537:
rational or logical in structure. The conventional organization has sometimes also been criticized, however, as artificial and unrepresentative of how teachers actually experience their work. Problems of practice frequently (perhaps usually) concern foundational issues, curriculum, and practical knowledge simultaneously, and separating them during teacher education may therefore not be helpful. However, the question of necessary training components is highly debated as continuing increases in attrition rates by new teachers and struggling learners is evident. Additionally, with the increasing demands of the "teacher" research is beginning to suggest that teachers must not only be trained to increase learning experiences for their students, but how to also be a leader in an increasingly challenging field. The debate of how best to prepare teachers for teaching in today's demanding environments will continue to be an important focus of the United States, where the education of all children successfully is priority.
304:
453:
congressional subcommittee on May 17, 2007. However, many alternative pathways are affiliated with schools of education, where candidates still enroll in university-based coursework. A supplemental component of university-based coursework is community-based teacher education, where teacher candidates immerse themselves in communities that will allow them to apply teaching theory to practice. Community-based teacher education also challenges teacher candidates' assumptions about the issues of gender, race, and multicultural diversity. This assists to make an attitudinal change in the teacher trainees in order to eliminate segregation within the school community.
634:
499:
of knowledge and skill pupils will need when they enter adult life, it becomes harder to know what kinds of knowledge and skill teachers should have. Increasingly, emphasis is placed upon 'transversal' or 'horizontal' skills (such as 'learning to learn' or 'social competences'), which cut across traditional subject boundaries, and therefore call into question traditional ways of designing the
Teacher Education curriculum (and traditional school curricula and ways of working in the classroom).
731:
teachers' needs for additional training or development, or, in extreme cases, to identify those teachers that should be required to leave the profession. In some countries, teachers are required to re-apply periodically for their license to teach, and in so doing, to prove that they still have the requisite skills. But still there are countries (e.g. Sri Lanka) where teaching cannot be considered as a profession as the teachers are not provided with a license to teach.
5260:
4273:
4283:
3495:
659:
5270:
378:
methods that would be deemed inappropriate if they used the same methods in schools, or teachers being taught by persons with little or no hands-on experience of teaching in real classrooms. In other systems, teacher education may be the subject of detailed prescription (e.g. the state may specify the skills that all teachers must possess, or it may specify the content of teacher education courses).
5248:
579:
the requirements of their students. This falls into the area of culturally responsive teaching and requires teaching education and teachers to address issues of diversity education and disadvantage as a part of a teacher education curriculum. Jabbar & Hardaker (2013) argue that this is an essential process in helping students of ethnicity, colour and diversity achieve and attain.
513:
more success recruiting teachers who already live in these communities, rather than trying to recruit urbanites to move to rural communities once they have completed their teacher training. Online and blended teacher education programs are becoming more prevalent to help meet the needs of teacher shortages in rural and remote areas. In addition, the United
Nations
433:. In countries like Sri Lanka there are separate institutes called National colleges of Education to provide pre-service teacher training while Teacher Training Colleges provide in-service teacher education. Further institutes called Teacher Centers provide continuing professional development for teachers. It may be organized according to two basic models.
1028:
effectively about the skill of teaching and facilitating others to acquire teaching skills). As first-order educators, they need to be proficient teachers (of 'adult' students). As second-order educators, they require, in addition, specific competences and dispositions, such as modelling and meta-reflection, that enable them to teach about teaching.
588:
continues to change due to demographic issues there is a continuous pressure on academics to have mastery of their subjects but also to understand their students. Continuous professional development is the process by which teachers (like other professionals) reflect upon their competencies, keep them up to date, and develop them further.
1093:, 2010 (NCFTE), which aims to remedy many of the ills of teacher training in India. It calls for preparing a 'humane and reflective practitioner' and for fostering the agency and autonomy of the teacher, who can interpret the curriculum meaningfully to the contextual needs of the learners, than merely focus on 'teaching the text book'.
1069:) specific standards of professional practice have been developed for, or by, teacher educators. These set out the range of competences that a member of the teacher educator profession is expected to be able to deploy, as well as the attitudes, values and behaviours that are deemed to be acceptable for membership of the profession).
1032:
Bologna, designed with the aim of promoting the correct use of formative assessment in mathematics education for students aged from 11 to 16. Reaching this goal supposes to design training programs for teachers of mathematics, starting from identifying their needs, believes, expectations and the use of formative assessment.
730:
In most countries, teacher salary is not related to the perceived quality of his or her work. Some, however, have systems to identify the 'best-performing' teachers, and increase their remuneration accordingly. Elsewhere, assessments of teacher performance may be undertaken with a view to identifying
557:
mentoring: the allocation to each beginning teacher of an experienced teacher, specifically trained as a mentor; the mentor may provide emotional and professional support and guidance; in teacher training, induction is limited to the provision of a mentor, but research suggests that, in itself, it is
536:
These three areas reflect the organization of most teacher education programs in North
America as well as Asian countries like Sri Lanka. Courses, modules, and other activities are often organized to belong to one of the three major areas of teacher education. The organization makes the programs more
990:
Some recent research has highlighted the many fields of knowledge that are required by teacher educators; these include knowledge about: the pedagogy of teacher education; learning and learners; teaching and coaching; and the profession of teacher educator itself. In addition, teacher educators need
734:
Feedback on the performance of teachers is integral to many state and private education procedures, but takes many different forms. The 'no fault' approach is believed by some to be satisfactory, as weaknesses are carefully identified, assessed and then addressed through the provision of in house or
578:
However, numerous authors suggest that current teacher education is highly flawed and primarily geared towards a western dominated curriculum. Hence, they suggest that teacher education should be inclusive and take into account multiple backgrounds and variables to allow teachers to be responsive to
498:
content-area and methods knowledge and skillsâoften also including ways of teaching and assessing a specific subject, in which case this area may overlap with the first ("foundational") area. There is increasing debate about this aspect; because it is no longer possible to know in advance what kinds
2352:
Loughran and Berry 2005; Lunenberg M., Korthagen F. and
Swennen A. (2007): âThe teacher educator as a role modelâ, Teaching and Teacher Education 23 586â601; Davey, R. and Ham, V. (2011), â âItâs all about paying attention!â ⊠but to what?â in Bates et al.: âThe Professional Development of teacher
1027:
But the key duality of identity that lies at the core of the teacher educator profession is that of first-order and second order teaching. A teacher educator must be a highly competent âfirst-order educatorâ (i.e. a good teacher) but also a skilled âsecond-order educatorâ (i.e. capable of teaching
726:
It is sometimes taken to relate to the quality of the work undertaken by a teacher, which has significant effects upon his or her pupils or students. Further, those who pay teachers' salaries, whether through taxes or through school fees, wish to be assured that they are receiving value for money.
587:
Because the world that teachers are preparing young people to enter is changing so rapidly, and because the teaching skills required are evolving likewise, no initial course of teacher education can be sufficient to prepare a teacher for a career of 30 or 40 years. In addition, as the student body
377:
However, the degree of political control over
Teacher Education varies. Where teacher education is entirely in the hands of universities, the state may have no direct control whatever over what or how new teachers are taught; this can lead to anomalies, such as teachers being taught using teaching
1081:
Some research suggests that, while most countries have policies, and legislation, in place concerning the teaching profession, few countries have a clear policy or strategy on the teacher educator profession. Caena (2012) found that some of the consequences of this situation can include a teacher
1007:
The complexity of the tasks of the teacher educator arises in part because, as research has shown, they have multiple professional identities. (This is linked to the issues of definition of the term, highlighted above). While some of those who carry responsibility for the education of teachers do
512:
Those training to teach in rural and remote areas face different challenges from those who teach in urban centres. Therefore, a different approach to teacher education is needed for those who aspire to each in rural and remote areas. It has been proposed that rural and remote communities may have
1040:
The way in which teacher educators teach has a greater impact on student teachersâ thinking about practice than what teacher educators teach. So, teacher educators need to be able to model the competences and attributes they wish their students to adopt. Swennen et al. (2008). concluded that, in
549:
A distinction is sometimes made between inducting a teacher into a new school (explaining the school's vision, procedures etc.), and inducting a new teacher into the teaching profession (providing the support necessary to help the beginning teacher develop a professional identity, and to further
502:
practice at classroom teaching or at some other form of educational practiceâusually supervised and supported in some way, though not always. Practice can take the form of field observations, student teaching, or (U.S.) internship (See
Supervised Field Experiences below). This area also includes
349:
There is a longstanding and ongoing debate about the most appropriate term to describe these activities. The term 'teacher training' (which may give the impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to
900:
A teacher educator may be narrowly defined as a higher education professional whose principal activity is the preparation of new teachers in universities and other institutions of teacher education, such as
National Colleges of Education, Teacher Training Colleges and Teacher Centers. A broader
1031:
The acquisition or improvement of teacher competences requires training, through which it will be improved educational planning and assessment. This results in a better learning of students, as evidences show. It is the objective of FAMT & L Comenius project, conducted at the
University of
722:
Assuring the quality of teacher education includes selecting competent recruits for teacher education programs, accrediting teacher education programs who consistently show positive results, and offering registration, licensing, or certification to those who demonstrate competency to enter the
545:
Teaching involves the use of a wide body of knowledge about the subject being taught, and another set of knowledge about the most effective ways to teach that subject to different kinds of learner; it, therefore, requires teachers to undertake a complex set of tasks every minute. Many teachers
436:
In the 'consecutive' model, a teacher first obtains a qualification in one or more subjects (often a diploma in teaching or an undergraduate bachelor's degree), and then studies for a further period to gain an additional qualification in teaching (this may take the form of a post-baccalaureate
868:
A teacher educator (also called a teacher trainer) is a person who helps in-service and pre-service teacher trainees to acquire the knowledge, competencies and attitudes they require to be effective teachers. Several individual teacher educators are usually involved in the initial or ongoing
452:
In the United States, approximately one-third of new teachers come through alternative routes to teacher certification, according to testimony given by Emily
Feistritzer, the President of National Center for Alternative Certification and the National Center for Education Information, to a
461:
The question of what knowledge, attitudes, behaviours, approaches, methodologies and skills teachers should possess is the subject of much debate in many cultures. This is understandable, as teachers are entrusted with the transmission to learners of society's beliefs, attitudes and
373:
The process by which teachers are educated is the subject of political discussion in many countries, reflecting both the value attached by societies and cultures to the preparation of young people for life, and the fact that education systems consume significant financial resources.
