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Breaking down barriers: An analysis of pre-service health and physical education teachers’ beliefs and preparation for working with LGBTQ students
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| 7 |
Exploring Professional Development: Examining Availability and Access to Professional Development for Educators of Culturally and Linguistically Diverse Students
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In: The Graduate Review (2019)
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| 8 |
Teacher Education and Refugee Students
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In: Faculty Contributions to Books (2019)
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| 9 |
Inequities of Enrollment in Gifted Education: A Statewide Application of the 20% Equity Allowance Formula
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In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2019)
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| 10 |
Self-efficacy in the Classroom: A Socio-cultural Perspective on the Contributing and Detracting Factors
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| 11 |
A Comparison of Iran’s EFL and New Zealand’s ESL Teachers’ Stated Beliefs About Oral Corrective Feedback and Their Actual Classroom Practices
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| 12 |
Chinese International Learners’ Acculturation at an American University
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In: Graduate Theses & Dissertations (2019)
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| 13 |
An Exploration of Supports for Increasing Classroom Physical Activity within Elementary Schools
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In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2019)
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| 14 |
Doctoral supervision as a relational endeavour, a pedagogical commitment and reciprocal growth
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In: Press, N, Rossi, DM, Graham, C, Danaher, PA, (2019). Doctoral supervision as a relational endeavour, a pedagogical commitment and reciprocal growth. Machin, TM, Clara, M, Danaher, PA (Eds.), Traversing the doctorate: Reflections and strategies from students, supervisors and administrators, p. 143-163 Cham, Switzerland: Palgrave Macmillan http://dx.doi.org/10.1007/978-3-030-23731-8_8 (2019)
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| 18 |
Teacher Perceptions of an International Baccalaureate Diploma Program in a Mid-western Inner-ring Suburban High School During the First Seven Years
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In: ETD Archive (2019)
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| 19 |
For a revaluation of the oral in the secondary cycle - case of the college. ; Pour une revalorisation de l'oral au cycle secondaire - cas du collège.
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In: https://tel.archives-ouvertes.fr/tel-03417953 ; Sciences de l'Homme et Société. faculté de lettres et sciences humaines kenitra, 2019. Français (2019)
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Abstract:
The oral expression within the class is one of the basic pillars during the student’s learning period, reflecting the strong and mutual relationship that must arise between the teacher and the learners so that she/he can communicate his message clearly, purposefully and properly synthesized. The full integration of both parties and to approach different things in different way in a proper manner is a key to success for educational-learning process.Moreover, the adoption od oral expression in formal courses not only as a working language but as a division that integrates with reading and writing will theoretically give an idea of all its uses within the classroom. In fact, this area of knowledge in our system is secondary, marginalized by teachers in favor of written expression. The practice of oral expression in classroom as a subject of teaching is summarized only as a proposed activity in the midst of a series, without having assumed its place since the preparatory stage. The proposal of intensive, varied and gradual activities for learners will be more effective in order to help them acquire and develop their oral qualifications.There is no particular way for a learner to articulate in an ideal way. But before we ask her/him to do so, we must provide her/him with all the necessary means and equipment to achieve this goal. In our view, work with educational project in class is the most effective way to establish a culture of oral expression.These methods will enable the teacher and the learner at the same time, to conduct a verbal expression, the two must arm in advance all the tools and the necessary pedagogical equipment for dialogue, presentation and taking interview. ; L’oral, en classe, constitue un pilier fondamental dans la phase d’apprentissage de l’apprenant, il reflète la relation étroite et équivoque qui doit naître entre l’enseignant et sa classe afin de transmettre un message clair, ciblé et bien bâti, d’où l’implication totale et l’application des différents procédés constituent des enjeux majeurs.En outre, la prise en considération de l’oral dans les textes officiels comme discipline en corrélation avec la lecture et l’écriture, donnerait-en théorie- une idée de tous ses usages en classe. En réalité, ce domaine d’apprentissage est vu comme ‘’le parent pauvre’’ de notre système, et se trouve parfois ‘’négligé’’ par les enseignants et on le sacrifie au détriment de l’écrit. Sa pratique en classe en tant qu’objet d’enseignement est réduite à une activité proposée, au sein d’une séquence, sans que l’on ait installé, dans une phase préparatoire, tous les moyens linguistiques et discursifs susceptibles d’assurer la réussite de l’activité demandée. Alors qu’il serait plus efficace de proposer aux apprenants des activités nombreuses, variées et progressives, afin de les aider à acquérir et à améliorer des compétences orales.L’imprégnation des différents procédés de l’oral, le surpassement des contraintes et la conjugaison des impératifs asseyent un profit convenable et capable de diriger une séance d’apprentissage rentable, fructueuse et en mesure d’inculquer une information correcte et de rehausser le niveau instructif des apprenants. Il n’y a pas de recette miracle ou de méthode unique pour amener l’apprenant à l’expression orale, certes. Mais avant de le mettre en situation de produire de l’oral, il faut lui donner tous les moyens susceptibles de l’aider à réaliser la tâche demandée. Aborder l’oral sous forme de projets didactiques portant sur des genres oraux à savoir: le débat, l’exposé et l’interview est, à notre avis, la meilleure solution. Ces dits-projets rendent l’oral accessible à la fois aux apprenants et aux enseignants, ils permettent de faire la préparation des séances de l’oral et de doter l’apprenant de tout ce qui sera nécessaire pour ‘’débattre’’, ‘’exposer’’ ou ‘’interviewer’’.
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Keyword:
[SHS]Humanities and Social Sciences; Activités orales; Apprenant; Autonomie; Autonomy; Classe de français; Débat; Dialogue; Educational Project; Enseignant; Exposé; French class; genres oraux; Interview; Oral; Oral expression; Oral type; Oralisation; Presentation; Projet; Revalorisation; Student; Teacher; Upgrade
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URL: https://tel.archives-ouvertes.fr/tel-03417953
https://tel.archives-ouvertes.fr/tel-03417953/document
https://tel.archives-ouvertes.fr/tel-03417953/file/page%20de%20garde%20fin%20%281%29fin.pdf
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| 20 |
The Importance of Professional Development: A Critical Discourse Analysis Surrounding the Teaching of California’s Multilingual Students
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