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You searched for subject:(personal practical knowledge in teachers). Showing records 1 – 30 of 127699 total matches.

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University of Houston

1. Ho, Tzu-Ying. A Narrative Inquiry into ESL Teachers' Experiences of Professional Development.

Degree: PhD, Curriculum and Instruction, 2016, University of Houston

 Throughout the United States, the increasingly diverse enrollment poses cultural and linguistic challenges for its education system. As the number of English language learners (ELLs)… (more)

Subjects/Keywords: Narrative inquiry; Education; English language learners; Professional development; ESL teachers; Teachers' Personal Practical Knowledge

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

APA (6th Edition):

Ho, T. (2016). A Narrative Inquiry into ESL Teachers' Experiences of Professional Development. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4854

Chicago Manual of Style (16th Edition):

Ho, Tzu-Ying. “A Narrative Inquiry into ESL Teachers' Experiences of Professional Development.” 2016. Doctoral Dissertation, University of Houston. Accessed August 14, 2020. http://hdl.handle.net/10657/4854.

MLA Handbook (7th Edition):

Ho, Tzu-Ying. “A Narrative Inquiry into ESL Teachers' Experiences of Professional Development.” 2016. Web. 14 Aug 2020.

Vancouver:

Ho T. A Narrative Inquiry into ESL Teachers' Experiences of Professional Development. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10657/4854.

Council of Science Editors:

Ho T. A Narrative Inquiry into ESL Teachers' Experiences of Professional Development. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/4854


Kristianstad University

2. Yu, Huiping. Exploring Teachers’ Personal Practical Knowledge about Teaching Reading Comprehension in English : A Study of Teacher Knowledge at a University in China.

Degree: Teacher Education, 2011, Kristianstad University

  Teachers’ personal practical knowledge is the knowledge of teachers which is principally known and produced by teachers themselves. Greatly inspired by Meijer, Verloop and… (more)

Subjects/Keywords: Teachers’ personal practical knowledge; Reading comprehension; Teachers and teaching; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; Education; Pedagogik

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APA (6th Edition):

Yu, H. (2011). Exploring Teachers’ Personal Practical Knowledge about Teaching Reading Comprehension in English : A Study of Teacher Knowledge at a University in China. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8241

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):

Yu, Huiping. “Exploring Teachers’ Personal Practical Knowledge about Teaching Reading Comprehension in English : A Study of Teacher Knowledge at a University in China.” 2011. Thesis, Kristianstad University. Accessed August 14, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8241.

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

MLA Handbook (7th Edition):

Yu, Huiping. “Exploring Teachers’ Personal Practical Knowledge about Teaching Reading Comprehension in English : A Study of Teacher Knowledge at a University in China.” 2011. Web. 14 Aug 2020.

Vancouver:

Yu H. Exploring Teachers’ Personal Practical Knowledge about Teaching Reading Comprehension in English : A Study of Teacher Knowledge at a University in China. [Internet] [Thesis]. Kristianstad University; 2011. [cited 2020 Aug 14]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8241.

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

Council of Science Editors:

Yu H. Exploring Teachers’ Personal Practical Knowledge about Teaching Reading Comprehension in English : A Study of Teacher Knowledge at a University in China. [Thesis]. Kristianstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8241

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


Texas A&M University

3. Li, Jing. Narrative Inquiries into Teachers' Fostering Their Best-Loved Selves in Rural China.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

 This three-paper dissertation narratively explores how teachers self-develop and move themselves toward “best-loved self” in rural areas of China, which is a high accountability environment… (more)

Subjects/Keywords: rural education; narrative inquiry; best-loved self; teachers' lives; teachers as agents of change; teacher knowledge community; teacher development; personal practical knowledge

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

APA (6th Edition):

Li, J. (2018). Narrative Inquiries into Teachers' Fostering Their Best-Loved Selves in Rural China. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173689

Chicago Manual of Style (16th Edition):

Li, Jing. “Narrative Inquiries into Teachers' Fostering Their Best-Loved Selves in Rural China.” 2018. Doctoral Dissertation, Texas A&M University. Accessed August 14, 2020. http://hdl.handle.net/1969.1/173689.

MLA Handbook (7th Edition):

Li, Jing. “Narrative Inquiries into Teachers' Fostering Their Best-Loved Selves in Rural China.” 2018. Web. 14 Aug 2020.

Vancouver:

Li J. Narrative Inquiries into Teachers' Fostering Their Best-Loved Selves in Rural China. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1969.1/173689.

Council of Science Editors:

Li J. Narrative Inquiries into Teachers' Fostering Their Best-Loved Selves in Rural China. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173689


Universitat de Barcelona

4. Cruz Garcette, Lorena. El conocimiento práctico docente del profesor universitario en su interrelación con el marco epistemológico personal.

Degree: Departament de Didàctica i Organització Educativa, 2011, Universitat de Barcelona

 University teaching has been and is already the focus of different researches. In this case the interest is centred on teacher practical knowledge construction within… (more)

Subjects/Keywords: Personal docent; Personal docente; Teachers; Docència universitària; Docencia universitaria; Higher education; Conocimiento práctico docente; Coneixement pràctic docent; Teaching practical knowledge; Ciències de l'Educació; 378

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APA (6th Edition):

Cruz Garcette, L. (2011). El conocimiento práctico docente del profesor universitario en su interrelación con el marco epistemológico personal. (Thesis). Universitat de Barcelona. Retrieved from http://hdl.handle.net/10803/31894

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):

Cruz Garcette, Lorena. “El conocimiento práctico docente del profesor universitario en su interrelación con el marco epistemológico personal.” 2011. Thesis, Universitat de Barcelona. Accessed August 14, 2020. http://hdl.handle.net/10803/31894.

