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Výukový materiál "Terénní výuka na PdF MU. Podpora využití technologií a realizace výzkumných aktivit v pregraduálním vzdělávání budoucích učitelů" je výstupem projektu OP VVV Rozvoj procesu pregraduálního vzdělávání na PdF MU: důkladnou přípravou k dobré praxi. Publikace se skládá ze sedmi částí. Úvodní část seznamuje čtenáře s konceptem terénní výuky a jeho začleněním ve výuce na Pedagogické fakultě Masarykovy univerzity. Následujících šest částí představuje metodické materiály k jednotlivým terénním kurzům. V závěru výukového materiálu jsou uvedeny přílohy k jednotlivým metodikám, z nichž nejvýznamnější tvoří Atlas pro terénní výuku a outdoorové aktivity.
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Tanalís Padilla traces the history of the normales rurales--rural schools in Mexico that trained campesino teachers--and outlines how despite being intended to foster a modern, patriotic citizenry, they became sites of radical politics.
Teachers colleges. --- Boarding schools. --- Peasants --- Teachers --- Education. --- Political activity.
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Teachers --- Teachers colleges --- First year teachers --- Training of --- Teachers - Training of - France --- Teachers colleges - France --- First year teachers - France
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Ce livre nous fait revivre le fonctionnement des écoles normales depuis l'époque de leur splendeur jusqu'à la crise actuelle à laquelle la réforme de 1979 n'a pas mis un terme. Mais le propos n'est pas seulement historique. L'auteur aborde ici la question toujours brûlante de la formation des maîtres, qui déborde largement le cadre de la seule école élémentaire.
Teachers colleges --- History --- -Colleges of education --- Normal schools --- Schools of education --- Training colleges for teachers --- Universities and colleges --- -History --- Colleges of education --- History. --- Teachers colleges - France - History --- pédagogie --- école normale --- enseignement --- formation --- instituteur --- FRANCE --- ECOLES NORMALES --- ETUDE ET ENSEIGNEMENT
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The history of the UCL Institute of Education is one of persistent renewal. Since its founding in 1902 as the London Day Training College, through its establishment as a university institute and merger with UCL, the IOE has constantly grown into new areas of learning and social research. As a locus for leadership, it has exerted influence upon the nature and direction of education nationally and internationally. Drawing upon a wide range of sources, the connections between internal history and external historical developments are sensitively teased out. The result is an elegantly written history, characterised by substantial scholarship and analysis, and enlivened by illustrations and anecdote. The pages of this book are peopled with some of the most influential, and at times controversial, figures of education, including Sidney Webb, Cyril Burt, Susan Isaacs, Sophie Bryant, Richard Peters, Basil Bernstein, Ann Oakley, Celia Hoyles and Stephen Ball. Two new chapters extend Richard Aldrich’s text to 2020. These examine the extraordinary years of growth in the early 2000s, followed by a period of consolidation, merger with UCL and subsequent expansion. The IOE is unique in successfully pursuing a world-leading research agenda while also supporting a wide range of teacher education, having an impact in London, across Britain and the world.
Teachers colleges. --- Colleges of education --- Normal schools --- Schools of education --- Training colleges for teachers --- Universities and colleges --- education --- teacher education --- education research --- IOE --- UCL IOE --- education history --- London
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École normale supérieure
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--Histoire
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--Ecole Normale Supérieure (France)
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Teachers colleges
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378.4 <44 PARIS>
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Cet ouvrage, qui s'appuie sur des travaux de chercheurs et de formateurs, vise à montrer l'intérêt de comprendre les situations vécues réellement par les enseignants afin d'élaborer des dispositifs complémentaires d'analyse de pratique et d'analyse clinique du travail pour mieux former.
Beginning teachers --- Eerst jaar leraren --- Enseignants débutants --- Enseignants stagiaires --- First year teachers --- Follow-up in teacher training --- Suivi de la formation des enseignants --- Teachers [First year ] --- Teachers colleges -- Follow-up service --- Voortzetting lerarenopleiding --- Enseignants --- Formation --- Evaluation --- Enseignants débutants --- Teachers --- Training of --- Rating of --- Formation.
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Philology --- Ukrainian philology --- Ukrainian literature --- Literature --- Ukrainian language --- Teachers colleges --- Study and teaching (Higher) --- Colleges of education --- Normal schools --- Schools of education --- Training colleges for teachers --- Universities and colleges --- Ruthenian language (Ukrainian) --- Slavic languages, Eastern --- Belles-lettres --- Western literature (Western countries) --- World literature --- Authors --- Authorship --- Rusʹka Triĭt︠s︡i︠a︡ (Group of writers) --- Teachers colleges. --- Ukraine. --- An Úcráin --- Europe --- I-Yukreyini --- IYukreyini --- Malorosii͡ --- Małorosja --- Oekraïne --- Ookraan --- Oukraïne --- Oykrania --- Petite-Russie --- U.S.R.R. --- Ucrægna --- Úcráin --- Ucraina --- Ucrania --- Ucrayena --- ʻUkelena --- Ukraïna --- Ukrainæ --- Uḳraʼinah --- Ukrainian Council Socialist Republic --- Ukrainian S.S.R. --- Ukrainian Socialist Soviet Republic --- Ukrainian Soviet Socialist Republic --- Ukrainio --- Ukrainmudin Orn --- Ukraïnsʹka Radi͡ansʹka Sot͡sialistychna Respublika --- Ukrainska Radyanska Sotsialistychna Respublika --- Ukrainska Sotsialistychna Radianska Respublika --- Ukraïnsʹka Sot͡sii͡alistychna Radi͡ansʹka Respublika --- Ukrainskai͡a Sovetskai͡a Sot͡sialisticheskai͡a Respublika --- Ukrainskaya Sovetskaya Sotsialisticheskaya Respublika --- Ukrainujo --- Ukrajina --- Ūkrāniy --- Ukranya --- Ukrayiina --- Ukrayina --- Ukrayna --- Ukuraina --- Ukyáña --- Wcráin --- Yn Ookraan --- Yr Wcráin --- Yukrain --- Ukraine
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