Science topics: EducationTeacher Education
Teacher Education - Science topic
Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community.
Questions related to Teacher Education
Mathematics Teacher Educators (MTEs) best practices.
I'm interesting in research literature about Mathematics Teacher Educators (MTEs) best practices, especially on MTEs' practices for teaching to solve problems.
Dear fellow academicians, firstly I wish the health & safety of you and your relatives during this pandemic; and present my kindest regards from Turkey. I am working on a research project that is orientated towards the pre-service training of science teachers through the utilization of low-end VR (Virtual reality) materials. Although bearing a humble background regarding this topic, I am also aware that there is still much to go before sufficiently rationalizing it and inferring any potential conclusions as a result of such an intervention.
Therefore, I am asking for your thoughts, backing, and counter-arguments against the use of VR in the training of pre-service science teachers. As a tentative outline, I am proposing the basic elements as follows;
The central educational gap that will be addressed: I plan to address the artificiality of the science instruction in the classrooms, which have been torn apart from the actual context that modern science is concerned with. My preliminary target in this manner is the facilitation of the instructional practices of pre-service science teachers.
Underlying theoretical perspective: I plan to adhere to the Contextual learning theory as my central perspective of research. In the research on VR-assisted science education, the most prominent tendency is the lack of theory, particularly in manipulative interventions. Apart from that, the Experiential learning theory appears as the dominant choice in the relevant literature, which primarily is in-line with high-end VR materials. However, I am keen to believe that the nature of contextual learning is compatible more with low-end VR materials, which I plan to utilize for this intervention.
What is the nature of the intervention that you plan to develop?: During the micro-teaching practices of pre-service science teachers, I plan to require them to use their mobile phones as VR headsets with the phone shell that I will provide. The reflections of this intervention will be evaluated with the focus group interviews and the quantitative queries regarding the technology acceptances of the participants as well as the peer reviews between the participants and the initial feedbacks of mine for them
Who is the target group of the intervention?: The target group of the intervention thought to consists of the pre-service science teachers from a state university that enrolled in the "Instructional Technologies" course.
What kind of setting will you use?: I plan to train and encourage the participants to use low-end VR during their micro-teaching practices during the approximately 12-week semester, first three weeks allocated for the necessary training. The required hardware power is abundant as the participants will use their devices, as the VR interface framework named Google Cardboard is compatible with most of the consumer devices. The head-mounted displays that I will provide are low-cost tools that just contain two biconvex optic lenses and an area that the smartphones from different sizes can be embedded. This even can be DIY' ed using regular cardboards, as the name suggests.
What kind of learning outcomes do you plan to target?: Technology acceptance of pre-service teachers, primarily through the mixed-method evaluations, in order to ensure the triangulation(s) of data, method, inferences resulting from these.
What I am requesting from you resembles a pre-peer-review for such a construction. For example, I would be flattered if you would propose alternative learning theories to take as the basis of such an intervention, sharing your ideas, the suitable VR-based materials, resources and tools to use in the process and may even propose an adequate educational design research framework for me to adhere to.
Let such a conversation to flourish, which would not only guide me during this process but also serve as a convalescent topic of discussion for relevant emerging research! As this encouragement implies, I intend to keep this discussion alive until being incapable of doing so :-) Let us brainstorm together and assemble as the "Avengers" of the science education literature!
I'm looking for researchers that I can learn from, publish together and grow together.
- In my opinion, the location of knowledge in the head or in the brain is a postulate, that is to postulate means "to suggest or accept that to theory or idea is true as a starting point for reasoning or discussion" (Collins). But Basis for Research. To postulate is "to assume to be very or exist; Take for Granted ”(Collins). And I would add to take for granted without any proof, and in any case not demonstrable .
La plupart des théories de l'apprentissage et de l'enseignement sont basées sur le postulat que la connaissance est dans la tête ou le cerveau. Et si ce n'était pas le cas?
À mon avis, l'emplacement des connaissances dans la tête ou dans le cerveau est un postulat. Un postulat est un « Principe non démontré que l'on accepte et que l'on formule à la base d'une recherche ou d'une théorie » (CNRTL).
In your opinion, what are the main aspects of internship in Teacher Education need to be improved ?
In your opinion, what are the main aspects of multidisciplinary in Teacher Education need to be improved ?