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

MLA Handbook (7th Edition):

Cruz Garcette, Lorena. “El conocimiento práctico docente del profesor universitario en su interrelación con el marco epistemológico personal.” 2011. Web. 14 Aug 2020.

Vancouver:

Cruz Garcette L. El conocimiento práctico docente del profesor universitario en su interrelación con el marco epistemológico personal. [Internet] [Thesis]. Universitat de Barcelona; 2011. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10803/31894.

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

Council of Science Editors:

Cruz Garcette L. El conocimiento práctico docente del profesor universitario en su interrelación con el marco epistemológico personal. [Thesis]. Universitat de Barcelona; 2011. Available from: http://hdl.handle.net/10803/31894

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


University of Cambridge

5. Campbell, Lucy. Action, intention and knowledge.

Degree: PhD, 2016, University of Cambridge

 I deliver an account of ‘practical knowledge’; the knowledge we have of our own intentional actions. Part One introduces the target notion by describing three… (more)

Subjects/Keywords: Practical Knowledge; Knowledge in intention; Anscombe; Intention; Intentional action; Self-Knowledge

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

APA (6th Edition):

Campbell, L. (2016). Action, intention and knowledge. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/253765https://www.repository.cam.ac.uk/bitstream/1810/253765/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/253765/3/Action%2c%20Intention%20and%20Knowledge.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/253765/4/Action%2c%20Intention%20and%20Knowledge.pdf.jpg

Chicago Manual of Style (16th Edition):

Campbell, Lucy. “Action, intention and knowledge.” 2016. Doctoral Dissertation, University of Cambridge. Accessed August 14, 2020. https://www.repository.cam.ac.uk/handle/1810/253765https://www.repository.cam.ac.uk/bitstream/1810/253765/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/253765/3/Action%2c%20Intention%20and%20Knowledge.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/253765/4/Action%2c%20Intention%20and%20Knowledge.pdf.jpg.

MLA Handbook (7th Edition):

Campbell, Lucy. “Action, intention and knowledge.” 2016. Web. 14 Aug 2020.

Vancouver:

Campbell L. Action, intention and knowledge. [Internet] [Doctoral dissertation]. University of Cambridge; 2016. [cited 2020 Aug 14]. Available from: https://www.repository.cam.ac.uk/handle/1810/253765https://www.repository.cam.ac.uk/bitstream/1810/253765/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/253765/3/Action%2c%20Intention%20and%20Knowledge.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/253765/4/Action%2c%20Intention%20and%20Knowledge.pdf.jpg.

Council of Science Editors:

Campbell L. Action, intention and knowledge. [Doctoral Dissertation]. University of Cambridge; 2016. Available from: https://www.repository.cam.ac.uk/handle/1810/253765https://www.repository.cam.ac.uk/bitstream/1810/253765/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/253765/3/Action%2c%20Intention%20and%20Knowledge.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/253765/4/Action%2c%20Intention%20and%20Knowledge.pdf.jpg


University of Tasmania

6. Pietsch, MJ. Expanding the professional knowledge base of beginning teachers : the influence of differentiated employment experience on the development of competency in teaching.

Degree: 2011, University of Tasmania

 This thesis explores the knowledge growth of beginning primary teachers in different employment contexts in New South Wales (NSW), Australia. It examines the difference in… (more)

Subjects/Keywords: Beginning teachers; teacher professional knowledge; teachers' practical knowledge; professional socialisation professional identity.

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APA (6th Edition):

Pietsch, M. (2011). Expanding the professional knowledge base of beginning teachers : the influence of differentiated employment experience on the development of competency in teaching. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/10778/4/Pietsch.02whole.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):

Pietsch, MJ. “Expanding the professional knowledge base of beginning teachers : the influence of differentiated employment experience on the development of competency in teaching.” 2011. Thesis, University of Tasmania. Accessed August 14, 2020. https://eprints.utas.edu.au/10778/4/Pietsch.02whole.pdf.

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

MLA Handbook (7th Edition):

Pietsch, MJ. “Expanding the professional knowledge base of beginning teachers : the influence of differentiated employment experience on the development of competency in teaching.” 2011. Web. 14 Aug 2020.

Vancouver:

Pietsch M. Expanding the professional knowledge base of beginning teachers : the influence of differentiated employment experience on the development of competency in teaching. [Internet] [Thesis]. University of Tasmania; 2011. [cited 2020 Aug 14]. Available from: https://eprints.utas.edu.au/10778/4/Pietsch.02whole.pdf.

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

Council of Science Editors:

Pietsch M. Expanding the professional knowledge base of beginning teachers : the influence of differentiated employment experience on the development of competency in teaching. [Thesis]. University of Tasmania; 2011. Available from: https://eprints.utas.edu.au/10778/4/Pietsch.02whole.pdf

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


University of Alberta

7. Hong, Young-Suk. A narrative inquiry into three Korean teachers' experiences of teaching returnee children.

Degree: PhD, Department of Elementary Education, 2009, University of Alberta

 The recent rapid increase in the number of Korean children who return to Korea after time spent abroad studying English raises concerns about their follow-up… (more)

Subjects/Keywords: Curriculum of lives; Returnee children; Stories to live by; Professional knowledge landscape; Personal practical knowledge

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

APA (6th Edition):

Hong, Y. (2009). A narrative inquiry into three Korean teachers' experiences of teaching returnee children. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/z603r008s

Chicago Manual of Style (16th Edition):

Hong, Young-Suk. “A narrative inquiry into three Korean teachers' experiences of teaching returnee children.” 2009. Doctoral Dissertation, University of Alberta. Accessed August 14, 2020. https://era.library.ualberta.ca/files/z603r008s.

MLA Handbook (7th Edition):

Hong, Young-Suk. “A narrative inquiry into three Korean teachers' experiences of teaching returnee children.” 2009. Web. 14 Aug 2020.

