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| role of teacher in international understanding: Teaching for Excellence and Equity Nathan Burroughs, Jacqueline Gardner, Youngjun Lee, Siwen Guo, Israel Touitou, Kimberly Jansen, William Schmidt, 2019-05-23 This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time. |
| role of teacher in international understanding: International Beliefs and Practices That Characterize Teacher Effectiveness Grant, Leslie W., Stronge, James H., Xu, Xianxuan, 2021-06-18 Research surrounding teacher quality and teacher effectiveness has continued to grow and become even more prominent as teaching has become more professionalized globally and countries have invested more comprehensively in teacher education, certification, and professional development. To better understand teacher effectiveness, it is important to have a global viewpoint to truly understand how beliefs and practices vary in each country and can lead to different characterizations of what makes an effective teacher. This includes both cross-cultural commonalities and unique differences in conceptualization of teacher effectiveness and practices. With this comprehensive, international understanding of teacher effectiveness, a better understanding of best practices, teacher models, philosophies, and more will be developed. International Beliefs and Practices That Characterize Teacher Effectiveness identifies, shares, and explores the predominant conceptual understandings of beliefs and practices that characterize effective teachers in different countries. This book provides international and cross-cultural perspectives on teacher effectiveness and examines the prominent philosophies of teaching and pedagogical practices that characterize teachers in selected countries. Each chapter includes a background, such as history and undergirding philosophy within each country, effective teacher models, prominent applications of teacher effectiveness practices, and special or unique features of teaching in the specific countries mentioned. This book is essential for practicing educators in various countries, teacher educators, faculty, and students within schools and colleges, researchers in international comparative studies, organizations engaged in international education, and administrators, practitioners, and academicians interested in how teacher effectiveness is characterized in different countries and regions across the world. |
| role of teacher in international understanding: The International Handbook of Educational Research in the Asia-Pacific Region J.P. Keeves, Ryo Watanabe, 2013-11-11 The aim of the Handbook is to present readily accessible, but scholarly sources of information about educational research in the Asia-Pacific region. The scale and scope of the Handbook is such that the articles included in it provide substantive contributions to knowledge and understanding of education in the Asia region. In so doing, the articles present the problems and issues facing education in the region and the findings of research conducted within the region that contribute to the resolution of these problems and issues. Moreover, since new problems and issues are constantly arising, the articles in the Handbook also indicate the likely directions of future developments. The different articles within the Handbook seek to conceptualize the problems in each specific content area under review, provide an integration of the research conducted within that area, the theoretical basis of the research the practical implications of the research and the contribution of the research towards the resolution of the problems identified. Thus, the articles do not involve the reporting of newly conducted research, but rather require a synthesis of the research undertaken in a particular area, with reference to the research methods employed and the theoretical frameworks on which the research is based. In general, the articles do not advocate a single point of view, but rather, present alternative points of view and comment on the debate and disagreements associated with the conduct and findings of the research. Furthermore, it should be noted, that the Handbook is not concerned with research methodology, and only considers the methods employed in inquiry in so far as the particular methods of research contribute to the effective investigation of problems and issues that have arisen in the conduct and provision of education at different levels within the region. |
| role of teacher in international understanding: UNESCO Without Borders Aigul Kulnazarova, Christian Ydesen, 2016-06-23 The United Nations Educational, Scientific, and Cultural Organization (UNESCO) was established in 1945 with twin aims: to rebuild various institutions of the world destroyed by war, and to promote international understanding and peaceful cooperation among nations. Based on empirical and historical research and with a particular focus on history teaching, international understanding and peace, UNESCO Without Borders offers a new research trajectory for understanding the roles played by UNESCO and other international organizations, as well as the effects of globalization on education. With fifteen chapters by authors from cross-disciplinary and diverse geographical areas, this book assesses the global implications and results of UNESCO’s educational policies and practices. It explores how UNESCO-approved guidelines of textbook revisions and peace initiatives were implemented in member-states, illustrating the existence of both national confrontations with the new worldview promoted by UNESCO, as well as the constraints of international cooperation. This book provides an insightful analysis of UNESCO’s past challenges and also indicates promising future research directions in support of international understanding for peace and cooperation. As such, it will be of key interest to researchers, postgraduate students, academics in the fields of international and comparative education, education politics and policies, and to those interested in the historical study of international organizations and their global impact. The book will also appeal to practitioners, especially those who conduct research on or work in post-conflict societies. |
