Contents contributed and discussions participated by Teachers Without Borders
INEE | Inter-Agency Network for Education in Emergencies - 0 views
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This e-learning module uses the example of the Darfur refugee crisis to demonstrate how the Minimum Standards for Education: Preparedness, Response, Recovery-the foundational tool of the Inter-Agency Network for Education in Emergencies (INEE)-can be used as a framework for designing quality education programmes in conflict-induced situations. Throughout this module, you will watch short video clips, look at photographs, and read relevant articles and reports. A series of questions will help you understand how the INEE Minimum Standards can be used to improve the quality of education assistance.
INEE | Inter-Agency Network for Education in Emergencies - 0 views
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INEE's Gender Task Team is pleased to announce the publication of the Pocket Guide to Gender! With the input of many INEE members, the Task Team has developed this tool as a quick reference guide to help practitioners make sure that education as part of emergency preparedness, response and recovery is gender-responsive and meets the rights and needs of all girls and boys, women and men affected by crisis.
INEE Toolkit - Welcome - 0 views
epac / Evolving List of ePortfolio-related Tools - 3 views
Tips for Grading and Giving Students Feedback | Edutopia - 3 views
Teachers' Domain: Home - 1 views
How to Look at Multiple-Choice Assessments Formatively | Edutopia - 3 views
Education Week Teacher: Teaching Secrets: Get Back in Touch With Your Inner Student - 2 views
Rethinking Schools Online - 2 views
Why Formative Assessments Matter | Edutopia - 2 views
TeachUNICEF - - 0 views
Emerging Technologies for Learning - 5 views
MOFET ITEC - Seeking Knowledge for Teaching Teaching: Moving beyond Stories - 1 views
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Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. These self-studies are accounts of a teacher educator's search for meaning in teaching about teaching. This search is commonly driven by a teacher educator's desire to know if he/she is making a difference in students' learning. The author argues that what makes these self-studies so powerful is the knowledge about practice that is derived from the study itself. This article sets out to question a common feature of self-study by exploring why stories are so prominent.
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Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. These self-studies are accounts of a teacher educator's search for meaning in teaching about teaching. This search is commonly driven by a teacher educator's desire to know if he/she is making a difference in students' learning. The author argues that what makes these self-studies so powerful is the knowledge about practice that is derived from the study itself. This article sets out to question a common feature of self-study by exploring why stories are so prominent.
MOFET ITEC - A Design-Based Self-Study of the Development of Student Reflection in Teac... - 2 views
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Reflection is critical to successful pre-service teacher learning, but it is hard to teach and difficult for students to conceptualize. The current article reports a self-study where a practitioner and colleagues scrutinize an intervention in teacher education. The research focuses on student teachers becoming reflective during the second phase of a three-year design-based study of science teacher education. This project provided contextual anchors to connect teaching episodes and to promote reflective cycles.
Teacher guides: Microsoft Education - 2 views
World Affairs Council - 0 views
Education Studies | OER Africa - 0 views
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