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“To Tia with love”: Chilean mathematics teacher identities after professional development
(Springer, 2019)
It is not easy for teachers to re-author their professional identities to incorporate change after participation in professional development (PD). In this article, we seek to understand Chilean teachers' collective identity ...
On the making of a new mathematics teacher: professional development, subjectivation, and resistance to change
(Springer, 2019)
Reform-based discourses in mathematics education have fabricated different subjectivities for
teachers such as the Btraditional^ and the Bnew^ teacher. Professional development programs
are proposed as effective mechanisms ...
Learning of Teaching in the Professional Socialization in Physical Education
(Universidade Estadual Paulista, 2017)
AbstractAIMS to investigate how the professional socialization happens through teacher education.METHODS a qualitative research, descriptive, was developed using exploratory interview and narrative interview to clarify and ...
Critical knots in the insertion of beginner teachers: Lessons for teacher training programs
(Centro de Informacion Tecnologica, 2020-08)
This research article problematizes the critical knots of beginner teachers in the context of the Teaching Professional Development Act in Chile and a new social and cultural order that complicates the teaching task in ...
Emotional education in teachers training: a key for school improvementEducación emocional en la formación docente: clave para la mejora escolar
(Instituto Tecnológico de Santo Domingo (INTEC), 2017)
Balancing being a ‘good teacher’ and a ‘motivating teacher of English’: Analysing the sense of professional responsibility of pre-service EFL teachers
(2023)
The professional responsibility of teachers has been primarily understood in international literature in terms of external obligations, primarily from an accountability perspective. Alternatively, more recent approaches ...