1077:
While schools and school teachers are often in the news and in political debate, research shows that the teacher educator profession is largely absent from such public discussions and from policy discourse in education which often focuses exclusively on teachers and school leaders.
1082:
educator profession that is poorly organised, has low status or low formal recognition, has few regulations, professional standards â or even minimum qualifications, and no coherent approach to the selection, induction, or continuing professional development of
Teacher Educators.
2130:
Filges, T, Torgerson, C, Gascoine, L, Dietrichson, J, Nielsen, C, Viinholt, BA. Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review. Campbell Systematic Reviews. 2019; 15:e1060.
1041:
order to âmodelâ what they teach, teacher educators need to develop the ability to link their own (tacit) theories and practice of teaching to public theory, i.e., in Korthagen's words, to translate Theory with a capital âTâ to theory with a small âtâ.
440:
In the alternative 'concurrent' model, a student simultaneously studies both one or more academic subjects, and the ways of teaching that subject, leading to a combined bachelor's degree and teaching credential to qualify as a teacher of that subject.
1816:
Ashby, P., Hobson, A., Tracey, L., Malderez, A., Tomlinson, P., Roper, T., Chambers, G. and Healy, J. (2008). Beginner teachers' experiences of initial teacher preparation, induction and early professional development: a review of literature. London:
892:
Not every culture has a concept that precisely matches the English term 'teacher educator'... Even where the concept exists, the range of roles that is covered by the term varies significantly from country to country. In some traditions, the term
591:
The extent to which education authorities support this process varies, as does the effectiveness of the different approaches. A growing research base suggests that to be most effective, continuing professional development activities should:
1107:
Some writers have therefore identified a need for more research into "what teachers of teachers themselves need to know", and what institutional supports are needed to "meet the complex demands of preparing teachers for the 21st century".
2306:
Ferretti & Lovece (2015). "La Valutazione Formativa Per La Didattia Della Matematica Nell'Ambito Del Progetto FAMT&L. Le Concezioni Degli Studenti Di Scuola Media Nei Confronti Degli Strumenti Di Verifica Utilizzati in Classe".
381:
Policy cooperation in the European Union has led to a broad description of the kinds of attributes that teachers in European Union member states should possess: the Common European Principle for Teacher Competences and Qualifications.
5221:
904:
Even within a single educational system, teacher educators may be employed in different roles by different kinds of organisation. In the European context, for example, people who could be considered to be teacher educators include:
546:
experience their first years in the profession as stressful. The proportion of teachers who either do not enter the profession after completing initial training, or who leave the profession after their first teaching post, is high.
2203:
2511:
COMMISSION STAFF WORKING DOCUMENT: Supporting the Teaching Professions for Better Learning Outcomes Accompanying the document Communication from the Commission Rethinking Education: Investing in skills for better socio-economic
2284:
COMMISSION STAFF WORKING DOCUMENT: Supporting the Teaching Professions for Better Learning Outcomes Accompanying the document Communication from the Commission Rethinking Education: Investing in skills for better socio-economic
2244:
COMMISSION STAFF WORKING DOCUMENT: Supporting the Teaching Professions for Better Learning Outcomes Accompanying the document Communication from the Commission Rethinking Education: Investing in skills for better socio-economic
2438:
Caena F (2012) âPerspectives on Teacher Educator policies in European countries: an overviewâ paper prepared for the European Commission conference âEducationÂČ: Policy support for Teacher Educatorsâ; downloaded August 2013 at
2295:
see, for example: Swennen A., Jones K, Volman M (2010). âTeacher Educators: their identities, sub-identities and implications for professional developmentâ, Professional Development in Education, 36 (1â2), March- June 2010,
2281:
These are taken from: Dengerink J, Lunenberg M and Kools Q (2015) âWhat and how teacher educators prefer to learnâ, Journal of Education for Teaching, 41:1, 78â96; but see also a similar list of required competences in:
3828:
4238:
4881:
991:
to know about the specific contexts their students will work and working in (e.g. for primary, or secondary education) and the subjects they will teach. More experienced teacher educators need expertise in:
444:
Other pathways are also available. In some countries, it is possible for a person to receive training as a teacher by working in a school under the responsibility of an accredited experienced practitioner.
735:
school based training. These can, however, be seen as benefiting the institution and not necessarily fully meeting the continuing professional development needs of the individual as they lack educational
448:
In the United Kingdom there is a long tradition of partnerships between universities and schools in providing state supported teacher education. This tradition is not without tensions and controversies.
1826:
Huling-Austin, J. A synthesis of research on teacher induction programs and practices; paper presented to the Annual Meeting of the American Educational Research Association, New Orleans LA, April 5â9,
645:
and his platform, the SchoolEducationGateway; providing a unique opportunity to European teachers in international training courses in different European countries, fully funded the KA1 (KeyAction1).
466:, as well as of information, advice and wisdom, and with facilitating learners' acquisition of the key knowledge, attitudes and behaviours that they will need to be active in society and the economy.
5054:
4248:
350:'teacher education' (with its connotation of preparing staff for a professional role as a reflective practitioner). The two major components of teacher education are in-service teacher education and
553:
A number of countries and states have put in place comprehensive systems of support to help beginning teachers during their first years in the profession. Elements of such a programme can include:
1049:
Just as teaching is no longer seen as simply transferring factual information, so educating teachers also requires a more sophisticated approach, based upon professional awareness that comes from
4886:
1053:. For Loughran, being a professional teacher educator requires âgenuinely reflecting on, and responding to, the needs, demands, and expectations of teaching about teaching within the academyâ.
2380:
see, for example: Yaffe E. and Maskit D, âDiscussing pedagogical dilemmas with teacher educators âŠâ In Bates et al 'The Professional Development of teacher educators', Routledge, London, 2011
1104:
However, the importance of the quality of this profession for the quality of teaching and learning has been underlined by international bodies including the OECD and the European Commission.
1488:
Eaton, S. E.; Dressler, R.; Gereluk, D.; Becker, S. (2015). "A review of the literature on rural and remote pre-service teacher preparation with a focus on blended and e-learning models".
4876:
3854:
1711:
Cultural Responsiveness and Motivation in Preparing Teachers: Pre-Service Teacher: Does Cultural Responosiveness Affect Anticipated Self-Determination to Teach in Specific Settings?
5104:
2362:
Swennen, A., Lunenberg, M. and Korthagen, F. (2008): âPreach what you teach! Teacher educators and congruent teachingâ, Teachers and Teaching: theory and practice, 14(5), 531â542
1685:
5049:
4243:
3897:
4988:
901:
definition might include any professional whose work contributes in some way to the initial education or the continuing professional development of school and other teachers.
5084:
4896:
1571:
Eaton, S. E.; Gereluk, D.; Dressler, R.; Becker, S. (2017). "A Canadian online rural education teacher preparation program: Course design, student support and engagement".
5079:
5059:
4891:
4590:
4212:
495:
skills in assessing student learning, supporting English Language learners, using technology to improve teaching and learning, and supporting students with special needs.
4901:
4595:
529:
student teachingâincludes a number of weeks teaching in an assigned classroom under the supervision of the classroom teacher and a supervisor (e.g. from the university)
4861:
4846:
3884:
473:
2231:
4643:
4575:
4197:
1425:"Teachers can make a difference in bullying: Effects of teacher interventions on students' adoption of bully, victim, bully-victim or defender roles across time"
346:, and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers).
4831:
3880:
3871:
3862:
1111:
In response to this perceived need, more research projects are now focussing on the teacher educator profession. Several academic journals cover this field.
2019:
Jabbar, Abdul; Hardaker, Glenn (2013). "The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools".
1884:
Jabbar, Abdul and Hardaker, Glenn (2013) The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools.
3858:
625:, summarizing evidence from 51 studies, finds no clear evidence that continuing professional development in education improves student academic outcomes.
1653:
1090:
945:
2371:
Korthagen FAJ, (2001), âLinking practice and theory: The pedagogy of realistic teacher educationâ. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
962:
Teacher educators may therefore work in many different contexts including National Colleges of Education, teacher training colleges, teacher centers (
3598:
894:
2327:"Improvement of teachers' competences. [Social Impact]. FAMT&L. Formative Assessment for Mathematics' Teaching and Learning (2013â2016)"
2259:
1768:
1210:
1125:
4943:
1366:"School bullying is not a conflict: The interplay between conflict management styles, bullying victimization and psychological school adjustment"
1226:
429:
In many countries, Initial Teacher Education (also known as preservice teacher training) takes place largely or exclusively in institutions of
290:
4911:
4786:
390:
Although ideally it should be conceived of, and organised as, a seamless continuum, teacher education is often divided into these stages:
727:
Ways to measure the quality of work of individual teachers, of schools, or of education systems as a whole, are therefore often sought.
