Enhancing personal development of learners with disabilities through pedagogical practices: Teachers’ perspectives in the High Glen district, Zimbabwe by Loveness Dube, Liana Musekiwa, James Maizere

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L’accompagnement : un élément clé pour l’apprentissage en stage et pour le développement professionnel continu des enseignants by Marc Boutet, Rémy Villemin

“…It takes an integrative perspective on the process of the situated learning of teaching, throughout the career, from the pre-service practicums to the period of entrance in the profession then to the in-service training. Providing a reflexive accompaniment of the teachers’ practical experiences is here presented as a central factor for linking the training and the work environments. …”
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Le développement professionnel des enseignants expérimentés par la transmission explicite de pratiques ordinaires entre pairs by Stéphane Talérien, Sébastien Chaliès, Stefano Bertone

“…This system attempts to create the formal conditions for the effective transmission of ordinary practices between two experienced teachers (one acting as a "peer trainer" and the other as a "trained peer") and thus produce professional development. …”
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Professeurs référents : évolution des intentions et logiques d’action au cours d’une formation by Yann Vacher

“…The Masters system and the change of structures of the internship year have, as such, produced a revolution in the training practices. The increased use of Referent Teachers (RT) is a significant phenomena. …”
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Un écrit réflexif pour la formation des enseignants-stagiaires d’un genre nouveau : l’analyse de la visite en établissement by Marie-France Rossignol

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Développement de la conceptualisation dans l’activité de conception d’étudiants-stagiaires en EPS durant l’année de formation en alternance by Elisabeth Magendie

“…It aims to give an account of the development of the process of conceptualisation for sports science student-teachers engaged in conceptualising during their teacher training. …”
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Approaches to the formation of the communicative personality of the future teacher in the classroom of the course «Academic eloquence» by Olga V. Filippova

“…The introduction of the considered approaches and techniques into the educational process made it possible to bring training closer to the needs of modern academic practice and showed its effectiveness in the formation of general cultural and general professional competencies necessary for a future teacher.…”
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Aspects influencing teacher’s motivation in private schools amid the challenging environment in Lebanon by Hanan Kontar, Nisrine Rizk, Nada Jabbour Al Maalouf

“…Purpose – The purpose of this study is to pinpoint the factors that affect teacher motivation in this particular setting. It specifically looks at how job satisfaction, the reward system, training and development and work situational factors affect teachers’ motivation. …”
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Evaluating simulated teaching audio for teacher trainees using RAG and local LLMs by Ke Fang, Ci Tang, Jing Wang

“…Abstract In the training of teacher students, simulated teaching is a key method for enhancing teaching skills. …”
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The feasibility and methods of developing the foreign language teachers’ competence in the field of using digital technologies in professional activities by Vadim V. Grinshkun, Victoria V. Kopylova

“…At the same time, existing research practically does not address the problem of finding integrated approaches to preparing teachers for the practical use of digital resources in the framework of the development of foreign language education. …”
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Pedagogic natural language processing resources for L2 education: Teachers’ perceptions and beliefs by Carlos Ordoñana-Guillamón, Pascual Pérez-Paredes, Pilar Aguado-Jiménez

“… Pedagogic natural language processing resources (P-NLPRs) are a group of online technologies that aid teaching practices and hold the potential to enable Data-Driven Learning approaches by providing teachers and students with linguistic information. …”
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Autoformation et numérique : pratiques des enseignants pendant et après la crise du covid-19 en France by Théo Martineaud

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Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project by José Manuel Dos Santos Dos Santos, Astrigilda Pires Rocha Silveira, Ana Maria Reis d’Azevedo Breda, Zsolt Lavicza

“…Using an interactive, reflective continuous professional development (CPD) model—including teaching simulations, classroom practice, and structured reflection—qualitative research was conducted via thematic analysis of published data over two project-training cycles. …”
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English and French Teachers’ Assessment Practices in the Ukrainian Context: Understanding Language Assessment Literacy Needs Across Two Languages by Olga Ukrayinska

“…This paper explores assessment practices of teachers of English and French as a second language in the Ukrainian educational context with the aim of shaping the language assessment literacy (LAL) construct for teaching it to pre-service teachers. …”
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How an e-Learning Course Was Created to Support Primary Teachers’ Facilitation of Student Reflective Practice through Educational Vlogging by Molloy Ken, Crotty Yvonne

“…This article explains how teachers can use educational vlogging as a tool to facilitate students’ reflective practice in primary schools. …”
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The genesis of training in landscape architecture in Portugal by Ana Catarina Antunes, Teresa Portela Marques, Teresa Andresen

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Challenges Faced by Prospective German Language Teachers During Their Teaching Practice: A Case Study of Necmettin Erbakan University by Seval Parlakgüneş Erdoğan

“…In these educational programs, the Teaching Practice course holds particular significance. Because this course is the first step of prospective teachers to professional life. …”
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Quand la collaboration de recherche sert la légitimation d’un savoir d’expérience by Serge Desgagné, Hélène Larouche

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Residents as learning facilitators inside and outside of interprofessional education: a faculty development program in postgraduate pediatric training by Philipp A. Müller, Christine Straub, Christine Straub, Andrea Heinzmann, Thorsten Langer, Sebastian F. N. Bode, Jan Griewatz, Christian Kimmig, Sebastian Friedrich

“…Participants reported an increase in the competency fields of “didactical activities in medicine,” “social and communicative competence,” “role model and professional behavior” as well as “reflection and further development of own teaching practice.” Participants evaluated the course overall as “very good,” stated a high learning gain and estimated the course to be a good preparation for teaching students.Discussion“How to teach pediatrics” shows the feasibility of integrating faculty development as part of resident training. …”
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