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Kolomiets, Alla M., und Yevhen V. Gromov. „НЕТНОГРАФІЧНИЙ АНАЛІЗ ТЕМАТИЧНОГО СПЕКТРУ ПЕДАГОГІЧНИХ ДОСЛІДЖЕНЬ У ВИДАННЯХ З НАУКОМЕТРИЧНОЇ БАЗИ SCOPUS“. Information Technologies and Learning Tools 59, Nr. 3 (30.06.2017): 179. http://dx.doi.org/10.33407/itlt.v59i3.1666.
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Netnographic analysis of international pedagogical periodical journals which are indexed in Scopus scientometric database has been realized in the article. The authors gave appraisal of pedagogical investigations’ priority directions which are published in the most quoted world’s journals. Subject coverage of the Top-300 pedagogical periodical journals from the rank-list presented by Scimago Journal & Country Rank Internet-platform has been also analyzed. Comparison between pedagogical journals’ quotation-indexes and corresponding indexes of technical, natural-scientific, legislative and political subject issues has been also completed. The authors succeeded in refuting the widely-spread but mistaken opinion that pedagogical issues are insufficiently presented or even absent in Scopus database. It has also been found out that the majority of pedagogical periodical journals which are indexed in Scopus deal with problems of general education and upbringing; pedagogical psychology and sociology; organizing of pedagogical investigations and pedagogical statistics.
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Martinez, Inmaculada Garcia, und Pedro Jose Arrifano Tadeu. „The impact of pedagogical leadership on pedagogical coordination in secondary schools“. Research in Social Sciences and Technology 3, Nr. 3 (10.10.2018): 1–15. http://dx.doi.org/10.46303/ressat.03.03.1.
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Educational Leadership has an international recognition as a factor in school improvement (OECD, 2009, 2014). The international investigations guarantee this. Within the multiplicity of investigative lines that concern this factor, there is one that alludes to its impact on school improvement, especially in contexts of the social inequality. Within the pedagogical leadership, it has been evidenced that the shared modalities of leadership that invite other members of the educational organization to be involved in a common project are associated with a greater commitment for the improvement and inclusion of all the students. At the same time, other factors come into play, such as the professional identity of both management and staff, professional capital (Hargreaves and Fullan, 2014) or the inclusive practices outlined in this type of context. This intervention oscillates around these issues, offering a vision about studies carried out in the international sphere that associate, on one hand, the impact of leadership on the educational organization and, on the other, positive effects in challenging contexts. Finally, the results obtained from a questionnaire designed specifically for this research will be presented, in which secondary school teachers were asked to respond to questions related to the collaboration in the center, if they received support from the management team to improve their practices if they perceived themselves as school leaders or teachers. Among the results found, it is observed that there is a positive trend towards the construction of a common educational project in secondary schools by the management team. Likewise, there is a positive predisposition on the part of the teaching staff to be more involved in the initiatives of the educational center and towards collaboration and coordination with other colleagues.
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Ingersoll, Casey, Jayne M. Jenkins und Karen Lux. „Teacher Knowledge Development in Early Field Experiences“. Journal of Teaching in Physical Education 33, Nr. 3 (Juli 2014): 363–82. http://dx.doi.org/10.1123/jtpe.2013-0102.
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Investigation of physical education preservice teacher knowledge development has been primarily limited to study of a single semester of early field experience (EFE), with findings from these investigations driving EFE design. The purpose of this research was to investigate what types of knowledge develop and how knowledge evolves and interacts to produce pedagogical content knowledge longitudinally across three semesters of EFE. Specifically, what knowledge components emerge first and continue to emerge in EFE, and what knowledge components initially, then later, interact to develop pedagogical content knowing? The participant, a 21-year-old male, engaged in three consecutive semesters of EFE. Data collection, including multiple observations and interviews, was analyzed jointly by three researchers using constant comparison and inductive analysis. Knowledge of pedagogy emerged initially and throughout the EFEs. In later EFEs, knowledge of students and content emerged concomitantly, interacting with pedagogical knowledge. Suggestions include scheduling longer units of instruction during EFEs and reteaching specific units.
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Gromov, Yevhen. „Actuality of experience study of non-philological disciplines future teachers’ foreign-languages training in higher schools of Poland and Czech Republic“. Osvitolohiya, Nr. 6 (2017): 163–69. http://dx.doi.org/10.28925/2226-3012.2017.6.163169.
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The author asserts that realization of principal theses of pan-European recommendations for linguistic education stipulates necessity to revise settled views on the process of future teachers’ foreign-languages preparation taking into account modern society demands and requirements on level and extent of knowledge which every higher pedagogical institution graduate must possess. Thus we face the pressing demand of making adjustment of future pedagogues’ linguistic training in correspondence to actual challenges which presume conversion from traditional to innovative methods of individuals’ professional formation, from priorities of narrowly specialized tasks to holistic development of future teachers, pedagogical interaction, joint creativity and cooperation which provide Ukraine’s integration into European educational space. It has been supposed in the article that investigation of modern tendencies in foreign-languages training of non-philological disciplines future teachers in higher schools of Poland and Czech Republic is an actual pedagogical problem. Main directions of possible scientific research have been outlined; unsolved aspects, principle objectives, methodological groundings, research approaches, as well as practical and theoretical importance for native pedagogical science have been determined. It has been shown that scientific investigations which are aimed at ascertainment of basic peculiarities of non-philological teachers’ professional formation in conditions of united European educational space formation will designate further perspectives for implementation of Eastern-European countries positive experience into Ukrainian pedagogical practice.
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Parrish, Patrick. „Pedagogical Models for Compelling Learning Experiences with Technology“. EDEN Conference Proceedings, Nr. 1 (21.10.2020): 247–56. http://dx.doi.org/10.38069/edenconf-2020-rw-0027.
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Technology offers tremendous opportunities to improve learning experiences and outcomes. However, we should be striving for technology-enhanced learning that not only brings more to learners, but demands more of them as well. Learning experiences that strive for significant impacts should challenge learners to solve problems, conduct investigations, strategize courses of action, or construct knowledge through personal projects. Such experiences can bring out the aesthetic potential of learning, leading to transformative outcomes. This paper argues for the importance of considering this aesthetic potential to make learning compelling, and describes four instructional projects developed in my own work in recent years. These projects used four different, well-researched pedagogical models as the basis for their approaches.
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Firsova, Svetlana Pavlovna. „International cooperation of higher educational institutions in the context of pedagogical research“. Moscow University Pedagogical Education Bulletin, Nr. 1 (30.03.2011): 76–84. http://dx.doi.org/10.51314/2073-2635-2011-1-76-84.
