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This open access book presents a structural model and an associated test instrument designed to provide a detailed analysis of professional competences for teaching mathematical modelling. The conceptualisation is based on the COACTIV model, which describes aspects, areas and facets of professional competences of teachers. The manual provides an overview of the essential teaching skills in application-related contexts and offers the tools needed to capture these aspects. It discusses the objectives and application areas of the instrument, as well as the development of the test. In addition, it describes the implementation and evaluates the quality and results of the structural equation analysis of the model. Teaching mathematical modelling is a cognitively challenging activity for (prospective) teachers. Thus, teacher education requires a detailed analysis of professional competence for teaching mathematical modelling. Measuring this competence requires theoretical models that accurately describe requirements placed upon teachers, as well as appropriate evaluation tools that adequately capture skills and abilities in this field. This book presents an instrument that measures the professional competences in a sample of 349 prospective teachers.
Teaching of a specific subject --- Teacher training --- Education --- Teaching mathematical modelling --- Professional Competences for Teaching Mathematical Modelling --- COACTIV model --- professional competences of teachers --- BELIEFS ABOUT MATHEMATICAL MODELLING --- Test Instrument --- text vignette --- Formació del professorat --- Professors de matemàtica --- Professors --- Formació d'educadors --- Formació dels mestres --- Perfeccionament del professorat --- Formació --- Escoles normals --- Observació (Mètode d'ensenyament) --- Pràctiques pedagògiques
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This book on ‘Cooperative Learning in Higher Education’ addresses the development of both reflective teaching and learning in higher education to promote sustainable education in several disciplines where reflection is at the core of sustainable development. The book explores reflection within higher education and/or within instructional approaches to higher education, not only via in-house and external individuals, collective initiatives and activities that focus on reflection and the generation of knowledge, but also on the transformative outputs of learning communities. We place an emphasis on reflective practices and communities, as well as linking reflective learning and the development of professional identity through reflection. The book also addresses the connections between theoretical and applied research on reflective practices and knowledge generation in all areas, as well as professional practice and identity through theoretical definitions, situated and grounded practice, and transformative knowledge.
Humanities --- Education --- Experience --- student --- higher education --- practice --- self-reflection --- (self-)educational process --- roles in the profession --- reflective learning --- education for sustainability --- teacher education --- math teachers --- knowledge transformation --- professional competences --- sustainable education --- trust --- reciprocity --- experiment --- game theory --- extracurricular activities --- volunteering --- reflection --- sustainability --- sustainable development --- food systems --- education --- rich picture --- reflective teaching --- summer school --- information technology --- experiential learning --- simulation game --- ERP systems --- usability --- SUS --- SAP --- cooperative learning --- instructional approaches --- professional identity --- psychometrics --- metacognition --- culture of thinking --- cultural forces --- academic literacy --- curriculum-integrated design --- inclusive practice intervention --- student diversity --- pedagogical approach --- transformative education --- tertiary systems
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This book on ‘Cooperative Learning in Higher Education’ addresses the development of both reflective teaching and learning in higher education to promote sustainable education in several disciplines where reflection is at the core of sustainable development. The book explores reflection within higher education and/or within instructional approaches to higher education, not only via in-house and external individuals, collective initiatives and activities that focus on reflection and the generation of knowledge, but also on the transformative outputs of learning communities. We place an emphasis on reflective practices and communities, as well as linking reflective learning and the development of professional identity through reflection. The book also addresses the connections between theoretical and applied research on reflective practices and knowledge generation in all areas, as well as professional practice and identity through theoretical definitions, situated and grounded practice, and transformative knowledge.
Experience --- student --- higher education --- practice --- self-reflection --- (self-)educational process --- roles in the profession --- reflective learning --- education for sustainability --- teacher education --- math teachers --- knowledge transformation --- professional competences --- sustainable education --- trust --- reciprocity --- experiment --- game theory --- extracurricular activities --- volunteering --- reflection --- sustainability --- sustainable development --- food systems --- education --- rich picture --- reflective teaching --- summer school --- information technology --- experiential learning --- simulation game --- ERP systems --- usability --- SUS --- SAP --- cooperative learning --- instructional approaches --- professional identity --- psychometrics --- metacognition --- culture of thinking --- cultural forces --- academic literacy --- curriculum-integrated design --- inclusive practice intervention --- student diversity --- pedagogical approach --- transformative education --- tertiary systems
Choose an application
This book on ‘Cooperative Learning in Higher Education’ addresses the development of both reflective teaching and learning in higher education to promote sustainable education in several disciplines where reflection is at the core of sustainable development. The book explores reflection within higher education and/or within instructional approaches to higher education, not only via in-house and external individuals, collective initiatives and activities that focus on reflection and the generation of knowledge, but also on the transformative outputs of learning communities. We place an emphasis on reflective practices and communities, as well as linking reflective learning and the development of professional identity through reflection. The book also addresses the connections between theoretical and applied research on reflective practices and knowledge generation in all areas, as well as professional practice and identity through theoretical definitions, situated and grounded practice, and transformative knowledge.
Humanities --- Education --- Experience --- student --- higher education --- practice --- self-reflection --- (self-)educational process --- roles in the profession --- reflective learning --- education for sustainability --- teacher education --- math teachers --- knowledge transformation --- professional competences --- sustainable education --- trust --- reciprocity --- experiment --- game theory --- extracurricular activities --- volunteering --- reflection --- sustainability --- sustainable development --- food systems --- education --- rich picture --- reflective teaching --- summer school --- information technology --- experiential learning --- simulation game --- ERP systems --- usability --- SUS --- SAP --- cooperative learning --- instructional approaches --- professional identity --- psychometrics --- metacognition --- culture of thinking --- cultural forces --- academic literacy --- curriculum-integrated design --- inclusive practice intervention --- student diversity --- pedagogical approach --- transformative education --- tertiary systems --- Experience --- student --- higher education --- practice --- self-reflection --- (self-)educational process --- roles in the profession --- reflective learning --- education for sustainability --- teacher education --- math teachers --- knowledge transformation --- professional competences --- sustainable education --- trust --- reciprocity --- experiment --- game theory --- extracurricular activities --- volunteering --- reflection --- sustainability --- sustainable development --- food systems --- education --- rich picture --- reflective teaching --- summer school --- information technology --- experiential learning --- simulation game --- ERP systems --- usability --- SUS --- SAP --- cooperative learning --- instructional approaches --- professional identity --- psychometrics --- metacognition --- culture of thinking --- cultural forces --- academic literacy --- curriculum-integrated design --- inclusive practice intervention --- student diversity --- pedagogical approach --- transformative education --- tertiary systems
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