| role of teacher in international understanding: International Handbook of Research on Teachers and Teaching Lawrence J. Saha, Anthony Gary Dworkin, 2009-04-17 The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant. |
| role of teacher in international understanding: Teacher in Emerging Indian Society Srivastava, 2006 |
| role of teacher in international understanding: Being a Teacher Lucy Cooker, Tony Cotton, Helen Toft, 2018-02-02 Sharing the stories of educators working in a diverse range of international contexts, Being a Teacher uses personal narratives to explore effective teaching and learning in global settings. Demonstrating how personal values influence pedagogical practice, and asking how practice can be improved, authors reflect on their experiences not just as teachers, but also as learners, to offer essential guidance for all prospective educational professionals. The book focuses on teacher narratives as a vehicle for consideration of teacher professionalism, and as a way of understanding issues which are important to teachers in different contexts. By sharing and analysing these narratives, the book discusses the increasing complexity of teaching as a profession, and considers the commonality within the narratives. Each chapter includes graphic representations of analysis and encourages its reader to reflect critically on central questions, thereby constructing their own narrative. Being a Teacher provides an in-depth and engaging insight into the education system at a global level, making it an essential read for anyone embarking on a teaching career within the international education market. |
| role of teacher in international understanding: The New International Economic Order Breda Pavlič, Cees J. Hamelink, 1985 UNESCO pub. Research report on the relationships between a new international economic order and a new communications order and information system - discusses the concept and the role of mass medias, education and public opinion in complementing self reliance; examines the importance of information exchange for trade and industrial production, the role of multinational enterprises, developing countries' position regarding access to information, information technology, international division of labour, etc. Bibliography, statistical tables. |
| role of teacher in international understanding: Teaching of History S. K. Kochhar, 1984 |
| role of teacher in international understanding: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 Presents a multifaceted model of understanding, which is based on the premise that people can demonstrate understanding in a variety of ways. |
| role of teacher in international understanding: International Handbook of Curriculum Research William F. Pinar, 2003-04-01 The International Handbook of Curriculum Research is the first collection of reports on scholarly developments and school curriculum initiatives worldwide. Thirty-four essays on 28 nations, framed by four introductory chapters, provide a panoromic |
| role of teacher in international understanding: Knowing History in Schools Arthur Chapman , 2021-01-07 The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools. |
| role of teacher in international understanding: Teacher Educators as Teachers and as Researchers Kari Smith, Maria Assunção Flores, 2020-09-10 This book presents recent international research on how teacher educators, institutions and policy makers perceive, act on and experience the dual responsibility that teacher educators are required to develop. Teacher educators are both teachers and researchers, a hybrid position which might be challenging to fulfil. Teacher education has attracted much research over the years. It has also been subject to national and international debates about its goals and core features as well as issues of quality and effectiveness. More recently, attention has been given to the work, identity and professional development of teacher educators. The various chapters in the book address the topic of teacher educators as teachers and researchers in diverse countries and contexts, namely Australia, Belgium, England, Ireland, Israel, Portugal, Norway and the USA. Collectively, the authors examine the work of teacher educators considering their core mission, their professional development opportunities and the demands and needs of their working contexts. The chapters in this book were originally published in a special issue of the European Journal of Teacher Education. |
| role of teacher in international understanding: Teacher Quality, Instructional Quality and Student Outcomes Trude Nilsen, Jan-Eric Gustafsson, 2016-09-19 This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA). |
| role of teacher in international understanding: Preparing Teachers for Deeper Learning Linda Darling-Hammond, Jeannie Oakes, 2021-02-08 Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world. |
| role of teacher in international understanding: International Perspectives on Teacher Stress Christopher McCarthy, Richard Lambert, Annette Ullrich, 2012-10-01 This book is the latest volume in the Research on Stress and Coping in Education series. The authors present original research and current theory regarding the realities of coping with the stresses of teaching. The chapters highlight working conditions for teachers around the globe and the processes and strategies that teachers use to survive and thrive in their daily work with students, families, and educational administrators. Both stress researchers and educational policy makers will find the chapters offer insights into sources of stress for teachers, strategies for stress prevention and coping, and the negative consequences that stress can have on teacher retention. Researchers from Norway, Turkey, Greece, the United States, the Netherlands, Germany, Russia, Italy, and China illustrate through a variety of research methods both the centrality of cultural context and the commonalities of teacher experiences around the world. |
