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Journal articles on the topic 'Field education pedagogy'
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Tinning, Richard. "Pedagogy, Sport Pedagogy, and the Field of Kinesiology." Quest 60, no. 3 (August 2008): 405–24. http://dx.doi.org/10.1080/00336297.2008.10483589.
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Romanovna, Ablaeva Diana. "Problems And Solutions In The Field Of Pedagogy." American Journal of Management and Economics Innovations 3, no. 05 (May 31, 2021): 75–79. http://dx.doi.org/10.37547/tajmei/volume03issue05-12.
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This article provides an overview of the shortcomings in online education in today's pandemic conditions and the possible solutions to them. Indeed today, the quality of online education is at a very above level and not everyone is aware of it. If this article is little, foreign experiments have come to eliminate these shortcomings.
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Nottingham, Paula McIver. "Re-evaluating work-based learning pedagogy." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 129–40. http://dx.doi.org/10.1108/heswbl-11-2015-0057.
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Purpose The purpose of this paper is to examine work-based learning (WBL) pedagogy within higher education (HE) related to the use of the “field of study” concept. Design/methodology/approach This paper reviews WBL literature to discuss the original context of the concept and relates this to current pedagogic approaches through qualitative interviews and written explanations. Findings WBL pedagogy continues to use the concepts from field of study WBL but the study also indicates that academic practitioners are developing pedagogy to meet the needs of current workplace and educational policy. Research limitations/implications This paper is limited in its scope due to the small number of respondents but there are potential implications about emerging directions for this pedagogic range. Practical implications The paper argues that field of study WBL is still relevant to existing practice but further engagement and research surrounding WBL pedagogy is needed to examine this range of HE. Originality/value The added value is the evidence of evolving WBL pedagogy that can inform issues of flexibility within HE provision.
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Wayne, Julianne, Marion Bogo, and Miriam Raskin. "FIELD EDUCATION AS THE SIGNATURE PEDAGOGY OF SOCIAL WORK EDUCATION." Journal of Social Work Education 46, no. 3 (September 16, 2010): 327–39. http://dx.doi.org/10.5175/jswe.2010.200900043.
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Lyter, Sharon C. "Potential of Field Education as Signature Pedagogy: The Field Director Role." Journal of Social Work Education 48, no. 1 (January 2012): 179–88. http://dx.doi.org/10.5175/jswe.2012.201000005.
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Touriñán López, José Manuel. "The arts-education relationship, from the point of view or pedagogy, is not primarily to do professional artistic education. Educating "with" the arts means educating " throught" the arts and educating "for" an art." Revista Boletín Redipe 12, no. 3 (March 1, 2023): 18–63. http://dx.doi.org/10.36260/rbr.v12i3.1941.
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The objective of this work is to contribute to form criteria about arts-education relationship, from the point of view of Pedagogy, in the generic sense of understanding the arts as a field of education. This is an objective that is only resolved from Pedagogy, because, in Pedagogy, the relationship between ‘arts’ and ‘education’ means that the primary is education and therefore the relationship is substantively education. And that means that in the arts-education relationship, whose objective is to educate, it is necessary to integrate the traits of character and meaning which belong to the meaning of education. For this, the area of cultural experience “the arts” must be constructed as a field of education, whether it is a general field of education, a field of general education or a field of vocational and professional education.
If we interpret and understand the arts from the perspective of education, the knowledge of education provided by Pedagogy is meso-axiologic, because what Pedagogy does is value the cultural area “arts” as education and build it as “field of education”.
Pedagogy is necessarily specified as mesoaxiological pedagogy (medium-valueunderstanding) because the knowledge of education enables us to understand, in the intervention, each medium for its educational value. The objective of pedagogy is to transform information into knowledge and knowledge into education, building fields of education by means of the various cultural areas; and the arts constitute a cultural experience area which is knowable, teachable, researchable, and attainable that can become an instrument, object, and goal of education.
The arts-education relationship can be analyzed with pedagogical criteria, and this means that the relationship is substantively education; it is first “education” and it is therefore an educational relationship.
Thus, if we want to educate with the arts, by means of the area of cultural experience “Arts” we must achieve in the educatees (people who are being educated and are educated) values linked to the proper meaning of education just like any other school subject with which we are going to educate (it is what corresponds to common education through the arts).
In addition, the arts-education relationship is adjectively “arts”, and this means that it provides education with the specific contents of the area of cultural experience “arts”. On the one hand, it provides specific educational values linked to the conceptual sense of the area of cultural experience ‘arts’: what does artistic experience means? how do I become sensitive to arts? How do arts improve me as a person, et cetera (this is what corresponds to specific education through the arts). On the other hand, it provides specialized educational values linked to the theoretical, technological, and practical knowledge of the arts as an area of professional and vocational development (it is what corresponds to specialized education in an art; it is specialized education for an art).
The objective of this work is to contribute to understanding the arts as a common, specific, and specialized field of education. In pedagogical perspective, it is possible to distinguish, according to the arts-education relationship, the difference in meaning of the expressions “know arts”, “teach arts”, “educate with the arts”, “educate through the arts” and “educate for an art”. This distinction is relevant to make the educational design of the field of education ‘arts’.
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Rastrygina, Alla. "CHOIR CONDUCTING PEDAGOGY IN THE SCIENTIFIC DISCOURSE OF MODERN PROFESSIONAL ART EDUCATION." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 61–66. http://dx.doi.org/10.36550/2415-7988-2022-1-204-61-66.