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The paper is devoted to the theoretical problems of the Russian higher professional school integration into the world educational space. So, the activity of International Service of an educational institution is considered, the strategic directions of the academic international cooperation are put forward. The significance of the criteria system for the International Service activity evaluation is specially noted. Some trends of investigations in the field of academic international cooperation are also outlined.
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Karami, Amirreza. „What Makes A Good Teacher? Needs and Necessities-A Survey of Recent Literature on Teacher’s Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge“. Journal of Studies in Education 6, Nr. 2 (01.06.2016): 241. http://dx.doi.org/10.5296/jse.v6i2.8826.
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<p>This paper provides an overview of some entailed issues in efficacious teaching. First section focuses upon teacher’s subject matter knowledge and the way it affects teaching. The results of the review in this part suggest the efficacy of the teacher’s high subject matter knowledge on significant improvement in teaching and learning process. Second part reviews pedagogical knowledge and its importance on effective teaching. The significance of pedagogical knowledge to the teaching and learning process has been reaffirmed, too and the last part concentrates on pedagogical content knowledge. The findings of the past research discover its vital role in language teaching and learning. <span style="font-size: 10px;">This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.</span></p>
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Sopata, Aldona. „Der frühe Fremdsprachenunterricht – je früher desto besser?“ Glottodidactica. An International Journal of Applied Linguistics 36 (05.11.2018): 95–105. http://dx.doi.org/10.14746/gl.2010.36.08.
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The article aims to summarize investigations which shed some light on the mechanisms of early second language acquisition and to draw from them pedagogical implications. Developing an optimal outline for foreign language teaching in early childhood should involve factors which make possible the use of inductive mechanisms of language acquisition by children.
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Kodliuk, Yaroslava, Nadiya Bibik, Ihor Kodliuk, Liubov Kodliuk und Olha Radchenko. „School textbook as an object of pedagogical research“. SHS Web of Conferences 104 (2021): 02009. http://dx.doi.org/10.1051/shsconf/202110402009.
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The article deals with investigations of scientists in the field of school textbook theory. The material has been structured taking into account the main components of this field of knowledge: purpose (the dual essence of this type of educational literature has been revealed – it is a carrier of educational content and teaching aids; position of the textbook as a model of integral learning process has been substantiated (systematization, consolidation and control, self-education, integrating, coordinating, developmental-educational), structure (general didactic structure of the school textbook covers the text and non-text components – the apparatus of mastering, illustrative material, orientation apparatus), methods of analysis and evaluation (distinguish traditional and theoretical) – analytical and formalized methods; the structural-functional approach to the textbook analysis has been proved). The peculiarities of textbooks for elementary school have been analyzed: the most complete definition of this phenomenon has been formulated; the leading functions of the textbook addressed to junior students have been defined – informational, developmental, educational, motivational; the features of structural components (taking into account the age of students) have been specified; methods of analysis and evaluation of the textbook have been classified: methods of analysis of the manuscript, methods of evaluation of the textbook itself, diagnostic evaluation ex post facto; a comprehensive approach to the analysis of textbooks for elementary school has been proposed; methods of analysis of certain aspects of the textbook (motivational component, developmental orientation, etc.) have been offered.
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HOLMES, FREDRIC LAWRENCE. „Investigative and pedagogical styles in French chemistry at the end of the 17th century“. Historical Studies in the Physical and Biological Sciences 34, Nr. 2 (01.03.2004): 277–309. http://dx.doi.org/10.1525/hsps.2004.34.2.277.
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ABSTRACT Laboratory notebooks preserved at the Acadéémie Royale des Sciences in Paris together with printed summary reports of the same work make possible a detailed reconstruction of chemical investigations undertaken by the Parisian academicians in the later 17th century. Denis Dodart set out the program for the investigations, whihc concerned the principles of plants; Claude Bourdelin did most of the experimental work; which, in keeping with proper bureaucratic procedure, Dodart wrote up for publication. The results did not change the course of chemistry. They and the procedures used to obtain them, however, are of great interest for their detail and accuracy; and the system, perseverance, and numeracy of Bourdelin and his assistants will surprise those who think that elaborate bookkeeping in chemistry came in with Lavoisier. The academicians tried to extract plan ““principles,”” which were of interest to druggists as well as to philosophers——by maceration, soaking, and, most potently, heat maintained at various temperatures over extended periods. Some treatments required the best part of a year. The extracts were subjected to systematic tests with standard reagents to provide reliable identificatons. To help evaluate the academicians achievement in creating new knowledge, the article includes a comprehensive survey of relevant parts of Nicolas Lemery's Cours de chymie of 1675.
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Berglund, Karin, Ulla Hytti und Karen Verduijn. „Unsettling Entrepreneurship Education“. Entrepreneurship Education and Pedagogy 3, Nr. 3 (04.05.2020): 208–13. http://dx.doi.org/10.1177/2515127420921480.
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This special issue confronts taken-for-granted views on entrepreneurship education (EE), raises critical questions both about EE and how it is taught, and allows investigations of the potential dark sides of entrepreneurship and EE. The contributions in this issue challenge our teaching positions and evoke a pedagogical approach to invention where curiosity, cocreation, though-provoking questions can follow.
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Choi, Sanghee, und Young Hee Lee. „Enhancing Preservice Teachers' Science Self-Efficacy Beliefs and Pedagogical Content Knowledge (PCK) through Scientific Investigations“. Journal of Korean Elementary Science Education 34, Nr. 4 (30.11.2015): 406–18. http://dx.doi.org/10.15267/keses.2015.34.4.406.
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Djalev, Liubomir, und Stanislav Bogdanov. „Age and Gender Differences in Evaluating the Pedagogical Usability of E-Learning Materials“. English Studies at NBU 5, Nr. 2 (30.12.2019): 169–89. http://dx.doi.org/10.33919/esnbu.19.2.0.
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The purpose of the study is to examine the pedagogical usability of interactive e-learning materials for foreign language practice. It is based upon two studies of the expected between-group and within-group differences among participants in the educational process. The sample consists of two groups – lecturers and students, a total of 100 participants, each evaluating four materials specifically prepared for this study. Two consecutive repeated measures ANOVA were conducted in which the gender/age, the position of the participants in the educational process, and usability dimensions were the independent variables. Results indicated that all independent variables and their interactions have a significant effects on the evaluations of the pedagogical usability. Women tend to assign higher values than men. Аge groups generally differ in their evaluations, although there is a tendency to give similar ratings for the individual dimensions of pedagogical usability. The 31-40 years age group evaluates the materials higher while the lowest evaluations are given by the groups of 21-30 and 50+ year old participants. Students tend to rate the pedagogical usability systemically higher than the lecturers. Usability dimensions also have a significant effect on evaluations. The most prominent feature of the materials, by a great margin, is their Applicability. The findings corroborate previous research which show age and gender differences in web usability do exist. We conclude that these differences exist as much in pedagogical usability as in technical usability. Further investigations are suggested to explore more deeply the differences in the perceived pedagogical value of e-learning materials as this has implications for instructional designers, teachers and learners alike.
