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You searched for subject:(Teacher x Professional formation). Showing records 1 – 30 of 52280 total matches.

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1. Shpargalyuk, Maryna. La formation des enseignants de langues étrangères en France et en Ukraine. : Vers une harmonisation européenne. : Foreign language teacher training in France and Ukraine : Towards the European harmonization.

Degree: Docteur es, Didactique des langues, Cultures et Sciences du langage, 2011, Saint-Etienne; Université de Lougansk

Le but de la recherche était de révéler et d'analyser les bases théoriques et pratiques du système de la formation des enseignants de langues en… (more)

Subjects/Keywords: Formation professionnelle; Formation des enseignants; CAPES; Teacher training; Professional education; Teacher training institute

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

APA (6th Edition):

Shpargalyuk, M. (2011). La formation des enseignants de langues étrangères en France et en Ukraine. : Vers une harmonisation européenne. : Foreign language teacher training in France and Ukraine : Towards the European harmonization. (Doctoral Dissertation). Saint-Etienne; Université de Lougansk. Retrieved from http://www.theses.fr/2011STET2155

Chicago Manual of Style (16th Edition):

Shpargalyuk, Maryna. “La formation des enseignants de langues étrangères en France et en Ukraine. : Vers une harmonisation européenne. : Foreign language teacher training in France and Ukraine : Towards the European harmonization.” 2011. Doctoral Dissertation, Saint-Etienne; Université de Lougansk. Accessed December 04, 2020. http://www.theses.fr/2011STET2155.

MLA Handbook (7th Edition):

Shpargalyuk, Maryna. “La formation des enseignants de langues étrangères en France et en Ukraine. : Vers une harmonisation européenne. : Foreign language teacher training in France and Ukraine : Towards the European harmonization.” 2011. Web. 04 Dec 2020.

Vancouver:

Shpargalyuk M. La formation des enseignants de langues étrangères en France et en Ukraine. : Vers une harmonisation européenne. : Foreign language teacher training in France and Ukraine : Towards the European harmonization. [Internet] [Doctoral dissertation]. Saint-Etienne; Université de Lougansk; 2011. [cited 2020 Dec 04]. Available from: http://www.theses.fr/2011STET2155.

Council of Science Editors:

Shpargalyuk M. La formation des enseignants de langues étrangères en France et en Ukraine. : Vers une harmonisation européenne. : Foreign language teacher training in France and Ukraine : Towards the European harmonization. [Doctoral Dissertation]. Saint-Etienne; Université de Lougansk; 2011. Available from: http://www.theses.fr/2011STET2155

2. El Dakak, Nachwa. La formation initiale et continue des futures enseignantes de FLE en contexte saoudien : The initial and continuous trainig of teachers of French as a foreign language in the Saudi context.

Degree: Docteur es, Sciences du langage, 2018, Bourgogne Franche-Comté

La présente thèse s’inscrit dans le domaine de la recherche exploratoire sur les enjeux didactiques de la formation initiale et continue des enseignantes du FLE… (more)

Subjects/Keywords: Formation initiale; Formation continue; Didactique; Pédagogie; Praticien réflexif; Compétence; Initial training; In-service training; Didactics; Pedagogy; Reflexive teacher; Professional competences; 407

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

APA (6th Edition):

El Dakak, N. (2018). La formation initiale et continue des futures enseignantes de FLE en contexte saoudien : The initial and continuous trainig of teachers of French as a foreign language in the Saudi context. (Doctoral Dissertation). Bourgogne Franche-Comté. Retrieved from http://www.theses.fr/2018UBFCC008

Chicago Manual of Style (16th Edition):

El Dakak, Nachwa. “La formation initiale et continue des futures enseignantes de FLE en contexte saoudien : The initial and continuous trainig of teachers of French as a foreign language in the Saudi context.” 2018. Doctoral Dissertation, Bourgogne Franche-Comté. Accessed December 04, 2020. http://www.theses.fr/2018UBFCC008.

MLA Handbook (7th Edition):

El Dakak, Nachwa. “La formation initiale et continue des futures enseignantes de FLE en contexte saoudien : The initial and continuous trainig of teachers of French as a foreign language in the Saudi context.” 2018. Web. 04 Dec 2020.

Vancouver:

El Dakak N. La formation initiale et continue des futures enseignantes de FLE en contexte saoudien : The initial and continuous trainig of teachers of French as a foreign language in the Saudi context. [Internet] [Doctoral dissertation]. Bourgogne Franche-Comté; 2018. [cited 2020 Dec 04]. Available from: http://www.theses.fr/2018UBFCC008.

Council of Science Editors:

El Dakak N. La formation initiale et continue des futures enseignantes de FLE en contexte saoudien : The initial and continuous trainig of teachers of French as a foreign language in the Saudi context. [Doctoral Dissertation]. Bourgogne Franche-Comté; 2018. Available from: http://www.theses.fr/2018UBFCC008


Universidade do Rio Grande do Sul

3. Passos, Camila Greff. O curso de licenciatura em química da UFRGS: conquistas e desafios frente à reformulação curricular de 2005.