In your opinion, what are the main aspects that need to be improved in Teacher Education?
We know that not all teachers use the same style for teaching nor the same style of communication with their learners, that is why I would like to know if there is any difference or similarity between an authoritarian teacher and authoritative teacher.
A researcher sent me this article having titled "A Comparative Study on Scientific Attitude and Teaching Aptitude of the Student – Teachers of Jharkhand in Relation to their Performance in Teacher Education.” Kindly comment it by anybody.
The relationship of the CoI Framework to QualityMatters standards was identified and researched only recently (Swan et al., 2010; Bogle et al., 2009; 2014). Although these tools cannot be connected to each other, they can both lead to improved outcomes when used in online and blended courses. I do support the use of the QM in the K12 “as a guide to activities development for online and blended courses” (Shattuck, 2015, p. 18). This way, the course will be designed “with an eye toward the development of the CoI presences in course implementation provided the structure to insure that the high quality and inquiry focus of the original courses were preserved” (Bogles, et al., 2009, p. 62). In particular, QM Standards 1(course overview), 2(learner objectives), 3(assessments) are connected to designing for cognitive presence; Standards 2(course objectives), 4(learning activities), 6(pedagogically appropriate technologies) are connected to designing for teaching presence, while Standards 2 (learning objectives), 5(learning engagement), and 7(learner support) are connected to designing for social presence. So, I am interested in hearing from those K12 folks what are working with the above two instruments and methodologies in mind.
Where can I find good examples of teaching vignettes that I can use in interviews with teacher educators (professors who teach in the faculties of education)? I am specifically looking for teaching vignettes that illustrate scenarios of how the design of learning activities can foster the development of computational thinking in preservice teachers.
Many institutions organize professional development programs for their teachers/educators. These programs were usually in-person until COVID hit and many of these programs transitioned online.
My question is this: What is the quality of in-person versus online professional development programs? And which of them work better to grow teachers' effectiveness in the classroom?
How important is the development of a fully inclusive school culture? Are leadership teams willing but in need of structured professional support?
Everywhere Scopus is demanded much. It is genuine interest to know the causes. Further the researcher belongs to Education group. Hence, he wanted to know the free journals of Education/Teacher Education, Higher Education in Scopus group.
I am currently carrying out a research into teacher education in Papua New Guinea. Can someone help me access all the latest Journals on Teacher Education in Papua New Guinea please?
I'm trying to design a questionnaire that gets at two constructs for educational practitioners: 1) beliefs about teaching and learning, and 2) interpretations of an educational reform.
For the latter, I'm not trying to get at attitudes (what do you think of the reform?) but rather the beliefs, logics, assumptions that practitioners think inhere in the reform (why is the reform happening/what is it about/what does it propose, educationally?)
Now, I realize this is a bit confusing. As an example, I'd hope to juxtapose something like: "students should learn/learn best through memorization". For (1), the respondent would answer "I believe this is true." For (2), though, I'm struggling -- something like "I think this is the case for/intention of X new reform."
I've been trying to find examples of such comparative surveys focusing on perceptions/interpretations of innovation, reform, change, etc. But I'm coming up short.
Would it be fare to frame interpretations, cognitively, as "expectations" ("with X new reform, I expect this to be true") or social demands ("I think my school wants me to do this")?
Any thoughts are much appreciated!
(PS - To complicate this further, I intend to make a similar survey for students!)
Will the development of artificial intelligence, e-learning, Internet of Things and other information technologies increase the scope of automation and standardization of didactic processes, which could result in the replacement of a teacher by robots?
Unfortunately, there is a danger that due to the development of artificial intelligence, e-learning, learning machines, the Internet of Things, etc. technology can replace the teacher in the future. However, this will not happen in the next few years, but this scenario can not be excluded in the perspective of several decades. In addition, the work of the teacher is a creative work, a social education, etc. Currently, it is assumed that artificial intelligence will not be able to fully replace a human teacher, because it is now assumed that you can not teach artistry machine, social sensitivity, emotional intelligence, empathy, etc.
Do you agree with me on the above matter?
In the context of the above issues, the following question is valid:
Will the development of artificial intelligence, e-learning, Internet of Things and other information technologies increase the scope of automation and standardization of didactic processes, which could result in the replacement of a teacher by robots?
