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Plurilingual and Intercultural Education in the Republic of Croatia
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Forschungsmethodologische Herausforderungen in digitalen Kontexten der Sprachlehrer*innenbildung
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L’autobiographie comme support d’une réflexivité enseignante sur l’accent
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Making Knowledge Work: Fostering Implicit Reflection in a Digital Era of Language Teacher Education
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Cultural appropriation – (k)ein Thema für die Fremdsprachendidaktik?
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Intégrer la réalité virtuelle dans les formations d’enseignants en langues : Dispositif innovant immersif inscrit dans un paradigme enactif
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Intercultural communicative competence and virtual encounters through telecollaboration: an empirical study
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«Simply Stories: Linguistics-Informed Reading Materials for Beginning-Level Adult Migrants».
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Individuelle Sprachlernberatungen für internationale Studierende an deutschen Hochschulen: eine empirische Untersuchung bei Studierenden an der Friedrich-Schiller-Universität
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The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
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In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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Using Sign Language videos to help deaf students understand and solve word problems in mathematics: results of a school intervention
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Kasusfähigkeiten mehrsprachiger Achtjähriger. Eine explorative Pilotstudie in Regelgrundschulen
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Heilpädagogische Haltung. Denkbewegungen zwischen Heilpädagogik und Philosophie
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Bedeutung und Förderung grundlegender Schreibkompetenzen bei Schülerinnen und Schülern mit Lernschwierigkeiten
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The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes : an exploratory study
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In: European Journal of Psychology of Education ; 36 (2021), 4. - S. 1159-1179. - Springer. - ISSN 0256-2928. - eISSN 1878-5174 (2021)
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Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education
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In: Scandinavian Journal of Educational Research ; 65 (2021), 5. - S. 877-897. - Routledge, Taylor & Francis Group. - ISSN 0031-3831. - eISSN 1470-1170 (2021)
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Abstract:
Diagnosing teachers are teachers who perceive diagnostic information about students’ learning process, interpret these aspects, decide how to respond, and act based on this diagnostic decision. During supervision meetings about the undergraduate thesis supervisors make in-the-moment decisions while interacting with their students. We regarded research supervision as a teaching process for the supervisor and a learning process for the student. We tried to grasp supervisors’ in-the-moment decisions and students’ perceptions of supervisors’ actions. Supervisor decisions and student perceptions were measured with video-stimulated recall interviews and coded using a content analysis approach. The results showed that the in-the-moment decisions our supervisors made had a strong focus on student learning. Supervisors often asked questions to empower students or to increase student understanding. These supervising strategies seemed to be adapted to students’ needs, as the latter had positive perceptions when their control increased or when they received stimuli to think for themselves. ; published
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Keyword:
ddc:370; In-the-moment decisions; research supervision; student perceptions; teacher–student interaction
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URL: https://doi.org/10.1080/00313831.2020.1775115 http://nbn-resolving.de/urn:nbn:de:bsz:352-2-1ii2qkf24b7rw3
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La formation initiale et continue des enseignant-e-s à l'interculturel : discontinuités et injonctions paradoxales
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In: ISSN: 1718-8237 ; Formation et profession, Vol. 29, No 1 (2021) (2021)
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La Suisse romande productrice de syllabaires
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In: ISSN: 2297-1734 ; Passé simple, No 66 (2021) (2021)
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