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Search Results: 1 - 10 of 11210 matches for " Teaching practice "
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Re-envisioning nursing education and practice in Nigeria for the 21st century  [PDF]
Clara Agbedia
Open Journal of Nursing (OJN) , 2012, DOI: 10.4236/ojn.2012.23035
Abstract: The paper explores the current situation and future development of nursing education and practice in Nigeria and their influence on health care. As the role of the nurse continues to expand, Nigerian nurses must be skillful in effectively using evidence-based and clinically relevant information to facilitate the best possible nursing care. Major issues and challenges in this regard are discussed with some recommendations on the way forward.
Research on New Practice Teaching Mode of SPC Switching Fundamentals Course Based on the Training Platform  [PDF]
Junping Gao, Rui Wu, Jianfei Liu, Jinyong Gao, Yanmang Su
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.37B025
Abstract:

According to the need of curriculum construction, and combined with “C&C08 SPC Switching Comprehensive Experimental Platform”, a new mode of practice teaching innovation and exploration for the foundation course SPC Switching Fundamentals had been presented. Through reforming, students’ comprehensive practical ability was improved, comprehensive quality education was really carried out in the course of teaching, and adaptability to the need of the society had been enhanced. The practice teaching innovation plays positive exemplary role for practice innovation and construction of similar undergraduate course.

The Exploration of College Students’ Honesty Education Curriculum System Constructing  [PDF]
Gang Chen, Degang Sun
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.58067
Abstract:

College students are the builders and successors of the socialist cause, age and reality requires college students to become the high integrity quality group. Construction of college students’ honesty education curriculum system can help students establish good faith consciousness and improve their own quality. Education curriculum system construction is a system engineering, teaching content should be scientific, vivid, to be flexible and varied teaching methods, establish and form a complete set of classroom teaching practice teaching link, strengthening teaching management, scientific appraisal, the development of corpus function is needed while paying attention to the quality of teachers.