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Reyes Jr., Vicente Chua, Christine Reading, Nadya Rizk, Sue Gregory und Helen Doyle. „An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers“. International Journal of Information and Communication Technology Education 12, Nr. 4 (Oktober 2016): 1–14. http://dx.doi.org/10.4018/ijicte.2016100101.
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Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.
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Žogla, Irēna, Ilga Prudnikova und Olena Mykhailenko. „PEDAGOGICAL ASSUMPTIONS OF TRANSFORMATIVE DI-GITAL MODEL FOR SOCIAL CHANGE“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (21.05.2019): 645. http://dx.doi.org/10.17770/sie2019vol1.3881.
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Creating of digital models which transform learning and its outcomes, as well as the learner’s educational, developmental and educative achievements has become vital to provision of inclusion possibilities in a networked society. Researchers have produced several frameworks of using digital technologies in education, but these are generally do not appropriately incorporate socio-contextual perspectives. To explore this area and create a transformative model of teaching-learning at higher levels of education in Special pedagogy and social work an appropriate pedagogical provisions are needed to transform educational process as a system including: (a) meaningful and transforming objectives, (b) adequate for digital learning and leading to social change pedagogical principles, (c) reflectivity with the domain of knowledge creation, (d) self-evaluation of learning and social inclusion, (e) transformations of teacher/educator activities towards social inclusion and knowledge share, as well as collaborative learning in organizational settings of emerging knowledge society. This study, focuses on tertiary education and doctoral investigations, reviews the literature on facilitated by transitions social changes, and introduces a theoretical underpinning of digital learning within a pedagogical model. The dominating method is theoretical analysis that includes reviewing, analysing and synthesising literature on the theme “in an integrated way such that new frameworks and perspectives on the topic are generated” (Torraco, 2005, p. 356; Hamilton & Torraco, 2013). The article introduces the theoretical approach to the project “Implementation of Transformative Digital Learning in Doctoral Program of Pedagogical Science in Latvia” and “Gender aspects of digital readiness and development of human capital in region”.
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Mestanza Páez, Reina Cleopatra. „Competencias investigativas con base en el transhumanismo. revisión sistemática“. Revista Científica Retos de la Ciencia 3, Nr. 7 (01.07.2019): 11–25. http://dx.doi.org/10.53877/rc.3.7.20190701.02.
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The intended human transformation for transhumanism, would produce individuals more suitable in their capacities, being the objective of the article, presenting a few investigations on transhumanism, from a perception of change and improvement in university contexts for the profile construction of an investigator and encourage teaching performance. The texts that have been analyzed, resulted in the qualitative narrative system revision that seeks to give a general panorama of transhumanism. In conclusion, the relevancy of the investigators formation in academic teaching field allows us to innovate knowledge based on learning objects as a tool for pedagogical improvement, together with the research skills that are built in the actors of the educational task by generating interest towards research. Keywords: competitive investigations, human transformation, education.
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Waliński, Jacek Tadeusz. „Implementing Linguistic Landscape investigations with M-learning for Intercultural Competence Development“. International Journal of Mobile and Blended Learning 6, Nr. 2 (April 2014): 15–25. http://dx.doi.org/10.4018/ijmbl.2014040102.
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Portable multimedia devices shape the intensity of intercultural contacts not only through content consumption but also through content creation. Enabling learners to participate in content exchange via the Web 2.0 paradigm (audiences as both media consumers and media creators) can be employed to create new forms of acquiring knowledge. This study demonstrates an application of m-learning in a situated in-the-field examination of cultural diversity with the Linguistic Landscape approach. The application is shown from the pedagogical perspective of authentic, informal learning activities conducted in the framework of connectivism. The examination of cultural diversity is conducted in the context of a local environment, i.e. a location familiar to learners. This paper presents a scenario of m-learning activities intended to demonstrate that cultural awareness is often biased by subjective perspectives and stereotypes. Autonomous discovery of this phenomenon results in elevation of learners' openness toward other cultures, which contributes to intercultural competence development.
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Haas, Angela C. „Medical Marvels and Professional Medicine: Establishing Scientific Authority in Enlightenment France“. Social History of Medicine 33, Nr. 3 (23.11.2018): 704–27. http://dx.doi.org/10.1093/shm/hky097.
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Summary This article examines the investigation of medical marvels—principally reported cases of human bodies that could spontaneously produce rocks, needles, animals or other objects—in Enlightenment France. It argues that published accounts of these investigations served both a pedagogical and propagandistic purpose as they highlighted the benevolence, extensive knowledge, and sceptical approach of the ideal medical practitioner. At a time when medical knowledge was often challenged and the medical community remained insecure about its ability to cure diseases, these accounts provided crucial evidence that medicine was a useful and reliable science. This article examines a critical moment in the professionalisation of medicine when elite physicians in Paris were able to exploit a growing antipathy for the marvellous in order to prove the utility and reliability of medical knowledge, while inextricably linking medical practice with rationalism, scientific reasoning and the Enlightenment campaign against superstition.
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Fernandez, Carmen. „KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS’ TRAINING“. Problems of Education in the 21st Century 60, Nr. 1 (10.07.2014): 79–100. http://dx.doi.org/10.33225/pec/14.60.79.
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In recent years the profession of teaching has reached a maturity to the point of being considered a producer of own knowledge necessary to the practice. The teacher is no longer seen as a technician, but as an intellectual actor and the specialized literature advocates teaching as a profession, and it recognizes that the teacher has “knowledge base”, a set of skills that are developed during his teaching activity. The Pedagogical Content Knowledge (PCK) is a concept that seeks to represent the teachers’ professional knowledge and it has been widely used in the literature about teachers' knowledge. It has proved a fruitful model for investigations aimed to document the knowledge that makes one a good teacher. Despite the relevance that the PCK is, the consensus on what is the PCK is still far from being achieved and many researches propose different models and concepts for the PCK, sometimes conflicting. Many works brings the PCK and speak of it as if it were a clear concept and do not clarify which model / conception are using, which makes investigations on the PCK difficult and ends up attracting a lot of criticism. Thus, this study aims to look critically at the various models proposed in the literature most used and point differences and similarities so that an overview can be built with more insight and analyze their use and validity. The study will also present some ways to have access to PCK and the relation between PCK and teacher education is also discussed. Key words: knowledge base of teaching; pedagogical content knowledge; professional knowledge; teachers’ education; teachers’ knowledge.
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Fróis, João Pedro. „Collecting to understand: the art of children and the medical-pedagogical approach in twentieth-century Portugal“. History of Psychiatry 32, Nr. 3 (01.04.2021): 335–49. http://dx.doi.org/10.1177/0957154x211003768.