Degree: 2012, Universidade do Rio Grande do Sul

 Nesta tese de doutorado realizamos um estudo de caso no âmbito da formação de professores de Química. Nosso propósito maior é o diagnóstico sobre a… (more)

Subjects/Keywords: Teacher formation; Reforma curricular : Licenciatura : Química; Conhecimento; Curricular reforms; Formação profissional; Professional development; Formação de professores; Professional knowledge

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APA (6th Edition):

Passos, C. G. (2012). O curso de licenciatura em química da UFRGS: conquistas e desafios frente à reformulação curricular de 2005. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/66472

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):

Passos, Camila Greff. “O curso de licenciatura em química da UFRGS: conquistas e desafios frente à reformulação curricular de 2005.” 2012. Thesis, Universidade do Rio Grande do Sul. Accessed December 04, 2020. http://hdl.handle.net/10183/66472.

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

MLA Handbook (7th Edition):

Passos, Camila Greff. “O curso de licenciatura em química da UFRGS: conquistas e desafios frente à reformulação curricular de 2005.” 2012. Web. 04 Dec 2020.

Vancouver:

Passos CG. O curso de licenciatura em química da UFRGS: conquistas e desafios frente à reformulação curricular de 2005. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10183/66472.

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

Council of Science Editors:

Passos CG. O curso de licenciatura em química da UFRGS: conquistas e desafios frente à reformulação curricular de 2005. [Thesis]. Universidade do Rio Grande do Sul; 2012. Available from: http://hdl.handle.net/10183/66472

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

4. André Luiz Sena Mariano. A construção do início da docência: um olhar a partir das produções da ANPEd e do ENDIPE.

Degree: 2006, Universidade Federal de São Carlos

A presente dissertação de mestrado estrutura-se em torno da seguinte questão: O que dizem os trabalhos apresentados na ANPEd e no ENDIPE sobre o processo… (more)

Subjects/Keywords: EDUCACAO; Professores - formação; Metodologia de ensino; Professores iniciantes; Aprendizagem profissional da docência; Teacher formation; Professional learning of teaching; Beginner teacher

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APA (6th Edition):

Mariano, A. L. S. (2006). A construção do início da docência: um olhar a partir das produções da ANPEd e do ENDIPE. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=935

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):

Mariano, André Luiz Sena. “A construção do início da docência: um olhar a partir das produções da ANPEd e do ENDIPE.” 2006. Thesis, Universidade Federal de São Carlos. Accessed December 04, 2020. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=935.

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

MLA Handbook (7th Edition):

Mariano, André Luiz Sena. “A construção do início da docência: um olhar a partir das produções da ANPEd e do ENDIPE.” 2006. Web. 04 Dec 2020.

Vancouver:

Mariano ALS. A construção do início da docência: um olhar a partir das produções da ANPEd e do ENDIPE. [Internet] [Thesis]. Universidade Federal de São Carlos; 2006. [cited 2020 Dec 04]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=935.

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

Council of Science Editors:

Mariano ALS. A construção do início da docência: um olhar a partir das produções da ANPEd e do ENDIPE. [Thesis]. Universidade Federal de São Carlos; 2006. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=935

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


Universidade Estadual de Campinas

5. Sborquia, Silvia Pavesi. Da formação e desenvolvimento profissional do professor de educação fisica a inovação educativa: From the profissional formation and development of the physical education teacher to the educational inovation.

Degree: 2008, Universidade Estadual de Campinas

 Abstract: The creation of the public school (for all) opened the doors to the cultural diversity so that it went through the boundaries of the… (more)

Subjects/Keywords: Professores - Formação profissional; Inovações educacionais; Educação física; Semiótica; Teacher x Professional formation; Educational innovations; Physical education; Semeiotics

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

APA (6th Edition):

Sborquia, S. P. (2008). Da formação e desenvolvimento profissional do professor de educação fisica a inovação educativa: From the profissional formation and development of the physical education teacher to the educational inovation. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/275139

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):

Sborquia, Silvia Pavesi. “Da formação e desenvolvimento profissional do professor de educação fisica a inovação educativa: From the profissional formation and development of the physical education teacher to the educational inovation.” 2008. Thesis, Universidade Estadual de Campinas. Accessed December 04, 2020. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275139.

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

MLA Handbook (7th Edition):

Sborquia, Silvia Pavesi. “Da formação e desenvolvimento profissional do professor de educação fisica a inovação educativa: From the profissional formation and development of the physical education teacher to the educational inovation.” 2008. Web. 04 Dec 2020.

Vancouver:

Sborquia SP. Da formação e desenvolvimento profissional do professor de educação fisica a inovação educativa: From the profissional formation and development of the physical education teacher to the educational inovation. [Internet] [Thesis]. Universidade Estadual de Campinas; 2008. [cited 2020 Dec 04]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/275139.

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

Council of Science Editors:

Sborquia SP. Da formação e desenvolvimento profissional do professor de educação fisica a inovação educativa: From the profissional formation and development of the physical education teacher to the educational inovation. [Thesis]. Universidade Estadual de Campinas; 2008. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/275139

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

6. Meira, Maria da Conceição dos Santos. Percursos de vida profissional: da formação inicial à entrada na carreira.

Degree: 2013, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção do Grau de Mestre em Ciências da Educação - especialidade Supervisão em Educação… (more)

Subjects/Keywords: Formação de professores; Desenvolvimento profissional do professor; Professor principiante; Indução profissional; Histórias de vida de professores; Teachers formation; Teacher professional development; Novice teacher; Professional induction; Teachers’ life stories

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

APA (6th Edition):

Meira, M. d. C. d. S. (2013). Percursos de vida profissional: da formação inicial à entrada na carreira. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3133

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):

Meira, Maria da Conceição dos Santos. “Percursos de vida profissional: da formação inicial à entrada na carreira.” 2013. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed December 04, 2020. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3133.

