Sentence examples for knowledge instructors from inspiring English sources

We used qualitative content analysis, and drew on cognitive and sociocultural perspectives of learning, to identify and characterize the pedagogical knowledge instructors employed.

Notably, most instructors in our study did not reveal knowledge about every component of pedagogical knowledge, and there was a considerable variation in what knowledge instructors used (Fig. 4).

One important factor is the teacher knowledge that instructors possess, including their pedagogical knowledge.

Talk to a professional if possible, these skills are best taught by a knowledgeable instructor with knowledge on firearms and firearms safety.

By grade level, first-year students prefer having content knowledge by instructors, whereas second, third and fourth-year students opt for motivating to learn on instructors' side.

Most of these items such as instructor motivation, clear explanation by instructor, instructor knowledge of the subject matter, instructor commitment to teaching, management and control of class, and student motivation were rated between of great and very great importance by both groups of respondents, and the remainder rated as of least or moderate importance.

This underlines the importance of addressing this question in future research what knowledge do instructors need to effectively implement active-learning instruction in large undergraduate biology courses?

Future research will need to directly examine the pedagogical knowledge that instructors rely on in their own teaching and how this knowledge is related to instructional practice and student outcomes.

As part of building a community of engagement, faculty members might consult with students about their concerns and perhaps decide that real-time response systems can not only increase student activity in class but also function as an important part of a feedback loop that improves students' awareness of their own knowledge and instructors' awareness of students' struggles.

However, the traditional lecture-based learning (LBL) widely used in neurology clerkship education often leads to unsatisfactory learning outcomes because medical students passively receive knowledge from instructors with little interaction, and lack motivation to study and innovate [ 5, 6].

This model implies that good supervision is accomplished by attending a course, thus presuming that deficits in supervisor's expertise can be remedied through formal, structured transmission of knowledge from instructor to learner/professor [ 23].