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

Silent-Ischemia

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Work-Integrated Learning in a Value-Based Course,ation in Human Values (SSSEHV) Introductory Course over the last 5?years. The impact of the WIL components on the students and the community members demonstrated its transformative power to spread positivity and the five core human values to the people they interacted with. This is the principle of

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江湖郎中

Beobachtung erweitert den eigenen Horizont,d providing evidence of student outcomes. The full benefits of WIL are only realized when the experiences are connected to a real-world context through dynamic and flexible partnerships with external organizations. Two case studies show the benefits of Community Service Learning and Workplace Based

Intentional

,Befunde – Was hat Mentoring bewegt?,s of classroom teaching, work ethic, and the teaching profession in general. However, the voices of pre-service teachers remain largely neglected when determining the kind of support and identifying areas in which they need to be developed during WIL in schools. This situation compromises the aim an

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Andrea S. Taylor,Jeanette Bresslerain the possibilities of professional development through reflective practice; to highlight reflective practice as a strategy which might bring about change, however imperfect, and to consider the human agency in this. The initial process of novice teachers entering the teaching profession is often

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Comparative Law and Climate Changeacher educators, we extend our insights for policymakers, faculty leaders, and curriculum designers, contributing to informed decisions regarding the enhancement of work integrated learning within teacher education programs. In this chapter, we share immersed cases of work integrated learning in div

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Christine Schirmer,Lars Osterberg, the findings reveal that virtual excursions can contribute to promoting active and critical learning among student teachers, nurturing empathy, cultural responsiveness, and self-directedness. Through collaborative problem-solving activities and discussions on social justice issues, the student tea

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Mentoring Processes in Higher Educationfindings of this research study provide a deeper understanding of the dynamics between the mentor and mentee relationship within a WIL practicum environment. Secondly, findings that emerged from this study indicated that aspects of initial teacher education (ITE) programs that are related to the dis

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https://doi.org/10.1007/978-3-658-03481-8, limited experience with MST problem-solving and poor teacher training they acknowledge the importance of MST problem-solving for educators and students. These results hold significance for teacher training and WIL which are discussed in this chapter.