “Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students.” 2010. Web. 25 Feb 2021.

Vancouver:

Kadish M. Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students. [Internet] [Thesis]. Utah Valley University; 2010. [cited 2021 Feb 25]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,594.

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

Council of Science Editors:

Kadish M. Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students. [Thesis]. Utah Valley University; 2010. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,594

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


National University of Ireland – Galway

3. 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 (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 February 25, 2021. 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. 25 Feb 2021.

Vancouver:

Thompson Long B. Designing digital storytelling: creative technology for reflection in initial teacher education . [Internet] [Thesis]. National University of Ireland – Galway; 2014. [cited 2021 Feb 25]. 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

4. Randall, Victoria Katherine. Becoming a primary physical educator : sourcing professional knowledge and confidence.

Degree: PhD, 2016, University of Winchester

 Despite a number of reforms to education, concern over teachers’ knowledge and confidence to teach physical education persists. This thesis examines the process of becoming… (more)

Subjects/Keywords: 372.86; primary physical education; initial teacher education; teacher knowledge

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APA (6th Edition):

Randall, V. K. (2016). Becoming a primary physical educator : sourcing professional knowledge and confidence. (Doctoral Dissertation). University of Winchester. Retrieved from http://winchester.elsevierpure.com/en/studentTheses/943d9626-5403-4bc7-b399-88d880033a67 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737815

Chicago Manual of Style (16th Edition):

Randall, Victoria Katherine. “Becoming a primary physical educator : sourcing professional knowledge and confidence.” 2016. Doctoral Dissertation, University of Winchester. Accessed February 25, 2021. http://winchester.elsevierpure.com/en/studentTheses/943d9626-5403-4bc7-b399-88d880033a67 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737815.

MLA Handbook (7th Edition):

Randall, Victoria Katherine. “Becoming a primary physical educator : sourcing professional knowledge and confidence.” 2016. Web. 25 Feb 2021.

Vancouver:

Randall VK. Becoming a primary physical educator : sourcing professional knowledge and confidence. [Internet] [Doctoral dissertation]. University of Winchester; 2016. [cited 2021 Feb 25]. Available from: http://winchester.elsevierpure.com/en/studentTheses/943d9626-5403-4bc7-b399-88d880033a67 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737815.

Council of Science Editors:

Randall VK. Becoming a primary physical educator : sourcing professional knowledge and confidence. [Doctoral Dissertation]. University of Winchester; 2016. Available from: http://winchester.elsevierpure.com/en/studentTheses/943d9626-5403-4bc7-b399-88d880033a67 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737815


University of Waikato

5. 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 February 25, 2021. 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. 25 Feb 2021.

Vancouver:

Ussher W(G. School-based placement in a distance intial teacher education programme . [Internet] [Doctoral dissertation]. University of Waikato; 2011. [cited 2021 Feb 25]. 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


University of Otago

6. 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 (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 February 25, 2021. http://hdl.handle.net/10523/4677.

MLA Handbook (7th Edition):

Trevethan, Helen Winifred. “Associate Teachers in New Zealand: Great Expectations .” 2014. Web. 25 Feb 2021.

Vancouver:

Trevethan HW. Associate Teachers in New Zealand: Great Expectations . [Internet] [Doctoral dissertation]. University of Otago; 2014. [cited 2021 Feb 25]. 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


University of Wollongong

7. 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 (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 February 25, 2021. 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. 25 Feb 2021.

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 2021 Feb 25]. 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 Adelaide

8. 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 (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 February 25, 2021. 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. 25 Feb 2021.

Vancouver:

Bowshall LA. Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States. [Internet] [Thesis]. University of Adelaide; 2018. [cited 2021 Feb 25]. 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


University of Brighton

9. Roberts, Robert Stephen. PGCE secondary English students' understanding of visual material as an aspect of multimodal communication.

