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Guidelines for Instructional Design of Courses for the Development of Self-Regulated Learning for Teachers
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Ortega-Ruipérez, Beatriz; Castellanos-Sánchez, Almudena – South African Journal of Education, 2023
Self-regulated learning strategies are essential for learning, and to teach learners to use them, teachers must master them. The objective of this study was to identify training priorities for including these strategies in online courses for teachers, and to determine whether opinion influences the use of strategies. The design was…
Descriptors: Guidelines, Faculty Development, Metacognition, Instructional Design
Four Types of Teachers' Voices on Critical Incidents in Teaching
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Badia, Antoni; Becerril, Lorena; Gómez, Marta – Teacher Development, 2021
This study approaches teachers' identity development from a dialogical viewpoint, focusing on teachers' voices in a training course context about critical incidents (CIs) in teaching. The training course entailed the analysis and reflection of 15 CIs in online teaching from 12 online university teachers. The study's empirical element was 328…
Descriptors: Teacher Attitudes, Critical Incidents Method, Professional Identity, Online Courses
Native Speakerism and the Construction of CLIL Competence in Teaching Partnerships: Reshaping Participation Frameworks in the Bilingual Classroom
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Relaño Pastor, Ana María; Poveda, David – Language and Education, 2020
English language education in the region of Castilla-La Mancha (Spain) has undergone significant change in the last decade with the rapid implementation of different types of CLIL-based Spanish-English bilingual programs. This situation places English linguistic competence at the center of controversy given the need for certified bilingual…
Descriptors: Content and Language Integrated Learning, Language of Instruction, Classroom Communication, English (Second Language)
Bringing Headteachers' Voices to the Professional Development Debate: A Case Study from Spain
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Hernández, María J.; Martínez, María A. – Journal of Research in International Education, 2016
This study seeks to broaden the existing knowledge about education and professional development in educational leadership by analysing the characteristics of "good" training programmes according to international theoretical frameworks and to educational leaders' views. To do so, 100 headteachers of infant, primary and secondary schools…
Descriptors: Case Studies, Administrator Attitudes, Teacher Attitudes, Guidelines
Towards an Efficient Training of University Faculty on ICTs
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Lareki, Arkaitz; de Morentin, Juan Ignacio Martinez; Amenabar, Nere – Computers & Education, 2010
This article presents the results of a research study that took place during the 2007-2008 academic year at the University of the Basque Country. (UPV/EHU in its Spanish and Basque acronyms). The research's goal was to establish the guidelines for training opportunities in information and communication technologies (ICTs) that could better address…
Descriptors: Guidelines, Faculty Development, Higher Education, Educational Needs
Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madeira, Portugal, July 1-4, 2016)
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Nunes, Miguel Baptista, Ed.; McPherson, Maggie, Ed. – International Association for Development of the Information Society, 2016
These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims…
Descriptors: Professional Associations, Conferences (Gatherings), Electronic Learning, Computer Science Education