Sentence examples for teaching in general from inspiring English sources

And there are very few tertiary institutions to improve the quality of the teachers and teaching in general.

Probably the best way of teaching in general is one on one, but that's not something everyone can afford.

Constant squeezing of the teachers' terms, conditions and pay has led to an increasingly demoralised, casual and less-qualified workforce mirroring the situation in teaching in general, but amplified to an even greater degree.

"It is increasingly difficult to recruit teachers in core subjects like maths and science, and this is often even more so in schools in challenging circumstances …It is of the utmost importance that teaching in general, and particularly in these areas is better incentivised, celebrated and supported by all of us".

Another aspect, revealed in research on tertiary teaching in general, is that lecturers value collaborative learning in professional development, including discussions with peers (Ferman 2002).

What, if any, aspects of your department or institution have supported (or discouraged) changes to teaching in general in your department?

According to the Afrikaans Medium Decree of 1974, Afrikaans had to be used for mathematics, arithmetic and social studies from seventh grade on, and English would be taught in general science and what was called practical subjects: needlework, woodworking, metal work, art, agriculture.

We hypothesized that pre-knowledge in biological contexts (e.g., about evolution or ecology), as taught in general secondary school, might positively influence students' performance in our instrument.

Particularly, in communities in which creationism is prevalent, allowing students to opt out is often viewed as a satisfactory compromise whereby evolution is taught in general but not inflicted on the unwilling.

However there is limited research on the use of social media (e.g. Facebook) in teaching practices in general, and writing instruction in second-language teaching in particular.

In a similar fashion as with the acceptance of evolutionary theory, factors of the cognitive, affective, and contextual domains might influence the intention to teach both evolutionary theory and unscientific alternatives in particular and the preference for teaching evolution in general.