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Wyszukujesz frazę "Teacher–Learner" wg kryterium: Temat


Wyświetlanie 1-2 z 2
Tytuł:
Teachers’ Preparation for Work in the Environment of Multiculturalism – a Research Report
Autorzy:
Szczurek-Boruta, Alina
Powiązania:
https://bibliotekanauki.pl/articles/48526280.pdf
Data publikacji:
2012-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teacher
concepts of teacher education
perception of the Other/ different learner in class
Opis:
The world is constantly becoming more multicultural in the sense of positive coexistence of dissimilarities. Contemporary teachers live and work in multicultural communities – are they properly prepared for new work conditions? In this study the examined issues will be limited to those which seem most likely to provide chances for successful preparation of teachers for proper implementation of the assumptions of intercultural education. To a certain extent, they are significant issues and problems in teacher training in general, partially they concern training which enhances intercultural education. What becomes an important issue in this context is the search for a model/models of teacher education as well as indicating the competences the acquisition of which will enable teachers to successfully participate in the life of their own and many other communities.
Źródło:
The New Educational Review; 2012, 28; 167-176
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enhancing Teachers’ Capacity to Foster Autonomous Learning in EFL Acquisition – A Case Study of Georgia
Autorzy:
Demetrashvili, Ani
Khachidze, Teona
Krajka, Jarosław
Powiązania:
https://bibliotekanauki.pl/articles/29520506.pdf
Data publikacji:
2024-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
learner autonomy
teacher autonomy
educational culture
English as a foreign language
Opis:
With learning contexts globally promoting putting learners in the centre, it is no surprise that autonomous learning will gain ground in contemporary classrooms. As there is no learner autonomy without autonomous teachers, investigating instructors’ preferences about autonomous learning is necessary for more successful language education. The research assessed Georgian teachers’ viewpoints on fostering autonomous learning in EFL acquisition. The study employed a close-ended questionnaire completed by over 100 teachers. The analysis concludes that Georgian teachers associate obstacles with a lack of resources, technical problems, and class size, while challenges linked to teachers include lack of experience, limited development opportunities, and time management.
Źródło:
The New Educational Review; 2024, 75; 51-66
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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