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The article brings up to date the issue of studying the phenomenon of choir conducting pedagogy in the scientific discourse in modern professional art education. Addressing the issue of determining the content of conducting and choral pedagogy, which take place in the scientific discourse of modern professional art education, is relevant in connection with the need to improve professional training of future musician in the context of strategic goals and needs of modern higher education. graduates. The becoming of essential characteristics of the phenomenon under study has been traced with the application of such basic concepts as scientific discourse, professional art education, music and pedagogical education and choir conducting training. It is stated that choir conducting pedagogy functions in interdisciplinary interaction of disciplines of choir conducting block, music pedagogy, art education and art history as a concretization of choral culture. It is noted that choir conducting training of a future musician in the artistic space of higher education institutions – provided the content of its main components is taken into account – expresses itself in choir conducting pedagogy, which is aimed at formation of a worldview, national identity, moral and aesthetic culture of a personality. Consistent representation of essential characteristics of the studied phenomenon has made it possible to reveal its specificity and expression in the scientific field of modern art educational space. Generalization of the process of development and functioning of choir conducting pedagogy in the system of professional art education and music-pedagogic education in particular is promoting further research of the author in the context of improving the course “Choir conducting pedagogy" with the aim to enrich the content of training of future musicians in the specialty 014 Secondary education (Musical art) and its implementation into artistic pedagogical educational practice of other art institutions of higher education in Ukraine.
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Žogla, Irēna. "Science of Pedagogy: Theory of Educational Discipline and Practice." Journal of Teacher Education for Sustainability 20, no. 2 (December 1, 2018): 31–43. http://dx.doi.org/10.2478/jtes-2018-0013.
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Abstract The article addresses and provides an introduction to pedagogy in its capacity of science and a university discipline in the field of education sciences. Nowadays not only teacher education programmes are embedded in theories and follow transitions of pedagogy. These have become even more complex, therefore, challenge new discussions in the evolving importance of human relations and transition towards learning-centred science of pedagogy to underpin practice of competence-oriented education. Based on the main historical processes in Latvia and along with informative insight into the practices of European universities and research, the article traces the traditional background of pedagogy, the challenging role of philosophy to foster understanding of pedagogy as a unique, well-structured science with its object of investigation, which is not being explored by any other science. Alongside the discrete field of education and constantly evolving research, pedagogy develops its theories, all-level practices and disciplines within tertiary and doctoral programmes; because of these its changing nature provides sustainability, cause critique and improvements to an extent which is resilient to multiple external forces. The article highlights some current developments of pedagogy as a stable, open-to-diversity and innovative theory to underpin the process of formal and informal education. The understanding of pedagogy in its meaning of teacher philosophy-in-use leads to a discussion of the constant and changing components of the definition. The intellectual tradition of pedagogy has become a phenomenon and notion to be compared and clarified in the context of another phenomenon – education sciences. The conclusions remind therefore the benefit of adopting the science of pedagogy being a theory and practice of formal education.
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Lungu, Viorelia, and Nicolae Silistraru. "Conceptual Approaches of Prospective Pedagogy." International Journal of Emerging Technologies in Learning (iJET) 16, no. 18 (September 20, 2021): 69. http://dx.doi.org/10.3991/ijet.v16i18.25169.
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The theoretical and methodological foundation of Prospective Pedagogy has become one of the key issues of contemporary pedagogy, when exploring various aspects of the science of education related to personality formation, to deal requiments for present and future. The analysis perspectives of the prospective education presented the degree of complexity in terms of the characteristics that were inserted in the research, as conditions of its conceptualization. Studies of general epistemology state four main conditions that a certain field of knowledge must meet in order to acquire the status of science: to have its own research object, to develop a conceptual and explanatory system; to have its own methods and techniques; investigation of the object of study reunited in a scientific methodology; and, to have a praxiology of the field, in the sense of influencing, directing, and controlling the phenomena it studies. Thus, it confirms the theoretical conceptualization of the paradigm of prospective education, as science of education.
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Śliwerski, Bogusław. "Ponadczasowa doniosłość pedagogiki porównawczej Bogdana Nawroczyńskiego." Studia Edukacyjne, no. 47 (March 15, 2018): 21–32. http://dx.doi.org/10.14746/se.2018.47.2.
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The subject of the analysis are the excellent scientific achievements in the field of comparative pedagogy presented by Professor Bogdan Nawroczyński (1882-1974). His contacts with the world’s leading scholars in the field of pedagogy of the New Education resulted in a radical change in comparative studies in Polish pedagogy. I pay attention to the universality of Nawroczyński’s thought and its integrity with the theory of personality and education of young people. I am introducing his contribution to the internationalization of pedagogy, its systematisation and typology of pedagogical thought.
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Andersen, Camilla Eline, Jenny Steinnes, and Stine Vik. "Special Issue: Kindergarten Pedagogy and Policy." Nordic Studies in Education 40, no. 3 (August 24, 2020): 206–9. http://dx.doi.org/10.23865/nse.v40.2455.
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This article is an introduction to a special thematic issue of Nordic Studies in Education focusing on kindergarten pedagogy and policy within the field of Early Childhood Education and Care (ECEC) in a Nordic context. The article provides an overview of the five articles contained in the issue.
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Kitagawa, Kaori. "Conceptualising ‘Disaster Education’." Education Sciences 11, no. 5 (May 14, 2021): 233. http://dx.doi.org/10.3390/educsci11050233.
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‘Disaster education’ has been studied in various disciplines such as disaster risk management and environmental studies. However, disaster education is a relatively ‘new enquiry’ in the field of education. Particularly, the literature that conceptualises ‘disaster education’ in education is minimal. This paper aims to fill this gap by synthesising existing disaster education literature linking them with educational concepts. The paper suggests three possible conceptualisations for disaster education. The first is based on a temporal distinction between education undertaken in usual times or unusual times. The second conceptualisation applies modes of learning and teaching: formal, non-formal and informal. Thirdly, establishing disaster education as a sub-discipline in the field of education is proposed: one sub-discipline is lifelong learning and the other is public pedagogy. Critiquing each method of conceptualisation, the paper argues for the suitability and usefulness of locating ‘disaster education’ within public pedagogy.
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Wiggins, Trevor. "The world of music in education." British Journal of Music Education 13, no. 1 (March 1996): 21–29. http://dx.doi.org/10.1017/s0265051700002928.
