Copertina

Needs Assessment of Senior High School and Equivalent Teachers in Aligning with the 13-Year Compulsory Education Policy in Banggai Laut Regency

Fuente: Zenodo

Salvato in:

Dettagli Bibliografici
Autori principali:	Sri, Restuningsih, Ansar, ...., Arifin, Suking
Natura:	Recurso digital
Lingua:	Antico inglese
Pubblicazione:	Zenodo 2026
Soggetti:	teacher needs assessment, 13-year compulsory education, school readiness, teacher workforce condition, teacher demand projection, Banggai Laut Regency.
Accesso online:	Acceder al recurso
Tags:	Aggiungi Tag Nessun Tag, puoi essere il primo ad aggiungerne!!

Documenti analoghi

BARRIERS AND MOTIVATING FACTORS FOR IMPLEMENTING AI TOOLS IN INCLUSIVE EDUCATION IN KAZAKHSTAN: A COMPARATIVE ANALYSIS
di: KAMBAROVA GULNUR
Pubblicazione: (2026)

Determination of the pedagogical conditions for forming the readiness of future primary school teachers
di: Saule Zhakipbekova
Pubblicazione: (2018)

Implementing Inclusive Education in Lithuania: What are the main Challenges according to Teachers’ Experiences?
di: Suvi Lakkala
Pubblicazione: (2019)

Significant Trends in the Development of Finnish Teacher Education Programs (1860-2010)
di: Satu Uusiautti
Pubblicazione: (2013)

Readiness of Indonesian physics teachers to implement augmented reality-based learning
di: Zeni Haryanto, et al.
Pubblicazione: (2025)

Issues of Teacher Performance Stability are Not New: Limitations and Possibilities
di: Thomas L. Good
Pubblicazione: (2015)

Conditions for monograph projects' by preservice teachers: lessons from the long and winding route
di: Melba Libia Cárdenas B.
Pubblicazione: (2005)

A Look at Returning Teachers
di: Karen J. DeAngelis
Pubblicazione: (2013)

When Theory Meets Practice: Applying Cambourne's Conditions for Learning to Professional Development for Elementary School EFL Teachers
di: Isabel Cristina Cadavid Múnera
Pubblicazione: (2011)

Initial teacher training in engineering: a case study
di: Hernán Paz-Penagos
Pubblicazione: (2022)

About the French primary school teacher’s history: “universitarization”, professionalization and relative deprofessionalization (end of XIXth – beginning of XXIth century)
di: André D. Robert
Pubblicazione: (2018)

What kind of competence teachers need in the year 2020?
di: Marjaana Soininen
Pubblicazione: (2013)

The attitudes and perceptions of beginning teachers in relation to teaching controversial issues in the history classroom
di: Mary Woolley
Pubblicazione: (2017)

Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching
di: Sumru Akcan
Pubblicazione: (2016)

Houston, We Have a Problem: Teachers Find No Value in the SAS Education Value-Added Assessment System (EVAAS®)
di: Clarin Collins
Pubblicazione: (2014)

Colombian English Teachers’ Professional Development: The Case of Master Programs
di: John Jairo Viáfara
Pubblicazione: (2018)

Reviewing the Intersection between Foreign Language Teacher Education and Technology
di: John Jairo Viáfara
Pubblicazione: (2011)

Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers
di: Diego F. Ubaque-Casallas
Pubblicazione: (2020)

Sorting Out the Signal: Do Multiple Measures of Teachers’ Effectiveness Provide Consistent Information to Teachers and Principals?
di: Katharine O. Strunk
Pubblicazione: (2014)

Reflections on Critical Incidents of EFL Teachers During Career Entry in Central Mexico
di: M. Martha Lengeling
Pubblicazione: (2016)

The Invisible Schism: Teachers’ and Administrators’ Differing Perceptions of Education Reforms
di: Sarah Melvoin Bridich
Pubblicazione: (2016)

encouraging the teacher-agent: resisting the neo-liberal culture in initial teacher education
di: Rhiannon Love
Pubblicazione: (2019)

Foreign Language Teachers’ Perceptions after Gamified Classroom Practice
di: Jaume Batlle Rodríguez
Pubblicazione: (2023)

The Socio-Emotional Influence of Past Teachers on Novice English Teachers’ Beliefs
di: Maritza Rosas-Maldonado
Pubblicazione: (2021)

Impact of a Professional Development Program on EFL Teachers’ Performance
di: Alexandra Novozhenina
Pubblicazione: (2018)

Making Sense of Critical Pedagogy in L2 Education Through a Collaborative Study Group
di: Paula Andrea Echeverri Sucerquia
Pubblicazione: (2014)

Using Reverse Mentoring to Transform In-Service Teachers’ Beliefs About How to Teach English
di: Liliana Valle
Pubblicazione: (2022)

Exploring Iranian EFL teachers’ attitudes toward the use of learning management systems in English classes
di: Jalil Fathi
Pubblicazione: (2023)

Preservice Teachers’ Adaptations to Tensions Associated with the edTPA During Its Early Implementation in New York and Washington States
di: Kevin W. Meuwissen
Pubblicazione: (2015)

Rural English Language Teacher Identities: Alternative Narratives of Professional Success
di: Ferney Cruz-Arcila
Pubblicazione: (2020)

Content and Language Integrated Learning: In-Service Teachers’ Knowledge and Perceptions Before and After a Professional Development Program
di: Jermaine S. McDougald
Pubblicazione: (2020)

Are Teachers Crucial for Academic Achievement? Finland Educational Success in a Comparative Perspective
di: Eduardo Andere
Pubblicazione: (2015)

Impact on Student Learning: National Board Certified Teachers’ Perceptions
di: Teresa M. Petty
Pubblicazione: (2016)

The Indonesian ornamental fish trade: case studies and options for improving livelihoods while promoting sustainability in Banggai and Banyuwangi
Pubblicazione: (2004)

Examining the Wellbeing of In-Service EFL Teachers in a Spanish Context
di: Carmen Carvajo Lucena
Pubblicazione: (2024)

Corpus Literacy Training for In-Service English Language Teachers
di: Ahmet Basal
Pubblicazione: (2024)

Brock Education: a Journal of Educational Research and Practice
Pubblicazione: (2017)

GENDER AND PROFESSIONAL DEVELOPMENT: ATTITUDES OF MOROCCAN EFL TEACHERS
di: Tighoula, Lahcen, et al.
Pubblicazione: (2026)

Teacher training policies for professional education: conflicts and permanence marked by the neoliberal ideology
di: Sheila Daniela Medeiros dos Santos
Pubblicazione: (2015)

Value-Added Model (VAM) Research for Educational Policy: Framing the Issue
di: Audrey Amrein-Beardsley
Pubblicazione: (2013)