全文获取类型
收费全文 | 286篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 246篇 |
科学研究 | 7篇 |
各国文化 | 6篇 |
体育 | 9篇 |
文化理论 | 1篇 |
信息传播 | 23篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 9篇 |
2020年 | 3篇 |
2019年 | 9篇 |
2018年 | 17篇 |
2017年 | 12篇 |
2016年 | 12篇 |
2015年 | 7篇 |
2014年 | 10篇 |
2013年 | 72篇 |
2012年 | 7篇 |
2011年 | 11篇 |
2010年 | 6篇 |
2009年 | 6篇 |
2008年 | 5篇 |
2007年 | 5篇 |
2006年 | 7篇 |
2005年 | 8篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 7篇 |
2001年 | 1篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 6篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1971年 | 1篇 |
1969年 | 3篇 |
排序方式: 共有292条查询结果,搜索用时 0 毫秒
291.
292.
Miriam Hamilton 《Studying Teacher Education》2018,14(1):88-102
This article explores the role of a teaching portfolio in supporting the transition from teacher to teacher educator. It uses aspects of self-study to catalogue the challenges and successes during this transition. Despite well-documented acknowledgement of the differing demands of teaching when compared to teaching how to teach, little is written about potential supports during transition to teacher education. This article cites benefits associated with developing a teaching portfolio during this period of transition. The process of reflecting on a teaching philosophy, interrogating pedagogy and developing a personal and professional development plan facilitate the formation of an adapted teacher identity. In addition, the scholarly, evidence-based process of portfolio writing acts as a bridge into the research and writing world of an academic. The portfolio writing process this researcher engaged in was based on iterative feedback from more experienced colleagues internal to the institution and from external panels. This led to a supportive and collaborative induction to the role of teacher educator from a number of perspectives. The researching of my self enabled deep reflection on my teaching philosophy, supported early academic writing and facilitated relationships with staff who acted as critical friends and mentors. This promoted the implementation of an effective teacher education pedagogy through structured, reflective, and evidence-led modifications to practice. This article creates awareness of the broader role of a teaching portfolio for teachers and teacher educators, in creating rich learning experiences for the pre-service teachers we teach. 相似文献