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In this essay I look at the art of children as a tool in the medical-pedagogical approach, as proposed by the founder of child psychiatry in Portugal, Vítor Fontes (1893–1979). First, the topic of the art of children is introduced, and the second part focuses on the model of medical pedagogy as it was practised in Portugal. The third and fourth parts present Fontes’s own investigations on the drawings of children with intellectual disabilities under observation at the Instituto Médico-Pedagógico António Aurélio da Costa Ferreira (IAACF) in Lisbon. In the conclusion it is argued that Fontes contributed to the development of child psychiatry in Portugal by showing that children’s art can mirror their cognitive and emotional development.
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Hastie, Peter A., und Ashley Casey. „Fidelity in Models-Based Practice Research in Sport Pedagogy: A Guide for Future Investigations“. Journal of Teaching in Physical Education 33, Nr. 3 (Juli 2014): 422–31. http://dx.doi.org/10.1123/jtpe.2013-0141.
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This paper provides a commentary on research on models-based practice within physical education and presents a tutorial that aims to guide the reporting of future research using pedagogical models. Three key elements are presented that could be considered as essential for inclusion in any methods section in order for readers to gain an accurate and complete understanding of the results of studies. These are (a) rich description of the curricular elements of the unit, (b) a detailed validation of model implementation, and (c) a detailed description of the program context that includes the previous experiences of the teacher and students with the model or with models-based practice. Examples of why these are particularly prudent are provided by reference to papers reporting the outcomes of several currently used models (e.g., Sport Education, Teaching Games for Understanding, and Cooperative Learning).
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Sevilla-Buitrago, Alvaro. „Gramsci and Foucault in Central Park: Environmental hegemonies, pedagogical spaces and integral state formations“. Environment and Planning D: Society and Space 35, Nr. 1 (26.07.2016): 165–83. http://dx.doi.org/10.1177/0263775816658293.
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Gramsci’s and Foucault’s readings of power provide critical illuminations for understanding the linkage of state formations to urbanization and the spatial production of subjectivity. This article uses Central Park to illustrate how a combination of their insights helps to elucidate the emergence of pedagogical spaces and environmental hegemonies. I first propose a conceptual framework drawing on diverse parallels and tensions in Gramsci’s Quaderni del carcere and Foucault’s investigations in the 1970s, reassessed here from the vantage point of the implicit debate with Marxism in La société punitive. Urbanization and the built environment are theorized as material apparatuses of a form of capillary power that reconfigures the relations between state, civil society and individual subjects, striving to forge common senses of space that buttress political hegemony. This analytical toolkit is then applied in a political reappraisal of Central Park, exploring the role of design in the pedagogy of subaltern spatialities and the normalization of a consensual regime of publicity. The discussion pays special attention to the park’s assemblage of liberal and disciplinary spatial techniques, its connection to broader agencies beyond core state apparatuses, and their effect on the advent of an integral state formation.
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Kharzhevskaia, Anna A. „The Research of the Relationship of Preferred Musical Styles and Personal Features of Music Teachers“. Musical Art and Education 7, Nr. 2 (2019): 41–56. http://dx.doi.org/10.31862/2309-1428-2019-7-2-41-56.
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The present article researches the relationship of musical preferences of adolescence (pop, rock and rap) and modernity (classical, pop, rock, music lovers) with the display of personal features, such as empathy, emotional exhaustion, state and trait anxiety, pedagogical style and coping strategies. The musical genres and trends are considered as musical preferences and precedential musical phenomenon revealed empirically during the self-analysis by the subjects. The experimental study was carried out on the basis of Moscow Pedagogical State University and consisted of 4-5th-year students of Music Department. The connections between personal features and preferred musical styles of modernity were detected. The students considering classical music to be their favorite musical direction having a high level of personal resources. These results display the positive influence of classical music to the personal resources of future music teachers. This phenomenon demands further investigations and using in the field of musical education psychology. These results highlight necessity of detailed consideration on classical music relationship and personal features of bachelor students musical department during the educational process.
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Malinowski, David. „Opening spaces of learning in the linguistic landscape“. Linguistic Landscape. An international journal 1, Nr. 1-2 (19.06.2015): 95–113. http://dx.doi.org/10.1075/ll.1.1-2.06mal.
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In the context of increasing interest in the linguistic landscape as a site of language and literacy learning, this paper outlines a conceptual framework for joining recent innovations in LL theory and methodology with pedagogical practice in second and foreign language education. After a review of current approaches to teaching the linguistic forms, cultural messages, and political actions realized in the linguistic landscape, a spatialized perspective based upon the principle of thirdness is proposed as a way for learners to explore, contrast, and reflect upon multiple meanings in the LL. Specifically, the paper adapts methodological innovations in Trumper-Hecht (2010) and other recent research by reinterpreting Henri Lefebvre’s triadic paradigm of conceived, perceived, and lived spaces for the language classroom, such that teachers and learners can design nuanced, multilayered investigations of discourses in place. As qualitative methods cast new light on questions of subjectivity, materiality, and change in the linguistic landscape, it is argued, linguistic landscape research offers valuable tools for pedagogical application, even as language learners open up new interpretive spaces for research.
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Lukášová, Hana, und Marie Pavelková. „Pupils’ Questions in Dialogic Teaching from the Perspective of Pedagogical Research“. Acta Educationis Generalis 7, Nr. 3 (20.12.2017): 76–87. http://dx.doi.org/10.1515/atd-2017-0025.
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Abstract Introduction: In our conditions and in the world, there is a tradition of the sequence of sequential communication exchanges in the interaction of a teacher and pupils, which was examined in the analysis of the processes and structures in educational communication. This tradition can be continued from the perspective of research at the 1st stage of elementary school education. Purpose: The aim of the study is to present the findings of a research on the issues of pupils’ questions. The research question is whether the existing results of educational research on the educational interaction and teacher-student communication in the educational process at the first stage of elementary schools also capture the characteristics of pupils’ questions. We will investigate the perception of dialogic teaching and pupils’ question in educational research. The sequence of sequential communication exchanges in the interaction between teachers and pupils, which was examined in the analysis of the processes and structures of educational communication, has in our country and in the world a tradition which can be followed in terms of research on teaching at the first stage of primary schools. One of the aspects of research on the interaction and communication in the classroom are the views of teachers who are discovering what a learner knows, and what he/she thinks about the communicated content and curriculum. But we are mainly interested in the results of educational research from the perspective of the pupil and his/her questions in the classroom. Methods: In our research, our intention was to analyse pupils’ questions which are to supplement their knowledge, or to find out more information that would help them deal with learning tasks. We were interested in previous investigations and were seeking for clarification whether the pupils’ questions are inconsistent, which would reveal misconceptions and wrong ideas in the understanding of the teaching content. Conclusions: The most frequently, pupils’ answer to the teacher’s questions were detected. The conclusions show the current results of pedagogical research in the context of dialogic teaching, they do not capture the characteristics of pupils’ questions in teaching at the 1st grade of elementary schools.
