<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:cc="http://web.resource.org/cc/"><channel><title>Xpert - 25 Most recent items matching the search terms - </title><link>http://www.pat.com</link><description>This RSS feed contains the 25 most recently submitted items from Xpert, matching the search terms - </description><generator>Xpert</generator><language>en-gb</language><copyright>http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ </copyright><dc:publisher>Xpert</dc:publisher><cc:license></cc:license><item><title><![CDATA[Lesson 01 - One Minute Luxembourgish]]></title><dc:title><![CDATA[Lesson 01 - One Minute Luxembourgish]]></dc:title><link><![CDATA[http://feedproxy.google.com/~r/oneminuteluxembourgish/~3/y8jFqc8rvNI/lesson-01-one-minute-luxembourgish]]></link><guid><![CDATA[http://feedproxy.google.com/~r/oneminuteluxembourgish/~3/y8jFqc8rvNI/lesson-01-one-minute-luxembourgish]]></guid><description><![CDATA[In lesson 01 of One Minute Luxembourgish you will learn how to say 'hello' and 'goodbye' in Luxembourgish. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Languages at our website - http://www.oneminutelanguages.com. One Minute Luxembourgish is brought to you by the Radio Lingua Network and is ©Copyright 2008.<img src="http://feeds.feedburner.com/~r/oneminuteluxembourgish/~4/VZtqi2TBYUM" height="1" width="1"/><img src="]]>
</description><dc:description><![CDATA[In lesson 01 of One Minute Luxembourgish you will learn how to say 'hello' and 'goodbye' in Luxembourgish. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Languages at our website - http://www.oneminutelanguages.com. One Minute Luxembourgish is brought to you by the Radio Lingua Network and is ©Copyright 2008.<img src="http://feeds.feedburner.com/~r/oneminuteluxembourgish/~4/VZtqi2TBYUM" height="1" width="1"/><img src="]]>
</dc:description></item><item><title><![CDATA[Learning outcomes]]></title><dc:title><![CDATA[Learning outcomes]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/geography-education-exploring-definition/content_section___learningoutcomes]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/geography-education-exploring-definition/content_section___learningoutcomes]]></guid><description><![CDATA[<p>The learning outcomes of this unit are:</p><ul><li><p>review some of the recent debates about the place of geography in the school curriculum;</p></li><li><p>consider the different aims of geographical education;</p></li><li><p>links for further study</p></li></ul>]]>
</description><dc:description><![CDATA[<p>The learning outcomes of this unit are:</p><ul><li><p>review some of the recent debates about the place of geography in the school curriculum;</p></li><li><p>consider the different aims of geographical education;</p></li><li><p>links for further study</p></li></ul>]]>
</dc:description></item><item><title><![CDATA[3 A diversity of views]]></title><dc:title><![CDATA[3 A diversity of views]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/geography-education-exploring-definition/content_section_3]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/geography-education-exploring-definition/content_section_3]]></guid><description><![CDATA[<div class="oucontent-quote oucontent-s-box" id="quo001_004"><blockquote><p>Another vital strategy for survival (or for the justification of survival) is for geography teachers to teach well. Given the wealth and range of lively material available to geography teachers and the richness of life in the real world, it ought to be rare for a geography teacher not to be able to interest or stimulate students in some part of the subject on its own merits</p><p>(Walford, 2001, p. 238)</p></blockquote><]]>
</description><dc:description><![CDATA[<div class="oucontent-quote oucontent-s-box" id="quo001_004"><blockquote><p>Another vital strategy for survival (or for the justification of survival) is for geography teachers to teach well. Given the wealth and range of lively material available to geography teachers and the richness of life in the real world, it ought to be rare for a geography teacher not to be able to interest or stimulate students in some part of the subject on its own merits</p><p>(Walford, 2001, p. 238)</p></blockquote><]]>
</dc:description></item><item><title><![CDATA[4 The student's view]]></title><dc:title><![CDATA[4 The student's view]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/geography-education-exploring-definition/content_section_4]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/geography-education-exploring-definition/content_section_4]]></guid><description><![CDATA[<p>Activity 3 should have helped you to clarify your ideas about the aims and purposes of geography education. One of the advantages of doing this is that it encourages you to focus on what you think is important about teaching geography. In our experience, this is sometimes difficult given the hectic pace of life in schools!</p><p>Missing so far in this discussion has been the voice of the students who are on the ‘receiving end’ of geography lessons. After all, they are the people who will ]]>
