المؤلفون: Dockerty Kelly

المصدر: Research on Education and Media, Vol 14, Iss 2, Pp 15-21 (2022)

مصطلحات موضوعية: teacher training, remote video observation, assessment, mentoring, covid-19, itt partnership, Education (General), L7-991, Communication. Mass media, P87-96

وصف الملف: electronic resource

Relation: https://doaj.org/toc/2037-0849

URL الوصول: https://doaj.org/article/a8674559dc5344a1bc0059774f228e0d

المؤلفون: Dockerty Kelly

المصدر: Research on Education and Media, Vol 12, Iss 1, Pp 22-33 (2020)

مصطلحات موضوعية: artistic communication, video, pedagogical innovation, assessment methods, covid-19, online, Education (General), L7-991, Communication. Mass media, P87-96

وصف الملف: electronic resource

Relation: https://doaj.org/toc/2037-0849

URL الوصول: https://doaj.org/article/f4eeedd3e3924da78fcf8fcefaf63b6e

المؤلفون: Dockerty, Kelly

Relation: https://hull-repository.worktribe.com/output/4732641; Issue 183; Pagination 15-17

الاتاحة: https://hull-repository.worktribe.com/file/4732641/1/Accepted%20manuscript
https://hull-repository.worktribe.com/output/4732641

المؤلفون: Dockerty, Kelly, Gleisinger, Jessie

Relation: https://hull-repository.worktribe.com/output/4082180; Primary Geography; Issue 109; Pagination 34-35

الاتاحة: https://hull-repository.worktribe.com/file/4082180/1/Accepted%20manuscript
https://hull-repository.worktribe.com/output/4082180

المؤلفون: Dockerty, Kelly (ORCID 0000-0002-1852-5716)

المصدر: Journal of Education for Teaching: International Research and Pedagogy. 2019 45(4):402-416.

Peer Reviewed: Y

Page Count: 15

Descriptors: Preservice Teachers, Teacher Education Programs, Undergraduate Students, Computer Mediated Communication, Pedagogical Content Knowledge, Self Esteem, Competence, Teacher Role, Elementary School Teachers, Learning Processes, Brainstorming, Reflection, Student Attitudes, Personal Autonomy, Self Evaluation (Individuals), Foreign Countries, Learning Theories, Communities of Practice, Classroom Techniques, Special Needs Students, Student Behavior, Lesson Plans, Coping, Prior Learning, Asynchronous Communication

مصطلحات جغرافية: United Kingdom

المؤلفون: Dockerty, Kelly

وصف الملف: text

Relation: https://etheses.whiterose.ac.uk/33616/1/Dockerty,%20Kelly,%20160223002%20Final.pdf; Dockerty, Kelly orcid:0000-0002-1852-5716 (2023) The complexity of three primary teachers’ professional lives in England: Examining how identities form and morph through early motivations and the highs and lows of teaching. EdD thesis, University of Sheffield.

الاتاحة: https://etheses.whiterose.ac.uk/33616/
https://etheses.whiterose.ac.uk/33616/1/Dockerty,%20Kelly,%20160223002%20Final.pdf

المؤلفون: Dockerty, Kelly

المصدر: Primary Science. Sep 2015 139:11-13.

Peer Reviewed: Y

Page Count: 3

Descriptors: Elementary School Curriculum, Science Instruction, Educational Quality, Teaching Methods, Science Interests, Career Choice, Science Education, Teacher Qualifications, Foreign Countries, Benchmarking, Standards, STEM Education

مصطلحات جغرافية: United Kingdom (England)

URL الوصول: https://www.ase.org.uk/journals/primary-science/2015/09/139/

المؤلفون: Dockerty, Kelly

المصدر: Rem: Ricerche Su Educazione E Media; December 2022, Vol. 14 Issue: 2 p15-21, 7p

المؤلفون: Dockerty, Kelly

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::675cc25aa603af44c249080e888dc5ef

المؤلفون: Dockerty, Kelly

الاتاحة: https://dx.doi.org/10.13140/rg.2.2.26479.33444
http://rgdoi.net/10.13140/RG.2.2.26479.33444

المؤلفون: Dockerty, Kelly

الاتاحة: https://dx.doi.org/10.13140/rg.2.2.23989.52963
http://rgdoi.net/10.13140/RG.2.2.23989.52963

المؤلفون: Dockerty, Kelly

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::895e179798b849bb23b38d7f2c07bf03

المؤلفون: Dockerty, Kelly

الاتاحة: https://dx.doi.org/10.13140/rg.2.1.1224.9207
http://rgdoi.net/10.13140/RG.2.1.1224.9207

المؤلفون: Dockerty, Kelly

المصدر: Rem: Ricerche Su Educazione E Media; June 2020, Vol. 12 Issue: 1 p22-33, 12p

المؤلفون: Dockerty, Kelly

الاتاحة: https://dx.doi.org/10.13140/rg.2.2.26461.05606
http://rgdoi.net/10.13140/RG.2.2.26461.05606