Viviana Daza
Biographic Data
| ID | 6511416 |
|---|---|
| NAME | Viviana Daza |
| GIVEN NAMES | Viviana |
| FAMILY NAME | Daza |
| SIGNATURE | DAZA V |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-2491-8380 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
The emergence of a digital third space
Practitioners and policymakers worldwide emphasise the need for research-based and professionally relevant teacher education, highlighting the importance of integrating epistemologies across schools and teacher education institutions. Drawing on the affordance concept, this study qualitatively investigates the perceived opportunities and constraints of Digital Practice Assessment (DPA) as a collaborative platform for triads of pre-service teacher…
How can universities ensure quality of practice in initial teacher education
This article presents a state-of-the-art review of the literature published between 2010 and 2022 on the necessary preconditions for and features of quality learning and mentoring in schools in university-based initial teacher education (ITE). The article argues that ITE institutions should take a leading role in ensuring quality by providing criteria and assessments that promote transferability and meaningful connections, explicit and comprehens…
No prominent works on this page.
The emergence of a digital third space
Practitioners and policymakers worldwide emphasise the need for research-based and professionally relevant teacher education, highlighting the importance of integrating epistemologies across schools and teacher education institutions. Drawing on the affordance concept, this study qualitatively investigates the perceived opportunities and constraints of Digital Practice Assessment (DPA) as a collaborative platform for triads of pre-service teacher…
How can universities ensure quality of practice in initial teacher education
This article presents a state-of-the-art review of the literature published between 2010 and 2022 on the necessary preconditions for and features of quality learning and mentoring in schools in university-based initial teacher education (ITE). The article argues that ITE institutions should take a leading role in ensuring quality by providing criteria and assessments that promote transferability and meaningful connections, explicit and comprehens…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Student Assessment and Feedback (2 works) · Computer Science (1 work) · Engineering (1 work) · Higher education (1 work) · Innovative Education and Learning Practices (1 work) · Medical education (1 work) · Medicine (1 work)