| role of teacher in international understanding: Research on Teacher Identity Paul A. Schutz, Ji Hong, Dionne Cross Francis, 2018-07-11 Understanding teachers’ professional identities and their development is key to unpacking teachers’ professional lives, the quality of their instruction, their motivation and commitment to teach, and their career decision-making. This book features a number of scholars from around the world who represent a variety of disciplines, scientific paradigms, and inquiry methods in researching teacher identity. By bringing these chapters together, this volume initiates active scholarly conversations and extends the boundaries of teacher identity research and practice. This collection of chapters provides significant insight into teacher identity and will be essential reading for pre-service and in-service teachers, teacher educators, school administrators, professional developers, and policy makers at various levels. |
| role of teacher in international understanding: International Schools, Teaching and Governance Carmen Blyth, 2017-02-26 This book examines how injustice based on social positioning is performed within the context of international schools. Drawing on the lived experiences of an international school teacher, it proposes and explores the notion that teachers, in being constituted and positioned as subordinate within the hierarchy that is the international school, leads to their being wronged on three counts: epistemically for being wrongfully mistrusted; ethically for being wrongfully excluded; and ontologically for being wrongfully positioned as a lesser human being. The book addresses the dearth of research currently available on conflict in international schools and how conflict between teachers and administrators is dealt with in and by such institutions. It will be valuable reading for students and teachers of education and sociology, and those interested in the workings of international schools. |
| role of teacher in international understanding: Teacher Professional Development Eleonora Villegas-Reimers, 2003 |
| role of teacher in international understanding: Philosophical and Sociological Principles of Education: R.P. Pathak, 2011 Philosophical and Sociological Principles of Education examines the ideologies of eminent Eastern and Western educators and focuses on the history of various schools of thought, the role of education in Indian society, and how it leads to national integration and international understanding. |
| role of teacher in international understanding: Teacher Professional Learning in International Education Ly Thi Tran, Truc Thi Thanh Le, 2017-12-15 This book examines the impact of internationalization, student mobility and transnational workforce mobility on the changing nature of teacher work and teacher professional learning in the Vocational Education and Training (VET) sector. Derived from a three-year project funded by the Australian Research Council across more than 30 VET and HE institutions, this is the first book that explores teacher professional learning in international education. The authors address how teachers position their professional responsibilities and learning in relation to the institutional structure, internationalization agenda and policy fields in which their profession is embedded by drawing on both empirical evidence and key concepts and models of teacher professional learning. This pioneering text provides international education and VET policy makers, practitioners, educators and researchers with unique insights and practical implications for enhancing teacher professional learning and capabilities in international education. |
| role of teacher in international understanding: High Quality Teaching and Learning Linda Darling-Hammond, ANN LIEBERMAN, 2013-06-19 This book brings together and compares the teacher education policies and practices of eight high-achieving countries to consider what creates high-quality teachers in today's world. |
| role of teacher in international understanding: Transculturalism and Teacher Capacity Niranjan Casinader, 2019-10-16 Based on new research data, with a 135-teacher study over 8 countries, this book challenges the assumption that all teachers automatically have the expertise to teach cultural understanding and argues, instead, that there is the need for teachers to acquire transcultural expertise to teach cultural understanding effectively in the present age, rather than depending on current multicultural and intercultural approaches. By outlining a new model to teach cultural understanding that is appropriate and relevant, this volume focuses on the expertise of teachers to address this gap in current teaching practice. Using the framework of education in Britain and its former empire, this book traces the role that teachers have played in teaching cultural understanding throughout history, and then uses the results of a recent international research project to outline recommendations for teacher education and professional learning that both develop and enhance the ability of teachers to address cultural understanding effectively in their work. Transculturalism and Teacher Capacity: Professional Readiness in the Globalised Age is the perfect resource for any researcher, school leader and educational administrator, or those interested in education that prepares teachers to meet the demands of the profession in the current age. |