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

MLA Handbook (7th Edition):

Meira, Maria da Conceição dos Santos. “Percursos de vida profissional: da formação inicial à entrada na carreira.” 2013. Web. 04 Dec 2020.

Vancouver:

Meira MdCdS. Percursos de vida profissional: da formação inicial à entrada na carreira. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. [cited 2020 Dec 04]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3133.

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

Council of Science Editors:

Meira MdCdS. Percursos de vida profissional: da formação inicial à entrada na carreira. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3133

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

7. El challah, Rana. Innovation en formation continue et dynamiques coopératives : etude sur le travail en réseau des enseignants au sein des établissements de l'Agence pour l'Enseignement Français à l'Etranger au Liban (AEFE) : Innovation in continuous training and cooperative dynamics : study of networking among teachers within the schools of The Agency for French Education Abroad in Lebanon.

Degree: Docteur es, Sciences de l'éducation, 2016, Lyon; Université Saint-Joseph (Beyrouth)

 Notre thèse s'appuie sur des travaux en sciences de l'éducation et en sociologie (Huberman, 1995 ; Fullan, 1998 ; Fullan et Hargreaves, 2012) qui défendent… (more)

Subjects/Keywords: Réseau; Enseignants; Formation continue; Développement professionnel; Professionnalisation; AEFE; Liban; Network; Teachers; Teacher training; Professional development; Professionalisation; AEFE; Lebanon

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

APA (6th Edition):

El challah, R. (2016). Innovation en formation continue et dynamiques coopératives : etude sur le travail en réseau des enseignants au sein des établissements de l'Agence pour l'Enseignement Français à l'Etranger au Liban (AEFE) : Innovation in continuous training and cooperative dynamics : study of networking among teachers within the schools of The Agency for French Education Abroad in Lebanon. (Doctoral Dissertation). Lyon; Université Saint-Joseph (Beyrouth). Retrieved from http://www.theses.fr/2016LYSE2020

Chicago Manual of Style (16th Edition):

El challah, Rana. “Innovation en formation continue et dynamiques coopératives : etude sur le travail en réseau des enseignants au sein des établissements de l'Agence pour l'Enseignement Français à l'Etranger au Liban (AEFE) : Innovation in continuous training and cooperative dynamics : study of networking among teachers within the schools of The Agency for French Education Abroad in Lebanon.” 2016. Doctoral Dissertation, Lyon; Université Saint-Joseph (Beyrouth). Accessed December 04, 2020. http://www.theses.fr/2016LYSE2020.

MLA Handbook (7th Edition):

El challah, Rana. “Innovation en formation continue et dynamiques coopératives : etude sur le travail en réseau des enseignants au sein des établissements de l'Agence pour l'Enseignement Français à l'Etranger au Liban (AEFE) : Innovation in continuous training and cooperative dynamics : study of networking among teachers within the schools of The Agency for French Education Abroad in Lebanon.” 2016. Web. 04 Dec 2020.

Vancouver:

El challah R. Innovation en formation continue et dynamiques coopératives : etude sur le travail en réseau des enseignants au sein des établissements de l'Agence pour l'Enseignement Français à l'Etranger au Liban (AEFE) : Innovation in continuous training and cooperative dynamics : study of networking among teachers within the schools of The Agency for French Education Abroad in Lebanon. [Internet] [Doctoral dissertation]. Lyon; Université Saint-Joseph (Beyrouth); 2016. [cited 2020 Dec 04]. Available from: http://www.theses.fr/2016LYSE2020.

Council of Science Editors:

El challah R. Innovation en formation continue et dynamiques coopératives : etude sur le travail en réseau des enseignants au sein des établissements de l'Agence pour l'Enseignement Français à l'Etranger au Liban (AEFE) : Innovation in continuous training and cooperative dynamics : study of networking among teachers within the schools of The Agency for French Education Abroad in Lebanon. [Doctoral Dissertation]. Lyon; Université Saint-Joseph (Beyrouth); 2016. Available from: http://www.theses.fr/2016LYSE2020

8. Daguzon, Marc. L'influence de la prescription sur le développement professionnel des professeurs des écoles débutants : The influence of prescription on the professional development of beginner primary school teachers.

Degree: Docteur es, Sciences de l'éducation, 2010, Université Blaise-Pascale, Clermont-Ferrand II

Cette étude a pour objectif de mieux comprendre comment les professeurs des écoles débutants apprennent leur métier sous l’influence de la prescription de l’Institut de… (more)

Subjects/Keywords: Formation des enseignants; Enseignant débutant; Identité professionnelle; Développement professionnel; Prescription; Tâche redéfinie; Représentation fonctionnelle; Psychologie ergonomique; Teacher training; Professional identity

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APA (6th Edition):

Daguzon, M. (2010). L'influence de la prescription sur le développement professionnel des professeurs des écoles débutants : The influence of prescription on the professional development of beginner primary school teachers. (Doctoral Dissertation). Université Blaise-Pascale, Clermont-Ferrand II. Retrieved from http://www.theses.fr/2010CLF20008

Chicago Manual of Style (16th Edition):

Daguzon, Marc. “L'influence de la prescription sur le développement professionnel des professeurs des écoles débutants : The influence of prescription on the professional development of beginner primary school teachers.” 2010. Doctoral Dissertation, Université Blaise-Pascale, Clermont-Ferrand II. Accessed December 04, 2020. http://www.theses.fr/2010CLF20008.