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This article is concerned with music pedagogy, especially in relation to world music. The process of learning music varies with musical culture and is an integral part of musical style. Learning musicians bring training and concepts from their own musical background, as well as their strengths and weaknesses. The author examines aspects of the pedagogic process for indigenous and foreign musicians, considering the nature of the experience and understanding from their different viewpoints. The article results from a period of field research in Ghana during 1994–5 which was supported by grants from Dartington College of Arts and the Elmgrant Trust.
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Gass, Susan M. "Second language acquisition: past, present and future." Second Language Research 9, no. 2 (June 1993): 99–117. http://dx.doi.org/10.1177/026765839300900202.
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This article considers the relationship between second language acquisition (SLA) and other disciplines. It begins by reviewing the history of SLA studies, relating them to the broader picture of applied linguistics and language pedagogy. It is argued that the recognition of SLA as a field which can make valuable contributions to other fields is essential for the continuation and vitality of the field. Specific examples of how SLA has been important to the fields of linguistics, pedagogy and psychology are given.
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Souza, Rafael Duarte de, and Jonatas Maia da Costa. "A (baixa) incidência da pedagogia crítico-superadora no campo científico da Educação Física." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 7, no. 1 (April 22, 2023): 44–56. http://dx.doi.org/10.29181/2594-6463-2023-v7-n1-p44-56.
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A (baixa) incidência da pedagogia crítico-superadora no campo científico da Educação Física ResumoAo identificar a pedagogia crítico-superadora como partícipe de uma compreensão de educação física crítica, o artigo apresenta os resultados de um levantamento bibliográfico em importantes periódicos da educação física brasileira bem como nos anais do Congresso Brasileiro de Ciências do Esporte, em particular nos trabalhados apresentados no GTT Escola. O objetivo do estudo foi o de revelar a incidência da pedagogia crítico-superadora no campo científico da educação física. Os poucos trabalhos encontrados demonstram o quão permanece desafiador o trabalho formativo em torno de uma perspectiva de formação humana de caráter emancipatório na educação física escolar. Contudo, quando a pedagogia crítico-superadora comparece em produtos científicos, observa-se uma tendência de valorização de trabalhos de intervenção pedagógica.Palavras-chave: Educação Física Crítica. Pedagogia Crítico-Superadora. Marxismo. Escola. The (low) incidence of critical-overcoming pedagogy in the scientific field of Physical Education AbstractThis article presents the results of a bibliographic survey in important Brazilian physical education journals as well as in the annals of the Brazilian Congress of Sport Sciences, identifying the critical-overcoming pedagogy as a component for understanding the critical physical education thinking. The purpose of the study was to show the incidence of critical pedagogy for overcoming difficulties in the scientific field of Physical Education. The few studies founded demonstrated how challenging is to develop an educational work based on principles of human emancipation in school physical education. However, when critical pedagogy for overcoming difficulties appears in scientific papers, there is an appreciation of pedagogical intervention works.Keywords: Critical Physical Education. Critical-Overcoming Pedagogy. Marxism. School. La (baja) incidencia de la pedagogía crítico-superadora en el campo científico de la Educación Física ResumenAl identificar la pedagogía crítico-superadora como partícipe de una comprensión de educación física crítica, el artículo presenta los resultados de una investigación bibliográfica en importantes revistas brasileñas de educación física, así como en los Anales del Congreso Brasileño de Ciencias del Deporte, en particular en los trabajos presentados en el GTT Escuela. El objetivo de este estudio fue revelar la incidencia de la pedagogía crítico-superadora en el campo científico de la educación física. Los pocos trabajos encontrados demuestran cuán desafiante sigue siendo el trabajo formativo en torno a una perspectiva de formación humana de carácter emancipador en la educación física escolar. Sin embargo, cuando la pedagogía crítico-superadora aparece en los productos científicos, hay una tendencia a valorar el trabajo de intervención pedagógica.Palabras clave: Educación Física Crítica. Pedagogía Crítico-Superadora. Marxismo. Escuela.
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Hull, R. Bruce, Courtney Kimmel, David P. Robertson, and Michael Mortimer. "International field experiences promote professional development for sustainability leaders." International Journal of Sustainability in Higher Education 17, no. 1 (January 4, 2016): 86–104. http://dx.doi.org/10.1108/ijshe-07-2014-0105.
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Purpose – This paper aims to describe, explain and evaluate a graduate education program that provides international project experiences and builds competencies related to collaborative problem-solving, cultural capacity to work globally and sustainable development. Design/methodology/approach – Qualitative analysis of survey data from 28 students supplemented by observation and interviews conducted before, during and after a multi-week project and a ten-day trip to China in 2014. Supplemental data and contextual information were provided by a series of related projects and trips led by the authors in other cultural contexts including Brazil, China, India, South Africa and Turkey. Findings – Six pedagogic practices were perceived as effective by students and generate learning outcomes desired by faculty: authentic problems, learning cycles, shared inquiry, transdisciplinarity, exploration and engagement. Practical implications – The pedagogy was effective, especially the engagement pedagogy in which students interviewed peers, professionals, residents and others in China. Originality/value – These learning outcomes and pedagogies have been studied before, but not in this particular combination or as applied to a mix of business, non-governmental organization and government mid-career professionals seeking professional development in leadership for sustainable development.
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Марковић, Марија. "ИНТЕРЕСОВАЊА СТУДЕНАТА ПЕДАГОГИЈЕ ЗА ПИСАЊЕ МАСТЕР РАДОВА ИЗ ОБЛАСТИ ИНКЛУЗИВНОГ ОБРАЗОВАЊА." ГОДИШЊАК ЗА ПЕДАГОГИЈУ 6, no. 2 (December 30, 2021): 23–37. http://dx.doi.org/10.46630/gped.2.2021.2.