Degree: PhD, 2019, University of Brighton

 The research makes an original contribution to the understanding of multimodal communication in Secondary English Initial Teacher Education. The thesis describes, through a case study,… (more)

Subjects/Keywords: 370; Visual Material; Multimodal Communication; Initial Teacher Education; Secondary English

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APA (6th Edition):

Roberts, R. S. (2019). PGCE secondary English students' understanding of visual material as an aspect of multimodal communication. (Doctoral Dissertation). University of Brighton. Retrieved from https://research.brighton.ac.uk/en/studentTheses/170989c8-d91d-468d-a865-516172df92cc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782546

Chicago Manual of Style (16th Edition):

Roberts, Robert Stephen. “PGCE secondary English students' understanding of visual material as an aspect of multimodal communication.” 2019. Doctoral Dissertation, University of Brighton. Accessed February 25, 2021. https://research.brighton.ac.uk/en/studentTheses/170989c8-d91d-468d-a865-516172df92cc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782546.

MLA Handbook (7th Edition):

Roberts, Robert Stephen. “PGCE secondary English students' understanding of visual material as an aspect of multimodal communication.” 2019. Web. 25 Feb 2021.

Vancouver:

Roberts RS. PGCE secondary English students' understanding of visual material as an aspect of multimodal communication. [Internet] [Doctoral dissertation]. University of Brighton; 2019. [cited 2021 Feb 25]. Available from: https://research.brighton.ac.uk/en/studentTheses/170989c8-d91d-468d-a865-516172df92cc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782546.

Council of Science Editors:

Roberts RS. PGCE secondary English students' understanding of visual material as an aspect of multimodal communication. [Doctoral Dissertation]. University of Brighton; 2019. Available from: https://research.brighton.ac.uk/en/studentTheses/170989c8-d91d-468d-a865-516172df92cc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782546

10. 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 (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 February 25, 2021. 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. 25 Feb 2021.

Vancouver:

Alderton J. Pedagogical discourses and subjectivities in primary mathematics initial teacher education. [Internet] [Doctoral dissertation]. University of Roehampton; 2013. [cited 2021 Feb 25]. 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

11. McFlynn, Paul. Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers.

Degree: PhD, 2020, Ulster University

 Reflective practice is a common feature of initial teacher education, yet there is a lack of clarity surrounding the concept and how it should be… (more)

Subjects/Keywords: Initial teacher education; Critical reflection; Action research; PE Reflective Wheel

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APA (6th Edition):

McFlynn, P. (2020). Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers. (Doctoral Dissertation). Ulster University. Retrieved from https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059

Chicago Manual of Style (16th Edition):

McFlynn, Paul. “Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers.” 2020. Doctoral Dissertation, Ulster University. Accessed February 25, 2021. https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059.

MLA Handbook (7th Edition):

McFlynn, Paul. “Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers.” 2020. Web. 25 Feb 2021.

Vancouver:

McFlynn P. Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers. [Internet] [Doctoral dissertation]. Ulster University; 2020. [cited 2021 Feb 25]. Available from: https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059.

Council of Science Editors:

McFlynn P. Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers. [Doctoral Dissertation]. Ulster University; 2020. Available from: https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059


University of Exeter

12. 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 (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 February 25, 2021. 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. 25 Feb 2021.

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 2021 Feb 25]. 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

13. 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 February 25, 2021. 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. 25 Feb 2021.

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 2021 Feb 25]. 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


Victoria University of Wellington

14. Bassett, Susie. New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review.

Degree: 2019, Victoria University of Wellington

 This qualitative study of 20 pre-service early childhood teachers investigated the students’ perceptions of their practicum experiences and views of the potential for video review… (more)

Subjects/Keywords: Early childhood education; Initial teacher education; Teaching experience; Early childhood teacher education

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APA (6th Edition):

Bassett, S. (2019). New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8502

Chicago Manual of Style (16th Edition):

Bassett, Susie. “New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review.” 2019. Masters Thesis, Victoria University of Wellington. Accessed February 25, 2021. http://hdl.handle.net/10063/8502.