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Norqvist, Lars, und Pär Poromaa Isling. „Skolledarskap i Sverige: en forskningsöversikt 2014–2018“. Nordic Studies in Education 40, Nr. 2 (27.04.2020): 167–87. http://dx.doi.org/10.23865/nse.v40.2230.
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The purpose of this research overview is to understand the main contemporary research objects that characterizes the research field of school leadership in Sweden. Published literature within the field between 2014 and 2018 together with a mapping of research interests from 99 university teachers in the state funded education programme for principals, form the understandings of the field. The results indicate that the field is constituted by the interests of foremost understanding governance, policy, inspection and school leaders work and pedagogical leadership. A need of systems thinking, investigations of skills and competences, and lack of critical research are examples that calls for new directions in future studies within the field.
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Pawlak, Mirosław, und Rebecca L. Oxford. „Conclusion: The future of research into language learning strategies“. Studies in Second Language Learning and Teaching 8, Nr. 2 (24.07.2018): 525–35. http://dx.doi.org/10.14746/ssllt.2018.8.2.15.
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In this concluding paper to the special issue (SI) we seek to achieve three main goals. First, based on the papers it included in the SI, other recent publications as well as our own ideas, we point to the future directions of research into language learning strategies. Second, we comment upon the methodological issues that such research inevitably has to face, stressing in particular the need to combine a macro-and micro-perspective. Third, we emphasize the pedagogical orientation of such empirical investigations and make a plea for intensive efforts on the part of specialists to find ways in which the findings of LLS research can in fact inform classroom pedagogy.
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Mir, Montserrat. „Teaching and learning about Spanish L2 compliments in short-term study abroad“. Study Abroad Research in Second Language Acquisition and International Education 5, Nr. 2 (07.10.2020): 230–57. http://dx.doi.org/10.1075/sar.18004.mir.
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Abstract The case for pragmatics instruction in second language (L2) learning has been evidenced by empirical research, although investigations within the context of study abroad are more limited. The objective of this article is to detail the impact of a pedagogical intervention which included explicit teaching and ethnographic field work on the learning of Spanish compliments and compliment responses during a four-week study abroad program. Despite their restricted exposure to the target language community, the 20 participants in the study demonstrated approximation to native norms in their complimenting behavior. These results support the positive benefits of exploiting exposure to the TL community to aid pragmatics instruction in the classroom.
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Russell, Virginia H., und Alfred V. Robinson, Jr. „Career Goals And Concerns Of Minority Undergraduate Accounting Majors“. Journal of Applied Business Research (JABR) 5, Nr. 3 (25.10.2011): 16. http://dx.doi.org/10.19030/jabr.v5i3.6344.
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The growth in large multinational corporations with highly diversified activities, requiring relatively complex financial accounting reporting systems, suggests that a sustained pattern of growth in accounting career positions will continue into the 1990s, and thus an increasing percentage of undergraduate minority students will select accounting as a major. To the extent that higher educational opportunities and career mobility are enhanced, systematic investigations of both socioeconomic and appropriate pedagogical concerns for these enrollees should be pursued. This study examines the career goals and priorities of minority undergraduate majors with the summarization clearly indicating the respondents emphasis on career activities as the major motivating force for choosing this professional preparatory program.
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FitzPatrick, Kathleen A., und Jay Campisi. „A multiyear approach to student-driven investigations in exercise physiology“. Advances in Physiology Education 33, Nr. 4 (Dezember 2009): 349–55. http://dx.doi.org/10.1152/advan.00056.2009.
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Many undergraduate institutions offer individual research opportunities for upper-level students in independent study courses and summer undergraduate research programs. These are necessarily limited to a small number of students. Greater numbers of students can benefit from incorporating student-directed investigative experiences into laboratories in standard courses. In human performance investigations, any single course may not offer sufficient numbers of subjects to adequately test hypotheses comparing population groups or to examine longitudinal trends. In this exercise physiology course, exercise testing was conducted in three areas: 1) techniques of body composition analysis, 2) field tests for the estimation of maximal oxygen consumption, and 3) maximal anaerobic and aerobic power. All students enrolled over a 10-yr period participated as subjects and as testers. Working in small research groups, students added their results to those from previous years, generated a variety of hypotheses (correlations between tests, subgroup differences, etc.), and tested them statistically using the complete data set of 217 subjects. They then engaged in collaborative writing and peer review to prepare formal papers on their results. The multiyear approach allowed students to situate their work within and contribute to the accumulation of a large database and to practice essential scientific skills of hypothesis formation, data collection and analysis, collaborative work, and scientific communication. In addition, due to the larger number of subjects available to analyze, students observed statistically significant differences between test groups in the multiyear database that they were unable to demonstrate when conducting analysis on a single course. Finally, the large number of subjects and statistical power offered by the use of the database provides distinct pedagogical advantages.
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Lipeikienė, Joana. „Matematinės komunikacijos studijų programos kūrimas“. Informacijos mokslai 50 (01.01.2009): 107–11. http://dx.doi.org/10.15388/im.2009.0.3297.
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Straipsnyje aprašomi atlikti tyrimai kuriant naują matematinės komunikacijos studijų programą. Programa skirta technologiškai gerai išprususiems matematikams rengti. Siekiant sudaryti šiuolaikišką deramo lygio studijų programą, pirmiausia buvoatsižvelgiama į anksčiau autorės tirtų matematikai taikytinų informacinių ir komunikacinių technologijų apibendrinimą, padarytas išvadas apie reikiamą matematiko ir matematikos mokytojo technologinę ir edukacinę kompetenciją. Darbe atliktasmatematinės komunikacijos sąvokos vartojimo įvairiomis prasmėmis tyrimas ir padaryta išvada, kad visus pagrindinius matematinės komunikacijos aspektus apimanti studijų programa gali būti šiuolaikiškų matematikų ir matematikos mokytojųugdymo programa.Development of a Mathematical Communication CurriculumJoana Lipeikienė SummaryThe paper presents investigations and creation of a new Mathematical communication (MC) curriculum. The curriculum is intended to educate technologically well skilled mathematicians. In order to create the contemporary curriculum of an appropriate level, fi rst of all, we considered the author‘s investigations on information and communication technologies (ICT) applicable to mathematics, as well as the relevant ICT and educational competence of mathematicians. The concept of MC is rather wide and can be interpreted in various aspects and considered at different levels. After investigation of its wide and diverse use we have drawn a conclusion that the curriculum “Mathematical communication”, including all the main aspects of MC can realize the intention to educate contemporary innovative mathematicians and mathematics teachers. The curriculum was developed as a new branch of the study program “Mathematics and informatics”, which was approbated, evaluated by external experts and was implemented at the Vilnius Pedagogical University in 2003. The new curriculum keeps the amount of mathematics subjects, the main structural elements and their amount in terms of credits of the study program.