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Inclusive education is an important trend in education in different countries of the world, as well as in our country. At the same time, teachers, educational counselors and other employees in education have a key role in the realization of the concept of inclusive education. The paper is focused on the analysis of defended master’s theses with the aim of determining the interest of pedagogy students, as future educational counselors in various educational institutions, for studying topics from the field of inclusive education. A quantitative research was realized, which is based on the analysis of the content of master’s theses defended in the period from the beginning of the academic year 2016/17. years to date within the subject Contemporary Pedagogy and Inclusive Education at the Master Academic Studies of Pedagogy – Module Social Pedagogy. Areas of students’ interest in studying subtopics within the concept of inclusive education have been identified, the specifics of theoretical approaches to the problems in defended master’s theses in the field of inclusive education were analyzed; the specifics of students’ methodological approaches in the defended master’s theses were analyzed as well, and the key research findings and the main conclusions of the realized research were analyzed. Students are interested in studying topics in this field, which may indicate their interest in contributing to the realization of inclusion in education in future work in practice. Keywords: inclusive education, pedagogy students, master’s theses, quantitative/ qualitative research, content analysis.
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Dennis, Jeremy. "The Intertextualist." Journal of Interdisciplinary Studies in Education 7, no. 1 (December 6, 2018): 78–86. http://dx.doi.org/10.32674/jise.v7i1.1062.
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Multicultural education is thought to consist of five dimensions: content integration, the knowledge-construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social structure. Of the five, equity pedagogy is identified as an essential element by leading scholars in the field. Can equity pedagogy alone create the powerful learning experiences needed for multicultural education? This is an important question to consider as conservatism and dedifferentiation challenge multicultural education. If dedifferentiation is a recurring feature that impacts teachers and students, then we need a pedagogy that accounts for its significance. This article explores the ways a pedagogy of intertextuality responds to dedifferentiation and extends equity pedagogy for the development of future teachers and leaders.
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Weyeneth, Robert R., and Daniel J. Vivian. "Public History Pedagogy." Public Historian 38, no. 3 (August 1, 2016): 25–49. http://dx.doi.org/10.1525/tph.2016.38.3.25.
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Is there a crisis in public history education and employment today? Many experienced public historians believe there is. This article examines issues related to public history training and recent efforts by the National Council on Public History to improve the quality of graduate programs in the field through targeted advice to students and educators. It focuses on the thinking behind development of the new best practices document, “Establishing and Developing a Public History Program,” which appears in full at the end of the article.
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Lamanauskas, Vincentas. "SYSTEMOLOGY OF EDUCATION: SOME THOUGHTS ON THE CONCEPT AND DEVELOPMENT." Problems of Education in the 21st Century 80, no. 6 (December 25, 2022): 744–49. http://dx.doi.org/10.33225/pec/22.80.744.
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Systemology of education is the field of general systemology. On the other hand, systemology of education can reasonably be considered a structural part of contemporary education. There are many different arguments to substantiate such a position. For example, during the last two decades, educational (pedagogical) terminology has changed extremely rapidly. Education science has become more diverse than ever. Such branches as cooperation pedagogy, nonviolence pedagogy, pedagogy of the oppressed, peace pedagogy, success pedagogy, career pedagogy, theatre pedagogy and many others have appeared in educational scientific literature, not to mention the level of education. On the one hand, we do not deny the existence of these branches, on the other hand, the question arises about the scientific system in education in general (Lamanauskas, 2012). It is obvious that the development of education is characterised by two opposite trends – differentiation and integration. In such an abundance of currents, branches, directions, etc., it is not only easy to get lost, but it is even easier to lose the ability to identify mutual relations and define the place of each of them in the common stem of education science.
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Krmac, Nina. "Interpretive Research and its Use in the Field of Pedagogy." Revija za elementarno izobraževanje 15, no. 2 (June 2022): 261–84. http://dx.doi.org/10.18690/rei.15.2.261-284.2022.
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The article focuses on the definition of interpretive research, which is relatively unfamiliar within Slovenia. Other parts of the world also lack a common definition, and various authors classify it differently. Some authors define it as a research method within the interpretive paradigm, whereas others describe it as a type of research or a way of interpreting data that can also be applied within other paradigms. It is often equated with qualitative research. The article presents its role and importance in research, with particular emphasis on its utility in the field of pedagogy.
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Andrzejewska, Jolanta, and Ewa Lewandowska. "Polish pre-school education in the 21st century. Research exploration and implications for practice." Studia z Teorii Wychowania XII, no. 1 (34) (April 4, 2021): 85–126. http://dx.doi.org/10.5604/01.3001.0014.8461.
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The general aim of review is to research areas and directions of development of Polish pre-school pedagogy in XXI century. Literature review of last twenty years of early education field allowed to distinct three areas of scientific research around which theoretical and practical discussion is concentrated: professional - teacher, competent child and status of childhood and new perspectives and fields of research. Apart from theoretical and empirical studies the most important achievements of intercollegiate scientific teams of pre-school pedagogy were presented.
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Leming, James S. "Whither Goes Character Education? Objectives, Pedagogy, and Research in Education Programs." Journal of Education 179, no. 2 (April 1997): 11–34. http://dx.doi.org/10.1177/002205749717900203.
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Following a brief history of moral education in the twentieth century, ten representative contemporary character education programs are reviewed. Similarities and differences between the programs are noted with regard to their objectives, pedagogy, and research. It is concluded that while these programs are highly diverse with regard to theoretical assumptions and pedagogical practice, emerging research in the field offers the hopeful promise that, theory and practice may be advanced in a systematic manner.
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Utami, Ichwani Siti, and Adam Alfian. "KONSEP CRITICAL PEDAGOGY HENRY A. GIROUX." Jurnal Pendidikan Kewarganegaraan 4, no. 2 (September 28, 2017): 145. http://dx.doi.org/10.32493/jpkn.v4i2.y2017.p145-154.
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This article to discuss the critical pedagogy Henry A. Giroux, trough a philosophical-historical approach with the type of literature study. Giroux is one of the thinkers as well as developing critical pedagogy, the author tries to describe the concept of critical pedagogy Henry A. Giroux in some of his works. Critical pedagogy is not the new discourse in the scientific field of education in Indonesian, but the authors consider it necessary to reintroduce the concept of critical pedagogy, especially for those who focus on critical theory studies that have been developed by Frankfurt School. And describes the discourse of implementation of critical pedagogy for the advancement of Indonesian education.
