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Quatrième de couverture : "Les ouvrages de la collection Les indispensables en kinésithérapie et physiothérapie sous la direction d'Adrien Pallot font écho à la réforme de 2015 des études de kinésithérapie en France leur contenu étant réparti par rapport aux Unités d'Enseignement (UE) et Unités d'Intégration (UI) définies dans le nouveau programme. Répondant ainsi aux besoins des étudiants ils seront également un outil utile à tout professionnel désireux de rester à jour."

Public Health --- Internship and Residency --- Physical Therapy Specialty --- education --- Public Health. --- Humanities --- Education, Professional --- Programmed Instructions as Topic. --- Medicine and the humanities --- Exercise therapy --- Kinésithérapie. --- Médecine et sciences humaines. --- Kinésithérapie (spécialité) --- Santé publique. --- Sciences humaines. --- Enseignement professionnel. --- Enseignement programmé comme sujet. --- enseignement et éducation. --- Physical Therapy Specialty - education --- Humanities. --- education. --- Medicine and the humanities. --- Exercise therapy.

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Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers’ sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners. .

Teaching. --- Professional education. --- Vocational education. --- Learning. --- Instruction. --- Self. --- Identity (Psychology). --- Teaching and Teacher Education. --- Professional & Vocational Education. --- Learning & Instruction. --- Self and Identity. --- Personal identity --- Personality --- Self --- Ego (Psychology) --- Individuality --- Consciousness --- Mind and body --- Thought and thinking --- Will --- Learning process --- Comprehension --- Education --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training

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The Grants Register 2022 is the most authoritative and comprehensive guide available of postgraduate and professional funding worldwide. It contains international coverage of grants in almost 60 countries, both English and non-English speaking; information on subject areas, level of study, eligibility and value of awards; and information on over 6,000 awards provided by over 1,300 awarding bodies. Awarding bodies are arranged alphabetically with a full list of awards to allow for comprehensive reading. The Register contains full contact details including telephone, fax, email and websites as well as details of application procedures and closing dates. It is updated annually to ensure accurate information.

Estudiants universitaris --- Beques --- Beques d'investigació --- Subvencions a la investigació --- Subvencions --- Borses d'estudi --- Ensenyament --- Política educativa --- Universitats --- Universitaris --- Estudiants --- Estudiantes universitàries --- Research grants --- Grants --- Grants, Research --- Grants-in-aid --- Scholarships --- Subsidies --- Federal aid to research --- Professional education. --- Vocational education. --- Continuing education. --- Professional and Vocational Education. --- Lifelong Learning. --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Education --- Adult education --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher

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This volume is the first handbook that brings together cutting-edge international research on teacher ethos from a broad array of disciplines. The main focus will be on research that illustrates current conceptualizations of ethos and its importance for acting effectively and responsibly in and out of the classroom. Research will encompass updated empirical and philosophical work that points to the difference in learning when teaching is practised as a moral activity instead of a merely functional one. Authors are among the world’s foremost researchers whose work crosses over from moral education into psychology, neuroscience, sociology, philosophy, pedagogy, and curriculum, drawing on these various fields of research. Today, more than ever, we understand that teachers, like other professionals, need more than subject-matter expertise for acting responsibly and doing their best in their daily duties. Doing so requires possessing a guiding system of professional ethics, moral positioning, goals, norms, and values – in other words: a professional ethos. While the handbook concentrates on Western domains in the current era, the work will extend to other cultures and times as well. With this comprehensive range of perspectives, the book will be attractive and useful for researchers on teachers and teaching as well as for teacher educators, curriculum designers, educational officials, and, last-but-not-least, anyone who is interested in what makes a good teacher. This volume is also a tribute to Fritz Oser, a leading scholar in research on ethos, who sadly passed-away during the compilation of this handbook.

Teachers --- Teaching --- Professional ethics. --- Moral and ethical aspects. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Ensenyament --- Professors --- Aspectes morals --- Educational psychology. --- International education. --- Comparative education. --- Psychology. --- Professional education. --- Vocational education. --- Teaching and Teacher Education. --- Educational Psychology. --- International and Comparative Education. --- Behavioral Sciences and Psychology. --- Professional and Vocational Education. --- Training of. --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Philosophy --- Soul --- Mental health --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Psychology --- Teacher education --- Teacher training --- Teachers, Training of --- History

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This open access book critiques real world learning across both the curriculum and extracurricular activities. Drawing on disciplines as diverse as business, health, fashion, sociology and geography, the editors and authors employ a cross-disciplinary approach to examine how this concept is being applied in higher education. Divided into three parts, the authors and contributors analyse broader applications of real world learning, student experience of practicing in a real world setting, and how learning strategies can be employed to engage students in real world learning. The editors and contributors provide up-to-date, cross-disciplinary and international insights into how real world learning could be integrated into the higher education curriculum to support effective, relevant and life-long learning for 21st century students. Dawn A. Morley is Postdoctorate Research Fellow at Solent University, UK. She specialises in how students’ learning at university can be connected to greater work readiness and is the lead editor on two previously published edited collections related to work-based learning. Md Golam Jamil is a pedagogic researcher at the University of Bristol, UK. His research interests include applied pedagogies, research-informed teaching, technology-enhanced learning and language education.

Professional education. --- Vocational education. --- Higher education. --- Learning. --- Instruction. --- Educational policy. --- Education and state. --- Professional & Vocational Education. --- Higher Education. --- Learning & Instruction. --- Educational Policy and Politics. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Learning process --- Comprehension --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Government policy --- Professional & Vocational Education --- Higher Education --- Learning & Instruction --- Educational Policy and Politics --- Professional and Vocational Education --- Real world learning --- Applied pedagogy --- Higher education policy --- Graduate employability --- Academic development --- Placement years --- Innovative pedagogies --- Open Access --- Industrial or vocational training --- Higher & further education, tertiary education --- Teaching skills & techniques --- Cognition & cognitive psychology --- Educational strategies & policy --- Education, Higher.