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Lazdauskas, Tomas, und Albina Saikauskienė. „Difficulties Experienced by Prospective Teachers of Psychology during the Teaching Practice“. Pedagogika 118, Nr. 2 (10.06.2015): 18–30. http://dx.doi.org/10.15823/p.2015.02.
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The analysis of reflections submitted in the reports about the teaching practice of the prospective teachers of psychology is presented in the article. The main purpose of this analysis is to reveal the difficulties experienced by prospective teachers of psychology during their teaching practice. The reports about the teaching practice, issued by the fourth-year students (N = 44), studying according to the syllabus of psychology at the full-time department, were selected for analysis. The thematic analysis method was applied for analysis of reflections; the difficulties experienced by the students during their teaching practice, serve as the unit of analysis. The results of the investigation proved that all students experience difficulties while planning and / or delivering the lessons during their practice. 149 statements, reflecting the difficulties, experienced during the teaching practice, are field in reflections of the students. The thematic analysis of the students’ reflections allowed singling out seven main themes, which define the experienced difficulties to the best extent, i.e. the material (14.77 %), methods (20.81 %), class management (27.52 %), knowledge / competences (4.03 %), emotions (10.07 %), time management (18.12 %) and organization of work (4.70 %). The themes and sub-themes, which were singled out, allow foreseeing the spheres of the content of the pedagogical studies, to which the utmost attention must be devoted, seeking for improvement of the quality of studies. These themes are discussed in the context of the other investigations in the present article; the possibilities of perfection of preparation of the teachers of psychology are discussed and the guidelines for further investigations are foreseen herein.
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Mahn, Holbrook. „Vygotsky's Methodological Contribution to Sociocultural Theory“. Remedial and Special Education 20, Nr. 6 (November 1999): 341–50. http://dx.doi.org/10.1177/074193259902000607.
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Educators internationally including those working with children with exceptionalities, are recognizing the importance of sociocultural theory and the role played by Lev S. Vygotsky. This article introduces some of his major contributions through an examination of his methodological approach, which differs from traditional Western approaches in a number of ways. Vygotsky used a dialectical approach to analyze the way that symbol and tool use among early humans led to more complex social interactions and to the development of human consciousness. His investigations provide a methodological approach and a theoretical foundation for understanding the unique developmental paths of children with special needs, and they suggest pedagogical approaches designed to meet these special needs.
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ADAMEC, PETR, und DITA JANDERKOVÁ. „ANALYSIS OF DEMAND FOR COUNSELLING SERVICES FOR UNIVERSITY / COLLEGE STUDENTS“. AD ALTA: 11/01 11, Nr. 1 (30.06.2021): 8–14. http://dx.doi.org/10.33543/1101814.
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The offer for counselling services at universities and colleges is nowadays their standard component. University counselling focuses on learning, psychological, social, special-pedagogical and career issues. The aim of the paper is to acquaint with the results of the demand analysis for counselling services among students of all grades of the selected university in the Czech Republic. The results identified specific areas where students would need guidance or their further development (e. g. soft skills) while gender and student preference differences at different stages of study were found for most indicators. The results of such investigations are the core basis for reflection, innovation and improvement of the university counselling services status quo.
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C.A. Prado, Malila, und Patricia Tosquil Lucks. „Designing the Radiotelephony Plain English Corpus (RTPEC): A specialized spoken English language corpus towards a description of aeronautical communications in non-routine situations“. Research in Corpus Linguistics 7 (2019): 113–28. http://dx.doi.org/10.32714/ricl.07.06.
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Pilots and air traffic controllers need to undergo a specific English test in order to be granted a license for international operations. A language proficiency scale was developed to serve as a parameter to all aviation regulatory agencies throughout the world by targeting the language produced specifically by air traffic controllers and pilots in radio communications when non-routine situations (such as technical problems, bird strike, changes in weather, health problems on board, etc.) occur (ICAO 2010). However, there is a lack of empirical investigation which could shed light upon this particular register helping the users of the scale with its understanding. In an attempt to fill this gap, this paper outlines a compilation of the Radiotelephony Plain English Corpus (RPTEC), a spoken corpus of aeronautical communication consisting of transcriptions of exchanges between pilots and air traffic controllers in non-routine situations for research and pedagogical purposes. By presenting steps taken during the process, we intend to provide fellow researchers with data which may suit other purposes and yield further analyses, as well as enlighten similar investigations in the field of English for Specific Purposes.
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Bezerra, Wescley Well Vicente, Cleyton Hércules Gontijo und Mateus Gianni Fonseca. „Fostering Mathematical Creativity in the Classroom through Feedbacks“. Acta Scientiae 23, Nr. 2 (16.04.2021): 88–112. http://dx.doi.org/10.17648/acta.scientiae.6213.
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Background: Given the importance of stimulating the creative potential of students in the classroom, it is relevant to investigate how the assessment of learning, especially the use of feedbacks, can contribute to this issue. Objectives: This article aims to discuss what characterises creative feedback in the mathematics field and illustrates this characterisation by reporting a pedagogical practice carried out with students attending the last year of high school in a Brazilian public school. Design: Qualitative analysis of reports of students who participated in a pedagogical activity. Settings and participants: Four students enrolled in the 3rd grade of high school integrated with professional education in a public educational institution in the Brazilian capital. The students participated voluntarily after an invitation to the institution. Data collection and analysis: The data was collected from recordings of video calls through Google Meet platform and students’ written production through WhatsApp instant messaging application. Results: The messages exchanged between the teacher and the students revealed that the feedback focused on developing creativity enabled them to create different and innovative ideas. Conclusions: Creative feedback proved to be an important concept to stimulate students’ mathematical creativity. We suggest research on critical thinking development through creative feedback and creative peer feedback for further investigations.
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Sanina, S. P., und M. V. Enzhevskaya. „Modern foreign investigations of difficulties in understanding of texts among primary school pupils“. Современная зарубежная психология 5, Nr. 3 (2016): 83–91. http://dx.doi.org/10.17759/jmfp.2016050309.