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Valeeva, Roza. "Editorial: Modern Researches on Education (Review of Publications in Education and Self Development Journal)." Education and Self Development 17, no. 4 (December 22, 2022): 6–9. http://dx.doi.org/10.26907/esd.17.4.01.
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Since the beginning of its publication by V.I. Andreev in 2006, the “Education and Self-Development” journal has been addressing the most pressing problems of pedagogy and psychology. The problem field of the journal is quite wide: it includes issues of pedagogy, andragogy and eutagogy; publishes articles on the conditions for ensuring access and equality of opportunities in education, paying serious attention to social inclusion. Didactics of general and higher education occupies a special place in the scope of the journal, including aspects of individual and group, open, distance and blended learning; development and application of systems, tools and technologies of training; content of education; monitoring, control and evaluation of the quality of education in schools, colleges, universities, professional institutions, covering all age groups of students. The issues of leadership and management in the field of continuing education, as well as vocational education, are no less relevant in the journal's problems.
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Chernikov, Ivan A. "Pedagogy of leisure as a direction in modern socio-cultural education and upbringing." Tambov University Review. Series: Humanities, no. 188 (2020): 132–38. http://dx.doi.org/10.20310/1810-0201-2020-25-188-132-138.
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We make attempt to understand the scientific status of leisure pedagogy and its relationship with other scientific and pedagogical directions, primarily with the theory, methods and organization of socio-cultural activities. It is shown that the source for identifying the specifics of leisure pedagogy are leisure studies conducted by domestic and foreign scientists from the positions of sociology and cultural studies of leisure. Based on the analysis of recent scientific publications (N.I. Bocharova, A.F. Volovik, V.P. Krestyanov, G.A. Oparin, O.G. Tikhonova, N.V. Sharkovskaya et al.) we give the author’s definition of leisure pedagogy as an integral and systemically organized scientific-pedagogical and practice-oriented direction in modern socio-cultural education and upbringing, revealing the regularities of the pedagogical process in the field of leisure. The special mission of leisure pedagogy is to provide conditions for the formation of an individual’s ability to self-development in the field of leisure, to increase their own leisure competence.
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Fauzan, Fauzan, and Bahrissalim Bahrissalim. "CURRICULUM ANALYSIS TEACHER PROFESSIONAL EDUCATION PROGRAM (PPG) OF ISLAMIC EDUCATION IN INDONESIA." TARBIYA: Journal of Education in Muslim Society 4, no. 2 (December 19, 2017): 148–61. http://dx.doi.org/10.15408/tjems.v4i2.6400.
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Abstract The existence of Professional Teacher Education program (PPG) becomes a demand after the Law of Teachers and Lecturers (UU G-D) requires professional teachers to have an educator certificates. Professional education contains practical activities of applying academic educational ability in professional activities of teachers in schools along with systematic supervision mechanisms and in a relatively adequate time (at least one year or two semesters). The substance of the Teacher Professional program curriculum rests on the accommodation of teachers' competence, pedagogic, professional, personal, and social. The demands of the teacher's competence spawned several offers of learning expenses that became a person's reinforcement to become a professional teacher, whether related to the content of teaching materials or the strengthening of teaching skills. The structure of the PPG program curriculum contains workshops on learning tool development, teaching exercises through micro teaching- learning, peer learning, and field experience programs (PPL), and pedagogy enrichment programs. Abstrak Keberadaan Program Profesi Guru (PPG) menjadi tuntutan setelah UU G-D mempersyaratkan guru profesional memiliki sertifikat pendidik. Pendidikan profesi berisi kegiatan praktik menerapkan kemampuan akademik kependidikan dalam kegiatan profesional guru di sekolah disertai mekanisme pembimbingan dan supervisi yang sistematis dan dalam waktu yang relatif memadai (sekurang-kurangnya satu tahun atau dua semester). Substansi kurikulum Program Profesi Guru (PPG) bersandar pada akomodasi tuntutan kompetensi guru, yakni pedagogik, professional, personal, dan sosial. Tuntutan kompetensi guru tersebut melahirkan beberapa tawaran beban belajar yang menjadi penguat seseorang menjadi guru professional, apakah terkait dengan konten materi ajar atau penguatan teaching skill. Struktur kurikulum program PPG berisi lokakarya pengembangan perangkat pembelajaran, latihan mengajar melalui pembelajaran mikro, pembelajaran pada teman sejawat, dan program pengalaman lapangan (PPL), dan program pengayaan bidang studi dan/atau pedagogi. How to Cite : Fauzan., Bahrissalim. (2017). Curriculum Analysis Teacher Professional Education Program (PPG) of Islamic Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 4(2), 148-161. doi:10.15408/tjems.v4i2.6400. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6400
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Danilaev, D. P., and N. N. Malivanov. "Technological Education and Engineering Pedagogy." Education and science journal 22, no. 3 (April 29, 2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.
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Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.
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Sabodash, Olga Aleksandrovna, Inessa Makedonovna Kalyakina, Sergey Nikolaevich Kosnikov, Nadezda Sergeevna Elizarova, Egor Aleksandrovich Borisov, and Ilya Valerievich Sorgutov. "Economics of education and prospects for its development." Linguistics and Culture Review 5, S1 (August 22, 2021): 451–59. http://dx.doi.org/10.21744/lingcure.v5ns1.1430.
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The article considers the prospects for the development of the education economy in modern market conditions. The main reason for considering this topic is that in the modern period, this science is immature, since it does not demonstrate the ability to offer effective, efficient, socially feasible and economically viable solutions to educational problems. Accordingly, the main direction of the development of this science should be considered the development of scientific fundamental and technological approaches to solving existing problems in education. One of the tools in this regard should be called educational projects that contribute to the dynamic development of both pedagogy in general and this science in particular. To be recognized as an integrated field of research, the economics of education should assign to pedagogy the role of helping scientists to create formative solutions to the criticisms identified in the course of economic research. Indeed, within the framework of the role that pedagogy can assume, planning in the field of education, the formation of various aspects of personality (economic, financial, social and human) can be developed.