1257:
3743:
1898:
Turner, Y (2006). "Chinese Students in a UK Business School: Hearing the Student Voice in Reflective Teaching and Learning Practice".
5089:
4906:
3583:
2522:
Cochran-Smith M (2003): "Learning and unlearning: the education of teacher educators", Teaching and Teacher Education 19 (2003) 5â28)
1170:
1101:
The teacher educator profession has also been seen as under-researched; empirical research on professional practice is also scarce.
2389:
see for example Ken Zeichner 'Becoming a teacher educator: a personal perspective;'Teaching and Teacher Education 21 (2005) 117â124
2343:
Russell, 1997 cited in Loughran J. and Berry A.: âModelling by teacher educatorsâ, Teaching and Teacher Education 21 (2005) 193â203
1594:
West, E.; Jones, P. (2007). "A Framework for Planning Technology Used in Teacher Education Programs That Serve Rural Communities".
575:
of beginning teachers in the profession; improve teaching performance; promote the teachers' personal and professional well-being.
526:
field observationsâinclude observation and limited participation within a classroom under the supervision of the classroom teacher
4836:
4187:
2424:
Snoek, Swennen, vanderKlink (2009). "The teacher educator: A Neglected Factor in the Contemporary Debate on Teacher Education".
2398:
Loughran J (2014) âProfessionally Developing as a Teacher Educatorâ; Journal of Teacher Education 2014, Vol. 65(4) 271â283(2014)
405:(the process of providing training and support during the first few years of teaching or the first year in a particular school);
3603:
2232:
http://www.lerarenopleider.nl/velon/wp-content/uploads/2015/01/summary_national_situations_teacher_educator_policies_europe.pdf
1086:
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input from educational experts (e.g. to help the beginning teacher relate what she learned in college with classroom reality).
4162:
1280:
2272:
Murray, J., Male, T. (2005) âBecoming a teacher educator: evidence from the fieldâ Teaching and Teacher Education 21 125â142
1335:
4420:
4726:
4350:
4207:
2561:
2230:
Francesca Caena: Perspectives on Teacher Educator policies in European countries: an overview. Retrieved January 2017 at
1181:
955:
363:
2258:
these examples are taken from the European Commission's text 'Supporting teacher educators' retrieved January 2017 from
982:
Being able to educate teachers requires different knowledge and skills than those required to teach pupils or students.
4776:
1718:
1120:
680:
401:
283:
5211:
5094:
4958:
869:
education of each teacher; often each specialises in teaching about a different aspect of teaching (e.g. educational
706:
1631:"The GOALS model: Rural teacher preparation institutions meeting the ideals of a PDS through educational technology"
688:
4791:
4686:
1937:"The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools"
17:
5273:
4841:
4659:
4557:
4370:
2857:
2623:
951:
school teachers or school managers responsible for inducting new teachers during their first year of teaching; or
4796:
4618:
4395:
3997:
3618:
1573:
Paper Presented at the American Educational Research Association (AERA) Annual Conference, San Antonio, TX, USA
1202:
684:
567:
support for the process of self-reflection that all teachers engage in (e.g. through the keeping of a journal).
514:
158:
1538:"A Learning Alberta: Advanced Education in Rural Alberta: Challenges And Opportunities: A Discussion Document"
1512:
303:
5064:
5021:
4978:
3901:
351:
276:
2510:
2283:
2243:
1298:"Teachers' professional knowledge and state-funded teacher education: a (hi)story of critiques and silences"
4633:
4585:
4482:
4477:
4202:
4107:
2764:
517:
aims to substantially increase the supply of qualified teachers by 2030 through international cooperation.
5044:
3048:
2602:
2597:
2440:
1297:
2426:
Advancing Quality Cultures for Teacher Education in Europe: Tensions and Opportunities. Umea University.
1207:
5216:
4442:
3658:
3181:
2797:
2665:
2655:
2483:
Willemse M, Lunenberg M, Korthagen F (2005). "Values in education: a challenge for teacher educators".
148:
2087:
Garet, See; Porter, Desmoine; Birman, Kwang (2001). "What makes professional development effective?".
1840:
Villegas, A.; Lucas, T. (2002). "Preparing culturally responsive teachers rethinking the curriculum".
5294:
4157:
4122:
4077:
3893:
3768:
3758:
3563:
3233:
3143:
3128:
2877:
2077:
see: Snow-Renner and Lauer, âProfessional Development Analysis (synthesis of 54 studies), McREL, 2005
1336:"Preparing Teachers for the Classroom: The Role of the Higher Education Act and No Child Left Behind"
922:
for teaching a subject (such as chemistry or mathematics) to students who will later become teachers;
178:
153:
2033:
1953:
1854:
1630:
1233:
5125:
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4871:
4781:
4731:
4691:
4542:
4047:
4042:
3937:
3929:
3773:
3663:
3593:
3093:
2682:
2628:
1984:
Howard, T. C. (2003). "Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection".
824:
669:
229:
188:
974:), and their working time may be fully, or only partly, dedicated to the preparation of teachers.
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4856:
4711:
4512:
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4452:
4432:
4335:
4167:
4142:
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4037:
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3578:
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2707:
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1273:
Research and the Teaching Profession. Building the capacity for a self-improving education system
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477:
259:
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87:
67:
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2028:
1948:
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996:
992:
878:
622:
489:
485:
82:
72:
57:
1206:. 1940; 10: 210â215. In the UK, however, the term 'teacher training' is still in general use:
719:
The concept of 'quality' in education is contested and understood in numerous different ways.
5178:
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5153:
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138:
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3733:
3723:
3713:
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3673:
3623:
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3421:
3148:
2960:
2932:
2922:
2882:
2752:
2747:
2727:
2687:
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2157:
1782:
Wong, Harry K. (2004). "Induction Programs That Keep New Teachers Teaching and Improving".
1165:
828:
481:
463:
239:
198:
193:
62:
33:
3171:
2144:
2121:
see General Teaching Council for England, 'Teachers' Professional Learning', London, 2005.
1513:"Policy, practice and need in the professional preparation of teachers for rural teaching"
8:
5199:
5163:
5143:
5074:
4998:
4771:
4761:
4706:
4701:
4638:
4580:
4547:
4537:
4517:
4507:
4492:
4487:
4467:
4437:
4405:
4390:
4365:
4301:
4227:
4217:
4152:
4117:
4052:
4032:
4022:
3982:
3967:
3962:
3803:
3798:
3738:
3693:
3653:
3548:
3529:
3243:
3155:
3108:
3058:
3006:
3001:
2980:
2902:
2812:
2792:
2782:
2672:
1155:
1135:
1050:
112:
2412:
318:
refers to programs, policies, procedures, and provision designed to equip (prospective)
5263:
5148:
4993:
4983:
4973:
4963:
4821:
4746:
4532:
4457:
4427:
4258:
4177:
4137:
4112:
4092:
4027:
4002:
3992:
3977:
3778:
3728:
3683:
3668:
3648:
3638:
3613:
3553:
3248:
3191:
3036:
2887:
2837:
2787:
2732:
2677:
2589:
2547:
2185:
2104:
2046:
2001:
1966:
1867:
1799:
1611:
1470:
1457:
1400:
1365:
1317:
572:
224:
168:
163:
143:
52:
47:
2408:
633:
5173:
5069:
5026:
4948:
4716:
4282:
4097:
4062:
4017:
4012:
3921:
3788:
3698:
3588:
3494:
3426:
3238:
3220:
3098:
3068:
3041:
3031:
3021:
3016:
2985:
2907:
2892:
2852:
2660:
2643:
2189:
2177:
2050:
2005:
1970:
1911:
1871:
1803:
1714:
1615:
1474:
1462:
1444:
1405:
1387:
1321:
1276:
1251:
642:
503:
extracurricular competences such as dealing with conflicts and bullying among pupils.
183:
97:
76:
2108:
2064:
999:; the wider context of teacher education, the way it is organised, and in research.
397:(a pre-service course before entering the classroom as a fully responsible teacher);
3498:
3414:
3355:
3118:
3113:
3083:
2970:
2965:
2927:
2832:
2807:
2712:
2492:
2465:
2169:
2096:
2038:
1993:
1958:
1915:
1907:
1859:
1791:
1665:
1603:
1576:
1493:
1452:
1436:
1395:
1377:
1309:
909:
430:
264:
107:
102:
92:
2065:"Theatre of the Oppressed in Education â Centre for Community Dialogue and Change"
3078:
3073:
2955:
2950:
2872:
2867:
2862:
2842:
2802:
2042:
1962:
1313:
1214:
1160:
469:
Generally, Teacher Education curricula can be broken down into four major areas:
234:
122:
1863:
1424:
641:
In recent times, a major role in the teacher training world has been covered by
5252:
3298:
3011:
2496:
2469:
1997:
1795:
1670:
1607:
1440:
1175:
3176:
2158:"Quality Assurance in Teacher Education and Outcomes: A Study of 17 Countries"
2100:
977:
5288:
4276:
3373:
2975:
2912:
2777:
2650:
2181:
2173:
1448:
1391:
1130:
249:
3186:
1750:
1382:
1072:
3271:
3201:
3063:
1629:
Weitzenkamp, D. J.; Howe, M. E.; Steckelberg, A. L.; Radcliffe, R. (2003).