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In the article, the reader can observe the experience taken from foreign publications that focus on the problems of teaching primary school pupils how to understand the texts, which is one of the most important universal competences in the educational process. The author studied and analyzed the investigations of American, Finnish, Canadian, Chinese and other scientists in this field. The author found out that during the latest half of the century the quality of reading among pupils has dramatically decreased and has a tendency to get even worse. The most attention in the article was paid to the investigations that demonstrate the possible causes of incorrect reading and understanding of the informative texts among pupils. Among the causes there are: the difficulty of the text that influences the understanding of it, using different methods of teaching how to read the text, the control and evaluation of reading skills etc. In the article there are enlisted the factors that contribute to the better understanding of texts. There are also mentioned some strategies of coping with problems and forming the good reading skills. The scientific works that are mentioned in the article have a great importance in the theory and practice of pedagogical science, as the ability to understand the text correctly is not only important for successful educational process at school, but is also an essential ability in life
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Castaño, LPT, Kathleen Marie N., und Rodrigo A. Litao, Ph.D. „Filipino Instructional Leaders' Reflective Inquiry Practices In Selected Public Schools In The Division Of Manila“. 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, Nr. 1 (09.12.2020): 22. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(22).
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According to Baecher, Graves, & Ghailan (2018), the instructional leader's supervision is a pedagogical skill set that can be advanced through reflective practice similar to teacher development. Reflective inquiry engages individuals in specific investigations to resolve puzzles or troubling and problematic situations (Lyons, Halton, & Freidus, 2013). Anchored on the theories of the model of inquiry by John Dewey (1938) and reflective practice cycle by York-Barr, Sommers, Ghere, and Monthie (2016), the study aims to explore the reflective inquiry practices of the instructional leaders and determines the extent to which instructional leaders practice their reflective inquiry. The study also identifies the significant difference in the respondents' reflective inquiry practices based on their personal profile. Keywords: Instructional leaders, Reflective Inquiry, and Reflective Practice
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Manning, Patricia W. „An Overview of the Pre-Suppression Society of Jesus in Spain“. Brill Research Perspectives in Jesuit Studies 2, Nr. 3 (25.11.2020): 1–158. http://dx.doi.org/10.1163/25897454-12340007.
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Abstract In An Overview of the Pre-Suppression Society of Jesus in Spain, Patricia W. Manning offers a survey of the Society of Jesus in Spain from its origins in Ignatius of Loyola’s early preaching to the aftereffects of its expulsion. Rather than nurture the nascent order, Loyola’s homeland was often ambivalent. His pre-Jesuit freelance sermonizing prompted investigations. The young Society confronted indifference and interference from the Spanish monarchy and outright opposition from other religious orders. This essay outlines the order’s ministerial and pedagogical activities, its relationship with women and with royal institutions, including the Spanish Inquisition, and Spanish members’ roles in theological debates concerning casuistry, free will, and the immaculate conception. It also considers the impact of Jesuits’ non-religious writings.
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Bryant, Martin. „Learning Spatial Design through Interdisciplinary Collaboration“. Land 10, Nr. 7 (30.06.2021): 689. http://dx.doi.org/10.3390/land10070689.
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Spatial design at interior, site, city and regional scales is increasingly complex, and will continue to be so with the uncertainty of the climate crisis and the growing place-based intricacies of pluralist societies. In response to this complexity, professional design practice has pursued new ways of working. More design projects are becoming more interdisciplinary and less hierarchically structured, involving more collaborative project teams with a variety of backgrounds in architecture, urban design, landscape and interior architecture, engineering, ecological sciences and art. At universities, the design-learning studio which pedagogically champions the authentic replication of design practice projects, has also bifurcated. While teaching design through the traditional disciplinary-based problem-solving processes of an individual project is still understandably commonplace, a new type of studio has emerged, led by group work and interdisciplinary collaborations, and framed by the complexity of a seemingly irreconcilable problematic subject. This emergent domain warrants more research into pedagogical structures, teaching techniques and learning activities; and this paper explains such investigations undertaken through the live educational practice of two interdisciplinary studios in two years, drawing conclusions from student feedback gathered via questionnaires and focus group interviews. The findings suggest that teaching formats in this type of studio need to facilitate a balance between trusting relationships and immersive experiences; and that effective teaching techniques entail the development of more accessible communication techniques in conceptual diagramming and linguistic idiom.
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Domaradzki, Mikolaj. „OF NYMPHS AND SEA: NUMENIUS ON SOULS AND MATTER IN HOMER'S ODYSSEY“. Greece and Rome 67, Nr. 2 (Oktober 2020): 139–50. http://dx.doi.org/10.1017/s0017383520000030.
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The aim of this article is to briefly discuss the ingenious interpretations of Od. 13.104 and 11.122–3 that were put forward by Numenius of Apamea. As our understanding of this fascinating second-century forerunner of Neoplatonism has significantly improved over the last years, Numenius’ importance is now generally recognized to be twofold. First, he was instrumental in establishing a framework within which numerous philosophers from Plotinus onwards would operate. Second, he skilfully employed allegoresis for pedagogical purposes, which not only helped to promote his exposition of philosophy, but also stimulated critical investigations into the nature of myth and poetry. In that, however, Numenius’ hermeneutics marks a serious departure from Plato: when embracing allegoresis, Numenius combined Platonism with traditions sympathetic to the practice that Plato himself vehemently repudiated.
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Yazev, S. A. „From Siberia to Siberia. The Fate of the Siberian Astronomer Ivan Naumovich Yazev on the 125th Anniversary of His Birth (1895–1955)“. Bulletin of Irkutsk State University. Series History 35 (2021): 102–12. http://dx.doi.org/10.26516/2222-9124.2021.35.102.
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The article is a biographical sketch of the life of the Soviet astronomer I. N. Yazev (1895–1955). His fate is briefly described, including the beginning of scientific and pedagogical activity at the Omsk Agricultural Academy (1922–1925), work at the Pulkovo (1926–1928), Nikolaev (1928-1934), Poltava (1934–1938) observatories, universities in Novosibirsk (1938–1948), at Irkutsk State University and its observatory (1948–1955). In 1947–1948, as a result of party investigations, I. N. Yazev was expelled from the party and dismissed in connection with the concealment of the fact of the membership and the work in government bodies during the Kolchak government (1918–1919), as a result of which he was forced to move to Irkutsk. The main directions of his scientific activity are described, and its results are evaluated.
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Kim, Youn. „Music Psychology of the Piano-Playing Hands in Historical Discourse“. Journal of Musicology 38, Nr. 1 (01.01.2021): 32–66. http://dx.doi.org/10.1525/jm.2021.38.1.32.
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Music-making hands have drawn considerable scholarly attention, featuring prominently in recent investigations in biomechanics, paleoanthropology, and cognitive sciences. Yet already in the late nineteenth and early twentieth centuries, piano pedagogy theories were evolving not only in response to changing musical styles but also to scientific conceptualizations of the human body. Taking piano-playing hands as a platform for human/machine interaction, this article analyzes the historical discourse on piano-playing hands in relation to the contemporary scientific context and via the framework of cognitive science. In this process, these scientific and pedagogical writings, which have been previously discussed only dispersedly and marginally, emerge as more than didactic instruction. This historical discourse on music psychology of piano-playing hands points to music cognition that is extended beyond the body, situated in activity, and distributed beyond the individual.