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King Thorius, Kathleen A., and Federico R. Waitoller. "Strategic Coalitions Against Exclusion at the Intersection of Race and Disability—A Rejoinder." Harvard Educational Review 87, no. 2 (June 1, 2017): 251–57. http://dx.doi.org/10.17763/1943-5045-87.2.251.
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Here Kathleen A. King Thorius and Federico R. Waitoller respond to Harvard Educational Review's Spring 2017 forum on their 2016 article “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability.” The forum invited six scholars from the field of disability studies who have helped create and spread culturally sustaining pedagogy to discuss the opportunities and challenges of “cross-pollinating” these two approaches. The authors rejoin the conversation, clarifying and expanding on the forum's comments.
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Harris, Ann. "Popular culture as pedagogy: Research in the field of adult education." Studies in the Education of Adults 51, no. 1 (March 6, 2017): 134–35. http://dx.doi.org/10.1080/02660830.2017.1283870.
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McGuire, Lisa E., and Kathy A. Lay. "Reflective Pedagogy for Social Work Education: Integrating Classroom and Field for Competency-Based Education." Journal of Social Work Education 56, no. 3 (September 26, 2019): 519–32. http://dx.doi.org/10.1080/10437797.2019.1661898.
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Gutvajn, Nikoleta, Ivana Djeric, and Ivana Lukovic. "Reflections of pedagogy students on their future profession and the job search process." Zbornik Instituta za pedagoska istrazivanja 43, no. 2 (2011): 330–46. http://dx.doi.org/10.2298/zipi1102330g.
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In recent years, preparation of youth for their future profession and the job search process have become the leading topics in social sciences and an inevitable segment of a number of European policies in the field of education. The goal of our research was to obtain a more comprehensive insight into the ways in which pedagogy students perceive their preparation for the future profession and the opportunities for finding a job in their field of study. The sample comprised fifty-three third- and fourth-year students from the Department of Pedagogy of the Faculty of Philosophy in Belgrade. For the purposes of the research, a questionnaire with open-ended questions was constructed. Since our study is explorative in nature, we opted for qualitative analysis of the collected material. Research findings indicate that the majority of students predominantly believe that the acquired knowledge and skills are insufficiently usable in future professional work. Such beliefs lead towards the feeling of low competence for performing the future professional role. It was established that students use the ?usual? methods for job search. However, the choice of these activities is not various enough, which consequently reduces the chances of pedagogy students to find employment. Negative perceptions of one?s own preparation for future profession point out to the necessity of a more efficient preparation of pedagogy students for their future job through establishing cooperation between institutions in the field of high education, research centres and world of labour. Key words: pedagogy students, personal meanings, high education, professional competences and the job search process.
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Брукс, Е., and E. Bruks. "Pedagogy Key Issues in the Higher Education Context." Scientific Research and Development. Modern Communication Studies 6, no. 4 (September 6, 2017): 64–68. http://dx.doi.org/10.12737/article_5976f63002d0d7.29347638.
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The article analyzes contemporary pedagogical conditions in learning and training at the higher education. The opinion of a number of researches is reconsidered in the article. Special attention is paid to the concepts which are student oriented. The author singles out pedagogical aims and objectives where an individual approach is the essence to the educational process. The author defines specifics in training and learning and, it’s from this point of view, the effectiveness and quality of education is studied. The article identifies directions for further research in this field.
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O'Neil, Kara. "Bridging Traditions and Innovations: the First International Social Pedagogy Conference." Papers of Social Pedagogy 9, no. 2 (September 4, 2018): 55–58. http://dx.doi.org/10.5604/01.3001.0012.4387.
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The first International Social Pedagogy Conference took place February 22-24, 2018 in Puebla, Mexico. The conference, Social Pedagogy and Social Education: Bridging Traditions and Innovations, was hosted by Benemérita Universidad Autónoma de Puebla (BUAP) in partnership with the Social Pedagogy Association, ASU, REMPES, and Ceiba. The conference hosted over 350 participants from 17 countries and offered presentations in English, Spanish and Portuguese, representing a wide variety of topics which reflect many of the diverse areas encompassed by social pedagogy research and practice. In 2011, the first social pedagogy masters program in North America - a Master of Art in Social and Cultural Pedagogy - was approved by Arizona State University for the School of Social Transformation in Phoenix, Arizona, United States. Within two years students in that program created a graduate organization, SCP-GO (Social and Cultural Pedagogy Graduate Organization), to connect with each other, organize events, and represent students’ needs and interests to the faculty. As the first of these graduates transitioned from University into a variety of careers and post-graduate studies, a need presented for a professional association to facilitate connections in North America between practical and theoretical pedagogues. Thus, the Social Pedagogy Association was created in 2015. The Social Pedagogy Association (SPA) brings together practitioners, academics, students and others to exchange experiences and to share knowledge and resources about social pedagogy theory, research and practice. The SPA strives to be an inclusive organization that believes in the importance of the free flow of ideas and scholars for the advancement of research, theory and educational practices. We are here to encourage scholarly interaction, collaboration, and debate from diverse intellectual perspectives and countries of origin by bringing together practitioners, academics, students and others to exchange experiences and to share knowledge and resources about social pedagogy theory, research and practice. (O’Neil, 2015) The SPA recognized a disconnect between academia and practice. While academics often engage in interdisciplinary study, and many practitioners refer to the works and successes of others in their fields, there is often a gap in communication between research and practice. As social pedagogues we bear a responsibility to ensure that gap is minimized as effectively as possible. As the academic discipline and practical application of social pedagogy expands, it is necessary that theoretical and practical pedagogues communicate and work in tandem. In 2004, prominent social pedagogue, Henry Giroux, wrote: I think too many cultural studies theorists are remiss in suggesting that pedagogy is primarily about schools and, by implication, that the intersection of cultural studies and pedagogy has little to do with theorizing the role pedagogy might play in linking learning to social change outside of traditional