MLA Handbook (7th Edition):

Daguzon, Marc. “L'influence de la prescription sur le développement professionnel des professeurs des écoles débutants : The influence of prescription on the professional development of beginner primary school teachers.” 2010. Web. 04 Dec 2020.

Vancouver:

Daguzon M. L'influence de la prescription sur le développement professionnel des professeurs des écoles débutants : The influence of prescription on the professional development of beginner primary school teachers. [Internet] [Doctoral dissertation]. Université Blaise-Pascale, Clermont-Ferrand II; 2010. [cited 2020 Dec 04]. Available from: http://www.theses.fr/2010CLF20008.

Council of Science Editors:

Daguzon M. L'influence de la prescription sur le développement professionnel des professeurs des écoles débutants : The influence of prescription on the professional development of beginner primary school teachers. [Doctoral Dissertation]. Université Blaise-Pascale, Clermont-Ferrand II; 2010. Available from: http://www.theses.fr/2010CLF20008


Addis Ababa University

9. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

 The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

Subjects/Keywords: teacher professional development

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

APA (6th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6426

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):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed December 04, 2020. http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

MLA Handbook (7th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 04 Dec 2020.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2020 Dec 04]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426

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


Addis Ababa University

10. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

 The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

Subjects/Keywords: teacher professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6428

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):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed December 04, 2020. http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

MLA Handbook (7th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 04 Dec 2020.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2020 Dec 04]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428

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


Pontifícia Universidade Católica de São Paulo

11. Franciana Carneiro de Castro. O trabalho do professor de matemática: a confluência da experiência profissional com a formação acadêmica.

Degree: 2010, Pontifícia Universidade Católica de São Paulo

O presente estudo tem por objetivo investigar e analisar a confluência da experiência profissional com a formação acadêmica, identificando o processo de mobilização e ressignificação… (more)

Subjects/Keywords: MATEMATICA; Formação profissional; Formação de professores de matemática; Trabalho e saberes docentes; Experiência; Professional formation; Mathematics teacher formation; Teaching work and know-how; Experience

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

APA (6th Edition):

Castro, F. C. d. (2010). O trabalho do professor de matemática: a confluência da experiência profissional com a formação acadêmica. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=11878

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):

Castro, Franciana Carneiro de. “O trabalho do professor de matemática: a confluência da experiência profissional com a formação acadêmica.” 2010. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed December 04, 2020. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=11878.

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

MLA Handbook (7th Edition):

Castro, Franciana Carneiro de. “O trabalho do professor de matemática: a confluência da experiência profissional com a formação acadêmica.” 2010. Web. 04 Dec 2020.

Vancouver:

Castro FCd. O trabalho do professor de matemática: a confluência da experiência profissional com a formação acadêmica. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2010. [cited 2020 Dec 04]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=11878.

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

Council of Science Editors:

Castro FCd. O trabalho do professor de matemática: a confluência da experiência profissional com a formação acadêmica. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2010. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=11878

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


University of Pretoria

12. Botha, Marie. Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching .

Degree: 2012, University of Pretoria

 The focus of this study is on foundation phase and early childhood teachers’ professional identity formation. This study is about six beginning teachers in their… (more)

Subjects/Keywords: Inquiry-based approach; School contexts; Early childhood education; Early mathematics science and technology teaching; Professional teacher identity; Foundation phase; Beginning teachers; Teacher education programme; Identity formation; UCTD

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APA (6th Edition):

Botha, M. (2012). Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-09182012-173224/

Chicago Manual of Style (16th Edition):

Botha, Marie. “Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching .” 2012. Doctoral Dissertation, University of Pretoria. Accessed December 04, 2020. http://upetd.up.ac.za/thesis/available/etd-09182012-173224/.

MLA Handbook (7th Edition):

Botha, Marie. “Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching .” 2012. Web. 04 Dec 2020.

Vancouver:

Botha M. Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching . [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2020 Dec 04]. Available from: http://upetd.up.ac.za/thesis/available/etd-09182012-173224/.

Council of Science Editors:

Botha M. Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching . [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-09182012-173224/


University of Pretoria

13. Botha, Marie. Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching.

Degree: Science, Mathematics and Technology Education, 2012, University of Pretoria

 The focus of this study is on foundation phase and early childhood teachers’ professional identity formation. This study is about six beginning teachers in their… (more)

Subjects/Keywords: Inquiry-based approach; School contexts; Early childhood education; Early mathematics science and technology teaching; Professional teacher identity; Foundation phase; Beginning teachers; Teacher education programme; Identity formation; UCTD

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

APA (6th Edition):

Botha, M. (2012). Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28016

Chicago Manual of Style (16th Edition):

Botha, Marie. “Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching.” 2012. Doctoral Dissertation, University of Pretoria. Accessed December 04, 2020. http://hdl.handle.net/2263/28016.