Vancouver:

Hong Y. A narrative inquiry into three Korean teachers' experiences of teaching returnee children. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2020 Aug 14]. Available from: https://era.library.ualberta.ca/files/z603r008s.

Council of Science Editors:

Hong Y. A narrative inquiry into three Korean teachers' experiences of teaching returnee children. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/z603r008s


University of Sydney

8. McRae, Gerald William. Teachers’ literacy knowledge: A case study of provision .

Degree: 2018, University of Sydney

 Recent debates have judged teachers inadequate in terms of "personal literacy", "knowledge (PLK)", a term used by government and policymakers but neither defined nor explained… (more)

Subjects/Keywords: literacy; teacher education; pre-service teachers; professional knowledge; personal literacy; knowledge

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APA (6th Edition):

McRae, G. W. (2018). Teachers’ literacy knowledge: A case study of provision . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18104

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):

McRae, Gerald William. “Teachers’ literacy knowledge: A case study of provision .” 2018. Thesis, University of Sydney. Accessed August 14, 2020. http://hdl.handle.net/2123/18104.

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

MLA Handbook (7th Edition):

McRae, Gerald William. “Teachers’ literacy knowledge: A case study of provision .” 2018. Web. 14 Aug 2020.

Vancouver:

McRae GW. Teachers’ literacy knowledge: A case study of provision . [Internet] [Thesis]. University of Sydney; 2018. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2123/18104.

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

Council of Science Editors:

McRae GW. Teachers’ literacy knowledge: A case study of provision . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/18104

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


Malmö University

9. Schyberg, Solbritt. Högskolelärares personliga teorier om sin pedagogiska praktik .

Degree: Malmö University. Society, culture and identity (SKI), 2007, Malmö University

 In this study university teachers’ personal theories of their pedagogical practice in basic courses in undergraduate education are described and analyzed. According to for example… (more)

Subjects/Keywords: Higher education; pedagogical competence; personal knowledge; practical knowledge; student-centeredeness; systems theory; tacit knowledge; teaching and learning; undergraduate education; university teachers’ thinking

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APA (6th Edition):

Schyberg, S. (2007). Högskolelärares personliga teorier om sin pedagogiska praktik . (Thesis). Malmö University. Retrieved from http://hdl.handle.net/2043/4457

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):

Schyberg, Solbritt. “Högskolelärares personliga teorier om sin pedagogiska praktik .” 2007. Thesis, Malmö University. Accessed August 14, 2020. http://hdl.handle.net/2043/4457.

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

MLA Handbook (7th Edition):

Schyberg, Solbritt. “Högskolelärares personliga teorier om sin pedagogiska praktik .” 2007. Web. 14 Aug 2020.

Vancouver:

Schyberg S. Högskolelärares personliga teorier om sin pedagogiska praktik . [Internet] [Thesis]. Malmö University; 2007. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2043/4457.

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

Council of Science Editors:

Schyberg S. Högskolelärares personliga teorier om sin pedagogiska praktik . [Thesis]. Malmö University; 2007. Available from: http://hdl.handle.net/2043/4457

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


University of Exeter

10. Sharkey, Garry. An exercise in how experienced expatriate EFL teachers' practical wisdom can be used to problematise Saudi Arabian ELC syllabi.

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

 In the past 30 years there has been a steady and growing appreciation in the literature of the importance and value of teachers' practical wisdom… (more)

Subjects/Keywords: 428.0071; Teachers' Practical Wisdom (TPW); Phronesis; Problematisation; Type-T Syllabi; Interpretive Phronetic Educational Research; Interpretive Grounded Phronesis Method; English Language Centres in Saudi Arabia; Experienced Expatriate English as a Foreign Language Teachers; Education as a Moral Practice; Problem-driven Practice; Aristotle; Disempowerment; Teachers' Knowledge; EFL Syllabi Evaluation

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APA (6th Edition):

Sharkey, G. (2014). An exercise in how experienced expatriate EFL teachers' practical wisdom can be used to problematise Saudi Arabian ELC syllabi. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/18290

Chicago Manual of Style (16th Edition):

Sharkey, Garry. “An exercise in how experienced expatriate EFL teachers' practical wisdom can be used to problematise Saudi Arabian ELC syllabi.” 2014. Doctoral Dissertation, University of Exeter. Accessed August 14, 2020. http://hdl.handle.net/10871/18290.

MLA Handbook (7th Edition):

Sharkey, Garry. “An exercise in how experienced expatriate EFL teachers' practical wisdom can be used to problematise Saudi Arabian ELC syllabi.” 2014. Web. 14 Aug 2020.

Vancouver:

Sharkey G. An exercise in how experienced expatriate EFL teachers' practical wisdom can be used to problematise Saudi Arabian ELC syllabi. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10871/18290.

Council of Science Editors:

Sharkey G. An exercise in how experienced expatriate EFL teachers' practical wisdom can be used to problematise Saudi Arabian ELC syllabi. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/18290


Universidade Federal de Santa Maria

11. Vantoir Roberto Brancher. HELENA FERRARI TEIXEIRA: ENTRE SABERES E REPRESENTAÇÕES.

Degree: 2006, Universidade Federal de Santa Maria

Esta dissertação se insere na linha de Formação, Saberes e Desenvolvimento profissional no PPGE Programa de Pós-Graduação em Educação da UFSM Universidade Federal de Santa… (more)

Subjects/Keywords: histórias de vida; saberes; práticas docentes; EDUCACAO; histories of life; teachers knowledge; practical

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APA (6th Edition):

Brancher, V. R. (2006). HELENA FERRARI TEIXEIRA: ENTRE SABERES E REPRESENTAÇÕES. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=693

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):

Brancher, Vantoir Roberto. “HELENA FERRARI TEIXEIRA: ENTRE SABERES E REPRESENTAÇÕES.” 2006. Thesis, Universidade Federal de Santa Maria. Accessed August 14, 2020. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=693.

