Works matching IS 23263873 AND DT 2019 AND VI 5 AND IP 2
Results: 15
STUDY ABROAD, TRANSFORMATION, AND IKIGAI: A CASE STUDY.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 245, doi. 10.32865/fire201952170
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FOSTERING TEACHERS' GLOBAL COMPETENCIES: BRIDGING UTOPIAN EXPECTATIONS FOR INTERNATIONALIZATION THROUGH EXCHANGE.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 226, doi. 10.32865/fire201952162
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TEACHERS AS CHANGE AGENTS: PROMOTING MEANINGFUL PROFESSIONAL DEVELOPMENT USING ACTION RESEARCH TO SUPPORT INTERNATIONAL EDUCATIONAL REFORM.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 214, doi. 10.32865/fire201952167
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TEACHERS AS CHANGE AGENTS? ASSESSING TEACHERS' PERCEPTIONS OF AND RESPONSES TO SEXUAL GENDER-BASED VIOLENCE IN SCHOOLS IN BURKINA FASO.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 195, doi. 10.32865/fire201952157
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BETWEEN THE FAMILIAR AND STRANGE: UNDERSTANDING GOOD TEACHING IN TRANSNATIONAL EDUCATION SETTINGS.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 172, doi. 10.32865/fire201952149
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TO CREATE A BETTER AND MORE PEACEFUL WORLD: INFUSING HUMAN RIGHTS INSTRUCTION IN PK-12 CLASSROOMS.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 159, doi. 10.32865/fire201952160
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SUPPORTING SECONDARY PRESERVICE TEACHER IDENTITY DEVELOPMENT AS CULTURALLY RESPONSIVE AND SUSTAINING TEACHERS.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 138, doi. 10.32865/fire201952152
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PROSPECTS AND CHALLENGES OF UPGRADING UNTRAINED TEACHERS IN SUB-SAHARAN AFRICA: THE CASE OF GHANA.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 120, doi. 10.32865/fire201952171
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A CATALYST OF CHANGE: A GRADUATE STUDENT'S PERSPECTIVES ON TRANSFORMATIONAL TEACHING.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 97, doi. 10.32865/fire201952155
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TEACHER AS CHANGE AGENT FOR CONSEQUENTIAL LEARNING: ONE KOREAN TEACHER'S AUTOETHNOGRAPHY ON THE DANCE-WITH-SCIENCE PROJECT.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 79, doi. 10.32865/fire201952156
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RESPONDING TO COLLEGE STUDENTS WHO EXHIBIT ADVERSE MANIFESTATIONS OF STRESS AND TRAUMA IN THE COLLEGE CLASSROOM.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 66, doi. 10.32865/fire201952164
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A "LITERACY AWAKENING": THE ROLE OF STUDY ABROAD AND INTERNATIONAL SERVICE LEARNING FOR PRESERVICE TEACHERS' LITERACY ENGAGEMENT.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 47, doi. 10.32865/fire201952163
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"THIS IS FAR MORE COMPLEX THAN I COULD HAVE EVER IMAGINED": STUDYING PRE-SERVICE TEACHERS' SHIFTING PERCEPTIONS OF INDIGENEITY AND LITERACY.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 28, doi. 10.32865/fire201952169
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TRAINED TO RESIST: TEACHERS LEARNING LUCHA IN OAXACA, MEXICO.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 6, doi. 10.32865/fire201952175
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TEACHERS AS CHANGE AGENTS: TRANSFORMING CLASSROOMS AND COMMUNITIES.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 2, p. 1, doi. 10.32865/fire201952197
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