"teaching conditions" is correct and commonly used in written English.
It refers to the environment, resources, and factors that affect a teacher's ability to effectively teach their students. Example: The teachers at the school have been complaining about the poor teaching conditions, such as large class sizes and outdated textbooks.
It's about making sure that the kids have the right learning conditions, which are also the right teaching conditions.
Systematic training was linked to an equally systematic process of certification, control of teaching conditions, and in-service study.
"Teaching conditions were ideal," he said, "good students, small classes, rich materials" that he was well prepared to teach, "but some vital spark was missing".
"England's teachers are more likely to report challenging teaching conditions such as too many teaching hours and difficulty keeping up with curriculum changes.
A rich man's game Down, but far from out Business as usual Mediocre, but at least they're free The seven-yearly war ReprintsUniversities embraced fees as a way to improve teaching conditions.
Teaching conditions in Qiao Tou Lian He school are tough.
Research Question 2: Do student motivation towards PE lessons (primary outcome), needs satisfaction, and perceptions of teacher behavior (secondary outcomes) differ across the three motivational teaching strategy conditions and the control (usual practice) teaching condition?
There were three main research questions: Research Question 1: Do students differ across the three motivational teaching strategy conditions and control (usual practice) teaching condition with regard to moderate-to-vigorous PA (MVPA) (primary outcome) and sedentary behavior (secondary outcome) during PE lessons?
For instance, the feasibility of working with a single school is counterbalanced by internal validity threats related to the quality of teaching between conditions.
An additional strength comes from the use of both "providing" and "free" choice teaching strategy conditions, which will enable us to determine the type or degree of choice needed to impact motivation and PA levels in adolescents.
Teachers (n = 16) and their classes from five secondary schools in Sydney, Australia were randomly assigned into four blocks and instructed to provide one of four 20-min lesson teaching strategy conditions: (1) explaining the relevance of activities; (2) providing choice from PA options selected by the teacher; (3) providing equipment and free choice of activities; or (4) usual practice.
