Titlebook: Educators’ Work Integrated Learning Experiences; Stories from the Tre Iman C. Chahine,Lalini Reddy Book 2024 The Editor(s) (if applicable)

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Explicate

https://doi.org/10.1007/978-3-658-03481-8 Euclidean geometry. While evidence from prior research reveals difficulties with geometry problem-solving among South African teachers, a gap exists regarding their lived experiences of MST problem-solving and the implications for work-integrated learning (WIL). In contributing towards this gap, th

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BLA

Maria Angela Capello,Eve Sprunt aim of improving girls’ engagement and success in STEM fields. My initial hypothesis was that teaching girls in engineering would be similar to teaching boys, but the experiential learning process led me to recognize the need for tailored pedagogical approaches. Through reflective inquiry and engag

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https://doi.org/10.1007/978-3-658-15644-2 traditional path, I share two pivotal narratives highlighting the transformative power of work-integrated learning (WIL) and my impact on future educators. Grounded within the theoretical frameworks of WIL, Embodied, Situated, and Distributed (ESD) cognition, and Self-Regulated Learning (SRL), this

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調(diào)情

Silence and Giving Voice to the Mentee, States. Over that period of time, the composition of the students sitting in my classroom has become increasingly diverse. Wanting to better meet the needs of those students, I embarked on a sabbatical research project aimed at improving my cultural competency and expanding my pedagogical toolbox.

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meditation