Teaching Practice Research on Information Literacy Education Based on MOOC  [PDF]
Sujuan Zhang
Journal of Service Science and Management (JSSM) , 2019, DOI: 10.4236/jssm.2019.122008
Abstract: This paper discusses the introduction of MOOC resources into the teaching of information literacy education, and designs the teaching practice of information literacy education course under the participation of MOOC with the cross mode of the relationship between MOOC and traditional teaching. Students learn the course contents by means of independent inquiry, group cooperation, and interactive discussion, etc. Teachers guide the teaching process by means of combining network resources with classroom discussion to achieve good teaching results.
A escrita nas formas do trabalho docente
Gomes-Santos, Sandoval Nonato;
Educa??o e Pesquisa , 2010, DOI: 10.1590/S1517-97022010000200002
Abstract: the production of writing at school is a highly respected object of study for several of the domains in the field of language and education. pursued under different theoretical perspectives and disciplinary traditions, most of the academic reflection on the subject writing, in brazil, has been concerned with the learning processes of writing by pupils of various age groups, levels of literacy, and schooling within specific sociocultural and institutional contexts. along a different, but complementary, direction, the present study focuses on the ways in which writing is constituted in the teaching practice, and through which is becomes a taught object (dolz; ronveaux; schneuwly, 2007). to such end, the article is based on a corpus comprised of audio and video recordings of episodes of the teaching of writing produced in different institutional and sociocultural contexts. the way in which the relation is established between the objects of teaching, the professional gestures, and the didactic devices is analyzed (aeby daghé; dolz, 2007; gomes-santos; almeida, 2009; schneuwly, 2000; 2001). from a theoretical and methodological viewpoint, the questions of the study are illuminated by the contribution of researches on the description of the modes of organization and functioning of language in school interactions, and by studies that center on the specifically didactic dimension of those interactions. the investigation of writing in the practices of teaching has enriched the reflection about the didactic devices needed at the heart of the teaching/learning practices in order to develop active ways to facilitate the access to symbolic goods.
El currículo y el profesor en la transformación del binomio práctica médica - educación médica
Díaz Velis Martínez,Esther; Ramos Ramírez,Ramiro; Romero Monteagudo,Edgar;
Educaci?3n M??dica Superior , 2005,
Abstract: the emergence of a paradigm in medical education based on the previous model is approached, but with a biopsychosocial conception of man and a way of acting that go beyond the cure to make emphasis on the promotion of health and the prevention of diseases, and that is focussed on the training of the wide profile professional within the cuban educational model. an analysis of the transformation occurred in the medical practice-medical education binomial from its origin up to now, as well as of its relationship with the social needs of every time, is made. the relation existing between the curriculum and the standing medical practice model as a ruling element in its conduction, and the succesive transformations in the acting of the professional and its theoretical foundations are assessed. the implementation of the curriculum as the most concrete expression of this relation, and the situations that may interfere in the adequate correspondence of the binomial are analyzed. alternatives are proposed for its conduction, pedagogical preparation and knowledge of the aspiration of the curriculum and of the projection of each subject to attain the proposed professional acting mode.
An Evaluation of Teaching in Kenya
Education , 2012, DOI: 10.5923/j.edu.20120205.07
Abstract: The aim and purpose of this paper is focusing on effective teaching and teaching practice perspective with a view to providing insight into its concept, dimensions, models, objectives, roles and suggest the way forward. Teaching is a complex activity. Its mastery requires systematic training. In Kenya, teacher education institutes have developed a teacher education component referred to as teaching practice which is used to provide pedagogical competence and professional experience to novice teachers. Through teaching practice student teachers are required to do actual teaching in the classroom, solve problems that arise during the lessons and assess learning outcomes. There is of course, no substitute for teaching practice. Teaching practice occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession. Student teaching, or practice teaching, is the chance for prospective teachers to get into a classroom, be in charge, lesson plan and experience what it is like to have a classroom of students to be responsible for, all under the supervision of a more experienced teacher. A student teaching experience can be positive and beneficial, full of lessons learned, or negative and unhelpful. Teaching practice is an embedded and essential, component of any teacher education programme in Kenya.
An Evaluation of Teaching in Kenya
Education , 2012, DOI: 10.5923/j.edu.20120204.03
Abstract: The aim and purpose of this paper is focusing on effective teaching and teaching practice perspective with a view to providing insight into its concept, dimensions, models, objectives, roles and suggest the way forward. Teaching is a complex activity. Its mastery requires systematic training. In Kenya, teacher education institutes have developed a teacher education component referred to as teaching practice which is used to provide pedagogical competence and professional experience to novice teachers. Through teaching practice student teachers are required to do actual teaching in the classroom, solve problems that arise during the lessons and assess learning outcomes. There is of course, no substitute for teaching practice. Teaching practice occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession. Student teaching, or practice teaching, is the chance for prospective teachers to get into a classroom, be in charge, lesson plan and experience what it is like to have a classroom of students to be responsible for, all under the supervision of a more experienced teacher. A student teaching experience can be positive and beneficial, full of lessons learned, or negative and unhelpful. Teaching practice is an embedded and essential, component of any teacher education programme in Kenya.
A Study of Teachers’ Perceived Beliefs Regarding Teaching Practice  [PDF]
Narumon Changsri, Maitree Inprasitha, Auijit Pattanajak, Kanokporn Changtong
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.34049
Abstract: This study aimed to explore the perceived beliefs of the teachers regarding teaching practice in the con- text of a three year professional development project implementing lesson study incorporating Open Ap- proach conducted by the Center for Research in Mathematics Education. The teaching practice set under the cycle of lesson study were as follows: 1) collaboratively designing research lesson at least once a week; 2) Collaboratively observing their friends teaching the research lesson taken 3 - 4 hours per a week; 3) Collaboratively conducting post-discussion or reflection on teaching practice conducted once a week. From these three phases, Open Approach was used as an approach such as how to change teachers’ roles to be more facilitator and the like. The data were collected through questionnaire distributing to teachers in three schools in the project. In addition, the qualitative data were collected by participatory observation on teaching practice of one teacher twice a week throughout one academic year, interviewing the con- cerned teacher and other teachers in the lesson study team. The findings, where teachers’ perceived be- liefs regarding teaching practice were classified into three categories and these were: 1) about mathemat- ics teaching; 2) about students’ learning mathematics; 3) about social context.
Exploration and Practice of the Practical Teaching Curriculum System for Cultivating Applied and Innovative Undergraduate Talents  [PDF]
Chunhua He, Haiyan Zhang, Aixiang Wei
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.37B047
Abstract: Aiming at shortcomings in the current system of practice teaching in high schools especially in regional high schools, a system of practice teaching that fit current cultivation of practical and innovative talents is explored in education. In accordance with the progressive regularity of ability cultivation, the system of practice teaching is divided into four levels: basic practice, basic experiment, advanced practice and comprehensive innovation. And this characteristic system of practice teaching is built up to cultivate practical and innovative talents in grassroots who can meet the requirements of current socio-economic development.
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