Sentence examples for models of teachers from inspiring English sources

The master teachers that we interviewed provided compelling models of teachers engaging in integrated STEM education.

However, domain-specific models of teachers' competencies, as well as competence measurement instruments are still lacking (Blömeke et al. 2013; Schmelzing et al. 2013).

In focus groups of the final-year students and doctors, clinical exposure and the role models of teachers in internship were suggested as being an important influence in choosing specialty.

Our longstanding partnerships with schools, which have become national models of teacher preparation, bridge theory and practice.

We need improved models of teacher development that begin with undergraduate internships, continue with student teaching and culminate in apprenticeships with mentors and ongoing training.

The Department of Education (ED) would use $80 million "to expand promising and effective models of teacher preparation".

Results suggest the promise of BEST in CLASS as a Tier-2 intervention for use in authentic early childhood classroom contexts and provide implications for future research on transactional models of teacher and child behavior.

The competences of a music teacher are a part of the European Qualifications Framework (EQF); therefore, they need to be discussed with reference to the structure of European Qualifications and other models of teacher competences (Common European Principles for Teacher Competences and Qualifications, 2005; etc).

Nevertheless, in individuals' stories, the tension between educational beliefs is noted, for example, between the models of teacher as authoritative source of knowledge (Leng 2005) and of the teacher as facilitator, helping the student to make their own discoveries in learning (Wilson 1996; Honebein 1996).

While many different models of teacher professional development have been proposed in the literature (e.g., Bell and Gilbert 1996; Borko et al. 2008; Desimone 2009; Franke et al. 2001; Joyce and Showers 1988; Loucks-Horsley et al. 1998; Supovitz and Turner 2000), we situate our study within Desimone's (2009) conceptual framework (Fig. 2).

Two studies (one longitudinal) were designed to extend Butler's model of teachers' goal orientations for teaching.