MLA Handbook (7th Edition):

Botha, Marie. “Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching.” 2012. Web. 04 Dec 2020.

Vancouver:

Botha M. Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching. [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/2263/28016.

Council of Science Editors:

Botha M. Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching. [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/28016

14. Fradet-Hannoyer, Marthe. Manières de lire, façons d'enseigner : dispositions à lire et à faire lire des textes littéraires chez les professeurs des écoles débutants : Ways to read, ways to teach : read and make read literary texts for novice teachers.

Degree: Docteur es, Sciences de l'éducation - Cergy, 2019, Cergy-Pontoise

Cette thèse vise à apporter des connaissances sur le développement professionnel des professeurs des écoles débutants dans le domaine de la lecture des textes littéraires.Le… (more)

Subjects/Keywords: Professeurs des écoles débutants; Développement professionnel; Littérature de jeunesse; Formation initiale; Lecture littéraire; Textes littéraires; Novice teacher; Professional development; Children's literature; Novice teacher learning; Literary texts

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

APA (6th Edition):

Fradet-Hannoyer, M. (2019). Manières de lire, façons d'enseigner : dispositions à lire et à faire lire des textes littéraires chez les professeurs des écoles débutants : Ways to read, ways to teach : read and make read literary texts for novice teachers. (Doctoral Dissertation). Cergy-Pontoise. Retrieved from http://www.theses.fr/2019CERG0992

Chicago Manual of Style (16th Edition):

Fradet-Hannoyer, Marthe. “Manières de lire, façons d'enseigner : dispositions à lire et à faire lire des textes littéraires chez les professeurs des écoles débutants : Ways to read, ways to teach : read and make read literary texts for novice teachers.” 2019. Doctoral Dissertation, Cergy-Pontoise. Accessed December 04, 2020. http://www.theses.fr/2019CERG0992.

MLA Handbook (7th Edition):

Fradet-Hannoyer, Marthe. “Manières de lire, façons d'enseigner : dispositions à lire et à faire lire des textes littéraires chez les professeurs des écoles débutants : Ways to read, ways to teach : read and make read literary texts for novice teachers.” 2019. Web. 04 Dec 2020.

Vancouver:

Fradet-Hannoyer M. Manières de lire, façons d'enseigner : dispositions à lire et à faire lire des textes littéraires chez les professeurs des écoles débutants : Ways to read, ways to teach : read and make read literary texts for novice teachers. [Internet] [Doctoral dissertation]. Cergy-Pontoise; 2019. [cited 2020 Dec 04]. Available from: http://www.theses.fr/2019CERG0992.

Council of Science Editors:

Fradet-Hannoyer M. Manières de lire, façons d'enseigner : dispositions à lire et à faire lire des textes littéraires chez les professeurs des écoles débutants : Ways to read, ways to teach : read and make read literary texts for novice teachers. [Doctoral Dissertation]. Cergy-Pontoise; 2019. Available from: http://www.theses.fr/2019CERG0992

15. Locke, Linda Mildred. The Orff approach in the professional lives and practices of teachers in the Aotearoa/New Zealand school context .

Degree: 2016, University of Waikato

 This doctoral research investigated issues concerned with the application of the Orff approach to music education in the Aotearoa New Zealand school context. The author… (more)

Subjects/Keywords: music education; Orff approach; music teacher identity; Aotearoa; New Zealand; teacher as artist; learning music; self-efficacy; professional identity formation; Orff Schulwerk; Gunild Keetman; music in New Zealand school

Page 1 Page 2

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

APA (6th Edition):

Locke, L. M. (2016). The Orff approach in the professional lives and practices of teachers in the Aotearoa/New Zealand school context . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/9990

Chicago Manual of Style (16th Edition):

Locke, Linda Mildred. “The Orff approach in the professional lives and practices of teachers in the Aotearoa/New Zealand school context .” 2016. Doctoral Dissertation, University of Waikato. Accessed December 04, 2020. http://hdl.handle.net/10289/9990.

MLA Handbook (7th Edition):

Locke, Linda Mildred. “The Orff approach in the professional lives and practices of teachers in the Aotearoa/New Zealand school context .” 2016. Web. 04 Dec 2020.

Vancouver:

Locke LM. The Orff approach in the professional lives and practices of teachers in the Aotearoa/New Zealand school context . [Internet] [Doctoral dissertation]. University of Waikato; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10289/9990.

Council of Science Editors:

Locke LM. The Orff approach in the professional lives and practices of teachers in the Aotearoa/New Zealand school context . [Doctoral Dissertation]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/9990


McMaster University

16. Cupido, Nathan. Professional Identity Formation of Surgical Residents Over Their First Year of Postgraduate Training.

Degree: MSc, 2019, McMaster University

Professional identity is defined as the internalized values of a profession as a representation of the self, and is formed through a process of socialization,… (more)

Subjects/Keywords: professional identity formation; medical education

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APA (6th Edition):

Cupido, N. (2019). Professional Identity Formation of Surgical Residents Over Their First Year of Postgraduate Training. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/24850

Chicago Manual of Style (16th Edition):

Cupido, Nathan. “Professional Identity Formation of Surgical Residents Over Their First Year of Postgraduate Training.” 2019. Masters Thesis, McMaster University. Accessed December 04, 2020. http://hdl.handle.net/11375/24850.

