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Professional Pathways: Strategies to increase workforce diversity in the Australian library and information sector ...
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A USER-CENTERED APPROACH TO THE DEVELOPMENT OF AN ELEARNING PROGRAM FOR CLASSROOM TEACHERS OF STUDENTS WITH DISRUPTIVE CLASSROOM BEHAVIOUR
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Oslo Early Education Study, study 2: Impact of a professional development intervention on the quality of caregiver–child interactions. ...
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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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Pre-service teachers’ attitudes toward the teaching of Mandarin in South Africa ...
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Pre-service teachers’ attitudes toward the teaching of Mandarin in South Africa ...
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Psychology of Language Teaching: A Brief Review with Sample Studies ...
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Psychology of Language Teaching: A Brief Review with Sample Studies ...
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SPECIFICS OF SELECTION AND ORGANIZATION OF LEXICAL AND GRAMMATICAL MATERIAL IN PROFESSIONAL TEXTS ...
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Comprehension of the Co-Operation of Professional Identity and Metacognition of English Teachers in Pedagogical Problem Solving
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In: Behavioral Sciences; Volume 12; Issue 2; Pages: 32 (2022)
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Abstract:
Teaching is a metacognitive pedagogical problem-solving process. Teachers’ commitment to this process can be partly influenced by their professional identity (PI) in the pursuit of identity-congruent actions and identity verification. For these pursuits, teachers produce cognitive, affective, and behavioural responses, which are the representations of PI, and use metacognition by monitoring and regulating these responses for successful pedagogical problem solving. Teachers, in turn, improve their PI and metacognition. Based on a narrative approach, the problem-solving processes of five Korean teachers of English are explored along with their PI and metacognition operation. This exploration provides the rationales for the conceptualised co-operation mechanism of teacher PI and metacognition, and also reveals the possibility of its variation. Comprehension of the mechanism enables teacher educators and policy makers to establish specific plans and procedures for principled professional development or policy support. Thus, based on the conceptualisation and findings, systematic interventions via problem-solving-based teacher education and contextual support, which help teachers develop PI and metacognition, are discussed.
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Keyword:
metacognition; narrative approach; problem solving; professional development; professional identity
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URL: https://doi.org/10.3390/bs12020032
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Exploring Relationships between Professional Development and Teachers’ Enactments of Project-Based Learning
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In: Education Sciences; Volume 12; Issue 4; Pages: 282 (2022)
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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Professional Pathways: Strategies to increase workforce diversity in the Australian library and information sector
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Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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Valuing the local within the global: A discourse analysis of professional development in a U.S.-Kurdish transnational university partnership
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In: Journal of Global Education and Research (2022)
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