MLA Handbook (7th Edition):

Bassett, Susie. “New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review.” 2019. Web. 25 Feb 2021.

Vancouver:

Bassett S. New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review. [Internet] [Masters thesis]. Victoria University of Wellington; 2019. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10063/8502.

Council of Science Editors:

Bassett S. New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review. [Masters Thesis]. Victoria University of Wellington; 2019. Available from: http://hdl.handle.net/10063/8502


University of Waikato

15. 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 February 25, 2021. 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. 25 Feb 2021.

Vancouver:

Forbes DL. Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education . [Internet] [Doctoral dissertation]. University of Waikato; 2012. [cited 2021 Feb 25]. 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

16. Whewell, Emma. Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study.

Degree: PhD, 2019, University of Northampton

 This thesis explores the lived experiences of a critical case sample of eight primary school Physical Education specialists embarking on their first year of teaching… (more)

Subjects/Keywords: identity; physical education; teaching; mentoring; socialisation; identity construction; social context; initial teacher education; occupational socialisation

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

APA (6th Edition):

Whewell, E. (2019). Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study. (Doctoral Dissertation). University of Northampton. Retrieved from https://pure.northampton.ac.uk/en/studentTheses/075b7328-20f3-4506-a881-7bd90a48076c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.813098

Chicago Manual of Style (16th Edition):

Whewell, Emma. “Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study.” 2019. Doctoral Dissertation, University of Northampton. Accessed February 25, 2021. https://pure.northampton.ac.uk/en/studentTheses/075b7328-20f3-4506-a881-7bd90a48076c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.813098.

MLA Handbook (7th Edition):

Whewell, Emma. “Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study.” 2019. Web. 25 Feb 2021.

Vancouver:

Whewell E. Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study. [Internet] [Doctoral dissertation]. University of Northampton; 2019. [cited 2021 Feb 25]. Available from: https://pure.northampton.ac.uk/en/studentTheses/075b7328-20f3-4506-a881-7bd90a48076c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.813098.

Council of Science Editors:

Whewell E. Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study. [Doctoral Dissertation]. University of Northampton; 2019. Available from: https://pure.northampton.ac.uk/en/studentTheses/075b7328-20f3-4506-a881-7bd90a48076c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.813098


Universidade do Minho

17. 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 February 25, 2021. 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. 25 Feb 2021.

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 2021 Feb 25]. 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

18. Cristiane Nadaleto. MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO.

Degree: 2007, Universidade do Vale do Itajaí

 A presente pesquisa tem por objetivo geral investigar, nos relatos expressos nos memoriais escritos pelas acadêmicas, ao final de cada aula da disciplina de Prática… (more)

Subjects/Keywords: memoriais; formação inicial; prática de ensino; EDUCACAO; Professores - Formação; memorials; initial formation; practical of education

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APA (6th Edition):

Nadaleto, C. (2007). MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO. (Thesis). Universidade do Vale do Itajaí. Retrieved from http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=267

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):

Nadaleto, Cristiane. “MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO.” 2007. Thesis, Universidade do Vale do Itajaí. Accessed February 25, 2021. http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=267.

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

MLA Handbook (7th Edition):

Nadaleto, Cristiane. “MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO.” 2007. Web. 25 Feb 2021.

Vancouver:

Nadaleto C. MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO. [Internet] [Thesis]. Universidade do Vale do Itajaí; 2007. [cited 2021 Feb 25]. Available from: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=267.