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

MLA Handbook (7th Edition):

Brancher, Vantoir Roberto. “HELENA FERRARI TEIXEIRA: ENTRE SABERES E REPRESENTAÇÕES.” 2006. Web. 14 Aug 2020.

Vancouver:

Brancher VR. HELENA FERRARI TEIXEIRA: ENTRE SABERES E REPRESENTAÇÕES. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2006. [cited 2020 Aug 14]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=693.

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

Council of Science Editors:

Brancher VR. HELENA FERRARI TEIXEIRA: ENTRE SABERES E REPRESENTAÇÕES. [Thesis]. Universidade Federal de Santa Maria; 2006. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=693

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

12. Jacobsson, Firyal. Utomhuspedagogik som en arena för praktisk kunskap.

Degree: Teacher Education, 2016, Södertörn University

Syftet med uppsatsen Utomhuspedagogik som en arena för praktisk kunskap äratt undersöka fritidshemslärarnas uppfattning om på vilket sätt utomhuspedagogik bidrar till barns lärande. Resultatet… (more)

Subjects/Keywords: Outdoor learning; leisure time teachers; children; practical knowledge; Utomhuspedagogik; fritidhemslärare; barn; praktisk kunskap

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APA (6th Edition):

Jacobsson, F. (2016). Utomhuspedagogik som en arena för praktisk kunskap. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30016

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):

Jacobsson, Firyal. “Utomhuspedagogik som en arena för praktisk kunskap.” 2016. Thesis, Södertörn University. Accessed August 14, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30016.

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

MLA Handbook (7th Edition):

Jacobsson, Firyal. “Utomhuspedagogik som en arena för praktisk kunskap.” 2016. Web. 14 Aug 2020.

Vancouver:

Jacobsson F. Utomhuspedagogik som en arena för praktisk kunskap. [Internet] [Thesis]. Södertörn University; 2016. [cited 2020 Aug 14]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30016.

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

Council of Science Editors:

Jacobsson F. Utomhuspedagogik som en arena för praktisk kunskap. [Thesis]. Södertörn University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30016

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

13. Im, Sookhee. Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education.

Degree: 2010, University of Toronto

The purpose of this study is to understand the significance of contemplative practice in fostering teachers’ personal practical knowledge. Teachers’ practical knowledge has been valued… (more)

Subjects/Keywords: contemplation; teachers' practical knowledge; 0727

…3 The definition and the contents of teacherspractical knowledge are discussed in… …definition and the contents of teacherspractical knowledge in the literature review chapter that… …teachers use their own personal practical knowledge. Therefore, teacherspractical knowledge has… …Practical Knowledge Practical Knowledge In order to understand the nature of teacherspractical… …philosophic case‖ (p. 4) for personal practical knowledge. In addition, Schon‘s work… 

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APA (6th Edition):

Im, S. (2010). Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/24770

Chicago Manual of Style (16th Edition):

Im, Sookhee. “Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education.” 2010. Doctoral Dissertation, University of Toronto. Accessed August 14, 2020. http://hdl.handle.net/1807/24770.

MLA Handbook (7th Edition):

Im, Sookhee. “Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education.” 2010. Web. 14 Aug 2020.

Vancouver:

Im S. Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1807/24770.

Council of Science Editors:

Im S. Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24770


University of Pretoria

14. De Abreu, Tracy. Perceptions of large South African companies on the skills of tax graduates.

Degree: Taxation, 2013, University of Pretoria

 Today‘s changing business environment versus the change in curricula creates a potential shortfall in the competencies gained by the students who complete their degree course… (more)

Subjects/Keywords: Curricula; Employers‘ current views; Employers‘ preferences; Newly qualified graduate; Personal characteristics; Practical skills; Theoretical knowledge; UCTD

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

APA (6th Edition):

De Abreu, T. (2013). Perceptions of large South African companies on the skills of tax graduates. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/36772

Chicago Manual of Style (16th Edition):

De Abreu, Tracy. “Perceptions of large South African companies on the skills of tax graduates.” 2013. Masters Thesis, University of Pretoria. Accessed August 14, 2020. http://hdl.handle.net/2263/36772.

MLA Handbook (7th Edition):

De Abreu, Tracy. “Perceptions of large South African companies on the skills of tax graduates.” 2013. Web. 14 Aug 2020.

Vancouver:

De Abreu T. Perceptions of large South African companies on the skills of tax graduates. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2263/36772.

Council of Science Editors:

De Abreu T. Perceptions of large South African companies on the skills of tax graduates. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/36772


University of Toledo

15. Pistorova, Stacey L. Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach.

Degree: PhD, Curriculum and Instruction: Early Childhood Education, 2013, University of Toledo

 Narrative analysis opens up a pedagogical research space to investigate the questions of what do we teach and how, illuminating a deeper understanding of the… (more)

Subjects/Keywords: Early Childhood Education; Education; Epistemology; Teacher Education; Teaching; inquiry-based practices; narrative inquiry; epistemology; personal, practical knowledge; study group

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

APA (6th Edition):

Pistorova, S. L. (2013). Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384296285

Chicago Manual of Style (16th Edition):

Pistorova, Stacey L. “Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach.” 2013. Doctoral Dissertation, University of Toledo. Accessed August 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384296285.

MLA Handbook (7th Edition):

Pistorova, Stacey L. “Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach.” 2013. Web. 14 Aug 2020.

Vancouver:

Pistorova SL. Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach. [Internet] [Doctoral dissertation]. University of Toledo; 2013. [cited 2020 Aug 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384296285.

