Sentence examples for knowledge classroom from inspiring English sources

A teacher must deeply understand the content he or she teaches, as well as possess pedagogical knowledge, classroom management techniques and relationship-building skills.

Our paper is based on an efficacy study of the newly developed Learning and Teaching Geometry (LTG) video-based mathematics professional development (Seago et al. 2017), including whether it produces a beneficial impact on teachers' mathematics knowledge, classroom teaching practices, and their students' knowledge in the domain of geometry.

An end to the relentless change will mean teachers can concentrate on what really matters: their subject knowledge and classroom practice.

All participants reported better knowledge of classroom management after training.

The effects of STeLLA on teachers' pedagogical content knowledge and classroom practice were even larger.

Pedagogic modalities phase together pedagogic relations, activities and knowledge, as classroom discourse.

The first is to strengthen teachers' content area knowledge and classroom management skills needed to efficiently run integrated STEM lessons.

In SA-MTLBO, the learners can self-adaptively select the modes of learning according to their levels of knowledge in classroom.

In addition, this study only explores PTs' course work without investigating the field experiences; therefore, it is not clear how PTs may actually transform learned knowledge into classroom settings.

For these reasons, the article provides both novel ways of examining the role of embodiment in doing noticings and adds to the emerging body of research on participants' displays of knowledge in classroom interaction, with a focus on the kind of correction work students can perform in teacher-led instructional interaction.

In the first study, the authors focus on comparing the similarities and differences in how pre- and in-service teachers perceived inquiry-based science teaching, whereas in the second study, the same researchers reveal in-service teachers' perceptions on inquiry as one that focused on students' abilities, knowledge acquisition, classroom environment and assessment.