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Hammond, Thomas C., Alec Bodzin, David Anastasio, Breena Holland, Kate Popejoy, Dork Sahagian, Scott Rutzmoser, James Carrigan und William Farina. „“You know you can do this, right?”: developing geospatial technological pedagogical content knowledge and enhancing teachers’ cartographic practices with socio-environmental science investigations“. Cartography and Geographic Information Science 45, Nr. 4 (11.01.2018): 305–18. http://dx.doi.org/10.1080/15230406.2017.1419440.
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Nematizadeh, Shahin. „Willingness to Communicate and Second Language Speech Fluency: An Idiodynamic Investigation of Attractor States“. Journal for the Psychology of Language Learning 3, Nr. 1 (15.07.2021): 26–49. http://dx.doi.org/10.52598/jpll/3/1/2.
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Willingness to communicate (WTC) has recently been researched as a dynamic variable, with some investigations viewing it as a complex dynamic system (CDS). One important property associated with CDS is the notion of attractor states, which are characterized by stable patterns of behavior. The present study employed an idiodynamic method to monitor per-second WTC changes with 20 participants during three-minute speaking tasks. Using idiodynamic graphs illustrating the WTC dynamics, patterns of stability were identified as the unit of analysis for WTC attractors. Temporal measures of the utterances that coincided with the WTC attractors were also examined. Results demonstrated that attractors were likely to emerge in both WTC and L2 fluency, and largely depended on two categories of content-related and linguistic-cognitive factors. Data analysis also indicates that WTC and L2 fluency exhibited parallel dynamics in most of the cases. The study’s findings yield pedagogical implications that are discussed at the end.
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Sattler, Janyne. „Playing ethics and teaching morality: how wittgenstein could help us to apply games to the moral living“. Trans/Form/Ação 40, Nr. 4 (Dezember 2017): 89–110. http://dx.doi.org/10.1590/s0101-31732017000400006.
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ABSTRACT: In Wittgenstein's Philosophical Investigations the notion of a 'language game' gives human communication a regained flexibility. Contrary to the Tractatus, the ethical domain now composes one language game among others, being expressed in various types of sentences such as moral judgments, imperatives and praises, and being shared in activity by a human form of life. The aim of this paper is to show that the same moves that allow for a moral language game are the ones allowing for learning and teaching about the moral living, where persuasion takes the place of argument by means of a plural appeal. For this purpose, literature would seem to be one of the best tools at our disposal. As a way of exemplifying our moral engagement to literature I proceed at last to a brief analysis of Tolstoy's Father Sergius, to show how playing this game would help us accomplish this pedagogical enterprise.
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Lin, Jia. „Language learning strategy and language learning achievement“. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, Nr. 2 (10.11.2017): 148–71. http://dx.doi.org/10.1075/csl.52.2.03lin.
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Abstract This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.
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Jantri, Palatee, und Pilanut Phusawisot. „The Influence of Linguistic Insecurity on Thai EFL Teachers’ Teaching Performance“. International Journal of Linguistics, Literature and Translation 3, Nr. 8 (30.08.2021): 35–44. http://dx.doi.org/10.32996/ijllt.2021.4.8.6.
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Using a case study approach, this study focused on teachers’ linguistic insecurity. The purpose of this study was to investigate the influences of Thai EFL teachers’ linguistic insecurity on their teaching performance. The data were obtained from classroom observation and semi-structured interviews. Using a purposive sampling, the participants were two Thai EFL teachers who were in-service teachers at a public secondary school in the northeastern part of Thailand. The study was conducted in the second semester of the 2020 academic year. Data were analyzed by using content analysis to identify themes. The results of the study indicated that the participants perceived that linguistic insecurity influenced their teaching performance in three aspects: lack of confidence about English knowledge, poor performance in English language teaching, and negative self-concept toward their English language ability. The discussion of findings, pedagogical implications, and recommendations for further investigations were also discussed.
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Richter, Kenneth G., und Romero Lara Herrera. „Characteristics and Pedagogical Behaviours of Good EFL Instructors: The Views of Selected Southeast Asian and Mexican SLTE Students“. RELC Journal 48, Nr. 2 (24.06.2016): 180–96. http://dx.doi.org/10.1177/0033688216645473.
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This article reports on the views of selected Southeast Asian and Mexican second language teacher education students regarding the characteristics and pedagogical behaviours of good EFL instructors. A total of 116 participants from Mexico, Brunei, Malaysia, Myanmar, the Philippines, Thailand, Indonesia, Cambodia, and Vietnam took part in the current investigation. These countries have all been characterized as pedagogically conservative and slow to adopt educational innovations. Data was gathered using the repertory grid technique and was subjected to content, cluster, and principal component analyses. Results foregrounded the importance placed on teachers’ positive personality traits. Most significantly, findings indicated a preference for modern teaching approaches among the research participants, despite the pedagogic conservatism of their home countries.
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Lamanauskas, Vincentas, Margarita Vilkonienė und Rytis Vilkonis. „CONCEPTUAL REASONING FOR DIDACTICS OF AUGMENTED REALITY TEACHING / LEARNING PLATFORM: SOME PRELIMINARY IDEAS“. GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, Nr. 2 (25.08.2007): 17–26. http://dx.doi.org/10.48127/gu-nse/07.4.17a.
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The problematics of Information and Communication Technologies is undoubtedly important area in modern education. The world rapidly changes and technical potentiality is constantly growing. The digital revolution is making life easier for people in both directions work and leisure time. A question if we can support an idea that modern ICT helps with the educational process is not explicit? Obviously, ICT improvement leads to applying them in different areas of our life. On the one hand, the educational environment of ICT implementation plays a major role. Possessing modern ICT cannot be the only factor as in order to improve the educational process we need to know the ways of using them i.e. it should not be a matter of fashion. On the other hand, ICT (audiovisual, computer, interactive etc.) themselves are the objects of thorough investigations. So, an international scientific project ARiSE could be the best example (http://www.arise-project.org). Seven institutions from five European countries including Germany, Lithuania, the Czech Republic, Romania and Malta are the participants of the event. The coordinator of the project is Fraunhofer-Institut IAIS (Fraunhofer Institut Intelligente Analyse – und Informationssysteme, Sankt Augustin, Germany) (http://www.iais.fraunhofer.de/). The main objective of the ARiSE Project is to test the pedagogical effectiveness of introducing augmented reality (AR) into the classroom and creating remote collaboration between classes around AR display systems. Also, the important task is to develop a pedagogical reasoning of the given augmented reality technology in school environments.In this article the first conceptual ideas on this question are presented. Key words: science education, augmented reality, school environment.