</description><dc:description><![CDATA[<p>Activity 3 should have helped you to clarify your ideas about the aims and purposes of geography education. One of the advantages of doing this is that it encourages you to focus on what you think is important about teaching geography. In our experience, this is sometimes difficult given the hectic pace of life in schools!</p><p>Missing so far in this discussion has been the voice of the students who are on the ‘receiving end’ of geography lessons. After all, they are the people who will ]]>
</dc:description></item><item><title><![CDATA[5 Summary and conclusion]]></title><dc:title><![CDATA[5 Summary and conclusion]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/geography-education-exploring-definition/content_section_5]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/geography-education-exploring-definition/content_section_5]]></guid><description><![CDATA[<p>In this unit we have considered questions surrounding the future of school geography. This may at first seem an odd question, but it is salutary to remember that the advocates of geography had to work very hard to make the case for the subject's place in the English National Curriculum.</p><p>As the unit sought to show, even if we can agree that geography has an important role to play in schools, opinions vary as to the purpose of the subject:</p><ul class="oucontent-bulleted"><li>
<p>Is it a]]>
</description><dc:description><![CDATA[<p>In this unit we have considered questions surrounding the future of school geography. This may at first seem an odd question, but it is salutary to remember that the advocates of geography had to work very hard to make the case for the subject's place in the English National Curriculum.</p><p>As the unit sought to show, even if we can agree that geography has an important role to play in schools, opinions vary as to the purpose of the subject:</p><ul class="oucontent-bulleted"><li>
<p>Is it a]]>
</dc:description></item><item><title><![CDATA[3 What does the data tell us?]]></title><dc:title><![CDATA[3 What does the data tell us?]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/governors-target-setting-primary-schools/content_section_3]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/governors-target-setting-primary-schools/content_section_3]]></guid><description><![CDATA[<div class="oucontent-quote oucontent-s-box" id="quo003"><blockquote><p>Data never gives you the answers: it helps you to ask the questions.</p><p>(Hawker, 1998)</p></blockquote></div><p>Realistically, what governors can glean from attainment data, without assistance from the professionals, either in school or through the Local Authority (LA), may be limited, depending on your experience of reading statistical information.</p><p>A single set of figures, relating to only one year's results, may n]]>
</description><dc:description><![CDATA[<div class="oucontent-quote oucontent-s-box" id="quo003"><blockquote><p>Data never gives you the answers: it helps you to ask the questions.</p><p>(Hawker, 1998)</p></blockquote></div><p>Realistically, what governors can glean from attainment data, without assistance from the professionals, either in school or through the Local Authority (LA), may be limited, depending on your experience of reading statistical information.</p><p>A single set of figures, relating to only one year's results, may n]]>
</dc:description></item><item><title><![CDATA[1.2.1 Ethics]]></title><dc:title><![CDATA[1.2.1 Ethics]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/professional-development-education/accessibility-elearning/content_section_1.2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/professional-development-education/accessibility-elearning/content_section_1.2.1]]></guid><description><![CDATA[<p>The first factor is ethics. Disabled people should not be excluded from using any product, device or service if it is at all possible to avoid this: disabled people have the same rights as non-disabled people to access goods and services. Teachers generally try to write material that reflects the experiences of women, as well as men and those of people from diverse backgrounds, to make a course inclusive and ‘pedagogically accessible’. This good practice should be extended to include refl]]>
</description><dc:description><![CDATA[<p>The first factor is ethics. Disabled people should not be excluded from using any product, device or service if it is at all possible to avoid this: disabled people have the same rights as non-disabled people to access goods and services. Teachers generally try to write material that reflects the experiences of women, as well as men and those of people from diverse backgrounds, to make a course inclusive and ‘pedagogically accessible’. This good practice should be extended to include refl]]>