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

Council of Science Editors:

Nadaleto C. MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO. [Thesis]. Universidade do Vale do Itajaí; 2007. Available from: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=267

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


Universidade Estadual de Campinas

19. Miranda, Rita de Cassia Fernandes, 1976-. Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education.

Degree: 2014, Universidade Estadual de Campinas

 Abstract: The last two decades, especially, have witnessed a significant expansion of academic research related to the circus art, creating interesting opportunities for dialogues and… (more)

Subjects/Keywords: Educação física; Circo; Formação inicial do professor; Physical education; Circus; Initial teacher training

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APA (6th Edition):

Miranda, Rita de Cassia Fernandes, 1. (2014). Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/254107

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):

Miranda, Rita de Cassia Fernandes, 1976-. “Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education.” 2014. Thesis, Universidade Estadual de Campinas. Accessed February 25, 2021. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254107.

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

MLA Handbook (7th Edition):

Miranda, Rita de Cassia Fernandes, 1976-. “Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education.” 2014. Web. 25 Feb 2021.

Vancouver:

Miranda, Rita de Cassia Fernandes 1. Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education. [Internet] [Thesis]. Universidade Estadual de Campinas; 2014. [cited 2021 Feb 25]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/254107.

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

Council of Science Editors:

Miranda, Rita de Cassia Fernandes 1. Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education. [Thesis]. Universidade Estadual de Campinas; 2014. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/254107

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


Universidade Federal de Viçosa

20. Douglas Candido Ribeiro. Estados afetivos de professoras de língua inglesa em formação inicial.

Degree: 2012, Universidade Federal de Viçosa

O processo ensino/aprendizagem já não mais se caracteriza como um campo cujas pesquisas exploram e valorizam apenas questões de cunho cognitivo. Conforme Almeida e Mahoney… (more)

Subjects/Keywords: LINGUISTICA, LETRAS E ARTES; Initial education; Affection; English; Teachers; Afetividade; Formação inicial; Língua inglesa; Professores

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

APA (6th Edition):

Ribeiro, D. C. (2012). Estados afetivos de professoras de língua inglesa em formação inicial. (Thesis). Universidade Federal de Viçosa. Retrieved from http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=4591

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):

Ribeiro, Douglas Candido. “Estados afetivos de professoras de língua inglesa em formação inicial.” 2012. Thesis, Universidade Federal de Viçosa. Accessed February 25, 2021. http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=4591.

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

MLA Handbook (7th Edition):

Ribeiro, Douglas Candido. “Estados afetivos de professoras de língua inglesa em formação inicial.” 2012. Web. 25 Feb 2021.

Vancouver:

Ribeiro DC. Estados afetivos de professoras de língua inglesa em formação inicial. [Internet] [Thesis]. Universidade Federal de Viçosa; 2012. [cited 2021 Feb 25]. Available from: http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=4591.

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

Council of Science Editors:

Ribeiro DC. Estados afetivos de professoras de língua inglesa em formação inicial. [Thesis]. Universidade Federal de Viçosa; 2012. Available from: http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=4591

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


Universidade de Brasília

21. 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 February 25, 2021. 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. 25 Feb 2021.

Vancouver:

Júnior NES. O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física. [Internet] [Thesis]. Universidade de Brasília; 2010. [cited 2021 Feb 25]. 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


Universidade de Brasília

22. Eliene Maria Alves Dias. Articulation between the initial formation and the pedagogical practices in mathematic education.

Degree: 2010, Universidade de Brasília

 É investigada neste estudo a existência de indícios de articulação entre a formação inicial e a práxis pedagógica em Educação Matemática de egressas do curso… (more)

Subjects/Keywords: initial formation; formação inicial; práxis pedagógica; EDUCACAO; pedagogical practices in mathematic education; educação matemática

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

APA (6th Edition):

Dias, E. M. A. (2010). Articulation between the initial formation and the pedagogical practices in mathematic education. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6608

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):

Dias, Eliene Maria Alves. “Articulation between the initial formation and the pedagogical practices in mathematic education.” 2010. Thesis, Universidade de Brasília. Accessed February 25, 2021. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6608.

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

MLA Handbook (7th Edition):

Dias, Eliene Maria Alves. “Articulation between the initial formation and the pedagogical practices in mathematic education.” 2010. Web. 25 Feb 2021.

