布里斯班代写assignment:外部的例子

2017-06-21 07:42

这些关注也有外部的例子或相似之处：研究许多国际公司的主旨，人们可以很容易地看到越来越强调发展专业技能需要持续的专业发展（马歇尔，2008）。目前教育研究的创新也为教师制定更有效的学生参与计划提供了更大的责任（克拉克和托马斯，2009）。其他外部因素支持TCEP正在开发基于其他教学人员的教学有特殊需求的学生的经验。在《权力与伙伴》（2005）和霍华德（2010）所做的研究中，他们能够确定学生对课堂有效性和教育意义的感知，因为他们的教师也从事专业发展的知识。理由是，教师可以作为学习工具的需要维修和重新加工，这是在培训和教育的形式，与其他教师和企业专业咨询，很显然，他们的做法也强调了继续教育的需要。在许多机构和组织中，继续教育和培训正日益被视为专业实践的一个组成部分。根据Hendricson和同事进行的访谈（2007），商务人士和教师认为继续教育的机会作为其薪酬的重要组成部分。同时，王教授和同事们（2010）强调了教师在提高课程发展方面更加积极主动的必要性：教师最有可能对教育方案的改进有最好的洞察力。他们是在鼓励个人发展计划和协作与同事作为发展专业教学能力或成本效益和可持续的手段（科特斯，2005；唐恩等，2008）。
布里斯班代写assignment:外部的例子
These concerns also have external examples or parallels: studying the thrust of many international companies, one can easily see the growing emphasis on developing professional skills that require continuing professional development (Marshall, 2008). Current innovations in educational research have also reserved greater responsibility for teachers to develop programs that can effectively engage student (Clarke & Thomas, 2009). Other external factors that support the TCEP being developed is based on the experience of other teaching professionals teaching students with special needs. In the studies developed by Powers and associates (2005) and Howard (2010), they have been able to determine that students' perception of classroom effectiveness and significance of education were enhanced with the knowledge that their instructors where also undertaking professional development. The rationale is that teachers can be considered as instruments of learning that requires maintenance and re-tooling and this comes in the form of training and education.Consultation with other teachers and business professionals, it is clear that their practice has also emphasized the need for continuing education. In many institutions and organizations, continuing education and training are increasingly being considered as an integral of professional practice. According to interviews conducted by Hendricson and associates (2007), business professionals and teachers consider opportunities for continuing education as an important component of their compensation packages. At the same time, Wang and associates (2010) highlight the need for teachers to become more proactive in the development of enhance programs: teachers are most likely the ones who will have the best insight on how educational programs can be improved. They are encouraging personal development initiatives and collaborative efforts with colleagues as a cost-effective and sustainable means for developing professional or teaching competencies (Cortese, 2005; Dunne et al, 2008).

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