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The Impact of Student Teachers’ Pre-Existing Conceptions of Assessment on the Development of Language Assessment Literacy within an LTA Course
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In: Languages; Volume 7; Issue 1; Pages: 62 (2022)
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CONDITIONS OF INDEPENDENT STUDY IN TEACHING STUDENTS FOREIGN LANGUAGES ...
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CONDITIONS OF INDEPENDENT STUDY IN TEACHING STUDENTS FOREIGN LANGUAGES ...
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Teacher educators’ professional identity in English-medium instruction at a Finnish university ... : Poklicna identiteta izobraževalcev učiteljev pri pouku vangleškem jeziku na finski univerzi ...
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Teacher educators’ professional identity in English-medium instruction at a Finnish university ; Poklicna identiteta izobraževalcev učiteljev pri pouku vangleškem jeziku na finski univerzi
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In: CEPS Journal 11 (2021) 3, S. 9-33 (2021)
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Studie zum Entwicklungsplan Migration und Bildung 2014-2018 (EMiBi). Umsetzung und Optionen für Bildungspolitik und -verwaltung
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In: Bremen : Universität, Fachbereich 12. Arbeitsbereich Interkulturelle Bildung 2021, 34 S. - (AbIB-Arbeitspapier; 1/2021) (2021)
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Studie zum Entwicklungsplan Migration und Bildung 2014-2018 (EMiBi). Umsetzung und Optionen für Bildungspolitik und -verwaltung ...
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Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach
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Jefferies, Willow. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 9 |
Reducing the Gap Between Oral and Written Assessment : A Comparison of How Teachers Assess Podcasts and Written Solutions ; Att minska gapet mellan muntlig och skriftlig bedömning
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| 10 |
Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis
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In: Education Sciences ; Volume 11 ; Issue 9 (2021)
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| 11 |
Student Teachers’ Sustainable Behavior
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In: Education Sciences; Volume 11; Issue 12; Pages: 789 (2021)
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| 12 |
Student Reflections on Study Abroad: A Collective Case Study Exploring the Experiences of Pre-Service Teachers During an International Student Teaching Program
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In: FIU Electronic Theses and Dissertations (2021)
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Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
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| 14 |
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
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In: Test Series for Scopus Harvesting 2021 (2021)
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Abstract:
Advances in research on educational technologies and increasing access to computers offer teacher education providers numerous tools and opportunities for supporting student teachers. However, systematic investigations of online interventions using complex classroom scenarios (scenario-based learning activities) are currently lacking. This study tested whether an online scenario-based learning activity has a positive impact on student teachers’ self-efficacy and emotional, motivational, and cognitive classroom readiness before they start their first teaching practicum. In order to draw differentiated conclusions, we explored whether the effectiveness of the intervention depends on the inclusion of automatized expert teacher feedback and the opportunity to reflect on the scenarios. A total of 238 Australian student teachers (64.3% females, mean age = 23.84 years, SD = 6.64) participated in the study. The student teachers were randomly assigned to one of three experimental conditions:control group (online scenario-based learning activity), intervention group 1 (online scenario-based learning activity and feedback), and intervention group 2 (online scenario-based learning, feedback, and reflection). The findings indicated that, compared to the control group, both intervention conditions had a significant positive effect on cognitive classroom readiness. A significant positive effect on self-efficacy was found for intervention group 2. Overall, our research demonstrates the potential of an easy-to-implement online intervention in enhancing self-efficacy and classroom readiness and points towards the importance of combining feedback and reflection within online scenario-based learning activities.
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Keyword:
Classroom readiness; Online intervention; Scenario-based learning; Self-efficacy; Student teachers
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URL: https://ro.uow.edu.au/test2021/1229
https://doi.org/10.1016/j.compedu.2021.104194
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| 15 |
El proceso dinámico de construcción de identidad estudiantes- profesores como futuros profesores
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In: Cuadernos de Lingüística Hispánica, ISSN 0121-053X, Nº. 38, 2021 (Ejemplar dedicado a: Publicación Continua), pags. 1-20 (2021)
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| 16 |
Sprachsensibler Geschichtsunterricht als Professionalisierungsaufgabe ... : Language-sensitive history teaching as a task of professionalization ...
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| 17 |
Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 203 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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| 18 |
Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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| 19 |
Demokratie lernen in der Schule. Politische Bildung als Aufgabe für alle Unterrichtsfächer
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In: Münster ; New York : Waxmann 2020, 234 S. - (Salzburger Beiträge zur Lehrer/innen/bildung; 9) (2020)
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| 20 |
Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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