| role of teacher in international understanding: Intercultural Approaches to Education Abdeljalil Akkari, Myriam Radhouane, 2022-02-28 This open access book provides an analysis of contemporary societies and schools shaped by cultural diversity, globalization and migration. This diversity is necessarily reflected in education systems and requires the promotion of intercultural approaches able to improve learning processes and the quality of education. From an international and comparative perspective, this book first presents theoretical and conceptual foundations for seriously considering cultural diversity. The book also compares intercultural approaches and debates generated in countries as diverse as the United States, Canada, Brazil, Switzerland and France. For each national context, the book addresses both the historical roots of intercultural approaches and the concrete initiatives driven by educational policies for their implementation in schools and classrooms. Finally, the book presents discussions surrounding the treatment of linguistic or religious diversity in schools, the emergence of global citizenship education and the key role of teachers in intercultural approaches. This is an open access book. |
| role of teacher in international understanding: International Handbook of Self-Study of Teaching and Teacher Education Practices J. John Loughran, Mary Lynn Hamilton, Vicki Kubler LaBoskey, Tom L. Russell, 2007-07-03 The International Handbook on Self-study of Teaching and Teacher Education Practices is of interest to teacher educators, teacher researchers and practitioner researchers. This volume: -offers an encyclopaedic review of the field of self-study; -examines in detail self-study in a range of teaching and teacher education contexts; -outlines a full understanding of the nature and development of self-study; -explores the development of a professional knowledge base for teaching through self-study; -purposefully represents self-study through research and practice; -illustrates examples of self-study in teaching and teacher education. |
| role of teacher in international understanding: Year 2000 British Columbia. Ministry of Education, 1990 |
| role of teacher in international understanding: Education Reform in Japan Leonard James Schoppa, 2002-03-11 The Japanese education system, while widely praised in western countries, is subject to heavy criticism within Japan. Education Reform in Japan analyses this criticism, and explains why proposed reforms have failed. The author shows how the Japanese policy-making process can become paralysed when there is disagreement, and argues that this `immobilism' can affect other areas of Japanese policy-making. |
| role of teacher in international understanding: Multicultural Teaching Pamela L. Tiedt, Iris M. Tiedt, 2010 This practical text, which defines multicultural education broadly to include all types of diversity, provides a wealth of content area-specific activities to help teachers implement an inclusive curriculum that meets the individual needs of each student. Bringing theory and practice together and applying a model focusing on Esteem, Empathy, and Equity, the authors encourage reflection and discussion through working with Reflective Teaching Portfolios and Cooperative Learning Groups at the end of each chapter. Teacher candidates learn the implications of such topics as language diversity, the academic achievement gap, and racism along with guidance to plan lessons designed to develop a community of learners in their classroom. |
| role of teacher in international understanding: What Should Schools Teach? Alka Sehgal Cuthbert, Alex Standish, 2021-01-07 A robust rationale on what schools should teach and how. The design of school curricula involves deep thought about the nature of knowledge and its value to learners and society. Such a serious responsibility raises a number of questions: What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? The blurring of distinctions between pedagogy and curriculum, as well as that between experience and knowledge, has resulted in a confusing message for teachers about the part that each plays in the education of children. This book aims to dispel confusion through a robust rationale for what schools should teach, offering key understanding to teachers of the relationship between knowledge and their own pedagogy. This second edition includes new chapters on chemistry, drama, music, and religious education, as well as an updated chapter on biology. A revised introduction reflects on the emerging discourse around decolonizing the curriculum and on the relationship between the knowledge that children encounter at school and in their homes. |
| role of teacher in international understanding: The Good Teacher is More Than a Lecturer Ronald M. Harden, Joy Crosby, Association for Medical Education in Europe, 2000 |
| role of teacher in international understanding: Empowering Students for Just Societies UNESCO, UNODC (United Nations Office on Drugs and Crime), 2024-05-31 |
