粘
发表于 2025-3-23 10:25:11
How You Crack Problems and Get Better, It addresses the role formal university courses, seminars and workshops play in developing these approaches and changing these experiences. It concludes that teachers with appropriate support can and do grow as university teachers in ways that are consistent with the teaching-learning model underpi
Urgency
发表于 2025-3-23 15:45:53
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杀虫剂
发表于 2025-3-23 21:21:37
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nauseate
发表于 2025-3-24 01:10:57
Exploring Teaching and Learning in Higher Education,k. It is introduced in this chapter through a model describing the relations between university teaching and student learning. Using a presage-process-product format, the model proposes (a) that students’ experiences of their learning context are related to their learning outcomes through approaches
依法逮捕
发表于 2025-3-24 02:44:29
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600
发表于 2025-3-24 07:52:38
,Teachers’ Experiences of Teaching, the Approaches to Teaching Inventory (ATI) and a summary of the qualitative studies behind the inventory. The ATI has been used to identify and confirm the empirical relationship between teachers approaches to teaching and their students’ approaches to learning in various contexts. These studies an
Myofibrils
发表于 2025-3-24 10:46:47
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VALID
发表于 2025-3-24 15:24:01
Leadership of Teaching and Learning,ng. The results show that there are direct empirical links between teachers’ experiences of leadership and the academic context, their approaches to teaching and their students’ experiences of teaching and learning, all in the context of the teaching-learning model described in the first chapter. Th
杀子女者
发表于 2025-3-24 20:48:16
,Changing and Developing Teachers’ Approaches to Teaching, It addresses the role formal university courses, seminars and workshops play in developing these approaches and changing these experiences. It concludes that teachers with appropriate support can and do grow as university teachers in ways that are consistent with the teaching-learning model underpi
calamity
发表于 2025-3-25 03:06:02
Summary and Conclusions,versity teachers experience their teaching, their student learning, their research and perceptions of leadership and their ongoing growth and development are reiterated. A description of the underlying rationale for the principles of practice identified in each chapter is presented, along with issue