Challenging Teachers’ Pedagogic Practice and Assumptions about Social Media
نویسندگان
چکیده
منابع مشابه
Challenging basic assumptions: mathematical experiences for pre-service teachers
schemas, in which new knowledge will be assimilated. It is commonly declared that very often pre-service teachers do not have a good understanding of the mathematics they will be teaching. Re-teach them school mathematics? It could be perceived as boring and even insulting. Teach them more higher mathematics? It could be perceived as irrelevant totheir teaching career and the transition is not ...
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The systematic study of EAP teachers’ pedagogic content knowledge and their actual teaching practices in class is a fresh avenue in applied linguistics, especially in contexts like Iran, where, EAP courses are taught by two groups of teachers with different specializations; i.e., language teachers and content teachers. This study explored the similarities and differences between language teache...
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In a reinforcing cycle, few females create games and fewer girls than boys play games. In this paper, we increase our understanding of what girls like about games and gaming by describing the content of 45 games that were designed and programmed by middle school girls. The findings suggest that that when given the opportunity, girls design games that challenge the current thematic trends in the...
متن کاملChallenging the assumptions
chemicals and ionizing radiation. While an earlier study by other researchers did not find any correlation between increased placental UGT activity and maternal cigarette smoking, this study found a strong correlation for mothers who were both drug abusers and smokers. This suggests that illicit drugs compound the problems associated with smoking. The study also reports the discovery of a previ...
متن کاملChallenging assumptions about women's empowerment: social and economic resources and domestic violence among young married women in urban South India.
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ژورنال
عنوان ژورنال: Online Learning
سال: 2017
ISSN: 2472-5730,2472-5749
DOI: 10.24059/olj.v21i2.1009