sites of schooling. Pedagogy is not simply about the social construction of knowledge, values, and experiences; it is also a performative practice embodied in the lived interactions among educators, audiences, texts, and institutional formations. Pedagogy, at its best, implies that learning takes place across a spectrum of social practices and settings. (Giroux, 2004, p.61) Rooted deeply in northern Europe and South America, the field of Social Pedagogy is growing and changing as it spreads and develops in the UK, Central America, and, most recently, North America. The discipline has more than 150 years of history as both an interdisciplinary academic field of inquiry and a field of practice that is situated in the intersection of three areas of human activity: education, social work, and community development (Schugurensky, 2011). Hans Thiersch defined the role of social pedagogue thus: The role of the social pedagogue is to help people to critically analyze their problems, reflecting on the social causes of the individual problems and to find options for successful everyday life. The focus is connecting help for the individual with political action in the context of social justice and well-being, while recognizing social and political resources. (Schugurensky, 2014, p. 9) It is of utmost importance that pedagogues ‘across a spectrum’ listen to one another and aid each other in this critical analysis and reflection. This need for an increase in communication was recognized by members and partners of the SPA soon after its founding. “As a critical practice, pedagogy’s role lies not only in changing how people think about themselves and their relationship to others and the world, but also is energizing students and others to engage in those struggles that further possibilities for living in a more just society.” (Giroux, 2004, p. 64) As pedagogues, we must also energize and engage one another. There is possibly no greater power than that inherent in the exchange of ideas and culture. In 2017, Jan Rothuizen and Lotte Harbo reminded us that “Bridge-building means changing society and not just working with care but also with community development, so as to address the wider and systematic aspects that affect the marginalized groups” (Rothuzian, p.18). It was with this idea of bridging connections and supporting one another that the SPA organized and planned the first International Social Pedagogy Conference which took place February 22-24, 2018 in Puebla, Mexico. The conference, Social Pedagogy and Social Education: Bridging Traditions and Innovations, was hosted by Benemérita Universidad Autónoma de Puebla (BUAP) in partnership with the Social Pedagogy Association, ASU, REMPES, and Ceiba. The intention of this conference was to bridge differences within the theories of academia and help to unite those theories with the experiences of field-work practitioners, an important connection that is all-too-often overlooked. The conference was held with the intention of bringing together the various studies and practices of social pedagogy and social education around the world. The conference welcomed any and all researchers and practitioners whose work falls into the realm of social or critical pedagogies and social education, to include topics such as: refugee education, cultural pedagogy, the formation/education of social educators and social workers, technology and social education, pedagogical theory, social pedagogy and social education in schools, and more. The conference hosted over 350 participants from 17 countries and offered presentations in English, Spanish and Portuguese, representing a wide variety of topics which reflect many of the diverse areas encompassed by social pedagogy research and practice. By forging initial connections between researchers and practitioners, we hope to continue to find and increase ways in which these connections can influence and impact the growth of social pedagogy and social education around the world. The hope of the SPA is that we continue to identify tension fields, share successes and challenges internationally within the field and research, and come to an understanding of social pedagogy advised and shaped by our varied cultures, experiences, and educations. The SPA will be partnering in June of 2020 with the University of Central Lancashire (CLAN) to host the second International Social Pedagogy Conference in Larnaka, Cyprus. We are excited to see the unification of ideas and knowledge and look forward to a future of partnership with pedagogues around the world.
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Bałachowicz, Józefa, and Zuzanna Zbróg. "Directions of theoretical and research changes in Polish early school pedagogy - from mono to polydiscoursiveness." Studia z Teorii Wychowania XII, no. 1 (34) (April 4, 2021): 127–47. http://dx.doi.org/10.5604/01.3001.0014.8462.
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The article presents the specificity of early school pedagogy as one of the sub-fields of pedagogy with its decades-long heritage experience. Particular attention was given to the major directions of changes in the perception of a child as the empirical subject and a childhood being constructed in the educational institution, in the meaning of school. The most important problem areas of early school pedagogy were characterized, including those referring to reconstruction of early education culture, contemporary discourses of child/pupil education and preparation of early school teachers for working professional life, both in traditional and alternative models of education. Significant theoretical and empirical trends in study of children and early school teachers (1-3 class of primary school) were determined, supported by the illustration of the list of selected monographs published from 2000-2020. The article highlights, the multiplicity of discourses and diversity of approaches to child education typical for contemporary early school pedagogy, which is considered to be the positive indicator of development in the discussed sub-field.
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Sommerlad, Elizabeth. "Theory, Research and Practice – The Problematic Appearance of ‘Pedagogy’ in Post-Compulsory Education." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 147–64. http://dx.doi.org/10.7227/jace.8.2.3.
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This article explores the problematic nature of pedagogy and pedagogic effectiveness in post-compulsory education – the politics of the discourse, the challenges to pedagogic “old-think” by the new learning, and the methodological difficulties of measuring outcomes as attention moves from the theatre of instruction to the setting of application. It takes as its starting point a study commissioned by the UK's Teaching and Learning Research Programme to review and document the evidence base for pedagogic effectiveness in the different field of post-compulosry education. The article unpicks the many different reasons why the scope and framing of this study doomed it to a kind of failure, and why the TLRP's research agenda aroused the passions of many educational researchers outside the mainstream. Concerns centred on TLRP as a manifestation of the new research orthodoxy and its preoccupation with evidence-based research, and the limitations of this orthodoxy in engaging with innovative thinking about new forms of teaching and learning.
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Tietjen, Phil, and Tutaleni I. Asino. "What Is Open Pedagogy? Identifying Commonalities." International Review of Research in Open and Distributed Learning 22, no. 2 (February 1, 2021): 185–204. http://dx.doi.org/10.19173/irrodl.v22i2.5161.