1466:
1409:
971:
963:
532:
internshipâteaching candidate is supervised within his or her own classroom
3196:
2242:
see, for example, the analysis of how this term is used within Europe in:
1580:
1497:
4286:
3053:
1145:
1066:
1008:
self-identify as 'teacher educator', others may self-identify rather as '
244:
214:
3026:
1150:
1021:
1009:
882:
820:
798:
Teaching, teaching about teaching, research into learning and teaching,
771:
2453:
2441:
http://ec.europa.eu/education/school-education/teacher-educator_en.htm
1016:'; others may relate primarily to their academic discipline, such as '
3264:
2827:
2570:
1920:
1654:"A Technology Supported Induction Network for Rural Student Teachers"
1422:
944:
teachers in schools who supervise student teachers during periods of
936:
844:
783:
339:
323:
658:
2702:
2132:
1628:
1200:
see for example Cecil H. Allen, In-Service Training of Teachers in
1140:
1062:
1013:
926:
886:
852:
848:
736:
331:
1936:
2897:
1370:
International Journal of Environmental Research and Public Health
1017:
967:
860:
319:
2532:
1096:
1056:
870:
832:
343:
1343:
U.S. House of Representatives Committee on Education and Labor
1208:
see for instance the UK government's information on tda.gov.uk
571:
Some research suggests that such programmes can: increase the
561:
a peer network: for mutual support but also for peer learning.
550:
develop the basic competences that were acquired in college).
856:
335:
2539:
978:
Professional knowledge and competences of teacher educators
2482:
1570:
1487:
1184:, historical coverage of teacher training in major states
1073:
Policy and legislation on the teacher educator profession
985:
648:
1490:
Werklund School of Education Research & Publications
2423:
2145:
https://www.teacheracademy.eu/funding/erasmus-plus-ka1/
1749:
Richard, Ingersoll; M, Smith, Thomas (1 January 2004).
1635:
Contemporary Issues in Technology and Teacher Education
1061:
In some parts of the world (notably the United States,
338:
they require to perform their tasks effectively in the
2454:"Becoming a teacher educator: evidence from the field"
621:
However, a systematic review published in 2019 by the
582:
2413:
http://www.lerarenopleider.nl/velon/beroepsstandaard/
2305:
608:
include periods of practice, coaching, and follow-up,
2503:
307:
Percentage of trained teachers by region (2000â2017)
2409:
http://www.ate1.org/pubs/uploads/tchredstds0308.pdf
2236:
1091:
National Curricular Framework for Teacher Education
1423:Burger, C., Strohmeier, D., KollerovĂĄ, L. (2022).
540:
2086:
1733:
5286:
1126:Gender mainstreaming in teacher education policy
415:(an in-service process for practicing teachers).
2353:educatorsâ, Routledge, London, 2011; pp 232â247
2156:Ingvarson, Lawrence; Rowley, Glenn (May 2017).
2155:
520:
5118:
4673:
2018:
1934:
2555:
2309:Journal of Theories and Research in Education
1839:
1560:. Northern Alberta Development Council. 2010.
1543:. Edmonton: Alberta Advanced Education. 2005.
1097:Research into the teacher educator profession
897:' may be used instead of 'teacher educator'.
284:
5223:South Georgia and the South Sandwich Islands
2531:For one example, see the InfoTED project at
1767:: CS1 maint: multiple names: authors list (
1751:"Do Teacher Induction and Mentoring Matter?"
1736:Educational Leadership: The Power of Oneself
1713:. Lambert Academic Publishing. p. 172.
1651:
1057:Professional standards for teacher educators
368:
27:Training teachers to develop teaching skills
2417:
970:, private sector training organisations or
954:those in charge of school teaching staff's
889:, subject-specific teaching methods etc.).
687:. Unsourced material may be challenged and
2562:
2548:
2451:
2275:
1708:
1363:
291:
277:
2392:
2365:
2268:
2266:
2032:
1952:
1919:
1853:
1669:
1593:
1456:
1399:
1381:
1194:
1171:History of education in the United States
707:Learn how and when to remove this message
4925:
2476:
2346:
2226:
2224:
1748:
1270:
632:
302:
4300:
3528:
3517:
2525:
2516:
2445:
2383:
2356:
2337:
1935:Jabbar, Abdul; Hardaker, Glenn (2013).
1835:
1833:
14:
5287:
2432:
2263:
2254:
2252:
1983:
1897:
1520:Journal of Research in Rural Education
1510:
1295:
1256:: CS1 maint: archived copy as title (
1002:
986:Teacher educators' fields of knowledge
649:Quality assurance in teacher education
5117:
4924:
4672:
4299:
3920:
3919:
3527:
3516:
3218:
2581:
2543:
2374:
2221:
2089:American Educational Research Journal
1087:National Council of Teacher Education
2401:
2289:
1830:
1781:
1652:Winstead Fry, Sara (December 2018).
742:
685:adding citations to reliable sources
652:
395:initial teacher training / education
5269:
2331:SIOR, Social Impact Open Repository
2249:
1555:"Rural and Remote Education Report"
1182:Normal schools in the United States
956:continuous professional development
628:
605:be delivered to groups of teachers,
583:Continuous professional development
413:continuing professional development
364:Normal schools in the United States
24:
1121:European Teacher Education Network
1044:
25:
5306:
2407:See examples from United States:
1596:Rural Special Education Quarterly
1178:, for teacher education worldwide
761:Teacher educator, teacher trainer
5268:
5259:
5258:
5246:
4787:Saint Vincent and the Grenadines
4281:
4272:
4271:
3829:Sahrawi Arab Democratic Republic
3599:Democratic Republic of the Congo
3493:
2143:Europass Teacher Academy. 2020;
2133:https://doi.org/10.1002/cl2.1060
1912:10.1111/j.1468-2273.2006.00306.x
1429:Journal of Youth and Adolescence
912:academics with a responsibility
657:
476:in education-related aspects of
437:credential or master's degree).
334:, approaches, methodologies and
2319:
2299:
2196:
2149:
2137:
2124:
2115:
2080:
2071:
2057:
2012:
1977:
1928:
1891:
1878:
1820:
1810:
1775:
1742:
1727:
1702:
1678:
1645:
1622:
1587:
1564:
1547:
1530:
541:Induction of beginning teachers
424:
4944:Federated States of Micronesia
4239:British Indian Ocean Territory
2485:Teaching and Teacher Education
2458:Teaching and Teacher Education
1504:
1481:
1416:
1357:
1328:
1289:
1264:
1219:
1203:Review of Educational Research
614:encourage experimentation, and
515:Sustainable Development Goal 4
13:
1:
2569:
2533:https://www.ntnu.edu/info-ted
1709:Rosser-Cox, Michelle (2011).
1690:Global Campaign For Education
1188:
456:
352:pre-service teacher education
4912:United States Virgin Islands
2582:
2043:10.1080/13562517.2012.725221
2021:Teaching in Higher Education
1963:10.1080/13562517.2012.725221
1941:Teaching in Higher Education
1886:Teaching in Higher Education
1842:Journal of Teacher Education
1314:10.1080/03054985.2014.939413
1035:
611:promote reflective practice,
521:Supervised field experiences
385:
7:
4674:Education in North America
1864:10.1177/0022487102053001003
1114:
617:respond to teachers' needs.
10:
5311:
5119:Education in South America
3219:
2497:10.1016/j.tate.2004.12.009
2470:10.1016/j.tate.2004.12.006
1998:10.1207/s15430421tip4203_5
1900:Higher Education Quarterly
1796:10.1177/019263650408863804
1734:Rosser and Massey (2013).
1671:10.35608/ruraled.v27i2.492
1608:10.1177/875687050702600402
1441:10.1007/s10964-022-01674-6
1302:Oxford Review of Education
419:
361:
357:
5240:
5197:
5124:
5035:
5012:
4931:
4887:Saint Pierre and Miquelon
4805:
4679:
4652:
4604:
4566:
4308:
4267:
4226:
4186:
3928:
3842:
3817:
3536:
3523:
3512:
3488:
3442:
3408:
3367:
3349:
3310:
3292:
3258:
3234:Early childhood education
3227:
3214:
3164:
2994:
2941:
2763:
2616:
2588:
2577:
2452:Murray J, Male T (2005).
2101:10.3102/00028312038004915
838:
812:
802:
794:
789:
777:
765:
757:
752:
369:Policy and related issues
5090:Northern Mariana Islands
4907:Turks and Caicos Islands
3988:East Timor (Timor-Leste)
3584:Central African Republic
2174:10.3102/0013189X17711900
825:teacher-training college
507:
5055:Cocos (Keeling) Islands
4249:Cocos (Keeling) Islands
1383:10.3390/ijerph191811809
875:philosophy of education
478:philosophy of education
260:Participant observation
255:Multivariate statistics
88:International education
4837:British Virgin Islands
4351:Bosnia and Herzegovina
2162:Educational Researcher
1888:, 18 (3). pp. 272â284.
1511:Gibson, I. W. (1994).