MLA Handbook (7th Edition):

Cupido, Nathan. “Professional Identity Formation of Surgical Residents Over Their First Year of Postgraduate Training.” 2019. Web. 04 Dec 2020.

Vancouver:

Cupido N. Professional Identity Formation of Surgical Residents Over Their First Year of Postgraduate Training. [Internet] [Masters thesis]. McMaster University; 2019. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/11375/24850.

Council of Science Editors:

Cupido N. Professional Identity Formation of Surgical Residents Over Their First Year of Postgraduate Training. [Masters Thesis]. McMaster University; 2019. Available from: http://hdl.handle.net/11375/24850

17. Talérien, Jean Stéphane. Le développement professionnel des enseignants expérimentés par la transmission explicite de pratiques entre pairs : Professional development of experienced teachers through the explicit transmission of practices between peers.

Degree: Docteur es, Sciences de l'éducation, 2018, La Réunion

La littérature scientifique internationale montre la réalité des apprentissages informels des enseignants sur leur lieu de travail, au sein des établissements scolaires. Toutefois ces apprentissages… (more)

Subjects/Keywords: Formation continue des enseignants; Apprentissage formel; Formation en cours d’emploi; Apprentissage informel; Développement professionnel; Dispositif de développement professionnel efficace; Dispositif de développement professionnel de haute qualité; In-Service teacher training; In-Service training; Formal learning; Informal learning; Professional development; Effective professional development; High-Quality professional development

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APA (6th Edition):

Talérien, J. S. (2018). Le développement professionnel des enseignants expérimentés par la transmission explicite de pratiques entre pairs : Professional development of experienced teachers through the explicit transmission of practices between peers. (Doctoral Dissertation). La Réunion. Retrieved from http://www.theses.fr/2018LARE0037

Chicago Manual of Style (16th Edition):

Talérien, Jean Stéphane. “Le développement professionnel des enseignants expérimentés par la transmission explicite de pratiques entre pairs : Professional development of experienced teachers through the explicit transmission of practices between peers.” 2018. Doctoral Dissertation, La Réunion. Accessed December 04, 2020. http://www.theses.fr/2018LARE0037.

MLA Handbook (7th Edition):

Talérien, Jean Stéphane. “Le développement professionnel des enseignants expérimentés par la transmission explicite de pratiques entre pairs : Professional development of experienced teachers through the explicit transmission of practices between peers.” 2018. Web. 04 Dec 2020.

Vancouver:

Talérien JS. Le développement professionnel des enseignants expérimentés par la transmission explicite de pratiques entre pairs : Professional development of experienced teachers through the explicit transmission of practices between peers. [Internet] [Doctoral dissertation]. La Réunion; 2018. [cited 2020 Dec 04]. Available from: http://www.theses.fr/2018LARE0037.

Council of Science Editors:

Talérien JS. Le développement professionnel des enseignants expérimentés par la transmission explicite de pratiques entre pairs : Professional development of experienced teachers through the explicit transmission of practices between peers. [Doctoral Dissertation]. La Réunion; 2018. Available from: http://www.theses.fr/2018LARE0037

18. Pullano, Domenico. The Spiritual Formation of the Catholic Teacher.

Degree: 2017, The Catholic University of America

AbstractThe Spiritual Formation of the Catholic TeacherDominic Pullano, D. Min.Director: Rev. Raymond Studzinski, OSB, Ph.D. Although the faith formation of Catholic teachers is recognized as… (more)

Subjects/Keywords: Catholicism; Education; Formation; Spirituality; Teacher

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APA (6th Edition):

Pullano, D. (2017). The Spiritual Formation of the Catholic Teacher. (Thesis). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/cuislandora:64691

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):

Pullano, Domenico. “The Spiritual Formation of the Catholic Teacher.” 2017. Thesis, The Catholic University of America. Accessed December 04, 2020. http://hdl.handle.net/1961/cuislandora:64691.

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

MLA Handbook (7th Edition):

Pullano, Domenico. “The Spiritual Formation of the Catholic Teacher.” 2017. Web. 04 Dec 2020.

Vancouver:

Pullano D. The Spiritual Formation of the Catholic Teacher. [Internet] [Thesis]. The Catholic University of America; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1961/cuislandora:64691.

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

Council of Science Editors:

Pullano D. The Spiritual Formation of the Catholic Teacher. [Thesis]. The Catholic University of America; 2017. Available from: http://hdl.handle.net/1961/cuislandora:64691

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

19. NC DOCKS at The University of North Carolina at Greensboro; Smith, Chelsea Sadé. How principals of highly impacted schools are getting it done: practices for building teacher capacity in highly impacted schools.

