The phrase "and performance in teaching" is correct and usable in written English.
It can be used when discussing the effectiveness or quality of teaching methods or practices in an educational context.
Example: "The study focused on the relationship between teacher training and performance in teaching, highlighting the importance of ongoing professional development."
Alternatives: "and effectiveness in instruction" or "and teaching effectiveness".
Her performance in teaching the course would be enough to nominate her for any AI [Assistant in Instruction] award.
Results of structural equation modeling analyses revealed that social influence and past performance in teaching and supervision had significant effects on interest to become a nurse educator when mediated by self-efficacy and outcome expectations.
The satisfactory progress of doctoral students is assessed annually on the basis of academic performance, including the timely completion of all language examinations and all certifying and comprehensive examinations and thesis requirements, grades, and performance in any required teaching or research apprenticeships.
This internet-based application for formative testing thus represents a powerful and innovative tool which can be used as part of a blended-learning environment to stimulate both study behavior and performance in (bio) medical teaching.
The teachers confirm the curricular and instructional sensitivity, validity, quality and innovative approach of the tool for formative assessment and enhancement of performance in teaching economics.
It is an outgrowth of two courses this semester: the professors are co-teaching "Jewish Identity and Performance in the U.S". and Wolf is teaching "Performance and Politics in the 1960s: Hippies and 'Homos,' Black Arts and Broadway". The symposium is funded by the Lapidus Fund in American Jewish Studies in Princeton's Program in American Studies.
In conjunction with colleagues, he drove a 50percentt increase in departmental research funding and a 30percentt rise in clinical activity, while strengthening performance in teaching and student training.
This study used a social cognitive career theory perspective to examine the effects of past performance in teaching and supervision, social influence, observing others teaching, perceived task demands for nurse educators, self-efficacy, and outcome expectations on Thai graduate nursing students' (n = 236) interest to become a nurse educator.
One of the major differences may be the particularly low value associated with job performance in teaching and the associated lack of reward for these activities (Hativa, 1995; Walczyk and Ramsey, 2003; Gibbs and Coffey, 2004; AAAS, 2010; Mervis, 2013).