993:curriculum development
932:for subject studies or
879:sociology of education
638:
623:Campbell Collaboration
490:sociology of education
486:educational psychology
474:foundational knowledge
308:
5038:and other territories
4777:Saint Kitts and Nevis
3744:SĂŁo TomĂ© and PrĂncipe
3604:Republic of the Congo
2411:and the Netherlands:
1296:Oancea, Alis (2014).
1089:(NCTE) released the '
723:teaching profession.
643:The Erasmus Programme
637:Teacher training, DRC
636:
306:
220:Conversation analysis
4926:Education in Oceania
4302:Education in Europe
4163:United Arab Emirates
3530:Education in Africa
2753:Instructional design
2208:education.nsw.gov.au
1986:Theory into Practice
1755:Gse Faculty Research
1166:History of education
829:college of education
681:improve this section
602:use active learning,
596:be spread over time,
482:history of education
240:Factorial experiment
34:Educational research
4792:Trinidad and Tobago
4687:Antigua and Barbuda
4567:States with limited
4190:limited recognition
3819:States with limited
3518:Education by region
3244:Secondary education
3156:Teaching philosophy
3059:Pedagogical pattern
3002:21st century skills
2981:Religious education
2624:Aims and objectives
2204:"Types of feedback"
1686:"SDG4's 10 targets"
1581:10.5072/PRISM/31627
1498:10.5072/PRISM/31625
1364:Burger, C. (2022).
1156:School of education
1136:Pedagogical pattern
1051:reflective practice
1003:Multiple identities
749:
409:teacher development
113:Religious education
5253:Schools portal
4727:Dominican Republic
3922:Education in Asia
3249:Tertiary education
3187:Learning resources
2678:Education sciences
2509:see, for example:
1658:The Rural Educator
1213:2011-04-04 at the
804:Education required
747:
639:
309:
225:Discourse analysis
131:Curricular domains
53:Education sciences
48:Curriculum studies
5282:
5281:
5236:
5235:
5232:
5231:
5204:other territories
5113:
5112:
5105:Wallis and Futuna
5013:Associated states
4920:
4919:
4809:other territories
4668:
4667:
4295:
4294:
4232:other territories
3915:
3914:
3846:other territories
3619:Equatorial Guinea
3508:
3507:
3483:
3482:
3479:
3478:
3474:
3473:
3470:
3469:
3465:
3464:
3402:
3401:
3397:
3396:
3393:
3392:
3388:
3387:
3343:
3342:
3338:
3337:
3334:
3333:
3329:
3328:
3286:
3285:
3281:
3280:
3239:Primary education
3210:
3209:
3099:Dialogic learning
3069:Teacher retention
3022:Critical thinking
3017:Class arrangement
2986:Special education
2661:Standardized test
2644:Course evaluation
1435:(12): 2312â2327.
1282:978-0-946671-37-3
1271:BERA/RSA (2014).
946:teaching practice
917:teacher education
866:
865:
743:Teacher educators
717:
716:
709:
599:be collaborative,
312:Teacher education
301:
300:
118:Teacher education
98:Special education
93:School counseling
16:(Redirected from
5302:
5295:Teacher training
5272:
5271:
5262:
5261:
5251:
5250:
5249:
5224:
5212:Falkland Islands
5126:Sovereign states
5115:
5114:
5095:Pitcairn Islands
5065:French Polynesia
5050:Christmas Island
4979:Papua New Guinea
4959:Marshall Islands
4932:Sovereign states
4922:
4921:
4877:Saint Barthélemy
4807:Dependencies and
4680:Sovereign states
4670:
4669:
4605:Dependencies and
4309:Sovereign states
4297:
4296:
4285:
4275:
4274:
4244:Christmas Island
3930:Sovereign states
3917:
3916:
3907:
3906:(United Kingdom)
3902:Tristan da Cunha
3898:Ascension Island
3890:
3877:
3868:
3844:Dependencies and
3537:Sovereign states
3525:
3524:
3514:
3513:
3497:
3445:
3444:
3440:
3439:
3415:Higher education
3411:
3410:
3406:
3405:
3370:
3369:
3365:
3364:
3356:Secondary school
3352:
3351:
3347:
3346:
3313:
3312:
3308:
3307:
3295:
3294:
3290:
3289:
3261:
3260:
3256:
3255:
3230:
3229:
3216:
3215:
3144:Student-centered
3129:Phenomenon-based
3119:Peer instruction
3084:Blended learning
3007:Bloom's taxonomy
2971:Gifted education
2966:Education reform
2798:Computer science
2579:
2578:
2564:
2557:
2550:
2541:
2540:
2535:
2529:
2523:
2520:
2514:
2507:
2501:
2500:
2480:
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2473:
2449:
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2430:
2429:
2421:
2415:
2405:
2399:
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2354:
2350:
2344:
2341:
2335:
2334:
2323:
2317:
2316:
2303:
2297:
2293:
2287:
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2273:
2270:
2261:
2256:
2247:
2240:
2234:
2228:
2219:
2218:
2216:
2215:
2200:
2194:
2193:
2153:
2147:
2141:
2135:
2128:
2122:
2119:
2113:
2112:
2084:
2078:
2075:
2069:
2068:
2061:
2055:
2054:
2036:
2016:
2010:
2009:
1981:
1975:
1974:
1956:
1932:
1926:
1925:
1923:
1895:
1889:
1882:
1876:
1875:
1857:
1837:
1828:
1824:
1818:
1814:
1808:
1807:
1779:
1773:
1772:
1766:
1758:
1746:
1740:
1739:
1731:
1725:
1724:
1706:
1700:
1699:
1697:
1696:
1682:
1676:
1675:
1673:
1649:
1643:
1642:
1626:
1620:
1619:
1591:
1585:
1584:
1568:
1562:
1561:
1559:
1551:
1545:
1544:
1542:
1534:
1528:
1527:
1517:
1508:
1502:
1501:
1485:
1479:
1478:
1460:
1420:
1414:
1413:
1403:
1385:
1361:
1355:
1354:
1352:
1350:
1340:
1332:
1326:
1325:
1293:
1287:
1286:
1275:. London: BERA.
1268:
1262:
1261:
1255:
1247:
1245:
1244:
1238:
1232:. Archived from
1231:
1223:
1217:
1198:
910:Higher education
779:Activity sectors
750:
748:Teacher educator
746:
712:
705:
701:
698:
692:
661:
653:
629:Teacher training
431:higher education
316:teacher training
293:
286:
279:
149:Computer science
108:Female education
103:Gifted education
30:
29:
21:
18:Teacher training
5310:
5309:
5305:
5304:
5303:
5301:
5300:
5299:
5285:
5284:
5283:
5278:
5247:
5245:
5228:
5222:
5205:
5203:
5193:
5120:
5109:
5037:
5031:
5014:
5008:
4989:Solomon Islands
4927:
4916:
4810:
4808:
4801:
4675:
4664:
4648:
4606:
4600:
4586:Northern Cyprus
4568:
4562:
4483:North Macedonia
4304:
4291:
4263:
4231:
4222:
4203:Northern Cyprus
4189:
4182:
3924:
3911:
3910:
3905:
3888:
3875:
3866:
3847:
3845:
3838:
3822:
3820:
3813:
3532:
3519:
3504:
3503:
3484:
3475:
3466:
3458:
3451:
3429:
3417:
3398:
3389:
3381:
3376:
3358:
3339:
3330:
3322:
3317:
3301:
3282:
3274:
3267:
3223:
3206:
3160:
3079:Active learning
3074:Teaching method
3049:Learning theory
2990:
2956:Autodidacticism
2951:Adult education
