美国密歇根州论文代写:教育背景

Keywords:美国密歇根州论文代写

以前在UAE工作，我以前的经历是在澳大利亚做生意。追求一个硕士学位课程突出了发展教学技能和发展创新TCEP的增强专业发展的需要。我与IVD协会现在接近第四年。在学院的第一年，我教英语为学生准备文凭，为期18个月的课程。最终，教学负担扩大到教给学生一些科目，如会计、财务会计、市场营销、商务沟通、网络营销、国际商务、人力资源和商业道德。这一点也通过研讨会向同事们推广，所有的研讨会都使用英语作为教学语言。我的同事们，像我一样，都不是来自教育背景，对教育各方面的研讨会，帮助人们发展他们的教学方法，现在有很多的理论可以被视为当前TCEP。然而，这项研究将侧重于确定现有的能力，特别是在加强以往的学习和经验作为一个业务专业的教学业务。由Lawless和佩莱格里诺开发了一个类似的研究（2007），他们指出，从以往的学科技能的整合需要的角度调整：这意味着，尽管技术可能在一个学科的实践来实现的，这个层次的能力不能假设当一个功能转变等成为教师的案例。同样，约翰逊和法戈（2010）专业发展的变革能力可以直接与学生成绩挂钩。这表明，TCEP是不是提高课堂有效性的角度，但实际的教育是至关重要的，持续的专业发展以及教育的社会作用。
美国密歇根州论文代写:教育背景
Previous to working in the UAE, my previous experience was in business in Australia. Pursuing a Master's Degree in Education has highlighted the need for developing teaching skills and developing innovative TCEP's to augment professional development. My association with the IVD is now approaching its fourth year. For the first year at The Institute I taught English to prepare the students for the Diploma, an 18 month course. Eventually, the teaching load was expanded to teaching students a number of subjects such as accounting, financial accounting, marketing, business communication, internet marketing, international business, human resource and business ethics. This has also been extended to colleagues through workshops, all using English as the language of instruction. My colleagues, like myself, have not come from an educational background, the workshops on various aspects of education to help people develop their teaching techniques.There are a number of theories that can be considered for the current TCEP. However, this research will focus on the identification of existing competencies, particularly in enhancing previous learning and experience as a business professional to teaching business. In a similar study developed by Lawless and Pellegrino (2007), they point out that the integration of skills from previous disciplines requires the adjustment of perspectives: this implies that though expertise may be achieved in the practice of a discipline, this level of competency cannot be assumed when one's function is changed such as in the case of becoming a teacher. Similarly, Johnson and Fargo (2010) the transformative capacity for professional development can be directly associated with student achievement. This suggests that the TCEP is not just critical to improving classroom effectiveness but actual perspectives about education, continuing professional development as well as the social role of education.