</dc:description></item><item><title><![CDATA[Resource #9604]]></title><dc:title><![CDATA[Resource #9604]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9604/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9604/]]></guid><description><![CDATA[UNSPECIFIED <http://www.edshare.soton.ac.uk/9604> - UNSPECIFIED
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</description><dc:description><![CDATA[UNSPECIFIED <http://www.edshare.soton.ac.uk/9604> - UNSPECIFIED
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</dc:description></item><item><title><![CDATA[Resource #9603]]></title><dc:title><![CDATA[Resource #9603]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9603/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9603/]]></guid><description><![CDATA[UNSPECIFIED <http://www.edshare.soton.ac.uk/9603> - UNSPECIFIED
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</description><dc:description><![CDATA[UNSPECIFIED <http://www.edshare.soton.ac.uk/9603> - UNSPECIFIED
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</dc:description></item><item><title><![CDATA[Resource #9602]]></title><dc:title><![CDATA[Resource #9602]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9602/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9602/]]></guid><description><![CDATA[UNSPECIFIED <http://www.edshare.soton.ac.uk/9602> - UNSPECIFIED
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</description><dc:description><![CDATA[UNSPECIFIED <http://www.edshare.soton.ac.uk/9602> - UNSPECIFIED
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</dc:description></item><item><title><![CDATA[Borders]]></title><dc:title><![CDATA[Borders]]></dc:title><link><![CDATA[http://www.oercommons.org/libraries/borders]]></link><guid><![CDATA[http://www.oercommons.org/libraries/borders]]></guid><description><![CDATA['Borders' begins with a short dramatic piece that introduces the issues of complicity, resistance, and boundaries. This work continues to investigate these themes in the style of a documentary. In the prologue, actor Steve Buscemi plays Ted, a young scientist who goes to work at a large scientific research facility. Here he develops ideas that, much to the dismay and rebuff of his jealous fellow researchers who gather around a vending machine, are embraced by his supervisors. The young scientist]]>
</description><dc:description><![CDATA['Borders' begins with a short dramatic piece that introduces the issues of complicity, resistance, and boundaries. This work continues to investigate these themes in the style of a documentary. In the prologue, actor Steve Buscemi plays Ted, a young scientist who goes to work at a large scientific research facility. Here he develops ideas that, much to the dismay and rebuff of his jealous fellow researchers who gather around a vending machine, are embraced by his supervisors. The young scientist]]>
</dc:description></item><item><title><![CDATA[How mosquitoes fly in the rain]]></title><dc:title><![CDATA[How mosquitoes fly in the rain]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=WBm3wck0_R0]]></link><guid><![CDATA[http://www.youtube.com/watch?v=WBm3wck0_R0]]></guid><description><![CDATA[Read more:
http://www.newscientist.com/article/dn21077-mosquito-vs-raindrop-match-video-settles-urban-myths.html]]>
</description><dc:description><![CDATA[Read more:
http://www.newscientist.com/article/dn21077-mosquito-vs-raindrop-match-video-settles-urban-myths.html]]>
</dc:description></item><item><title><![CDATA[Statistics - an intuitive introduction : central tendency]]></title><dc:title><![CDATA[Statistics - an intuitive introduction : central tendency]]></dc:title><link><![CDATA[http://unow.nottingham.ac.uk/resources/resourcescms.aspx?hid=ad231b4f-2324-74cd-3784-f968027a5746]]></link><guid><![CDATA[http://unow.nottingham.ac.uk/resources/resourcescms.aspx?hid=ad231b4f-2324-74cd-3784-f968027a5746]]></guid><description><![CDATA[Statistical data have a tendency to cluster around some central point. 
How do we determine this point? 

Is there just one way of doing it or more than one?]]>
</description><dc:description><![CDATA[Statistical data have a tendency to cluster around some central point. 
How do we determine this point? 

Is there just one way of doing it or more than one?]]>
</dc:description></item><item><title><![CDATA[European Heart Journal - My Cardio Interview: Bill Abraham, M. Gold & C. Linde on SMART AV]]></title><dc:title><![CDATA[European Heart Journal - My Cardio Interview: Bill Abraham, M. Gold & C. Linde on SMART AV]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/34379]]></link><guid><![CDATA[http://www.scivee.tv:80/node/34379]]></guid><description><![CDATA[Bill Abraham in conversation with M. Gold & C. Linde:
SMART AV - QLV in LV reverse remodelling]]>
</description><dc:description><![CDATA[Bill Abraham in conversation with M. Gold & C. Linde:
SMART AV - QLV in LV reverse remodelling]]>
</dc:description></item><item><title><![CDATA[Management Accounting Research Group (MARG) Conference 2011 - 16:30-17:30 [Audio]]]></title><dc:title><![CDATA[Management Accounting Research Group (MARG) Conference 2011 - 16:30-17:30 [Audio]]]></dc:title><link><![CDATA[http://www2.lse.ac.uk/newsAndMedia/videoAndAudio/channels/publicLecturesAndEvents/player.aspx?id=971]]></link><guid><![CDATA[http://www2.lse.ac.uk/newsAndMedia/videoAndAudio/channels/publicLecturesAndEvents/player.aspx?id=971]]></guid><description><![CDATA[Speaker(s): Andrew Shilston | 10.30, John Cullen, University of Sheffield, Innovation in the NHS - Can Accounting Stimulate and Facilitate Innovative. 11:30, Professor Zhang Xinmin, University of International Business and Economics, Corporate Governance and Strategic Cost Management: A View from China. 14:00, Robin Bellis-Jones, Director, Bellis-Jones Hill Group, Costing in the NHS - From Measurement to Management. 15:00, Panel Session. 16.30, Andrew Shilston, Chief Financial Officer, Rolls Roy]]>
</description><dc:description><![CDATA[Speaker(s): Andrew Shilston | 10.30, John Cullen, University of Sheffield, Innovation in the NHS - Can Accounting Stimulate and Facilitate Innovative. 11:30, Professor Zhang Xinmin, University of International Business and Economics, Corporate Governance and Strategic Cost Management: A View from China. 14:00, Robin Bellis-Jones, Director, Bellis-Jones Hill Group, Costing in the NHS - From Measurement to Management. 15:00, Panel Session. 16.30, Andrew Shilston, Chief Financial Officer, Rolls Roy]]>
</dc:description></item><item><title><![CDATA[Spell-a-thon List 02 - Quiz]]></title><dc:title><![CDATA[Spell-a-thon List 02 - Quiz]]></dc:title><link><![CDATA[http://www.scoilnet.ie/Quiz.aspx?id=636]]></link><guid><![CDATA[http://www.scoilnet.ie/Quiz.aspx?id=636]]></guid><description><![CDATA[This quiz tests your ability to spell words from the CARI Spellathon 2005 list 2.]]>
</description><dc:description><![CDATA[This quiz tests your ability to spell words from the CARI Spellathon 2005 list 2.]]>
</dc:description></item><item><title><![CDATA[After the Vote: Challenges and Opportunities for a Two-State Sudan]]></title><dc:title><![CDATA[After the Vote: Challenges and Opportunities for a Two-State Sudan]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=p2LfraKOG1Y]]></link><guid><![CDATA[http://www.youtube.com/watch?v=p2LfraKOG1Y]]></guid><description><![CDATA[On Thursday, February 17th the Pulitzer Center hosted a panel discussion, "After the Vote: Challenges and Opportunities for a Two-State Sudan," in the Linder Family Commons on the campus of The George Washington University. The featured panelists were Pulitzer Center journalist Rebecca Hamilton and experts Jon Temin and Cameron Hudson. The panelists provided a unique perspective on the current status of Sudan after the vote for independence in January and on the future of the two new nations. In]]>
</description><dc:description><![CDATA[On Thursday, February 17th the Pulitzer Center hosted a panel discussion, "After the Vote: Challenges and Opportunities for a Two-State Sudan," in the Linder Family Commons on the campus of The George Washington University. The featured panelists were Pulitzer Center journalist Rebecca Hamilton and experts Jon Temin and Cameron Hudson. The panelists provided a unique perspective on the current status of Sudan after the vote for independence in January and on the future of the two new nations. In]]>
</dc:description></item><item><title><![CDATA[83:A new world order: the rise of China and the decline of the West]]></title><dc:title><![CDATA[83:A new world order: the rise of China and the decline of the West]]></dc:title><link><![CDATA[http://www.switch-media-group.com/downloads/51/8776.mp3]]></link><guid><![CDATA[http://www.switch-media-group.com/downloads/51/8776.mp3]]></guid><description><![CDATA[While many are talking about the notion of a shift in power from West to East, a book by Martin Jacques takes this further by proclaiming that China will not only thrive in the 21st century, but will do so at the expense of the US.]]>
</description><dc:description><![CDATA[While many are talking about the notion of a shift in power from West to East, a book by Martin Jacques takes this further by proclaiming that China will not only thrive in the 21st century, but will do so at the expense of the US.]]>