2937:
2878:Performing arts
2759:
2666:Teacher quality
2656:Standards-based
2612:
2584:
2573:
2568:
2538:
2530:
2526:
2521:
2517:
2508:
2504:
2481:
2477:
2450:
2446:
2437:
2433:
2422:
2418:
2406:
2402:
2397:
2393:
2388:
2384:
2379:
2375:
2370:
2366:
2361:
2357:
2351:
2347:
2342:
2338:
2325:
2324:
2320:
2304:
2300:
2294:
2290:
2280:
2276:
2271:
2264:
2257:
2250:
2241:
2237:
2229:
2222:
2213:
2211:
2202:
2201:
2197:
2154:
2150:
2142:
2138:
2129:
2125:
2120:
2116:
2085:
2081:
2076:
2072:
2063:
2062:
2058:
2034:10.1.1.695.8524
2017:
2013:
1982:
1978:
1954:10.1.1.695.8524
1933:
1929:
1896:
1892:
1883:
1879:
1855:10.1.1.618.3136
1838:
1831:
1825:
1821:
1815:
1811:
1780:
1776:
1760:
1759:
1747:
1743:
1732:
1728:
1721:
1707:
1703:
1694:
1692:
1684:
1683:
1679:
1650:
1646:
1627:
1623:
1592:
1588:
1569:
1565:
1557:
1553:
1552:
1548:
1540:
1536:
1535:
1531:
1515:
1509:
1505:
1486:
1482:
1421:
1417:
1362:
1358:
1348:
1346:
1338:
1334:
1333:
1329:
1294:
1290:
1283:
1269:
1265:
1249:
1248:
1242:
1240:
1236:
1229:
1227:"Archived copy"
1225:
1224:
1220:
1215:Wayback Machine
1199:
1195:
1191:
1161:Teaching method
1117:
1099:
1075:
1059:
1047:
1045:Meta-reflection
1038:
1005:
988:
980:
895:teacher trainer
841:
817:
815:
805:
780:
768:
767:Occupation type
745:
713:
702:
696:
693:
678:
662:
651:
631:
585:
543:
523:
510:
459:
427:
422:
388:
371:
366:
360:
297:
235:Factor analysis
179:Performing arts
154:Early childhood
123:Teaching method
28:
23:
22:
15:
12:
11:
5:
5308:
5298:
5297:
5280:
5279:
5277:
5276:
5266:
5256:
5241:
5238:
5237:
5234:
5233:
5230:
5229:
5227:
5226:
5219:
5214:
5208:
5206:
5198:
5195:
5194:
5192:
5191:
5186:
5181:
5176:
5171:
5166:
5161:
5156:
5151:
5146:
5141:
5136:
5130:
5128:
5122:
5121:
5111:
5110:
5108:
5107:
5102:
5097:
5092:
5087:
5085:Norfolk Island
5082:
5077:
5072:
5067:
5062:
5057:
5052:
5047:
5045:American Samoa
5041:
5039:
5033:
5032:
5030:
5029:
5024:
5018:
5016:
5015:of New Zealand
5010:
5009:
5007:
5006:
5001:
4996:
4991:
4986:
4981:
4976:
4971:
4966:
4961:
4956:
4951:
4946:
4941:
4935:
4933:
4929:
4928:
4918:
4917:
4915:
4914:
4909:
4904:
4899:
4897:Sint Eustatius
4894:
4889:
4884:
4879:
4874:
4869:
4864:
4859:
4854:
4849:
4844:
4842:Cayman Islands
4839:
4834:
4829:
4824:
4819:
4813:
4811:
4806:
4803:
4802:
4800:
4799:
4794:
4789:
4784:
4779:
4774:
4769:
4764:
4759:
4754:
4749:
4744:
4739:
4734:
4729:
4724:
4719:
4714:
4709:
4704:
4699:
4694:
4689:
4683:
4681:
4677:
4676:
4666:
4665:
4663:
4662:
4660:European Union
4656:
4654:
4653:Other entities
4650:
4649:
4647:
4646:
4641:
4636:
4631:
4626:
4621:
4616:
4610:
4608:
4607:other entities
4602:
4601:
4599:
4598:
4593:
4588:
4583:
4578:
4572:
4570:
4564:
4563:
4561:
4560:
4558:United Kingdom
4555:
4550:
4545:
4540:
4535:
4530:
4525:
4520:
4515:
4510:
4505:
4500:
4495:
4490:
4485:
4480:
4475:
4470:
4465:
4460:
4455:
4450:
4445:
4440:
4435:
4430:
4425:
4423:
4418:
4413:
4408:
4403:
4398:
4393:
4388:
4383:
4378:
4373:
4371:Czech Republic
4368:
4363:
4358:
4353:
4348:
4343:
4338:
4333:
4328:
4323:
4318:
4312:
4310:
4306:
4305:
4293:
4292:
4290:
4289:
4279:
4268:
4265:
4264:
4262:
4261:
4256:
4251:
4246:
4241:
4235:
4233:
4224:
4223:
4221:
4220:
4215:
4210:
4205:
4200:
4194:
4192:
4184:
4183:
4181:
4180:
4175:
4170:
4165:
4160:
4155:
4150:
4145:
4140:
4135:
4130:
4125:
4120:
4115:
4110:
4105:
4100:
4095:
4090:
4085:
4080:
4075:
4070:
4065:
4060:
4055:
4050:
4045:
4040:
4035:
4030:
4025:
4020:
4015:
4010:
4005:
4000:
3995:
3990:
3985:
3980:
3975:
3970:
3965:
3960:
3955:
3950:
3945:
3940:
3934:
3932:
3926:
3925:
3913:
3912:
3909:
3908:
3891:
3878:
3869:
3855:Canary Islands
3851:
3850:
3848:
3843:
3840:
3839:
3837:
3836:
3831:
3825:
3823:
3818:
3815:
3814:
3812:
3811:
3806:
3801:
3796:
3791:
3786:
3781:
3776:
3771:
3766:
3761:
3756:
3751:
3746:
3741:
3736:
3731:
3726:
3721:
3716:
3711:
3706:
3701:
3696:
3691:
3686:
3681:
3676:
3671:
3666:
3661:
3656:
3651:
3646:
3641:
3636:
3631:
3626:
3621:
3616:
3611:
3606:
3601:
3596:
3591:
3586:
3581:
3576:
3571:
3566:
3561:
3556:
3551:
3546:
3540:
3538:
3534:
3533:
3521:
3520:
3510:
3509:
3506:
3505:
3502:
3501:
3490:
3489:
3486:
3485:
3481:
3480:
3477:
3476:
3472:
3471:
3468:
3467:
3463:
3461:
3460:
3453:
3443:
3436:
3435:
3424:
3419:
3409:
3403:
3400:
3399:
3395:
3394:
3391:
3390:
3386:
3384:
3383:
3378:
3368:
3361:
3360:
3350:
3344:
3341:
3340:
3336:
3335:
3332:
3331:
3327:
3325:
3324:
3319:
3311:
3304:
3303:
3299:Primary school
3293:
3287:
3284:
3283:
3279:
3277:
3276:
3269:
3259:
3252:
3251:
3246:
3241:
3236:
3228:
3225:
3224:
3212:
3211:
3208:
3207:
3205:
3204:
3199:
3194:
3189:
3184:
3179:
3174:
3168:
3166:
3162:
3161:
3159:
3158:
3153:
3152:
3151:
3146:
3141:
3136:
3131:
3126:
3121:
3116:
3111:
3106:
3101:
3096:
3091:
3086:
3081:
3071:
3066:
3061:
3056:
3051:
3046:
3045:
3044:
3039:
3034:
3024:
3019:
3014:
3012:Cognitive load
3009:
3004:
2998:
2996:
2992:
2991:
2989:
2988:
2983:
2978:
2973:
2968:
2963:
2958:
2953:
2947:
2945:
2939:
2938:
2936:
2935:
2930:
2925:
2920:
2915:
2910:
2905:
2900:
2895:
2890:
2885:
2880:
2875:
2870:
2865:
2860:
2855:
2850:
2845:
2840:
2835:
2830:
2825:
2820:
2815:
2810:
2805:
2800:
2795:
2790:
2785:
2780:
2775:
2769:
2767:
2761:
2760:
2758:
2757:
2756:
2755:
2745:
2740:
2735:
2730:
2725:
2720:
2715:
2710:
2705:
2700:
2695:
2690:
2685:
2683:Evidence-based
2680:
2675:
2670:
2669:
2668:
2663:
2658:
2653:
2648:
2647:
2646:
2631:
2626:
2620:
2618:
2617:By perspective
2614:
2613:
2611:
2610:
2605:
2600:
2594:
2592:
2586:
2585:
2575:
2574:
2567:
2566:
2559:
2552:
2544:
2537:
2536:
2524:
2515:
2502:
2491:(2): 205â217.
2475:
2464:(2): 125â142.
2444:
2431:
2416:
2400:
2391:
2382:
2373:
2364:
2355:
2345:
2336:
2318:
2298:
2288:
2274:
2262:
2248:
2235:
2220:
2195:
2168:(4): 177â193.
2148:
2136:
2123:
2114:
2095:(4): 915â946.
2079:
2070:
2056:
2027:(3): 272â284.
2011:
1992:(3): 195â202.
1976:
1947:(3): 272â284.
1927:
1890:
1877:
1829:
1819:
1809:
1790:(638): 41â58.
1784:NASSP Bulletin
1774:
1741:
1726:
1720:978-3844384697
1719:
1701:
1677:
1644:
1621:
1586:
1563:
1546:
1529:
1503:
1480:
1415:
1356:
1345:. May 17, 2007
1327:
1308:(4): 497â519.
