نتایج جستجو برای: flipped professional development

تعداد نتایج: 1501708  

ژورنال: تعلیم و تربیت 2022
Aminbeidokhti, Ph.D., A. A. , Salari , S.,

  Educational organizations are among the most important in any society, and teachers are one of the most fundamental pillars of any educational system. Therefore, professional development is regarded as one of the main components engaged in teacher development and used by educational systems to improve teachers. Considering the necessity of attention toward professional development and due to ...

2015
John Moraros Adiba Islam Stan Yu Ryan Banow Barbara Schindelka

Background: Flipped Classroom is a model that’s quickly gaining recognition as a novel teaching approach among health science curricula. The purpose of this study was four-fold and aimed to compare Flipped Classroom effectiveness ratings with: 1) student socio-demographic characteristics, 2) student final grades, 3) student overall course satisfaction, and 4) course pre-Flipped Classroom effect...

Journal: :The Journal of Object Technology 2006

Teacher professional development, as a burgeoning term, has attracted a surge of interest in English language teaching. In second language (L2) professional development, the common orthodoxy has been one which considers teachers as that of knowledge consumers. It is commonly argued that top-down approaches to teachers’ professional development has done little to maximize teachers’ professionali...

Journal: :educational research in medical sciences 0
hossein karimi moonaghi dept. of medical education, mashhad university of medical sciences, mashhad, iran maryam akbari lakeh educational development center, shahid beheshti university of medical sciences, tehran, iran abbas makarem dept. of medical education, mashhad university of medical sciences, mashhad, iran habibolah esmaeili dept. of biostatistics, mashhad university of medical sciences, mashhad, iran mahdi ebrahimi dept. of islamic education, mashhad university of medical sciences, mashhad, iran

introduction:regarding to the importance of spiritual intelligence and professionalism infaculty development, this study aimed to determine the level of spiritualintelligence, the level of professional development and leadership, and performanceof professional responsibilities as two components of professionalism, and therelationship between spiritual intelligence and professionalism.methods:th...

Journal: :Journal for nurses in professional development 2017
Mary G Harper Lynn Gallagher-Ford Joan I Warren Michelle Troseth Loraine T Sinnott Bindu Koshy Thomas

Nursing professional development (NPD) practitioners are integral to implementing evidence-based practice (EBP). Research was conducted to describe NPD practitioners' EBP beliefs and competencies, frequency of implementing EBP, and perceptions of organizational culture and readiness for EBP. Relationships among NPD practitioner characteristics and organization outcomes were explored. Findings i...

Journal: :Education for Information 2002
Alan Brine John Feather

Preparation for entry into the information professions has always been through a combination of academic study and practical training. Broadly speaking there is probably general agreement about the knowledge and understanding which the new entrant to the profession needs to acquire. There is less clarity regarding the skills which are required if s/he is to function effectively as an informatio...

The present study aimed at exploring Iranian EFL teachers’ perception of professional development. To this end, 200 EFL teachers teaching at private language institutes in Iran were selected as the participants of the study. First, a semi-structured interview was conducted with 50 participants of the study based on which Professional Development Perception Questionnaire was developed an...

پایان نامه :دانشگاه تربیت معلم - تهران - دانشکده ادبیات و علوم انسانی 1391

the present study aimed at exploring cognitions of iranian english teachers within the context of english for academic purposes (eap). to this end, the cognitions of two groups of eap teachers with respect to their pedagogical content knowledge (pck) and their sense of professional identity (pi) were probed. two language teachers and two content instructors who had at least five years of eap te...

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