Evocative 发表于 2025-3-26 22:15:56
Out-of-Field Teaching Between Relationship Work and Subject Principle in Primary Schools: Insights iIt arises from the appreciation and the empathy that the teachers give to the children through their pedagogical actions and is made possible by the fact that they are in the class for many hours because they teach almost all subjects. The subject principle only structures the training of teachers aGRIN 发表于 2025-3-27 04:57:36
Maths, History, God, Knitting and Me: A Reflexive Bricolage of Identityhenomenon of out-of-field teaching (Du Plessis, . (Unpublished doctoral thesis). University of Queensland, 2015; . 50:1465–1499, 2020; Hobbs et al., .. Springer, 2019). This chapter builds on this research by taking an autobiographical approach, seeking the embodied authentic voice of someone who hadeforestation 发表于 2025-3-27 05:27:25
First-Year Out-of-Field Teachers: Support Mechanisms, Satisfaction and Retentiont compared the extent of support in-field teachers, partially out-of-field teachers and entirely out-of-field teachers perceived they received from different school parties, their satisfaction with the induction and their attrition rates in the year following the induction. The study also explored t一起 发表于 2025-3-27 12:10:43
Collaborative Content Representation Design to Support Out-of-field Teachers’ Pedagogical Content Knomised. Developing teachers’ PCK is a challenging task and many researchers call for strategies that encourage collaboration, reflection, and discussion about teaching and learning. In this study, out-of-field physics teachers collaborated with in-field colleagues using a Content Representation (CoR桉树 发表于 2025-3-27 15:10:41
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http://reply.papertrans.cn/71/7051/705083/705083_37.png创造性 发表于 2025-3-28 04:20:42
Neither Fully ‘In’, Nor Completely ‘Out’ of the Field: The Case of Teaching Mathematics as a Secondteaching different school subjects who have decided to start teaching mathematics as a second subject. In Poland, these teachers typically are required to complete pedagogical qualifying non-degree postgraduate studies, which currently last for at least three semesters. We report data collected amo偶像 发表于 2025-3-28 07:34:24
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Challenging the Representations and Assumptions of Out-of-Field Teachingssing the silences requires recognition that specialist teacher supply is a long-term problem. A need to attend to teacher attrition and professional development are key actions needing further consideration.