I invite you to the discussion
Thank you very much
Could you recommend me books where interviews with education experts have been published? I am interested in scientific, not popular science literature. I am looking for books in which theoretical threads would be illustrated by interviews with experts, e.g. teachers, schools principals, teacher trainers. Thank you for any inspiration.
In most cases, educators receive their training before they start working or at the early stages of their working life. In very few cases, they receive retraining to update and upskill. With time the methodologies used by educators become obsolete. With time, there will be a need for retraining and upskilling for the teachers.
Whose responsibility should it be then to retrain and upskill the masses of teachers with outdated ways of doing things? Especially when the environment is completely changed overnight as is the case with the transition from face to face teaching to Online teaching because of the pandemic?
Should the teachers invest in their own training and retraining or the government and other authorities be responsible? What do you think? Please share your thoughts.
What does it entail to be a teacher? Is it just one of the jobs out there or it is a responsibility with monetary benefits or should it be a profession? For the last part, one might need to look at the definition of a "profession".
An occupation in which a professed knowledge of some subject, field, or science is applied; a vocation or career, especially one that involves prolonged training and a formal qualification
A profession arises through the process of professionalization when any trade or occupation transforms itself through "the development of formal qualifications based upon education, apprenticeship, and examinations, the emergence of regulatory bodies with powers to admit and discipline members, and some degree of monopoly rights."
What are your thoughts about teaching?
In your opinion, what is the difference between a good teacher and a great teacher?
and what are the main teaching styles and how they Impact Students?
College instructors ,by the nature of their jobs ,are mostly action researchers. Do you think that school teachers can be good action researchers?
Your viewpoint will be highly appreciated.
The main focus of me and the Department, i am honoured to lead at the Southern Federal University (Rostov-on-Don, Russia) is a development of the Teacher Education as well as Teacher Educators at the on-going conditions, resources and restrictions. We try to comprehend, what can a Department of Education and Educational Studies do to respond the 4 main challenges:
1. What are Education, Teacher and all the Metaphysics of European and Russian Cultures in the context of the XXI Century?
2. What should be a Teacher Education Curriculum, and moreover, what principles should be chosen to make it up?
3. What are Technologies to stimulate continuous professional advance of teachers? Are they obviously IT and AI, or should we treat this concept in a more broad way?
4. How can we treat the management system in general and teacher education to get it a factor of development, not a detention?
We will have discuss these and many other important questions at the platform "Urait" on 13th of January, (15.00 by MSK, 13.00 by CET). Registration is already open here: http://urait.ru/events/1714
ATTENTION, PLEASE: The discussion will be in Russian WITHOUT translation, but if you're not scared with this fact, HEARTFULLY WELCOME!
Sincerely Yours, Alexandre G. Bermous (Dr.of Education, Professor, Head of the Department of Education and Educational Studies at the Southern Federal University, Rostov-on-Don, Russia)
Es necesario conocer la necesidad del aula y el objetivo que pretendemos alcanzar con los medios tecnológicos, ya que es un proceso que requiere tiempo, paciencia y mucha voluntad para un uso responsable y adecuado. ¿qué opinan? ¿están formados y preparados los docentes en medios tecnológicos?
It's a question you created to reveal the hidden tools of control in the classroom.
As I am now retired, I use ResearchGate to be able to make my articles (that I am still writing) available for those who might be interested in reading them. I also enjoy answering questions, and learning as I investigate to find suitable answers. I then also enjoy reading the responses of others. It would be interesting to read the responses of other members.
integrity is often defined as being honest and having strong moral and ethical principles.
The world certainly needs it very much. Can we teach this quality to our students? should the parents be the ones that teach ethics to their children? Can society or, religious institutions teach this?.
What is the best way to teach physics? And what methodology could be adopted? Share your opinion or experience so that we can enhance our teaching whether in the classroom or even in the daily life of our social relationships.
Post COVID-19 scenario has huge implications almost for all the professions. What are its implications for the university education?
I would like to ask the following question and to have your feedback:
What are the moral qualities of a teacher?
Why is it important to teach values? Many thanks for your attention
What strategy can best create and maintain a lasting relationship between a teacher and a student?
Thanks in anticipation for your recommendations and comments!
I am designing a student profiling system (in university level technical education) in which student competencies are mapped and used for further intervention. I want to test achievement motivation, study habits, Engineering aptitude and English proficiency. I have selected the following tests. Are these good enough? Which can use for English proficiency.
