Sentence examples for recognition for teaching from inspiring English sources

Financing is scarce, faculty receive little recognition for teaching abroad, and affordable exchange programs are canceled because of lack of interest in foreign languages.

Our biologist started receiving recognition for teaching innovation from different campus groups.

The HEA does maintain however a role in providing professional recognition for teaching through the UK Professional Standards Framework (Turner et al., 2013), and also provides accreditation for courses and training schemes.

Recently though, and particularly with the changes to student finance in England and Wales, reward and recognition for teaching and related activities has been put under the spotlight across the HE sector (Cashmore & Ramsden, 2009; Cashmore et al., 2013).

Lack of incentives, reward or recognition for teaching, poor teaching resources, low confidence in the curriculum and low postgraduate trainee availability due to clinical commitments and poor trainee attitudes were also reported repeatedly, reinforcing the findings of the survey.

Studies suggest that faculty leave academic medicine for a variety of reasons, including business and revenue pressures [ 4- 6], burdensome regulations [ 7, 8], lack of recognition for teaching or clinical excellence [ 9], lack of academic mentorship and difficulties balancing family and work [ 10, 11].

The interviewee from the University of Ibadan reported plans to advocate for recognition of teaching excellence as a criterion for promotion, while the interviewee from Zimbabwe shared the hope of establishing a College of Health Professions Education to provide comprehensive postgraduate training.

Many argue that if change takes time and training, then faculty need to be compensated for their efforts in the form of lower teaching loads, financial benefits, recognition for tenure, teaching awards, or even, at the most basic level, verbal acknowledgment from colleagues and supervisors.

In open comments, the absence of formal recognition or reward for teaching, poor facilities/resources, low time allocation and low prioritisation by Trust managers and poor support from the Deanery were all mentioned repeatedly.

The typical "chalk and talk" lecture has been shown to be alive and well (Lew et al. 2014), and it has been suggested that the recognition of teaching intentions, goals, and actions, and the identification of teaching tools, can provide the start of a "tool box" for improving teaching (Nardi et al. 2005).

* Don't simply delete mistakes made by the recognition engine; use the specified correction process for teaching the speech engine.