</dc:description></item><item><title><![CDATA[Behind the Scenes: On Line: Luis Camnitzer]]></title><dc:title><![CDATA[Behind the Scenes: On Line: Luis Camnitzer]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=A_Hsc-N2sgM]]></link><guid><![CDATA[http://www.youtube.com/watch?v=A_Hsc-N2sgM]]></guid><description><![CDATA[On Line: Drawing Through the Twentieth Century
The Museum of Modern Art, November 21, 2010-February 7, 2011
For more information please visit http://www.moma.org/online. Audio courtesy of Acoustiguide
© 2010 The Museum of Modern Art, New York]]>
</description><dc:description><![CDATA[On Line: Drawing Through the Twentieth Century
The Museum of Modern Art, November 21, 2010-February 7, 2011
For more information please visit http://www.moma.org/online. Audio courtesy of Acoustiguide
© 2010 The Museum of Modern Art, New York]]>
</dc:description></item><item><title><![CDATA[Lecture 25 - 11/19/2010]]></title><dc:title><![CDATA[Lecture 25 - 11/19/2010]]></dc:title><link><![CDATA[http://podcast.ucsd.edu/podcasts/poli113afa10/poli113a-11192010.mp3]]></link><guid><![CDATA[http://podcast.ucsd.edu/podcasts/poli113afa10/poli113a-11192010.mp3]]></guid><description><![CDATA[Lecture 25]]>
</description><dc:description><![CDATA[Lecture 25]]>
</dc:description></item><item><title><![CDATA[Lecture 23 - 11/15/2010]]></title><dc:title><![CDATA[Lecture 23 - 11/15/2010]]></dc:title><link><![CDATA[http://podcast.ucsd.edu/podcasts/bicd100fa10/bicd100-11152010.mp4]]></link><guid><![CDATA[http://podcast.ucsd.edu/podcasts/bicd100fa10/bicd100-11152010.mp4]]></guid><description><![CDATA[Lecture 23]]>
</description><dc:description><![CDATA[Lecture 23]]>
</dc:description></item><item><title><![CDATA[European Economic Issues: seminar notes 4]]></title><dc:title><![CDATA[European Economic Issues: seminar notes 4]]></dc:title><link><![CDATA[http://www.economicsnetwork.ac.uk/sites/default/files/Thomas%20Allen/work%20for%204th%20class%20cycle.doc]]></link><guid><![CDATA[http://www.economicsnetwork.ac.uk/sites/default/files/Thomas%20Allen/work%20for%204th%20class%20cycle.doc]]></guid><description><![CDATA[Seminar notes and discussion questions for a first year economics course on European economic issues as taught by Cillian Ryan at the University of Birmingham in 2009/10.]]>
</description><dc:description><![CDATA[Seminar notes and discussion questions for a first year economics course on European economic issues as taught by Cillian Ryan at the University of Birmingham in 2009/10.]]>
</dc:description></item><item><title><![CDATA[Applications Manager]]></title><dc:title><![CDATA[Applications Manager]]></dc:title><link><![CDATA[http://www.ndrb.org.uk/ODE/en/es-sx_20100222_2_9095551]]></link><guid><![CDATA[http://www.ndrb.org.uk/ODE/en/es-sx_20100222_2_9095551]]></guid><description><![CDATA[<p img class='centrado'><a href='http://www.ndrb.org.uk/galeriaimg/78/es-sx_20100222_2_9095551/es-sx_20100222_2_9095551_captured.jpg'target='_blank'><img src='http://www.ndrb.org.uk/galeriaimg/78/es-sx_20100222_2_9095551/es-sx_20100222_2_9095551.png'/></a></p>Vanessa Wu is an Applications Manager in a Johnson Matthey factory manufacturing diesel catalysts. She had fantastic maths and science teachers at school and was inspired by them to head into a career in chemical engineering.]]>
</description><dc:description><![CDATA[<p img class='centrado'><a href='http://www.ndrb.org.uk/galeriaimg/78/es-sx_20100222_2_9095551/es-sx_20100222_2_9095551_captured.jpg'target='_blank'><img src='http://www.ndrb.org.uk/galeriaimg/78/es-sx_20100222_2_9095551/es-sx_20100222_2_9095551.png'/></a></p>Vanessa Wu is an Applications Manager in a Johnson Matthey factory manufacturing diesel catalysts. She had fantastic maths and science teachers at school and was inspired by them to head into a career in chemical engineering.]]>
</dc:description></item><item><title><![CDATA[Supporting professional development in ITT: introduction]]></title><dc:title><![CDATA[Supporting professional development in ITT: introduction]]></dc:title><link><![CDATA[http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397749&section=1]]></link><guid><![CDATA[http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397749&section=1]]></guid><description><![CDATA[Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding.]]>
</description><dc:description><![CDATA[Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding.]]>
</dc:description></item><item><title><![CDATA[1.1 Introduction]]></title><dc:title><![CDATA[1.1 Introduction]]></dc:title><link><![CDATA[http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397749&section=2.1]]></link><guid><![CDATA[http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397749&section=2.1]]></guid><description><![CDATA[Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding.]]>
</description><dc:description><![CDATA[Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding.]]>
</dc:description></item></channel></rss>