1. Study Habit Inventory by M.N. Palsane and S. Sharma
2. Engineering Aptitude Test Battery by Swarn Pratap
3. English Language Proficiency Test by K S Misra & Ruchi Dubey
The European Agency for Special Needs and Inclusive Education is updating the Inclusive Education in Action website with examples specifically about teacher education/professional development. This aims to support UNESCO's knowledge base on empowering teachers to include all learners in diverse classrooms. If you are able to help, please see information in the attached file.
O 1.º Ciclo do Ensino Básico é considerado um período formativo essencial no percurso escolar de cada sujeito. A Escola Superior de Educação do Politécnico do Porto (ESE—P.PORTO) irá promover um seminário que tem como objetivo refletir e partilhar perspetivas e investigações sobre o currículo, as práticas e a identidade docente, no âmbito do 1.º Ciclo do Ensino Básico. O seminário — O 1.º ciclo do Ensino Básico — Que identidade(s)? | Currículo, práticas e formação docente — dirige-se a todos que, de forma direta ou indireta, se relacionam com este nível de ensino, como professores, futuros professores, formadores de professores, investigadores, pais/encarregados de educação, dirigentes políticos e comunidade em geral.
A realizar-se em abril de 2019, o Seminário é gratuito com inscrição obrigatória e pretende contar com a intervenção de um grupo alargado de participantes, incentivando-se que sejam feitas diferentes propostas para comunicações, a realizar em sessões paralelas, conforme é indicado no programa.
O envio de resumos termina no dia 17 de fevereiro, e após o evento será publicado um ebook com as atas de todas as comunicações.
Mais informações no site: http://1ciclo.ese.ipp.pt/
Can educators share your views on teachers' rights by giving your 1. personal thoughts and 2. theoretical knowledge in this area? TQ
I am interested in the experiences of these women's journey towards senior positions in education.
I want to make a popular book list about management & leadership (esc. relatied school management) for pre-service teachers. So I aimed to increase their awareness about management. What kind of books should I suggest them?
Which books should be included in the book list?
If possible please note the developmental stage (early childhood, elementary, middle school, high school) associated with each resource.
"No way, we are not school teachers!" was the immediate response of a senior lecturer in a large university when this topic was raised. When school leaders observe teachers in action, they do so to provide support and enrich teaching and learning activities within their schools. Then why are university lecturers not provided the same support while they teach? Are instructional leaders in universities different from the ones at school?
It would be your generosity to respond to the questionnaires and also distribute it among your colleagues, students, and networks.
We would like to ask you if you would be so kind as to complete the following online questionnaires of a cross-cultural research study designed to investigate the relationship between CALL literacy and the attitudes of language teachers and students towards Computer-Assisted Language Learning (CALL).
Teachers and students who have previously answered the questionnaire say that it took about 10-20 minutes to do so. Your help would be very much appreciated.
Be sure that all the personal data provided from the questionnaire will be kept strictly confidential in our reports. Your personal data will not be disclosed nor used for any other purpose than educational research.
As a cross-cultural study, I need a good number of data from different countries. Please circulate this post through your networks.
Your input is really important for our study.
If you are a teacher: https://goo.gl/forms/Z1rgHmP2plqwqHbW2
If you are a student: https://goo.gl/forms/u3hCIGcDzvuEdI263
If you are both a teacher and a student please respond to both questionnaires.
Thank you in advance for your help and cooperation.
Mª Elena Gómez Parra
Cristina A. Huertas Abril
University of Cordoba, Córdoba, Spain
I am currently involved in establishing a new teacher’s education in the framework of the Nordic folk high schools. The folk high school pedagogy builds on an ideal of "bildung" that has been described as a central part of the establishment of the Nordic democratic model (see attached article from New York Times).
How can we structure this new teacher’s education to give the students both knowledge and experience of a democratic, dialogue based pedagogy? What kind of educational practices would you suggest? Any literary references?
What do you think about fully online initial teacher education? Can fully online programs provide the opportunities, experiences, resources and expertise to produce high-quality teaching graduates? Can these graduate teachers make productive transitions into the workforce? Do these graduate teachers meet the expectations of their students, communities and employers? What concerns might you have about a teacher who had completed a fully online initial teacher education program?