Degree: 2018, NC Docks

 Highly impacted schools face challenges such as high teacher turnover, low academic performance, and high percentages of minoritized students who qualify for free or reduced… (more)

Subjects/Keywords: School principals; Teacher-principal relationships; Professional learning communities; Teachers $x In-service training; Low-performing schools; Educational leadership

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Smith, C. S. (2018). How principals of highly impacted schools are getting it done: practices for building teacher capacity in highly impacted schools. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Smith_uncg_0154D_12616.pdf

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):

NC DOCKS at The University of North Carolina at Greensboro; Smith, Chelsea Sadé. “How principals of highly impacted schools are getting it done: practices for building teacher capacity in highly impacted schools.” 2018. Thesis, NC Docks. Accessed December 04, 2020. http://libres.uncg.edu/ir/uncg/f/Smith_uncg_0154D_12616.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Smith, Chelsea Sadé. “How principals of highly impacted schools are getting it done: practices for building teacher capacity in highly impacted schools.” 2018. Web. 04 Dec 2020.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Smith CS. How principals of highly impacted schools are getting it done: practices for building teacher capacity in highly impacted schools. [Internet] [Thesis]. NC Docks; 2018. [cited 2020 Dec 04]. Available from: http://libres.uncg.edu/ir/uncg/f/Smith_uncg_0154D_12616.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Smith CS. How principals of highly impacted schools are getting it done: practices for building teacher capacity in highly impacted schools. [Thesis]. NC Docks; 2018. Available from: http://libres.uncg.edu/ir/uncg/f/Smith_uncg_0154D_12616.pdf

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


University of Minnesota

20. Barron, Andrew. Connecting Professional Orientation to Professional Community.

Degree: PhD, Organizational Leadership, Policy, and Development, 2015, University of Minnesota

 This study measured teacher professional orientation with a new instrument and investigated connections among teacher professional orientations and professional community. The data collected in a… (more)

Subjects/Keywords: professional community; professionalism; survey; teacher agency; teacher professionalism; teacher professional orientation

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APA (6th Edition):

Barron, A. (2015). Connecting Professional Orientation to Professional Community. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175710

Chicago Manual of Style (16th Edition):

Barron, Andrew. “Connecting Professional Orientation to Professional Community.” 2015. Doctoral Dissertation, University of Minnesota. Accessed December 04, 2020. http://hdl.handle.net/11299/175710.

MLA Handbook (7th Edition):

Barron, Andrew. “Connecting Professional Orientation to Professional Community.” 2015. Web. 04 Dec 2020.

Vancouver:

Barron A. Connecting Professional Orientation to Professional Community. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/11299/175710.

Council of Science Editors:

Barron A. Connecting Professional Orientation to Professional Community. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175710

21. Subryan, Shubhashnee. Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?.

Degree: PhD, 2017, University of Derby

 International test results posed concerns about the future of science education in Canada, the UK, and the USA. Stakeholders such as Let's Talk Science and… (more)

Subjects/Keywords: 507.1; Professional Identity; Science teacher professional identity

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APA (6th Edition):

Subryan, S. (2017). Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/621337

Chicago Manual of Style (16th Edition):

Subryan, Shubhashnee. “Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?.” 2017. Doctoral Dissertation, University of Derby. Accessed December 04, 2020. http://hdl.handle.net/10545/621337.

MLA Handbook (7th Edition):

Subryan, Shubhashnee. “Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?.” 2017. Web. 04 Dec 2020.

Vancouver:

Subryan S. Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10545/621337.

Council of Science Editors:

Subryan S. Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/621337


University of Melbourne

22. Elliott, Kerry Louise. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.

Degree: 2019, University of Melbourne

 Despite policies and guidelines introducing teacher performance and development systems at a local, national and international level, current findings would suggest there is limited evidence… (more)

Subjects/Keywords: teacher performance and development; professional learning; professional development; performance appraisal; professional teacher standards; teacher learning

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APA (6th Edition):

Elliott, K. L. (2019). Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/228901

Chicago Manual of Style (16th Edition):

Elliott, Kerry Louise. “Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.” 2019. Doctoral Dissertation, University of Melbourne. Accessed December 04, 2020. http://hdl.handle.net/11343/228901.

MLA Handbook (7th Edition):

Elliott, Kerry Louise. “Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.” 2019. Web. 04 Dec 2020.

Vancouver:

Elliott KL. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/11343/228901.

Council of Science Editors:

Elliott KL. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/228901


Georgia State University

23. Gul, Tugce. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson &… (more)

Subjects/Keywords: Teacher leadership; Professional development; Professional identity; Professional vision; Teacher-driven professional development

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APA (6th Edition):

Gul, T. (2016). Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/17

Chicago Manual of Style (16th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Doctoral Dissertation, Georgia State University. Accessed December 04, 2020. https://scholarworks.gsu.edu/mse_diss/17.

MLA Handbook (7th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Web. 04 Dec 2020.

Vancouver:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2020 Dec 04]. Available from: https://scholarworks.gsu.edu/mse_diss/17.

Council of Science Editors:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/17


University of Alberta

24. McKeown, Brent William. Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers.

Degree: MEd, Department of Secondary Education, 2011, University of Alberta

 The overarching purpose of this study was to consider how high school English teachers’ perceptions of the challenges and joys of their profession revealed their… (more)

Subjects/Keywords: Professional; English; Identity; Currere; Teacher

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APA (6th Edition):

McKeown, B. W. (2011). Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5q47rn737

Chicago Manual of Style (16th Edition):

McKeown, Brent William. “Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers.” 2011. Masters Thesis, University of Alberta. Accessed December 04, 2020. https://era.library.ualberta.ca/files/5q47rn737.