1288:
1281:
1263:
1218:
1192:
1190:
1187:
1186:
1185:
1179:
1176:Normal schools
1173:
1168:
1163:
1158:
1153:
1148:
1143:
1138:
1133:
1128:
1123:
1116:
1113:
1098:
1095:
1085:In India, the
1074:
1071:
1058:
1055:
1046:
1043:
1037:
1034:
1004:
1001:
987:
984:
979:
976:
960:
959:
952:
949:
942:
941:
940:
933:
930:
929:into teaching,
923:
920:
864:
863:
842:
839:
836:
835:
818:
813:
810:
809:
806:
803:
800:
799:
796:
792:
791:
787:
786:
781:
778:
775:
774:
769:
766:
763:
762:
759:
755:
754:
744:
741:
715:
714:
665:
663:
656:
650:
647:
630:
627:
619:
618:
615:
612:
609:
606:
603:
600:
597:
584:
581:
569:
568:
565:
562:
559:
542:
539:
534:
533:
530:
527:
522:
519:
509:
506:
505:
504:
500:
496:
493:
458:
455:
426:
423:
421:
418:
417:
416:
406:
398:
387:
384:
370:
367:
359:
356:
299:
298:
296:
295:
288:
281:
273:
270:
269:
268:
267:
262:
257:
252:
247:
242:
237:
232:
230:Evidence-based
227:
222:
217:
209:
208:
204:
203:
202:
201:
196:
191:
189:Social science
186:
181:
176:
171:
166:
161:
156:
151:
146:
141:
133:
132:
128:
127:
126:
125:
120:
115:
110:
105:
100:
95:
90:
85:
80:
70:
65:
60:
55:
50:
42:
41:
37:
36:
26:
9:
6:
4:
3:
2:
5307:
5296:
5293:
5292:
5290:
5275:
5267:
5265:
5257:
5255:
5254:
5243:
5242:
5239:
5225:
5220:
5218:
5217:French Guiana
5215:
5213:
5210:
5209:
5207:
5201:
5196:
5190:
5187:
5185:
5182:
5180:
5177:
5175:
5172:
5170:
5167:
5165:
5162:
5160:
5157:
5155:
5152:
5150:
5147:
5145:
5142:
5140:
5137:
5135:
5132:
5131:
5129:
5127:
5123:
5116:
5106:
5103:
5101:
5098:
5096:
5093:
5091:
5088:
5086:
5083:
5081:
5080:New Caledonia
5078:
5076:
5073:
5071:
5068:
5066:
5063:
5061:
5060:Easter Island
5058:
5056:
5053:
5051:
5048:
5046:
5043:
5042:
5040:
5034:
5028:
5025:
5023:
5020:
5019:
5017:
5011:
5005:
5002:
5000:
4997:
4995:
4992:
4990:
4987:
4985:
4982:
4980:
4977:
4975:
4972:
4970:
4967:
4965:
4962:
4960:
4957:
4955:
4952:
4950:
4947:
4945:
4942:
4940:
4937:
4936:
4934:
4930:
4923:
4913:
4910:
4908:
4905:
4903:
4900:
4898:
4895:
4893:
4890:
4888:
4885:
4883:
4880:
4878:
4875:
4873:
4870:
4868:
4865:
4863:
4860:
4858:
4855:
4853:
4850:
4848:
4845:
4843:
4840:
4838:
4835:
4833:
4830:
4828:
4825:
4823:
4820:
4818:
4815:
4814:
4812:
4804:
4798:
4797:United States
4795:
4793:
4790:
4788:
4785:
4783:
4780:
4778:
4775:
4773:
4770:
4768:
4765:
4763:
4760:
4758:
4755:
4753:
4750:
4748:
4745:
4743:
4740:
4738:
4735:
4733:
4730:
4728:
4725:
4723:
4720:
4718:
4715:
4713:
4710:
4708:
4705:
4703:
4700:
4698:
4695:
4693:
4690:
4688:
4685:
4684:
4682:
4678:
4671:
4661:
4658:
4657:
4655:
4651:
4645:
4642:
4640:
4637:
4635:
4632:
4630:
4627:
4625:
4622:
4620:
4619:Faroe Islands
4617:
4615:
4612:
4611:
4609:
4603:
4597:
4594:
4592:
4591:South Ossetia
4589:
4587:
4584:
4582:
4579:
4577:
4574:
4573:
4571:
4565:
4559:
4556:
4554:
4551:
4549:
4546:
4544:
4541:
4539:
4536:
4534:
4531:
4529:
4526:
4524:
4521:
4519:
4516:
4514:
4511:
4509:
4506:
4504:
4501:
4499:
4496:
4494:
4491:
4489:
4486:
4484:
4481:
4479:
4476:
4474:
4471:
4469:
4466:
4464:
4461:
4459:
4456:
4454:
4451:
4449:
4446:
4444:
4443:Liechtenstein
4441:
4439:
4436:
4434:
4431:
4429:
4426:
4424:
4422:
4419:
4417:
4414:
4412:
4409:
4407:
4404:
4402:
4399:
4397:
4394:
4392:
4389:
4387:
4384:
4382:
4379:
4377:
4374:
4372:
4369:
4367:
4364:
4362:
4359:
4357:
4354:
4352:
4349:
4347:
4344:
4342:
4339:
4337:
4334:
4332:
4329:
4327:
4324:
4322:
4319:
4317:
4314:
4313:
4311:
4307:
4303:
4298:
4288:
4284:
4280:
4278:
4270:
4269:
4266:
4260:
4257:
4255:
4252:
4250:
4247:
4245:
4242:
4240:
4237:
4236:
4234:
4229:
4225:
4219:
4216:
4214:
4213:South Ossetia
4211:
4209:
4206:
4204:
4201:
4199:
4196:
4195:
4193:
4191:
4185:
4179:
4176:
4174:
4171:
4169:
4166:
4164:
4161:
4159:
4156:
4154:
4151:
4149:
4146:
4144:
4141:
4139:
4136:
4134:
4131:
4129:
4126:
4124:
4121:
4119:
4116:
4114:
4111:
4109:
4106:
4104:
4101:
4099:
4096:
4094:
4091:
4089:
4086:
4084:
4081:
4079:
4076:
4074:
4071:
4069:
4066:
4064:
4061:
4059:
4056:
4054:
4051:
4049:
4046:
4044:
4041:
4039:
4036:
4034:
4031:
4029:
4026:
4024:
4021:
4019:
4016:
4014:
4011:
4009:
4006:
4004:
4001:
3999:
3996:
3994:
3991:
3989:
3986:
3984:
3981:
3979:
3976:
3974:
3971:
3969:
3966:
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3685:
3682:
3680:
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3675:
3672:
3670:
3667:
3665:
3662:
3660:
3659:Guinea-Bissau
3657:
3655:
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3650:
3647:
3645:
3642:
3640:
3637:
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3632:
3630:
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3515:
3511:
3500:
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3492:
3491:
3487:
3462:
3457:
3454:
3450:
3449:Undergraduate
3447:
3446:
3441:
3438:
3437:
3433:
3428:
3425:
3423:
3420:
3416:
3413:
3412:
3407:
3404:
3385:
3379:
3375:
3374:Middle school
3372:
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3363:
3362:
3357:
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3326:
3320:
3315:
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3257:
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3170:
3169:
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3157:
3154:
3150:
3147:
3145:
3142:
3140:
3139:Project-based
3137:
3135:
3134:Problem-based
3132:
3130:
3127:
3125:
3122:
3120:
3117:
3115:
3112:
3110:
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3105:
3102:
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3097:
3095:
3094:Demonstration
3092:
3090:
3089:Contemplative
3087:
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3008:
3005:
3003:
3000:
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2997:
2993:
2987:
2984:
2982:
2979:
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2976:Homeschooling
2974:
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2849:
2846:
2844:
2841:
2839:
2836:
2834:
2831:
2829:
2826:
2824:
2823:Environmental
2821:
2819:
2816:
2814:
2811:
2809:
2806:
2804:
2801:
2799:
2796:
2794:
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2762:
2754:
2751:
2750:
2749:
2748:Instructional
2746:
2744:
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2679:
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2659:
2657:
2654:
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2651:Psychometrics
2649:
2645:
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2641:
2640:
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2269:
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2255:
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2209:
2205:
2199:
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2179:
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2171:
2167:
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2159:
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2140:
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2127:
2118:
2110:
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2098:
2094:
2090:
2083:
2074:
2066:
2060:
2052:
2048:
2044:
2040:
2035:
2030:
2026:
2022:
2015:
2007:
2003:
1999:
1995:
1991:
1987:
1980:
1972:
1968:
1964:
1960:
1955:
1950:
1946:
1942:
1938:
1931:
1922:
1917:
1913:
1909:
1905:
1901:
1894:
1887:
1881:
1873:
1869:
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1801:
1797:
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1778:
1770:
1764:
1756:
1752:
1745:
1738:. Peter Lang.
1737:
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1419:
1411:
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1402:
1397:
1393:
1389:
1384:
1379:
1376:(18): 11809.
1375:
1371:
1367:
1360:
1344:
1337:
1331:
1323:
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1315:
1311:
1307:
1303:
1299:
1292:
1284:
1278:
1274:
1267:
1259:
1253:
1239:on 2007-07-08
1235:
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1137:
1134:
1132:
1131:Normal school
1129:
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837:
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801:
797:
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788:
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764:
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738:
732:
728:
724:
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690:
686:
682:
676:
675:
671:
666:This section
664:
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383:
379:
375:
365:
355:
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333:
329:
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321:
317:
313:
305:
294:
289:
287:
282:
280:
275:
274:
272:
271:
266:
263:
261:
258:
256:
253:
251:
250:Meta-analysis
248:
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233:
231:
228:
226:
223:
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54:
51:
49:
46:
45:
44:
43:
39:
38:
35:
32:
31:
19:
5244:
5200:Dependencies
5036:Dependencies
5022:Cook Islands
4902:Sint Maarten
4882:Saint Martin
4596:Transnistria
4228:Dependencies
4158:Turkmenistan
4123:Saudi Arabia
3894:Saint Helena
3865:
3769:South Africa
3759:Sierra Leone
3564:Burkina Faso
3456:Postgraduate
3272:Kindergarten
3124:Personalized
3104:Experiential
3064:Teacher look
2917:
2773:Agricultural
2629:Anthropology
2527:
2518:
2505:
2488:
2484:
2478:
2461:
2457:
2447:
2434:
2425:
2419:
2403:
2394:
2385:
2376:
2367:
2358:
2348:
2339:
2330:
2321:
2312:
2308:
2301:
2291:
2277:
2238:
2212:. Retrieved
2210:. 2021-11-08
2207:
2198:
2165:
2161:
2151:
2139:
2126:
2117:
2092:
2088:
2082:
2073:
2059:
2024:
2020:
2014:
1989:
1985:
1979:
1944:
1940:
1930:
1906:(1): 27â51.
1903:
1899:
1893:
1885:
1880:
1848:(1): 20â32.
