Search results
30 kwi 2001 · Two teacher-generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place.
We approached the case experience as an opportunity to build situated understandings of science teaching and learning. In this study, we use the context of research conducted in a teacher education program in the Philippines to generate insights about science teacher education reform and research.
This study features use of case-based pedagogy as a context for exploring science teacher education reform. A central premise of the study is that science.
1 cze 2001 · Four commonly used teaching pedagogies are presented in this study: lecture method, cooperative learning, inquiry-based learning, and learning with emphasis on communication skills.
Abstract. This study features use of case-based pedagogy as a context for exploring science teacher education reform. A central premise of the study is that science teacher education reform is a complex process characterised by the individual and collective narrative histories of teachers.
Philippines. Metadata. Show full item record. . Share. Abstract. This study features use of case-based pedagogy as a context for exploring science teacher education reform. A central premise of the study is that science teacher education reform is a complex process characterised by the individual and collective narrative histories of teachers.
Using Case-Based Pedagogy in the Philippines: A Narrative Inquiry. Elvira L. Arellano Tessie L. Barcenal Purita P. Bilbao M. A. Castellano S. Nichols D. Tippins. Education. 2001. This study features use of case-based pedagogy as a context for exploring science teacher education reform.