Council of Science Editors:

Pistorova SL. Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach. [Doctoral Dissertation]. University of Toledo; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384296285

16. Wennerberg, Karin. "Du kan väl säga till mig lite schysstare" : En essä om ansvar och frihet.

Degree: Teacher Education, 2016, Södertörn University

Syftet med denna essä är att undersöka ansvarsbegreppet, främst vad det gäller barns personliga ansvar. Detta genom att gestalta två egenupplevda händelser och använda… (more)

Subjects/Keywords: responsibility; personal responsibility; social responsibility; mentalization; freedom; practical knowledge; ansvar; personligt ansvar; socialt ansvar; mentalisering; frihet; praktisk kunskap

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

APA (6th Edition):

Wennerberg, K. (2016). "Du kan väl säga till mig lite schysstare" : En essä om ansvar och frihet. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30239

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):

Wennerberg, Karin. “"Du kan väl säga till mig lite schysstare" : En essä om ansvar och frihet.” 2016. Thesis, Södertörn University. Accessed August 14, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30239.

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

MLA Handbook (7th Edition):

Wennerberg, Karin. “"Du kan väl säga till mig lite schysstare" : En essä om ansvar och frihet.” 2016. Web. 14 Aug 2020.

Vancouver:

Wennerberg K. "Du kan väl säga till mig lite schysstare" : En essä om ansvar och frihet. [Internet] [Thesis]. Södertörn University; 2016. [cited 2020 Aug 14]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30239.

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

Council of Science Editors:

Wennerberg K. "Du kan väl säga till mig lite schysstare" : En essä om ansvar och frihet. [Thesis]. Södertörn University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30239

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


Stellenbosch University

17. Dorfling, Pieter Stephanus. A knowledge network model for teachers supporting learners with disabilities in an inclusive education system.

Degree: PhD, Educational Psychology, 2016, Stellenbosch University

 ENGLISH ABSTRACT : It is widely acknowledged by researchers that teachers play the most important role in the implementation of inclusive education. However, it is… (more)

Subjects/Keywords: Knowledge Network Model; UCTD; Inclusive education (IE)  – South Africa; Mainstreaming in education  – South Africa; Right to education  – South Africa; Personal continuous knowledge development (PCKD) model; Teachers of children with disabilities; Disabled learners  – Educator support

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

APA (6th Edition):

Dorfling, P. S. (2016). A knowledge network model for teachers supporting learners with disabilities in an inclusive education system. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/98856

Chicago Manual of Style (16th Edition):

Dorfling, Pieter Stephanus. “A knowledge network model for teachers supporting learners with disabilities in an inclusive education system.” 2016. Doctoral Dissertation, Stellenbosch University. Accessed August 14, 2020. http://hdl.handle.net/10019.1/98856.

MLA Handbook (7th Edition):

Dorfling, Pieter Stephanus. “A knowledge network model for teachers supporting learners with disabilities in an inclusive education system.” 2016. Web. 14 Aug 2020.

Vancouver:

Dorfling PS. A knowledge network model for teachers supporting learners with disabilities in an inclusive education system. [Internet] [Doctoral dissertation]. Stellenbosch University; 2016. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10019.1/98856.

Council of Science Editors:

Dorfling PS. A knowledge network model for teachers supporting learners with disabilities in an inclusive education system. [Doctoral Dissertation]. Stellenbosch University; 2016. Available from: http://hdl.handle.net/10019.1/98856


University of Edinburgh

18. Gao, Jie. Belief, knowledge and action.

Degree: PhD, 2016, University of Edinburgh

 In this thesis, I explore a number of epistemological issues concerning the relations between knowledge, belief and practical matters. In particular, I defend a view,… (more)

Subjects/Keywords: knowledge; practical factors; practical rationality; belief; credence

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APA (6th Edition):

Gao, J. (2016). Belief, knowledge and action. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/33111

Chicago Manual of Style (16th Edition):

Gao, Jie. “Belief, knowledge and action.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed August 14, 2020. http://hdl.handle.net/1842/33111.

MLA Handbook (7th Edition):

Gao, Jie. “Belief, knowledge and action.” 2016. Web. 14 Aug 2020.

Vancouver:

Gao J. Belief, knowledge and action. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1842/33111.

Council of Science Editors:

Gao J. Belief, knowledge and action. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/33111


Universidad de Extremadura

19. Fernández Marchesi, Nancy Edith. El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología .

Degree: 2019, Universidad de Extremadura

 Esta tesis doctoral se llevó a cabo con la intención de realizar una contribución original al conocimiento del Conocimiento Didáctico del Contenido (CDC) sobre las… (more)

Subjects/Keywords: Conocimiento didáctico del contenido; Actividades prácticas de laboratorio por indagación; Profesores en formación; Educación Secundaria; Enseñanza de la Biología; Didactic knowledge of content; Practical laboratory activities by inquiry; Teachers in training; Secondary Education; Teaching Biology

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APA (6th Edition):

Fernández Marchesi, N. E. (2019). El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología . (Thesis). Universidad de Extremadura. Retrieved from http://hdl.handle.net/10662/9444

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):

Fernández Marchesi, Nancy Edith. “El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología .” 2019. Thesis, Universidad de Extremadura. Accessed August 14, 2020. http://hdl.handle.net/10662/9444.

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

MLA Handbook (7th Edition):

Fernández Marchesi, Nancy Edith. “El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología .” 2019. Web. 14 Aug 2020.

Vancouver:

Fernández Marchesi NE. El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología . [Internet] [Thesis]. Universidad de Extremadura; 2019. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10662/9444.