See how we went about examining some of these questions and what we found out, in this article;
What are your perspectives about fully online initial teacher education and what questions should we be examining next?
TPACK stands for Technological Pedagogical Content Knowledge. It is a theory that was developed by Punya Mishra and Matthew J. Koehler of Michigan State University in 2006 to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology.
Furthermore, it is a framework that helps to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology-enhanced learning environment.
I am interested in exploring the notion of 'adaptive expertise' (Hatano & Inagaki, 1984) in relation to interdisciplinary STEM teaching and am looking for research studies and theoretical frameworks on this topic. Any recommendations?
Dear academic community
I’m working on co-constructivism in collaboration between teachers, teacher students or teacher educators and teacher students. I’m looking for questionnaire instruments that measure co-constructivism. Does anyone have a tip or a literature reference?
Thanks a lot
Everyone learns in their profession. Teachers too and maybe even more than people in other jobs.
My question is: "Which learning activities are the most effective, and for which kind of learning and knowledge?".
In addition, what does a teacher have to learn to become better. Are there any learning that all beginning teachers need to have?
I am in the process of conducting a systematic review on the use of digital technology and ICT in teacher education in the Nordic countries (Denmark, Finland, Iceland, Norway and Sweden). The database searches have been completed, and I am now following up with expert input and manual searches. It would be of great help if you can suggest studies that might be relevant to the review.
The inclusion criteria are the following:
Publication type: Peer-reviewed journal articles (empirical & theoretical/conceptual)
Year of publication: 2010-2019
Population: Pre-service teachers, student teachers, teacher educators, teacher trainers, mentor teachers, teacher education faculty/staff
Research focus and activities: Using digital technology and ICT for teaching and learning in teacher education, learning how to use digital technologies for subject disciplinary teaching, professional development, workshops, courses, field experience/school practicum, blended learning, MOOCs, VLEs
Target level: Teacher education (pre-school, kindergarten, primary, secondary level)
Studies must have been conducted in one of the following countries: Denmark, Finland, Iceland, Norway or Sweden
Language: Danish, English, Finnish, Icelandic, Norwegian and Swedish
Thank you for your assistance!
I undertake a case study following qualitative research design and I intend to use self-administered questionnaires. Can I use 2/3 separate sets of questionnaires to get data for my three different research questions? It will help reduce the length of each questionnaire. Also, will it be ok to use them with 2/3 different sets of respondents? I am not sure much of this and this is related to my doctoral thesis.
I would be interested to know if the subject psychology is taught to pupils aged 15 to 19 in your country in the upper secondary level.
Since Lakoff and Johnson's "Metaphors We Live By", Applied Linguists use Conceptual Metaphor Theory for different pedagogical purposes. While some researchers use a pure cognitive perspective in researching Metaphor, some others add Sociocutural perspective to the cognitive view. Therefore, the question is what are the weaknesses of the pure cognitive view that led to the emergence of Sociocutural perspective in Metaphor studies?
It is usual for teacher educators to be recruited amongst teachers. As a matter of fact, adverts for new teacher educators may specify school teaching experience as a requirement. Besides possibly being required to engage in research, there is a difference between teaching mathematics and teaching others to teach mathematics. Or history. Or Korean. I am interested in hearing others' views on what additional knowledge or competencies were useful in making the transition, which were sorely lacked, or which new perspectives were required.
Research results would be interesting, but so would personal narratives about making the career move. I am even curious about those who went from other types of work (mathematicians, engineers, museum staff, translators) to teacher education.
So, how was it for you?
Novice authors wishing to publish in an international journal are often lost for choice when deciding where to send the first draft.
Give the list of online as well as offline resources.
Dear members of the project,
I'm really interested in joining your project.
I'm an ESL teacher at the Education School at the Catholic University of Valencia and my PhD was on Metadiscourse features in English essays written by Spanish Speakers.
I'm currently working in a national metadiscourse project on the analysis of metadiscourse features in reasearch articles together with Marisa Carrió from the Polytechnic University of Valencia.
My main research interest is analysing metadiscourse interactional features using learners' corpora. I'm be deeply interested in carrying out a contrastive cross-cultural study on the use of interactional metadiscourse features in ESL writers with different L1.
I'm looking forward to receiving your feedabck on my proposal.
At present, in the age of the technological revolution known as the 4.0 industry, new teaching concepts are being defined as education 4.0.