Vancouver:

Dias EMA. Articulation between the initial formation and the pedagogical practices in mathematic education. [Internet] [Thesis]. Universidade de Brasília; 2010. [cited 2021 Feb 25]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6608.

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

Council of Science Editors:

Dias EMA. Articulation between the initial formation and the pedagogical practices in mathematic education. [Thesis]. Universidade de Brasília; 2010. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6608

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


Universidade de Brasília

23. Leandro Casarin Dalmas. A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação.

Degree: 2008, Universidade de Brasília

O presente trabalho de pesquisa desenvolvido na Faculdade de Educação da Universidade de Brasília, na área de concentração Desenvolvimento Profissional Docente, reúne elementos que pretendem… (more)

Subjects/Keywords: curricular gratings; initial formation; educação física; formação inicial; physical education; currículo; EDUCACAO

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APA (6th Edition):

Dalmas, L. C. (2008). A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3492

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):

Dalmas, Leandro Casarin. “A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação.” 2008. Thesis, Universidade de Brasília. Accessed February 25, 2021. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3492.

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

MLA Handbook (7th Edition):

Dalmas, Leandro Casarin. “A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação.” 2008. Web. 25 Feb 2021.

Vancouver:

Dalmas LC. A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação. [Internet] [Thesis]. Universidade de Brasília; 2008. [cited 2021 Feb 25]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3492.

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

Council of Science Editors:

Dalmas LC. A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação. [Thesis]. Universidade de Brasília; 2008. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3492

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

24. André Braga. Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso.

Degree: 2005, Universidade Federal de São Carlos

Nesta investigação buscou-se como objetivos principais: a) identificar e analisar os saberes e conhecimentos mobilizados por professoras que ensinam ciências nas séries iniciais em sua… (more)

Subjects/Keywords: Professores - formação; Ensino de ciências; Séries iniciais; EDUCACAO; Teachers education; Sciences teaching; Initial grades

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

APA (6th Edition):

Braga, A. (2005). Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=795

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):

Braga, André. “Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso.” 2005. Thesis, Universidade Federal de São Carlos. Accessed February 25, 2021. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=795.

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

MLA Handbook (7th Edition):

Braga, André. “Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso.” 2005. Web. 25 Feb 2021.

Vancouver:

Braga A. Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. [Internet] [Thesis]. Universidade Federal de São Carlos; 2005. [cited 2021 Feb 25]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=795.

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

Council of Science Editors:

Braga A. Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. [Thesis]. Universidade Federal de São Carlos; 2005. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=795

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

25. 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 (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 February 25, 2021. 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. 25 Feb 2021.

Vancouver:

Almeida RN. Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores. [Internet] [Thesis]. Universidade Federal de São Carlos; 2009. [cited 2021 Feb 25]. 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


Universidade Federal de Santa Maria

26. Victor Julierme Santos da Conceição. FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA.

Degree: 2006, Universidade Federal de Santa Maria

This study, had as a main goal, to achieve an analysis about the contribution of the reflexive critical teaching on the initial education of the… (more)

Subjects/Keywords: formação inicial; ensino crítico-reflexivo; inclusão educacional; EDUCACAO; initial education; critical-reflexive teach; educational inclusion

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APA (6th Edition):

Conceição, V. J. S. d. (2006). FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1132

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):

Conceição, Victor Julierme Santos da. “FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA.” 2006. Thesis, Universidade Federal de Santa Maria. Accessed February 25, 2021. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1132.

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

MLA Handbook (7th Edition):

Conceição, Victor Julierme Santos da. “FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA.” 2006. Web. 25 Feb 2021.

Vancouver:

Conceição VJSd. FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2006. [cited 2021 Feb 25]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1132.