1845:
1841:
1822:
1812:
1787:
1783:
1777:
1763:cite journal
1754:
1744:
1735:
1729:
1710:
1704:
1693:. Retrieved
1689:
1680:
1661:
1657:
1647:
1638:
1634:
1624:
1599:
1595:
1589:
1572:
1566:
1549:
1532:
1523:
1519:
1506:
1489:
1483:
1432:
1428:
1418:
1373:
1369:
1359:
1347:. Retrieved
1342:
1330:
1305:
1301:
1291:
1272:
1266:
1241:. Retrieved
1234:the original
1221:
1201:
1196:
1110:
1106:
1103:
1100:
1084:
1080:
1076:
1060:
1048:
1039:
1030:
1026:
1006:
989:
981:
972:trade unions
964:universities
961:
916:
903:
899:
891:
867:
840:Related jobs
795:Competencies
733:
729:
725:
721:
718:
703:
697:January 2015
694:
679:Please help
667:
640:
620:
590:
586:
577:
570:
552:
548:
544:
535:
511:
468:
460:
451:
447:
443:
439:
435:
428:
425:Organization
412:
408:
400:
394:
389:
380:
376:
372:
348:
315:
311:
310:
117:
5274:WikiProject
4969:New Zealand
4872:Puerto Rico
4782:Saint Lucia
4732:El Salvador
4634:Isle of Man
4569:recognition
4543:Switzerland
4478:Netherlands
4287:Asia portal
4188:States with
4108:Philippines
4048:South Korea
4043:North Korea
3938:Afghanistan
3821:recognition
3774:South Sudan
3664:Ivory Coast
3380:High school
3177:Definitions
3054:Lesson plan
2943:Alternative
2848:Mathematics
2818:Engineering
1664:(2): 1â10.
1602:(4): 3â15.
1526:(1): 68â77.
1349:December 7,
1146:Pedeutology
1067:Netherlands
790:Description
558:not enough.
245:Focus group
215:Case method
174:Mathematics
159:Engineering
40:Disciplines
4867:Montserrat
4862:Martinique
4857:Guadeloupe
4712:Costa Rica
4513:San Marino
4473:Montenegro
4453:Luxembourg
4433:Kazakhstan
4336:Azerbaijan
4168:Uzbekistan
4143:Tajikistan
4058:Kyrgyzstan
4038:Kazakhstan
3958:Bangladesh
3948:Azerbaijan
3876:(Portugal)
3834:Somaliland
3754:Seychelles
3719:Mozambique
3704:Mauritania
3689:Madagascar
3644:The Gambia
3579:Cape Verde
3432:Continuing
3422:Vocational
3027:Curriculum
2961:Democratic
2933:Vocational
2923:Technology
2883:Philosophy
2765:By subject
2743:Technology
2723:Psychology
2708:Philosophy
2698:Leadership
2639:Evaluation
2634:Assessment
2428:: 288â299.
2214:2022-02-19
1695:2020-09-22
1243:2009-08-17
1189:References
1151:ResearchED
1022:geographer
1010:researcher
997:assessment
883:curriculum
821:University
816:employment
772:Profession
753:Occupation
464:deontology
457:Curriculum
362:See also:
199:Vocational
194:Technology
83:Technology
73:Psychology
68:Philosophy
58:Evaluation
5189:Venezuela
5134:Argentina
4939:Australia
4852:Greenland
4767:Nicaragua
4742:Guatemala
4624:Gibraltar
4448:Lithuania
4254:Hong Kong
4208:Palestine
4133:Sri Lanka
4128:Singapore
4008:Indonesia
3709:Mauritius
3265:Preschool
3165:Wikimedia
2903:Religious
2828:Euthenics
2813:Economics
2793:Chemistry
2783:Bilingual
2738:Sociology
2693:Inclusion
2673:Economics
2571:Education
2190:148681792
2182:0013-189X
2051:143701923
2029:CiteSeerX
2006:145800637
1971:143701923
1949:CiteSeerX
1921:10059/390
1872:145581883
1850:CiteSeerX
1804:144066549
1616:142315421
1475:252009527
1449:0047-2891
1392:1661-7827
1322:143369796
1036:Modelling
937:didactics
845:Professor
814:Fields of
784:Education
668:does not
573:retention
402:induction
386:Continuum
340:classroom
332:behaviors
328:attitudes
324:knowledge
322:with the
5289:Category
5264:Category
5179:Suriname
5169:Paraguay
5154:Colombia
4954:Kiribati
4817:Anguilla
4752:Honduras
4722:Dominica
4697:Barbados
4644:Svalbard
4629:Guernsey
4576:Abkhazia
4528:Slovenia
4523:Slovakia
4498:Portugal
4356:Bulgaria
4277:Category
4198:Abkhazia
4148:Thailand
4103:Pakistan
4083:Mongolia
4078:Maldives
4073:Malaysia
3973:Cambodia
3900: /
3896: /
3889:(France)
3883: /
3861: /
3857: /
3809:Zimbabwe
3784:Tanzania
3634:Ethiopia
3629:Eswatini
3609:Djibouti
3574:Cameroon
3559:Botswana
3149:Socratic
3109:Feedback
2995:Concepts
2888:Physical
2858:Military
2838:Language
2788:Business
2728:Research
2718:Politics
2703:Pedagogy
2598:Glossary
2583:Overview
2512:outcomes
2296:131â148.
2285:outcomes
2245:outcomes
2109:14682751
1467:36053439
1410:36142079
1252:cite web
1211:Archived
1141:Pedagogy
1115:See also
1065:and the
1063:Flanders
1014:academic
927:research
919:as such,
887:pedagogy
853:lecturer
849:academic
737:gravitas
320:teachers
169:Literacy
164:Language
144:Business
5184:Uruguay
5159:Ecuador
5139:Bolivia
5100:Tokelau
5004:Vanuatu
4847:Curaçao
4832:Bonaire
4827:Bermuda
4757:Jamaica
4737:Grenada
4692:Bahamas
4553:Ukraine
4503:Romania
4463:Moldova
4421:Ireland
4416:Iceland
4411:Hungary
4401:Germany
4396:Georgia
4386:Finland
4381:Estonia
4376:Denmark
4361:Croatia
4346:Belgium
4341:Belarus
4331:Austria
4326:Armenia
4321:Andorra
4316:Albania
4173:Vietnam
4088:Myanmar
4068:Lebanon
3998:Georgia
3953:Bahrain
3943:Armenia
3885:RĂ©union
3881:Mayotte
3872:Madeira
3867:(Spain)
3863:Melilla
3794:Tunisia
3764:Somalia
3749:Senegal
3734:Nigeria
3724:Namibia
3714:Morocco
3679:Liberia
3674:Lesotho
3624:Eritrea
3594:Comoros
3569:Burundi
3544:Algeria
3452:→
3427:Further
3382:→
3377:→
3359:→
3323:→
3318:→
3302:→
3275:→
3268:→
3114:Passive
3037:Studies
2918:Teacher
2908:Science
2898:Reading
2893:Physics
2868:Nursing
2853:Medical
2688:History
2608:Outline
2590:General
1458:9596519
1401:9517642
1018:chemist
968:schools
861:teacher
689:removed
674:sources
420:Initial
358:History
207:Methods
184:Science
75: (
63:History
5164:Guyana
5144:Brazil
5075:Hawaii
4999:Tuvalu
4772:Panama
4762:Mexico
4707:Canada
4702:Belize
4639:Jersey
4581:Kosovo
4548:Turkey
4538:Sweden
4518:Serbia
4508:Russia
4493:Poland
4488:Norway
4468:Monaco
4438:Latvia
4406:Greece
4391:France
4366:Cyprus
4218:Taiwan
4153:Turkey
4118:Russia
4053:Kuwait
4033:Jordan
4023:Israel
3983:Cyprus
3968:Brunei
3963:Bhutan
3904:
3887:
3874:
3804:Zambia
3799:Uganda
3739:Rwanda
3694:Malawi
3654:Guinea
3549:Angola
3499:Portal
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3321:Junior
3316:Infant
3221:Stages
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3182:Images
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336:skills
265:Reform
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5149:Chile
4994:Tonga
4984:Samoa
4974:Palau
4964:Nauru
4822:Aruba
4747:Haiti
4614:Ă
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4533:Spain
4458:Malta
4428:Italy
4259:Macau
4178:Yemen
4138:Syria
4113:Qatar
4093:Nepal
4028:Japan
4003:India
3993:Egypt
3978:China
3859:Ceuta
3779:Sudan
3729:Niger
3684:Libya
3669:Kenya
3649:Ghana
3639:Gabon
3614:Egypt
3554:Benin
3202:Texts
3172:Books
2873:Peace
2863:Music
2843:Legal
2803:Death
2603:Index
2186:S2CID
2105:S2CID
2047:S2CID
2002:S2CID
1967:S2CID
1868:S2CID
1800:S2CID
1612:S2CID
1558:(PDF)
1541:(PDF)
1516:(PDF)
1471:S2CID
1339:(PDF)
1318:S2CID
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1230:(PDF)
857:tutor
758:Names
508:Rural
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5070:Guam
5027:Niue
4949:Fiji
4892:Saba
4717:Cuba
4098:Oman
4063:Laos
4018:Iraq
4013:Iran
3789:Togo
3699:Mali
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3192:News
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1817:DCSF
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1351:2009
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1959:doi
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