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

Council of Science Editors:

Fernández Marchesi NE. El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología . [Thesis]. Universidad de Extremadura; 2019. Available from: http://hdl.handle.net/10662/9444

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

20. Hmelak, Maja. Profesionalni razvoj vzgojiteljev predšolskih otrok.

Degree: 2013, Univerza v Mariboru

 Postmoderna družba je družba nenehnih sprememb (kulturnih, političnih, družbenih), ki zahtevajo prilagajanje le-tem tako s strani posameznikov kot organizacij, pri čemer prihaja do spreminjanja vlog… (more)

Subjects/Keywords: profesionalni razvoj; vzgojitelj; motivi; strokovno delo in znanje; osebnostni razvoj; zadovoljstvo in pričakovanja; predšolski otrok; professional development; preschool teachers; motives; professional work and knowledge; personal development; satisfaction and expectations, preschool child; info:eu-repo/classification/udc/37.013:373.2(043.3)

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APA (6th Edition):

Hmelak, M. (2013). Profesionalni razvoj vzgojiteljev predšolskih otrok. (Doctoral Dissertation). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=31286 ; https://dk.um.si/Dokument.php?id=41654&dn= ; https://plus.si.cobiss.net/opac7/bib/19653640?lang=sl

Chicago Manual of Style (16th Edition):

Hmelak, Maja. “Profesionalni razvoj vzgojiteljev predšolskih otrok.” 2013. Doctoral Dissertation, Univerza v Mariboru. Accessed August 14, 2020. https://dk.um.si/IzpisGradiva.php?id=31286 ; https://dk.um.si/Dokument.php?id=41654&dn= ; https://plus.si.cobiss.net/opac7/bib/19653640?lang=sl.

MLA Handbook (7th Edition):

Hmelak, Maja. “Profesionalni razvoj vzgojiteljev predšolskih otrok.” 2013. Web. 14 Aug 2020.

Vancouver:

Hmelak M. Profesionalni razvoj vzgojiteljev predšolskih otrok. [Internet] [Doctoral dissertation]. Univerza v Mariboru; 2013. [cited 2020 Aug 14]. Available from: https://dk.um.si/IzpisGradiva.php?id=31286 ; https://dk.um.si/Dokument.php?id=41654&dn= ; https://plus.si.cobiss.net/opac7/bib/19653640?lang=sl.

Council of Science Editors:

Hmelak M. Profesionalni razvoj vzgojiteljev predšolskih otrok. [Doctoral Dissertation]. Univerza v Mariboru; 2013. Available from: https://dk.um.si/IzpisGradiva.php?id=31286 ; https://dk.um.si/Dokument.php?id=41654&dn= ; https://plus.si.cobiss.net/opac7/bib/19653640?lang=sl


University College Cork

21. Cooper, Patrice. Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time.

Degree: 2013, University College Cork

 One commonality across the leadership and knowledge related literature is the apparent neglect of the leaders own knowledge. This thesis sought to address this issue… (more)

Subjects/Keywords: Leadership; Personal knowledge

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

APA (6th Edition):

Cooper, P. (2013). Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/2866

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):

Cooper, Patrice. “Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time.” 2013. Thesis, University College Cork. Accessed August 14, 2020. http://hdl.handle.net/10468/2866.

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

MLA Handbook (7th Edition):

Cooper, Patrice. “Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time.” 2013. Web. 14 Aug 2020.

Vancouver:

Cooper P. Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time. [Internet] [Thesis]. University College Cork; 2013. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10468/2866.

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

Council of Science Editors:

Cooper P. Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time. [Thesis]. University College Cork; 2013. Available from: http://hdl.handle.net/10468/2866

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

22. Brixing, Alexandra. "Torka bord, ingår det verkligen i förskollärararbetet?" : En empirisk studie om olika kunskapsformer samt samarbete, ledarskap och ansvar mellan förskollärare och barnskötare på förskolan.

Degree: Lärarutbildningen, 2012, Södertörn University

Detta arbete utgår ifrån den diskussion som förts i det svenska samhället vad gäller förskollärarnas ansvar som synliggjorts i den reviderade läroplanen samt införandet… (more)

Subjects/Keywords: Preschool; cooperation; practical knowledge; experience; academic qualifications; professional roles; childcare workers; preschool teachers; responsibilities.; Preschool; cooperation; practical knowledge; experience; academic qualifications; professional roles; childcare workers; preschool teachers; responsibilities; Förskola; samarbete; praktisk kunskap; erfarenhet; akademisk utbildning; yrkesroller; barnskötare; förskollärare; ansvar.

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APA (6th Edition):

Brixing, A. (2012). "Torka bord, ingår det verkligen i förskollärararbetet?" : En empirisk studie om olika kunskapsformer samt samarbete, ledarskap och ansvar mellan förskollärare och barnskötare på förskolan. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16844

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):

Brixing, Alexandra. “"Torka bord, ingår det verkligen i förskollärararbetet?" : En empirisk studie om olika kunskapsformer samt samarbete, ledarskap och ansvar mellan förskollärare och barnskötare på förskolan.” 2012. Thesis, Södertörn University. Accessed August 14, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16844.

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

MLA Handbook (7th Edition):

Brixing, Alexandra. “"Torka bord, ingår det verkligen i förskollärararbetet?" : En empirisk studie om olika kunskapsformer samt samarbete, ledarskap och ansvar mellan förskollärare och barnskötare på förskolan.” 2012. Web. 14 Aug 2020.

Vancouver:

Brixing A. "Torka bord, ingår det verkligen i förskollärararbetet?" : En empirisk studie om olika kunskapsformer samt samarbete, ledarskap och ansvar mellan förskollärare och barnskötare på förskolan. [Internet] [Thesis]. Södertörn University; 2012. [cited 2020 Aug 14]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16844.

