Sentence examples for in teachers learning from inspiring English sources

All the four types of organizational culture are significant predictors which contributing 71.30 per cent variance in teachers' learning.

We situate these findings in the literature on teacher professional development and technology use, arguing that existing conversations need to attend to the important role that peers play in teachers' learning and innovation adoption, particularly in online learning environments.

The distinction between CK and PCK has been shown to be helpful in identifying the kinds of knowledge that play an important role in teachers' learning (Ball et al. [2008]).

Borko et al. (2014) argued for articulating the practice of leading high-quality PD to be able to define how these programs contribute to changes in teachers' learning, instructional practices, and students' learning.

In the next section we provide an overview of the key professional learning activities of teachers and the interplay between organizational factors and psychological factors in teacher learning.

A way for principals to become more involved in teacher learning through the Learning Dialogues was to participate in them, which significantly all did.

Wei et al. (2010) reported that national investments in teacher learning regarding teaching LEP and students with disabilities appear to trend toward focusing on ineffective short-term workshops.

The articulation of integration of clinical and basic sciences is not receiving much attention in teacher learning programmes in the medical domain [ 10].

This study investigates how in-service teachers' learning of a functional linguistic approach for instructional design contributes to linguistic sensitivity, knowledge acquisition, skill development, and classroom practice for their students' development in content/discipline specific literacy.

In conclusion, the kinship or clan organizational culture should be adopted since it is the most significant predictor in improving teachers' learning and thus encourage teachers to be effective learners.

The main assumption of this study is that in the context of VET teachers' learning in teams, organizational and psychological factors both play a role in professional teacher learning (cf. Kwakman, 2003; Richardson and Placier, 2001; Smylie et al. 1996).