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Hits 1 – 20 of 183

1	The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
	Dinh, Ngoc Anh. - : Auckland University of Technology, 2022
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2	南臺灣英語教師對文法教學的認知 ; Teachers' Perceptions of Grammar Teaching in EFL Classrooms in Southern Taiwan
	廖津加; LIAO, CHIN-CHIA. - 2021
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3	Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
	Hoang, Thinh; Wyatt, Mark
	In: Research outputs 2014 to 2021 (2021)
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4	Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis
	Piret Luik; Merle Taimalu
	In: Education Sciences ; Volume 11 ; Issue 9 (2021)
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5	University Lecturers’ Task-Based Language Teaching Beliefs and Practices
	Huong Thi Lan Lam; Son Van Nguyen; Hong Anh Thi Nguyen
	In: Education Sciences ; Volume 11 ; Issue 11 (2021)
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6	Teachers’ beliefs about the use of learner’s dictionary: a contextual approach ; Crenças de professores sobre o uso do dicionário escolar: uma abordagem contextual
	Brito, Luan Talles de Araújo
	In: Entrepalavras; v. 11, n. 10esp (11): Dicionário, Léxico e Ensino de línguas; 227-244 (2021)
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7	Covid-19-Triggered Online Learning Implementation: Pre-Service English Teachers’ Beliefs
	Subekti, Adaninggar Septi
	In: Metathesis: Journal of English Language, Literature, and Teaching; Vol 4, No 3 (2020): Metathesis: Journal of English Language, Literature, and Teaching; 232-248 ; 2580-2720 ; 2580-2712 ; 10.31002/metathesis.v4i3 (2021)
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8	Mehrsprachigkeit in der Schule. "That is the problem." ...
	Theus, Julia. - : Humboldt-Universität zu Berlin, 2020
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9	Mehrsprachigkeit in der Schule. "That is the problem."
	Theus, Julia. - : Humboldt-Universität zu Berlin, 2020
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10	Valoraciones de futuros profesores de español hacia las variedades cultas de su lengua. Datos de Granada ; Evaluations of future Spanish teachers towards the varieties of their language. Granada data
	Manjón-Cabeza Cruz, Antonio. - : Universidad de Alicante. Departamento de Filología Española, Lingüística General y Teoría de la Literatura, 2020
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11	Teachers’ beliefs about multilingual pedagogies and the role of initial training
	Portolés Falomir, Laura; Martí, Otilia. - : Taylor & Francis, 2020
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12	REFLECTIVE PRACTICE AS TOOLS TO EXPLORE IN-SERVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES: INDONESIAN EFL TEACHERS’ VOICES
	Dwi Bayu Saputra; Didi Suherdi; Rojab Siti Rodliyah
	In: Journal of Applied Linguistics and Literature, Vol 5, Iss 2, Pp 174-192 (2020) (2020)
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13	A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERSâ€™ BELIEFS AND PRACTICE
	Wan Noor Miza wan Mohd Yunus
	In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 321-345 (2020) (2020)
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14	Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom
	Kashiwa, Mayumi. - : Sydney, Australia : Macquarie University, 2019
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15	Secondary Science Preservice Teachers’ Perceptions of Engineering: A Learner Analysis
	Trina J. Kilty; Andrea C. Burrows
	In: Education Sciences ; Volume 9 ; Issue 1 (2019)
	Abstract: The purpose of this study was to describe how US secondary science preservice teachers, or those preparing to teach middle and high school science, at one university, perceive engineering and teaching engineering within an epistemological framework of required domain components pre- and post-instruction (intervention) as well as over three cohort years. Their perceptions reveal relevant prior beliefs helpful for designing instruction to address an external need to prepare secondary science teachers to teach disciplinary content ideas, cross-cutting concepts, and science and engineering practices to meet the Next Generation Science Standards. Questionnaires administered pre- and post-instruction (intervention), as well as over three years, asked participants to decide whether various scenarios qualified as engineering and then to provide reasoning. Intervention instruction included whole-class discussions of engineering design practices. The responses to the questionnaire were analyzed for thematic content. The results indicate that the secondary science preservice teachers (n = 43) have a novice understanding of engineering and teaching engineering. They gain an emerging understanding during the secondary science methods courses, consistent in all three years with expanding perspectives from narrow discipline views. As their perceptions are refined, however, there are risks of oversimplification, which may lead to forming misconceptions. The recommendations for designing instruction such as secondary science methods courses and early career professional development include creating opportunities for preservice and early career teachers to explore and challenge their perceptions of engineering design practices integrated within science and engineering practices.
	Keyword: engineering education; K-12 teachers; learner analysis; NGSS; perceptions; preservice teacher beliefs; secondary science
	URL: https://doi.org/10.3390/educsci9010029
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16	Diversity Attitude Associations in Pre-service Physical Education Teachers
	Rukavina, Paul; Langdon, Jody L.; Greenleaf, Christy...
	In: Health and Kinesiology Faculty Publications (2019)
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17	Teachers’ voices on language awareness in pre-primary and primary school settings: implications for teacher education
	Sá, Susana; Andrade, Ana Isabel; Lourenço, Mónica. - : Taylor & Francis, 2019
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18	An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices
	Li, Z; Li, L. - : Elsevier, 2019
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19	An Ethnographic Study on Beliefs and Attitudes of Some Brazilian Teachers of English
	Flávius Almeida Dos Anjos; Denise Scheyerl
	In: Applied Linguistics Research Journal, Vol 3, Iss 5, Pp 49-62 (2019) (2019)
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20	The integration of language and content in English-medium instruction courses: Lecturers’ beliefs and practices
	Aintzane Doiz; David Lasagabaster; Víctor Pavón
	In: Ibérica, Vol 38, Pp 151-176 (2019) (2019)
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