Notice bibliographique
Résumé
Citation (2015), "List of Contributors", International Teacher Education: Promising Pedagogies (Part B) (Advances in Research on Teaching, Vol. 22B), Emerald Group Publishing Limited, Bingley, pp. ix-x. https://doi.org/10.1108/S1479-368720150000025030 Publisher: Emerald Group Publishing Limited Copyright © 2015 Emerald Group Publishing Limited Ana Paula Bossler Federal University of TrianguloMineiro (UFTM), Uberaba, Minas Gerais, Brazil Pedro Caldeira Federal University of TrianguloMineiro (UFTM), Uberaba, Minas Gerais, Brazil Elaine Chan University of Nebraska-Lincoln, Lincoln, NE, USA Bernadette Charlier University of Fribourg, Fribourg, Switzerland Shijian Chen Southwest University, Chongqing, China Pierre-François Coen University of Fribourg, Fribourg,Switzerland Cheryl J. Craig University of Houston, Houston, TX, USA Silvia Edling Uppsala University, Uppsala, Sweden Freema Elbaz-Luwisch University of Haifa, Haifa, Israel Anneli Frelin University of Gävle, Gävle, Sweden Trond Eiliv Hauge University of Oslo, Oslo, Norway Penny Haworth Massey University, Palmerston North, New Zealand Dora Ho Hong Kong Institute of Education, Tai Po, Hong Kong Ju Huang University of Windsor, Windsor, ON, Canada Tomáš Janík Masaryk University, Brno, Czech Republic Jana Kalin University of Ljubljana, Ljubljana, Slovenia Beverly J. Klug Idaho State University, Pocatello, ID, USA Mary Koutselini University of Cyprus, Nicosia, Cyprus Carlos Marcelo University of Seville, Seville, Spain John McKeown MEF University, Istanbul, Turkey Eva Minaříková Masaryk University, Brno, Czech Republic Lily Orland-Barak University of Haifa, Mount Carmel, Israel Michaela Píšová Masaryk University, Brno, Czech Republic Martha Prata-Linhares Federal University of TrianguloMineiro (UFTM), Uberaba, Minas Gerais, Brazil Debbie Pushor University of Saskatchewan, Saskatoon, SK, Canada Tara Ratnam Independent ELT Consultant and Teacher Educator, Mysore, Karnataka, India Meher Rizvi The Aga Khan University, Karachi, Sindh, Pakistan Bianca Roters University of Cologne, Cologne, Germany Shijing Xu University of Windsor, Windsor, ON, Canada Issa Danjun Ying Hong Kong Institute of Education, Tai Po, Hong Kong Carmen Yot University of Seville, Seville, Spain Book Chapters International Teacher Education: Promising Pedagogies (Part B) Advances in Research on Teaching International Teacher Education: Promising Pedagogies (Part B) Copyright Page List of Contributors International Teacher Education: Promising Pedagogies Introduction Part I: Pedagogies of Teacher Leadership Teacher Education Pedagogies Related to Preparing Preservice Teachers as Leaders in Pakistan Preservice Teachers’ Professional Growth as Leaders: Empowerment through Research-Oriented Reflective Practice and Didactic Expertise in Germany Developing Preservice Teachers as Leaders: A Case of Early Childhood Education in Hong Kong Empowering Principals and Teachers to Develop Participatory Teacher Leadership in Cyprus: Toward a Meta-Modern Paradigm of Teacher and Preservice Teacher Development Part II: Pedagogies of Working with Diversity Pedagogies of Working with Diversity: Research as Teacher Education – Learning about Student Diversity through Narrative Inquiry Pedagogies of Working with Diversity: Doing, Knowing, Being, Belonging, Becoming Pedagogies of Working with Diversity: West-East Reciprocal Learning in Preservice Teacher Education Informing Preservice Teacher Education Pedagogies through In-Service Professional Development on Cultural Diversity in Turkey Pedagogy for Aboriginal Students in the U.S.: Shattering Walls of Distorted Glass Part III: Pedagogies of Working with Families Conditions and Characteristics of Partnership between Teachers and Parents: From Legislation to Challenges of Common Practice in Slovenia Walking Alongside: A Pedagogy of Working with Parents and Family in Canada Part IV: Pedagogies of Teacher Education for Social Justice Pedagogies of Social Justice: An Indian Case Teacher Education for Dialogue across Difference: An Example from Israel Promoting Social Justice in Swedish Teacher Education Part V: Pedagogies of Working with Technology Pedagogies of Working with Technology in Spain Learning, Arts, and Technology: Creating Animations in Teacher Education in Brazil Using Video in Teacher Education: An Example from the Czech Republic Pedagogies of Working with Technology in Switzerland Preparing Teachers for Tomorrow’s Schools: Reforming Initial Teacher Education with the Use of ICT in Norway International Teacher Education: Promising Pedagogies Concluding Chapter Biographies of the Editors and the Authors
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,027 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,008 | 0,008 |
| Études des sciences et des technologies | 0,004 | 0,001 |
| Communication savante | 0,013 | 0,008 |
| Science ouverte | 0,003 | 0,004 |
| Intégrité de la recherche | 0,003 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,744 | 0,770 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; l’étiquette directe de Gemma et le classifieur distillé Codex s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».