| role of teacher in international understanding: Teacher Reform in Indonesia Mae Chu-Chang, Samer Al-Samarrai, Sheldon Shaeffer, Andrew B. Ragatz, Joppe de Ree, Ritchie Stevenson, 2013-12-18 One of the noteworthy global achievements of the past two decades has been the remarkable increase in thenumber of children attending school and the number of children completing the primary cycle. As more children start school, the focus has shifted toward the quality of their education--on true learning, not just schooling. The critical role played by teachers to enhance the quality of education is especially salient in a populous, geographically dispersed, and culturally diverse country such as Indonesia. With close to three million teachers, Indonesia has one of the largest and most diverse cadres of educators in the world. The comprehensive Teacher and Lecturer Law, approved by the Indonesian government in 2005, radically reformed the management and development of those teachers. Teacher Reform in Indonesia: The Role of Politics and Evidence in Policy Making features a comprehensive analysis of the teaching profession and the impact of recent reforms, which included the doubling of a teacher's basic pay once he/she satisfies the conditions necessary for certification--a factor that has improved the status ofteachers and attracted better candidates to teacher training institutions. This book provides a description of the political and economic context in which the reform was developed and implemented as wellas an analysis of how the reform affected teacher quality and student outcomes. The book's framework promotes an approach to reforms based on improving the nature of teacher recruitment; preservice education; induction, mentoring, and probation; formal certification; continuing professional development; teacher performance appraisal; and ongoing career development. The recent history of teacher reform in Indonesia can inform other countries seeking to improve their educational systems and, ultimately, the success of their teachers and students. This book should therefore be of particular interest to Ministries of Education that contemplate similar reforms and development agencies and practitioners that seek to support country efforts to strengthen the teaching profession. |
| role of teacher in international understanding: Rethinking Teacher Education for the 21st Century Wioleta Danilewicz, Alicja Korzeniecka-Bondar, Marta Kowalczuk-Walędziak, Gracienne Maria Louisa Veronica Lauwers, 2019-09-09 This book focuses on current trends, potential challenges and further developments of teacher education and professional development from a theoretical, empirical and practical point of view. It intends to provide valuable and fresh insights from research studies and examples of best practices from Europe and all over the world. The authors deal with the strengths and limitations of different models, strategies, approaches and policies related to teacher education and professional development in and for changing times (digitization, multiculturalism, pressure to perform). |
| role of teacher in international understanding: Education for International Understanding Under Conditions of Tension Unesco Institute for Education, 1962 |
| role of teacher in international understanding: International Education in Practice Mary Hayden, Jeff Thompson, George Walker, 2003-12-16 Edited by three leading figures in the field, this book offers an absolutely authoritative interpretation of international education today. Under the umbrella of groups such as the International Baccalaureate Organization, academic research, increasing student numbers and interest from national school systems, international schools are rapidly developing in terms of curriculum, standards and influence. This book brings together present thinking on all aspects of international education, its management and the best practices. Truly international in scope, this is a book that anyone involved with international education should read. |
| role of teacher in international understanding: Professional Capital Andy Hargreaves, Michael Fullan, 2012-03-09 In this latest and most important collaboration, renowned educators, Andy Hargreaves and Michael Fullan set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching. It includes action guidelines for classroom teachers, administrators, schools and districts, and state and federal leaders. This is a book that no one connected with schools can afford to ignore. |
| role of teacher in international understanding: Schooling Across the Globe William H. Schmidt, Richard T. Houang, Leland S. Cogan, Michelle L. Solorio, 2018-11-22 This research examines 17 international assessments over 60+ years highlighting the critical role that schooling plays around the world. |
| role of teacher in international understanding: Sociology of Education. - Reference Book Dr. Bhausaheb Andhale, 2019-01-01 Dive into 'Societal Perspectives in Education' by Professor Maria Garcia for a profound exploration of sociology in education. A vital reference illuminating the intersection of society and educational systems. |
| role of teacher in international understanding: International Education: Past, Present, Problems and Prospects United States. Congress. House. Committee on Education and Labor. Task Force on International Education, 1966 |
| role of teacher in international understanding: Cultivating Teacher Resilience Caroline F. Mansfield, 2020-10-24 This open access book follows the development of the Building Resilience in Teacher Education (BRiTE) project across Australia and internationally. Drawing on the success of this project and the related research collaborations that have since emerged, it highlights the importance of cultivating resilience at various stages of teachers’ careers. Divided into three sections, the book includes conceptual, empirical and applied chapters, designed to introduce readers to the field of research, provide empirical evidence and showcase innovative applications. The respective chapters illustrate the ways in which teacher resilience can be enhanced in a variety of contexts, and address specific learning activities, case studies, resources and strategies, student feedback and applied outcomes. They also consider future directions including cross-cultural applications and the use of technologies such as augmented reality. The book will appeal to researchers, teacher educators and teachers, as well as those interested in supporting the cultivation and ongoing development of professional resilience for pre-service and practicing teachers. |
meaning - What is the distinction between “role” and “rôle” [with a ...
