Exploring pre-service English teachers’ perceptions and practices of critical thinking in Indonesian EFL classrooms by Ganang Kuswandaru, Willy Prasetya

“…Nevertheless, the study also identified potential challenges, including the uneven distribution of critical thinking practices across the education system and the need for specialized teacher training to implement critical thinking instruction effectively. …”
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DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER? by T. A. Strokova

“…The purpose of the publication is to draw attention of educatorsof all levels to the need of improving quality of teacher training in research field.Methods. Based on the results of observations, interviews and surveys of teachers aged between 23 and 30 years with teaching experience of 1 to 5–6 years, and analysis of teacher practice, the assessment of the current state of innovation processes in public school and quality of university training of pre-service teachers in research field is given.Results. …”
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O PIBID de Ciências Sociais da Universidade Federal de Mato Grosso e a formação de professores de Sociologia para a Educação Básica by Francisco Xavier Freire Rodrigues, Edilene da Cruz Silva

“…The main objective of this paper is to discuss the scope and the limitations that the conceptions and practices prevailing in the public schools of basic education and higher education institutions that train teachers, on the one hand, and the factors that influence recruitment for the teaching career, on the other, may bring to the purposes of the recent Institutional Scholarship Program for Initiation into Teaching (PIBID-CAPES). …”
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ENHANCING PROFESSIONAL DEVELOPMENT THROUGH INTERNATIONAL COLLABORATIVE DIALOGUE: A STUDY OF MALAYSIAN AND AUSTRALIAN PRE-SERVICE TEACHERS by Vegneskumar Maniam, Tay Gerard, Ingrid Harrington, Hayley Trenchard, Susan Bennett

“… Purpose - Despite the comprehensive nature of pre-service teacher training programs in Malaysia, the first year of teaching remains a challenging period for novice educators. …”
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Prospective preschool teachers learning to use picturebooks for philosophical inquiries by Sofia Nikolidaki

“…Prospective preschool teachers often incorporate picturebooks into their teaching practices in kindergartens as part of their training. …”
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Gameization of Educational Process in the Assessments of Students and Teachers by V. A. Sagaidak, A. L. Kuzevanova, A. N. Kapshuk

“…The purpose of the study is to identify the features of students’ and teachers’ perception of the existing practice of gameization of educational processes. …”
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Le séminaire de recherche : un lieu pour structurer la formation à l’enseignement autour de l’articulation théorie et pratique by Sylvain Doussot, Anne Vézier

“…In a professional and academic training as in a teachers training, an introduction to research practices is to be discussed. …”
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Methodological tools of assessing the formation of linguodidactic (special) competence in the conditions of transition to the 3++ FSES HE by Lyudmila A. Milovanova, Alina S. Karavaeva

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What is formative assessment? Conceptualisation and level of knowledge of basic education teachers by Maite Zubillaga-Olague, Laura Cañadas, Jesús Manso

“…For educational research and practice, it is vital to identify how much teachers believe they know about formative assessment, as well as their ideas of the concept. …”
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Staff Training Programmes and Teachers’ Job Performance in Selected Secondary Schools of Kanungu Town Council, Kanungu District by Richard Bens, Agaba

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Le développement professionnel des enseignants dans des situations de mutation : une analyse au prisme de l’expertise documentaire by Anita Messaoui

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Teachers’ pedagogical practices for including learners with Cerebral Palsy at a primary school in the Chipinge district, Zimbabwe by Erinet Mambwerere, Loveness Dube

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Head Teachers’administrative Practices and Students’ Discipline in Selected Secondary Schools in Rushenyi County, Ntungamo District by Alex, Muganda Byaruhanga

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Acting “out-of-the-box” in Montessori teachers’ narratives – research report by Jarosław Jendza

“…In this sense, Montessori pedagogy can be seen as an open and educational system, inviting various in­terpretations, and promoting creativity, critical engagement, and innovation, rather than strict rules, clear and reliable methods, or precise techniques mastered during various teacher training courses. …”
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VR-Based Workplace Training and Spaces of Learning: A Social Space Study of VR Training for Apprentice Electricians by Katrin Kraus, Martin Berger, Thomas Keller, Elke Brucker-Kley

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THE INTERACTION OF COMPREHENSIVE SCHOOL AND TEACHERS’ TRAINING COLLEGE IN CONDITIONS OF FORMING A COMPLETE SOCIAL AND CULTURAL ENVIRONMENT OF A REGION by Lyudmila V. Vedernikova, Olga A. Povoroznyuk

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DESIGNING THE EDUCATIONAL OUTCOMES OF BACHELOR’S DEGREE STUDENTS IN PEDAGOGY ON A BASISOF TEACHER’S PROFESSIONAL STANDARD by Olga G. Smolyaninova, Vera V. Korshunova

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Teacher Training Doctoral Studies Basic Parameters and Development Vectors in Russia and in the World: The Results of the Global Study of Leading Universities by E. V. Brodovskaya, A. Yu. Dombrovskaya, A. B. Shatilov, R. V. Parma

“…The results of the research are the distinctive characteristics of the Russian teacher training doctoral programs and foreign doctoral programs EdD, EdLd, PhD in Education. …”
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Learning to Shape Transformation – How Individual Schools can be Supported in Implementing a Newly Developed ESD Curriculum with Training Concept by Lindau-Bank Detlev, Stein Margit

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Teacher training at a rural school in Mato Grosso do Sul – Brazil: the presence/absence of inclusive and intercultural perspectives by Luiz Henrique Poloni, Washington Cesar Shoiti Nozu, Andressa Santos Rebelo

“…In view of the context investigated, we advocate the expansion of the debate on inclusive and intercultural education in the in-service training of rural school teachers, in order to contribute to concepts and practices that promote the articulation between the principles of equality and difference.…”
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