MLA Handbook (7th Edition):

McKeown, Brent William. “Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers.” 2011. Web. 04 Dec 2020.

Vancouver:

McKeown BW. Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers. [Internet] [Masters thesis]. University of Alberta; 2011. [cited 2020 Dec 04]. Available from: https://era.library.ualberta.ca/files/5q47rn737.

Council of Science Editors:

McKeown BW. Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers. [Masters Thesis]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/5q47rn737


University of Georgia

25. Meeler, Regina Linton. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.

Degree: 2014, University of Georgia

 The diversity of the population of elementary school children is increasing. Yet, the teaching force that educates children is relatively homogeneous. Preservice teachers preparation insitutions… (more)

Subjects/Keywords: Teacher education; Diversity; Professional Development

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

APA (6th Edition):

Meeler, R. L. (2014). Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25252

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):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2014. Thesis, University of Georgia. Accessed December 04, 2020. http://hdl.handle.net/10724/25252.

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

MLA Handbook (7th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2014. Web. 04 Dec 2020.

Vancouver:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10724/25252.

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

Council of Science Editors:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25252

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


Wayne State University

26. Alhabeeb, Ebtesam Saleh. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.

Degree: PhD, Curriculum and Instruction, 2016, Wayne State University

  This mixed-methods research study examines the influence of cultural mismatches on minority parents’ involvement in their children's education. Particularly, how Saudi families in the… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Alhabeeb, E. S. (2016). Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1507

Chicago Manual of Style (16th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Doctoral Dissertation, Wayne State University. Accessed December 04, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1507.

MLA Handbook (7th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Web. 04 Dec 2020.

Vancouver:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2020 Dec 04]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507.

Council of Science Editors:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507


College of William and Mary

27. Farina, Deborah O. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers.… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Farina, D. O. (2013). The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618871

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):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Thesis, College of William and Mary. Accessed December 04, 2020. https://scholarworks.wm.edu/etd/1539618871.

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

MLA Handbook (7th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Web. 04 Dec 2020.

Vancouver:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2020 Dec 04]. Available from: https://scholarworks.wm.edu/etd/1539618871.

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

Council of Science Editors:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618871

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


Western Michigan University

28. Andrea, Patti. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.

Degree: PhD, Educational Leadership, Research and Technology, 2010, Western Michigan University

  Since the early 1980s, policy makers and educational leaders have pinned high hopes on mentoring as a vehicle for reforming teaching and teacher education… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Andrea, P. (2010). The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/498

Chicago Manual of Style (16th Edition):

Andrea, Patti. “The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.” 2010. Doctoral Dissertation, Western Michigan University. Accessed December 04, 2020. https://scholarworks.wmich.edu/dissertations/498.

MLA Handbook (7th Edition):

Andrea, Patti. “The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.” 2010. Web. 04 Dec 2020.

Vancouver:

Andrea P. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. [Internet] [Doctoral dissertation]. Western Michigan University; 2010. [cited 2020 Dec 04]. Available from: https://scholarworks.wmich.edu/dissertations/498.

Council of Science Editors:

Andrea P. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. [Doctoral Dissertation]. Western Michigan University; 2010. Available from: https://scholarworks.wmich.edu/dissertations/498

29. Cullen, Dianne Margaret. Pre-service teacher education in the postmodern state.

Degree: PhD, 2012, Australian Catholic University

 Over the past thirty years more than one hundred teaching and teacher education inquiries have been published in Australia. Despite each of these documents having… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Cullen, D. M. (2012). Pre-service teacher education in the postmodern state. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/429

Chicago Manual of Style (16th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Doctoral Dissertation, Australian Catholic University. Accessed December 04, 2020. https://researchbank.acu.edu.au/theses/429.

MLA Handbook (7th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Web. 04 Dec 2020.

Vancouver:

Cullen DM. Pre-service teacher education in the postmodern state. [Internet] [Doctoral dissertation]. Australian Catholic University; 2012. [cited 2020 Dec 04]. Available from: https://researchbank.acu.edu.au/theses/429.

Council of Science Editors:

Cullen DM. Pre-service teacher education in the postmodern state. [Doctoral Dissertation]. Australian Catholic University; 2012. Available from: https://researchbank.acu.edu.au/theses/429


University of Exeter

30. Thorne, Christine. An investigation of the professional identity of teacher educators in the UAE.

Degree: Thesis (EdD), 2015, University of Exeter

 Few would question the important role of teachers in influencing the quality of education in schools; who teachers are, how they teach and what they… (more)

Subjects/Keywords: 370.71; professional identity; teacher education

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

APA (6th Edition):

Thorne, C. (2015). An investigation of the professional identity of teacher educators in the UAE. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/20366

Chicago Manual of Style (16th Edition):

Thorne, Christine. “An investigation of the professional identity of teacher educators in the UAE.” 2015. Doctoral Dissertation, University of Exeter. Accessed December 04, 2020. http://hdl.handle.net/10871/20366.

MLA Handbook (7th Edition):

Thorne, Christine. “An investigation of the professional identity of teacher educators in the UAE.” 2015. Web. 04 Dec 2020.

Vancouver:

Thorne C. An investigation of the professional identity of teacher educators in the UAE. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10871/20366.

Council of Science Editors:

Thorne C. An investigation of the professional identity of teacher educators in the UAE. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/20366

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