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

Council of Science Editors:

Brixing A. "Torka bord, ingår det verkligen i förskollärararbetet?" : En empirisk studie om olika kunskapsformer samt samarbete, ledarskap och ansvar mellan förskollärare och barnskötare på förskolan. [Thesis]. Södertörn University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16844

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


University of Oklahoma

23. Biddy, Quentin. Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education.

Degree: PhD, 2018, University of Oklahoma

 This study focused on examining the pedagogical content knowledge (PCK) of teachers focused on transitioning to phenomena-driven, three-dimensional Learning as outlined in A Framework for… (more)

Subjects/Keywords: Science Education; In-service Teachers; Pedagogical Content Knowledge; NGSS

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

APA (6th Edition):

Biddy, Q. (2018). Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/301304

Chicago Manual of Style (16th Edition):

Biddy, Quentin. “Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed August 14, 2020. http://hdl.handle.net/11244/301304.

MLA Handbook (7th Edition):

Biddy, Quentin. “Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education.” 2018. Web. 14 Aug 2020.

Vancouver:

Biddy Q. Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/11244/301304.

Council of Science Editors:

Biddy Q. Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/301304


University of the Western Cape

24. Mushaikwa, Ngonidzashe. Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation .

Degree: 2014, University of the Western Cape

 This study involves a group of pre-service teachers who are specialising in Science and Mathematics education at a university in the Western Cape province of… (more)

Subjects/Keywords: Pre-service teachers; Earth in space; Science education; Indigenous knowledge

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APA (6th Edition):

Mushaikwa, N. (2014). Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4470

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):

Mushaikwa, Ngonidzashe. “Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation .” 2014. Thesis, University of the Western Cape. Accessed August 14, 2020. http://hdl.handle.net/11394/4470.

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

MLA Handbook (7th Edition):

Mushaikwa, Ngonidzashe. “Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation .” 2014. Web. 14 Aug 2020.

Vancouver:

Mushaikwa N. Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/11394/4470.

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

Council of Science Editors:

Mushaikwa N. Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4470

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

25. W., Helena Hildur. Konstverket som essä och tänkandets praktiker.

Degree: Culture and Education, 2016, Södertörn University

This study sets out from an artistic workshop designed to investigate light, colour and spatiality. During the original event, a number of participants joined… (more)

Subjects/Keywords: studies in practical knowledge; knowledge-making; forms of knowledge; thinking practices; artistic dialogue; intuition; den praktiska kunskapens teori; kunskapande; kunskapsformer; tänkandets praktiker; konstnärligt samtal; intuition

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APA (6th Edition):

W., H. H. (2016). Konstverket som essä och tänkandets praktiker. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30513

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):

W., Helena Hildur. “Konstverket som essä och tänkandets praktiker.” 2016. Thesis, Södertörn University. Accessed August 14, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30513.

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

MLA Handbook (7th Edition):

W., Helena Hildur. “Konstverket som essä och tänkandets praktiker.” 2016. Web. 14 Aug 2020.

Vancouver:

W. HH. Konstverket som essä och tänkandets praktiker. [Internet] [Thesis]. Södertörn University; 2016. [cited 2020 Aug 14]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30513.

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

Council of Science Editors:

W. HH. Konstverket som essä och tänkandets praktiker. [Thesis]. Södertörn University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30513

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

26. Alana, Alejandra Beatriz. English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy.

Degree: PhD, Curriculum and Teaching, 2017, University of Kansas

 This study set out to examine the English language-learning experiences of formerly classified ELLs, who are now teachers, as a source of personal practical knowledge(more)

Subjects/Keywords: English as a second language; Teacher education; Curriculum development; Critical Pedagogy; English as a Second Language; Language learning experiences; Personal Practical Knowledge; Phenomenology; Teachers' experiences

…suggest further studies aim at exploring teachers' personal practical knowledge and its… …Practical Knowledge framework can help explicate how the participant teachers in this study will… …knowledge that allows pre-service and in-service teachers to develop a deep understanding of ELLs… …to their personal practical knowledge and influence their teaching practices? • How does… …comprises personal practical knowledge (Clandinin & Connelly, 1994), and critical… 

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

APA (6th Edition):

Alana, A. B. (2017). English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25955

Chicago Manual of Style (16th Edition):

Alana, Alejandra Beatriz. “English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy.” 2017. Doctoral Dissertation, University of Kansas. Accessed August 14, 2020. http://hdl.handle.net/1808/25955.

MLA Handbook (7th Edition):

Alana, Alejandra Beatriz. “English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy.” 2017. Web. 14 Aug 2020.

Vancouver:

Alana AB. English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1808/25955.

Council of Science Editors:

Alana AB. English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25955


Leiden University

27. Ginkel, van, G. Making mentoring match: mentor teachers' practical knowledge of adaptive mentoring.

Degree: 2018, Leiden University

 Novice teachers need mentoring support from experienced teachers as they prepare to become teachers. Such mentoring support needs to be responsive and adaptive to novice… (more)

Subjects/Keywords: Cooperating Teachers; Novices; Preservice teachers; Beginning teachers; Teacher education; Beginning teacher induction; Individual differences; Practical knowledge; Cooperating Teachers; Novices; Preservice teachers; Beginning teachers; Teacher education; Beginning teacher induction; Individual differences; Practical knowledge

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

APA (6th Edition):

Ginkel, van, G. (2018). Making mentoring match: mentor teachers' practical knowledge of adaptive mentoring. (Doctoral Dissertation). Leiden University. Retrieved from http://hdl.handle.net/1887/66718

Chicago Manual of Style (16th Edition):

Ginkel, van, G. “Making mentoring match: mentor teachers' practical knowledge of adaptive mentoring.” 2018. Doctoral Dissertation, Leiden University. Accessed August 14, 2020. http://hdl.handle.net/1887/66718.

MLA Handbook (7th Edition):

Ginkel, van, G. “Making mentoring match: mentor teachers' practical knowledge of adaptive mentoring.” 2018. Web. 14 Aug 2020.