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

Council of Science Editors:

Conceição VJSd. FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA. [Thesis]. Universidade Federal de Santa Maria; 2006. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1132

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


Universidade Federal de Santa Maria

27. Leila Adriana Baptaglin. CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM.

Degree: 2010, Universidade Federal de Santa Maria

 A pesquisa aqui abordada procurou estabelecer um vínculo com a formação inicial, temática a qual vem sendo pensada por mim desde o curso de Graduação.… (more)

Subjects/Keywords: organização curricular; artes visuais; formação inicial; EDUCACAO; initial education; visual arts; organization curriculum

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APA (6th Edition):

Baptaglin, L. A. (2010). CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3290

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):

Baptaglin, Leila Adriana. “CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM.” 2010. Thesis, Universidade Federal de Santa Maria. Accessed February 25, 2021. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3290.

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

MLA Handbook (7th Edition):

Baptaglin, Leila Adriana. “CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM.” 2010. Web. 25 Feb 2021.

Vancouver:

Baptaglin LA. CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2010. [cited 2021 Feb 25]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3290.

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

Council of Science Editors:

Baptaglin LA. CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM. [Thesis]. Universidade Federal de Santa Maria; 2010. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3290

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


Univerzitet u Beogradu

28. Marković, Tatjana K., 1964-. Model integrativne prakse u inicijalnom obrazovanju vaspitača.

Degree: Filozofski fakultet, 2015, Univerzitet u Beogradu

Pedagogija - Predškolska pedagogija / Pedagogy - Preschool pedagogy

Već se duži niz godina govori o važnosti i značaju prakse studenata u osposobljavanju za poslove… (more)

Subjects/Keywords: initial education of pre-school teachers; reflexive practitioner; integrated practice; integrated curriculum; project-based approach

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

APA (6th Edition):

Marković, Tatjana K., 1. (2015). Model integrativne prakse u inicijalnom obrazovanju vaspitača. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:9338/bdef:Content/get

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):

Marković, Tatjana K., 1964-. “Model integrativne prakse u inicijalnom obrazovanju vaspitača.” 2015. Thesis, Univerzitet u Beogradu. Accessed February 25, 2021. https://fedorabg.bg.ac.rs/fedora/get/o:9338/bdef:Content/get.

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

MLA Handbook (7th Edition):

Marković, Tatjana K., 1964-. “Model integrativne prakse u inicijalnom obrazovanju vaspitača.” 2015. Web. 25 Feb 2021.

Vancouver:

Marković, Tatjana K. 1. Model integrativne prakse u inicijalnom obrazovanju vaspitača. [Internet] [Thesis]. Univerzitet u Beogradu; 2015. [cited 2021 Feb 25]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:9338/bdef:Content/get.

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

Council of Science Editors:

Marković, Tatjana K. 1. Model integrativne prakse u inicijalnom obrazovanju vaspitača. [Thesis]. Univerzitet u Beogradu; 2015. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:9338/bdef:Content/get

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


California State University – Chico

29. Milosevic, Rebecca D. Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English .

Degree: 2012, California State University – Chico

 This study analyzed the Voice Onset Time (VOT) production of six early sequential Spanish-English bilinguals. In this study, the VOT values for Spanish and English… (more)

Subjects/Keywords: Language education; Learning interaction; Voice Onset Time production; Word initial stops; Spanish language; English language

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

APA (6th Edition):

Milosevic, R. D. (2012). Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/428

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):

Milosevic, Rebecca D. “Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English .” 2012. Thesis, California State University – Chico. Accessed February 25, 2021. http://hdl.handle.net/10211.4/428.

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

MLA Handbook (7th Edition):

Milosevic, Rebecca D. “Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English .” 2012. Web. 25 Feb 2021.

Vancouver:

Milosevic RD. Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10211.4/428.

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

Council of Science Editors:

Milosevic RD. Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/428

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

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

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 February 25, 2021. 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. 25 Feb 2021.

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 2021 Feb 25]. 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

[1] [2] [3] [4] [5] [6] [7] [8]

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