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A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 1, Pp 57-88 (2019) (2019)
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| 62 |
TRACKING THE CULTURE OF LEARNING AND READINESS FOR LEARNER AUTONOMY IN A TURKISH CONTEXT
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 22-46 (2019) (2019)
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| 63 |
Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices
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| 64 |
Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study
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| 65 |
Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”
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| 66 |
The Effects of Writing Instructors’ Motivational Strategies on Student Motivation
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In: Australian Journal of Teacher Education (2018)
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| 67 |
When caring hurts: “Foreign” teachers in Texas bilingual classrooms ...
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| 68 |
What works? Teaching African American students in urban schools
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In: Master's Theses and Doctoral Dissertations (2018)
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| 69 |
How well prepared are Australian preservice teachers to teach beginning reading skills?
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Meeks, Linda. - : Sydney, Australia : Macquarie University, 2018
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| 70 |
Representações docentes: constituindo o ser professora de língua portuguesa ; Teaching representations: being a teacher of portuguese language
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Clein, Paola Talite. - : Universidade Tecnológica Federal do Paraná, 2018. : Pato Branco, 2018. : Brasil, 2018. : Programa de Pós-Graduação em Letras, 2018. : UTFPR, 2018
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| 71 |
I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education
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| 72 |
Developing TESOL teacher intercultural identity : an intercultural communication competence approach
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Yang, Ping (R15602). - : U.S., Wiley-Blackwell, 2018
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| 73 |
When caring hurts: “Foreign” teachers in Texas bilingual classrooms
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| 75 |
Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 336-344 (2018) (2018)
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| 76 |
Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 261-275 (2018) (2018)
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| 77 |
Failing to notice? Uneven teachers' attention to boys and girls in the classroom
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| 78 |
The Effects of Student Feedback to teachers: Evidence from a Field Experiment
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| 79 |
Lernwirksame Unterrichtsbesprechungen im Praktikum. Nutzung von Lerngelegenheiten durch Lehramtsstudierende und Unterstützungsverhalten der Praxislehrpersonen
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Futter, Kathrin. - : Verlag Julius Klinkhardt, 2017. : Bad Heilbrunn, 2017. : pedocs-Dokumentenserver/DIPF, 2017
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2017, 287 S. - (Studien zur Professionsforschung und Lehrerbildung) - (Diss., Univ., Zürich, 2016) (2017)
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| 80 |
The influence of ecological citizenship and political solidarity on Western Australian student teachers’ perceptions of sustainability issues
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In: Research outputs 2014 to 2021 (2017)
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Abstract:
This article presents the findings of a qualitative research study on student teachers’ perceptions of sustainability, specifically influenced by ecological citizenship and political solidarity. Research was conducted with 18 Graduate Diploma of Education (Primary) student teachers at one university, as they only have one year in which to train as teachers. A clear conceptualisation of Education for Sustainability is required for teachers to effectively implement the Australian Curriculum, which has sustainability as a cross-curriculum priority. Subsequently, Education for Sustainability is a key issue for teacher education and particularly within the short Graduate Diploma course. The findings showed that student teachers’ perceptions of sustainability are shaped by aspects of ecological citizenship and political solidarity, and are informed by the local context. The findings also showed that the student teachers were moving from a more environmentally-centred conception of sustainability to a definition that included the other pillars of economic and socio-political sustainability. This article concludes with an argument for integrating the complex concepts of ecological citizenship and political solidarity within teacher education, so that student teachers graduate with the appropriate content knowledge to explore global citizenship and the ecological space with their future primary students.
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Keyword:
ecological citizenship; Education; education for sustainability (EfS); perceptions; political solidarity; Student teachers
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URL: https://doi.org/10.1080/10382046.2016.1235359
https://ro.ecu.edu.au/ecuworkspost2013/2832
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