Aug 2, 2013 · My comment in the previous thread sums it up: the rôle of rôle is now being played by role. The plain English spelling has entirely supplanted the old spelling in modern usage; I …
prepositions - Plays a role "in" or "at" doing something? - English ...
Feb 26, 2021 · play a part/play a role. If something or someone plays a part or plays a role in a situation, they are involved in it and have an effect on it. They played a part in the life of their …
"Job title" vs. "job role" - English Language & Usage Stack Exchange
A "job role" is a description of what a person does. A "job title" is a convenient name for a role. For example: At my last job, my role was to write code that helped us be sure that our product …
etymology - Origin of idiom "wearing the < role > hat?" - English ...
What is the origin of the idiom "wearing the < role > hat"? Here is an example from the post Getting things done when you wear multiple hats in PookieMD's Blog : I wear many hats, and I …
single word requests - English Language & Usage Stack Exchange
Apr 7, 2015 · Stack Exchange Network. Stack Exchange network consists of 183 Q&A communities including Stack Overflow, the largest, most trusted online community for …
"Take the role" vs. "take over the role" vs. "take on the role"
"To take a role" is a neutral expression, which can be used in a variety of ways but usually serves as a denotation that implies nothing else. It doesn't seem like what you're looking for. "To take …
word choice - "Position in/at/for your company" - English …
Dec 9, 2014 · Stack Exchange Network. Stack Exchange network consists of 183 Q&A communities including Stack Overflow, the largest, most trusted online community for …
grammar - Do I Capitalize someone's role? - English Language
Oct 24, 2014 · No, not in British English. Capitalise job titles but not roles. The Guardian style guide says: capitals. jobs all lc, eg prime minister, US secretary of state, chief rabbi, editor of …
What is a word or phrase that describes someone changes …
Jan 27, 2023 · We may say that the person grows into the role. Macmillan Grow into something: if you grow into a situation or activity, you gradually start knowing what to do because you have …
Is there a feminine equivalent of "emasculate"?
1. To unsex. The principle sense, sense number 1, requires removing the reproductive organs. Wikipedia takes a slightly different take on this, whereby emasculation is distinguished from …
meaning - What is the distinction between “role” and “rôle” [with a ...
Aug 2, 2013 · My comment in the previous thread sums it up: the rôle of rôle is now being played by role. The plain English spelling has entirely supplanted the old spelling in modern usage; I …
prepositions - Plays a role "in" or "at" doing something? - English ...
Feb 26, 2021 · play a part/play a role. If something or someone plays a part or plays a role in a situation, they are involved in it and have an effect on it. They played a part in the life of their …
"Job title" vs. "job role" - English Language & Usage Stack …
A "job role" is a description of what a person does. A "job title" is a convenient name for a role. For example: At my last job, my role was to write code that helped us be sure that our product …
etymology - Origin of idiom "wearing the < role > hat?" - English ...
What is the origin of the idiom "wearing the < role > hat"? Here is an example from the post Getting things done when you wear multiple hats in PookieMD's Blog : I wear many hats, and I …
single word requests - English Language & Usage Stack Exchange
Apr 7, 2015 · Stack Exchange Network. Stack Exchange network consists of 183 Q&A communities including Stack Overflow, the largest, most trusted online community for …
"Take the role" vs. "take over the role" vs. "take on the role"
"To take a role" is a neutral expression, which can be used in a variety of ways but usually serves as a denotation that implies nothing else. It doesn't seem like what you're looking for. "To take …
word choice - "Position in/at/for your company" - English …
Dec 9, 2014 · Stack Exchange Network. Stack Exchange network consists of 183 Q&A communities including Stack Overflow, the largest, most trusted online community for …
grammar - Do I Capitalize someone's role? - English Language
Oct 24, 2014 · No, not in British English. Capitalise job titles but not roles. The Guardian style guide says: capitals. jobs all lc, eg prime minister, US secretary of state, chief rabbi, editor of …
What is a word or phrase that describes someone changes …
Jan 27, 2023 · We may say that the person grows into the role. Macmillan Grow into something: if you grow into a situation or activity, you gradually start knowing what to do because you have …
Is there a feminine equivalent of "emasculate"?
1. To unsex. The principle sense, sense number 1, requires removing the reproductive organs. Wikipedia takes a slightly different take on this, whereby emasculation is distinguished from …