Vancouver:

Ginkel, van G. Making mentoring match: mentor teachers' practical knowledge of adaptive mentoring. [Internet] [Doctoral dissertation]. Leiden University; 2018. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1887/66718.

Council of Science Editors:

Ginkel, van G. Making mentoring match: mentor teachers' practical knowledge of adaptive mentoring. [Doctoral Dissertation]. Leiden University; 2018. Available from: http://hdl.handle.net/1887/66718


University of Sydney

28. Gelski, Sophie E. The missing paradigm: the personal history of the history teacher .

Degree: 2010, University of Sydney

 This study explores the ways in which teachers’ biographies shape the act of teaching. It illuminates the formative (emotional, private, personal and professional) influences and… (more)

Subjects/Keywords: Teaacher's personal knowledge; emotion context

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APA (6th Edition):

Gelski, S. E. (2010). The missing paradigm: the personal history of the history teacher . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/7278

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):

Gelski, Sophie E. “The missing paradigm: the personal history of the history teacher .” 2010. Thesis, University of Sydney. Accessed August 14, 2020. http://hdl.handle.net/2123/7278.

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

MLA Handbook (7th Edition):

Gelski, Sophie E. “The missing paradigm: the personal history of the history teacher .” 2010. Web. 14 Aug 2020.

Vancouver:

Gelski SE. The missing paradigm: the personal history of the history teacher . [Internet] [Thesis]. University of Sydney; 2010. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2123/7278.

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

Council of Science Editors:

Gelski SE. The missing paradigm: the personal history of the history teacher . [Thesis]. University of Sydney; 2010. Available from: http://hdl.handle.net/2123/7278

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

29. JOSÉ CARLOS PATTA ALVES. O TIPO DE INSTRUÇÃO FOCADA NA FORMA ESCOLHIDA POR DUAS PROFESSORAS DE INGLÊS (LE): CONHECIMENTO PRÁTICO E/OU CONHECIMENTO TEÓRICO?.

Degree: 2012, Universidade Catolica de Pelotas

Este trabalho investiga como se dá a Instrução Focada na Forma no Ensino de Inglês como Língua Estrangeira sob a luz das taxionomias propostas por… (more)

Subjects/Keywords: technical and practical knowledge; conhecimento teórico; conhecimento prático; crenças de professores; Instrução Focada na Forma; LINGUISTICA APLICADA; Form-focused Instruction; teachers beliefs

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APA (6th Edition):

ALVES, J. C. P. (2012). O TIPO DE INSTRUÇÃO FOCADA NA FORMA ESCOLHIDA POR DUAS PROFESSORAS DE INGLÊS (LE): CONHECIMENTO PRÁTICO E/OU CONHECIMENTO TEÓRICO?. (Thesis). Universidade Catolica de Pelotas. Retrieved from http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=378

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):

ALVES, JOSÉ CARLOS PATTA. “O TIPO DE INSTRUÇÃO FOCADA NA FORMA ESCOLHIDA POR DUAS PROFESSORAS DE INGLÊS (LE): CONHECIMENTO PRÁTICO E/OU CONHECIMENTO TEÓRICO?.” 2012. Thesis, Universidade Catolica de Pelotas. Accessed August 14, 2020. http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=378.

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

MLA Handbook (7th Edition):

ALVES, JOSÉ CARLOS PATTA. “O TIPO DE INSTRUÇÃO FOCADA NA FORMA ESCOLHIDA POR DUAS PROFESSORAS DE INGLÊS (LE): CONHECIMENTO PRÁTICO E/OU CONHECIMENTO TEÓRICO?.” 2012. Web. 14 Aug 2020.

Vancouver:

ALVES JCP. O TIPO DE INSTRUÇÃO FOCADA NA FORMA ESCOLHIDA POR DUAS PROFESSORAS DE INGLÊS (LE): CONHECIMENTO PRÁTICO E/OU CONHECIMENTO TEÓRICO?. [Internet] [Thesis]. Universidade Catolica de Pelotas; 2012. [cited 2020 Aug 14]. Available from: http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=378.

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

Council of Science Editors:

ALVES JCP. O TIPO DE INSTRUÇÃO FOCADA NA FORMA ESCOLHIDA POR DUAS PROFESSORAS DE INGLÊS (LE): CONHECIMENTO PRÁTICO E/OU CONHECIMENTO TEÓRICO?. [Thesis]. Universidade Catolica de Pelotas; 2012. Available from: http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=378

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


Southern Cross University

30. Cheong, Kam Fai. The roles and values of personal knowledge management.

Degree: 2011, Southern Cross University

 The topic of Personal Knowledge Management (PKM) has seen accelerated growth recently although PKM is not new, as our ancestors sought ways to learn better… (more)

Subjects/Keywords: Personal knowledge management; knowledge management; Business

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

APA (6th Edition):

Cheong, K. F. (2011). The roles and values of personal knowledge management. (Thesis). Southern Cross University. Retrieved from https://epubs.scu.edu.au/theses/178

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):

Cheong, Kam Fai. “The roles and values of personal knowledge management.” 2011. Thesis, Southern Cross University. Accessed August 14, 2020. https://epubs.scu.edu.au/theses/178.

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

MLA Handbook (7th Edition):

Cheong, Kam Fai. “The roles and values of personal knowledge management.” 2011. Web. 14 Aug 2020.

Vancouver:

Cheong KF. The roles and values of personal knowledge management. [Internet] [Thesis]. Southern Cross University; 2011. [cited 2020 Aug 14]. Available from: https://epubs.scu.edu.au/theses/178.

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

Council of Science Editors:

Cheong KF. The roles and values of personal knowledge management. [Thesis]. Southern Cross University; 2011. Available from: https://epubs.scu.edu.au/theses/178

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

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