Example sentences of "teachers ' [adj] " in BNC.

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1 This is the main modus operandi of the teachers ' professional associations ( unions ) : to work to decrease demands by fending them off , whilst campaigning for more ( external ) resources .
2 Probable misconceptions about a consultant supporter 's role have to be handled , credibility and relevance of one 's own experience need to be established in a non-assertive but authoritative way ; appreciation of the teachers ' professional expertise needs to be conveyed , together with an awareness of the difficulties that can prevent them from exercising it to its fullest extent ; and it needs to be spelt out clearly what such a group would be able to offer and what , together , one may reasonably hope to achieve — one must not raise hopes of cures for all ills .
3 Finally , if teachers were left to enjoy full responsibility for the specific content and teaching strategies to be deployed within each of the major categories of the national curriculum framework , there would be no infringement of teachers ' professional autonomy and the curriculum could be protected from unjustified political interference .
4 For instance we have argued elsewhere that if accountability is interpreted in a professional sense then the question of intelligibility to lay audiences is rarely an issue because the primary audience is teachers ' professional colleagues .
5 It is , after all , to be expected that the claims of elements central to teachers ' professional preparation should raise questions of the entire content and structure of courses , and the present is a good time to address such questions .
6 Who defines teachers ' professional needs ?
7 During the 1950s the view was gaining ground that a more systematic and determined effort should be made towards teachers ' professional development and this was to become the justification of the Schools Council 's existence .
8 The purpose of the study is to identify how the policy was implemented , and what its consequences were for the curriculum , pupils ' experience of school science and teachers ' professional situation .
9 a comparative survey of secondary teachers ' professional satisfactions in the UK and USA .
10 However , the general managerial principle which the appraisal interviews seemed aimed to serve was the harmonizing of teachers ' professional development with the institutional needs of the school .
11 Assistance was provided by traditional in-service education , by the activities of advisers and inspectors and , at one time , by activities which were sponsored or encouraged at teachers ' professional centres .
12 On the basis of this kind of evidence and interpretation , which recognizes the essentially social nature of teachers ' developing curricular identities , commitments and pedagogical preferences , the improvement of teaching quality would seem better met by training and deployment policies which are less rather than more specialized in nature .
13 This project focuses on teachers ' developing assessment practices in relation to both TA and SAT administration at KS1 , and on the interpretation and use of results made by other teachers , parents and LEAs .
14 The main aim of this project is to investigate the kinds of understandings student primary teachers have of teaching , learning and the curriculum on entry to preservice training and to identify how these understandings are influenced by various training experiences and how these understandings relate to and influence student teachers ' developing classroom practice .
15 I wanted to establish teachers ' genuine and initial views of questioning techniques within the classroom .
16 5 The difference between teachers ' perceived and actual training needs .
17 Those in the second section asked about teachers ' general perceptions of school self-evaluation and were virtually identical to those asked earlier in Solihull ( Turner and Clift , 1985 ) .
18 Much more can , has been and should be written about teachers ' collective action , and I am not going to pursue it here .
19 This would provide a much needed flexibility , showing that National Curriculum requirements can be met in a range of ways according to children 's needs and teachers ' preferred ways of working .
20 We have so far said little about the way the Stress Syndrome spills over into teachers ' personal relationships out of school .
21 In conclusion , joint problem-solving and the consultative sharing of expertise can maximise scarce existing resources and increase the capacity of teachers to meet the individual needs of all children ; stimulate teachers ' personal judgment and initiative as to the best educational ‘ therapies ’ open to them , raise their sights as to how to help all children , whatever their difficulties , to learn and to cope , how to offer them those ‘ good school experiences such as some form of success , accomplishment , sense of self-esteem or just pleasure in school activities ’ found to be so valuable even in later life ( cf Quinton and Rutter 1988 ) .
22 In contrast with the largely psychologistic HMI accounts of teaching quality , emphasizing teachers ' personal qualities , technical classroom skills and responsibilities , Hargreaves examines teachers and their practices within a sociological framework .
23 These , it was found , rested much of their case an the importance of teachers ' personal qualities , their technical expertise and their specialist subject competence .
24 However , as with the similar topic of literacy , I would argue that it is important to separate out bilingualism and bilingual education because teachers ' personal experience and education gives them a particular view of the phenomenon .
25 It was enhanced both by fusion of the School with the teachers ' personal circle and by the remarkable resource of Morris 's last and finest garden .
26 Basil 's Notes for a Teachers ' In-Service Course at Hoyland Teachers ' Centre February 1953
27 There is an analogy between teachers ' in-service development and the mounting evidence that intervention in pupils ' careers which take place away from their school have limited value for either pupil rehabilitation or for changes in school ethos ( Topping 1983 ) .
28 QUALIFIED TEACHERS ' IN-SERVICE TRAINING PROGRAMME 1986/'97
29 QUALIFIED TEACHERS ' IN-SERVICE TRAINING PROGRAMME 1989/90
30 QUALIFIED TEACHERS ' IN-SERVICE TRAINING PROGRAMME 1988/89
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