The technological revolution in recent years, known as Industry 4.0, is motivated by the development of the following factors:
Big Data database technologies, cloud computing, machine learning, Internet of Things, artificial intelligence.
In addition, in the knowledge-based economy, the important areas of knowledge and technologies that are developed are primarily the development of data processing analytics in Business Intelligence enterprises, the development of life science technologies, biotechnology, eco-innovation, energy, medical intelligence, etc.
On the basis of the development of the new technological solutions mentioned in recent years, the processes of innovatively organized analyzes of large information collections gathered in Big Data database systems dynamically develop.
Therefore, I am asking you the following questions:
Does the development of data processing technology in Big Data database systems and other technologies developed in the field of technological revolution Industry 4.0 generate the need to develop education 4.0?
How can you describe the correlation between the Industry 4.0 technological revolution and modern 4.0 education?
I invite you to the discussion
Thank you very much
Any articles, empirical or theoretical studies or suggestions about this issue?
The government of khyber Pakhtunkhwa, Pakistan is recruiting untrained teachers for schools to attract academically sound people to teaching profession with no prior knowledge of teaching methods. Don't we need professional training for teaching at school level?
We know a lot of people in our life. But most of us influenced by a teacher. And which teacher? Which feature?
The reason for the international questionnaire is to enable a cross-cultural comparison.
I am doing an research about teaching anxiety and would like to use Teaching Anxiety Scale - TCHAS, developed by Parsons, 1973.
I can't find the contact email of the author, and the authorising institution (The Research and Development Center for Teacher Education, Univ. Texas, Austin) doesn't exist anymore.
Manual and instrument are available at https://files.eric.ed.gov/fulltext/ED079330.pdf
I would really appreciate if someone can help me about following:
1) Is this instrument free to use or permission is needed?
2) If permission is needed, could you please direct me who to contact in order to obtain it?
A teacher in the class plays an important role.
Mother , father and siblings at home plays an equal role to nurture the creative behaviour.
who else plays a role in creativity fostering of an individual.
- Environment-? what factors ? please list them.
What is/are the vital role(s) that teachers need to play in promoting sustainable living?
As with the passage of time and advancement in classroom technologies and with the new Audio Visual aids what are the trends in future in Teacher Education
What is the role of teacher in sustainable Environment?
I am searching for research literature about teachers' expectations for parents and parents' expectations for teachers? All help is taken with joy .
Is there any special approach for dealing with children socialized in criminal and delinquent cultures?
There are many reports and recommendations, much research and numerous calls for reform and innovation that emphasise the need for change in relation to how teachers are trained and prepared for professional practice. I am hoping you will respond to this question by sharing what you see as an important change that is needed to improve ITE. What might be missing, what might need to be added or perhaps what might need to be changed? Thanks for your consideration of this question! :)
At the University of Southern Queensland (Australia), Michele McGill and I have been using a case approach to teaching students enrolled in a graduate degree in teacher education (i.e., those aiming to qualify as a registered school teacher). Our model entails the presentation of a short narrative that captures important features of teaching practice (e.g., assessment, differentiation, motivation) and relevant constructs and theories (e.g., behavioural, social constructivist). Each case is followed by a set of reflective questions and readings that can be used to link theory and practice. This activity is followed by an online discussion forum in which students share their reflections and raise additional questions to generate further discussion with one another. Our research explores the effectiveness of case pedagogy in terms of student learning outcomes and engagement in learning.
What is your experience with case pedagogy and its effectiveness?
Our case book is:
McGill, M. & McIlveen, P. (2012). Unpacking the case: designing for learning, 2nd ed. Pearson Australia, Frenchs Forest, Australia. ISBN 9781442560956.
Would you please share your expertise in microteaching for prospective teachers? Is it a separate course in your institution or an integral component of teaching methods courses? What are the core components of microteaching (knowledge, skills, ..)? What assessment methods do you use? Other important points you would like to share.
I am conducting a research on 'Comparative study of teacher education curriculum: Israel and Pakistan. For the last 6 months finding it hard to get the relevant material. Can someone help please?
Does anyone have or suggest measure for educators' (teachers, adminstarators) perception of outdoor learning (nature-based, outdoor activities) in early and primary education? Thanks in advance.
positive parameters in teaching can increase motivation in students?