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Open pedagogy has been touted by advocates as a promising expansion of open educational resources because it involves shifting from making resources accessible to impacting the practice of teaching. The allure of the term coupled with its promise to bring greater innovation to pedagogy has led to its widespread use at conferences and publications. However, as the concept has gained increasing levels of popularity, it has also sparked considerable debate as to what it means. For example, how is open pedagogy distinct from other forms of pedagogy such as critical or cultural? What does it mean to practice open pedagogy? Without a clear understanding of its meaning, establishing a solid research foundation on which to make claims about the impact of open pedagogy approaches is difficult. Accordingly, this article argues that the current debate signals the need for the development of robust analytical frameworks in order to construct a cohesive body of research that can be used to advance it as a field of study. To do this, the authors review the literature and identify common characteristics within it. The authors then propose a five-part framework that encourages the long-term sustainability of open pedagogy.
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Videla-Reyes, Ronnie, and Claudio Aguayo. "Pedagogy of uncertainty." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 8, 2022): 29–30. http://dx.doi.org/10.24135/pjtel.v4i1.147.
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Educators around the world are facing the challenges and opportunities of 21st Century education, such as the COVID-19 pandemic, STEAM education, and the rise of digital immersive technologies presenting a promising field for the development of new ways to maximize the learning experience (Bakker, Cai & Zenger, 2021) The integration of science, technology, engineering, art and mathematics (STEAM) offers an approach to educational design based on curricular integration and learning by doing with analog and virtual technologies (Quigley et al., 2020). In turn, STEAM promotes important pedagogical changes that encourage the development of new skills focused on collaborative work, inquiry and creativity in the face of a challenge or problem to be solved, as well as optimal sensorimotor deployment through haptic and visual perception when using emerging digital immersion technologies such as virtual and augmented reality (Videla-Reyes, Aguayo & Veloz, 2021). All these changes lead to a new framework of pedagogical action based on uncertainty, since they are unfamiliar or unknown in the field of traditional education.
Based on the above, we propose here the idea of a ’pedagogy of uncertainty’, which can be read in light of the latest and unpredictable changes that 21st Century education is experiencing due to the COVID-19 pandemic, the emergence of technological tools and unfamiliar virtual and online platforms that teachers and students had to learn and use during the march of the virus. The approach that we suggest here is based on the potential of STEAM educational environment design that focuses on providing signs or patterns of an emerging world, unlike traditional teaching methods in which the path to which students should arrive is already laid down in advance. From a STEAM educational design approach, the teacher and her/his students lay down a path in walking together, a motto used by the enactive approach to cognition that considers "cognition as embodied action that is always oriented towards something absent: on the one hand, there is always a next step for the system in its perceptually guided action; for the rest, the acts of the system are always directed towards situations that are not yet in act” (Varela, Thompson & Rosch, 1991, p.238). In this presentation, we explore the notion of pedagogy of uncertainty in the light of enactivism, based on theoretical and empirical evidence about how teachers and students deal with an uncertain world by actively participating in integrated educational environments based on learning by doing approaches (Abrahamson, Dutton & Bakker, 2021). In particular, we make special reference to how teachers can make their students learn from clues, impoverished traces, or traces of information available within their learning environments to solve a challenge or problem, to the extent that they investigate, create, manufacture and/or actively participate in technology inside and beyond the classroom.
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Cameron, Claire. "Social Pedagogy: What Questions Can We Ask About Its Value and Effectiveness?" Children Australia 36, no. 4 (December 1, 2011): 187–98. http://dx.doi.org/10.1375/jcas.36.4.187.
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Social pedagogy is a field of professional practice associated with the care and education of young children, support of young people, and with family support that has an established place in many continental European countries. It has attracted attention in the United Kingdom (UK) for its potential relevance to the policy ambition of improving the generally poor educational and social outcomes for young people in public care. In this article, I discuss some issues arising from the task of establishing the value, or effectiveness, of the social pedagogic approach. Using findings from cross-national studies, I argue that there are various problems with measuring the ‘effectiveness’ of social pedagogy, but that in countries where social pedagogy is well established and supported by a policy and cultural context, its role in supporting children and families is highly valued. I conclude by considering some implications for the introduction of social pedagogy into the UK.
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Solmon, Melinda A. "Physical Education and Sport Pedagogy: The Application of the Academic Discipline of Kinesiology." Kinesiology Review 10, no. 3 (August 1, 2021): 331–38. http://dx.doi.org/10.1123/kr.2021-0026.
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Scholarship related to physical education and sport pedagogy is rigorous and should be central to the academic discipline of kinesiology. The goal of this article is to situate physical education and sport pedagogy as an applied field in kinesiology, grounded in the assumption that physical education, as the professional or technical application of the broader academic discipline, is of critical importance to the success of kinesiology. A brief overview of the history of research on teaching physical education is followed by an overview of the streams of research that have evolved. Major tenets of research on effective teaching and curricular reform are discussed. The status of physical education teacher education and school physical education programs is considered, and a rationale for a broader view of pedagogy that has the potential not only to promote physical education and sport pedagogy but also to enrich the academic discipline is offered.
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Bakirova, Samal, Gulnara Saitova, Zhanibek Kair, Toigan Іzіm, and Ruslan Kenzikeyev. "Kazakhstan experience in distance learning in higher education in the field of choreography." ARTSEDUCA, no. 33 (July 14, 2022): 97–108. http://dx.doi.org/10.6035/artseduca.6294.
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The study examines the features of the distance learning system of the university in the field of choreography training. The purpose of the study is to analyze the Kazakhstan experience of organizing distance learning in higher education in the field of choreography training. As an example, the experience of the [BLINDED] in the distance learning process has been analyzed and practical recommendations on teaching professional disciplines in this field of training have been given. To analyze distance learning, surveys among teachers and students have been conducted. In addition, based on international scientific literature, dance lessons have been analyzed in accordance with COVID-19 restrictions. The disadvantages and advantages of the online learning system for students have been identified based on a questionnaire. The survey involved teachers and students of ballet pedagogy, choreography pedagogy, choreography directing, ballroom dance pedagogy, as well as undergraduate, graduate, and doctoral students. A total of 20 teachers and 75 students have been interviewed, and the effectiveness of the platforms used in distance learning has been determined. On the basis of available research, the opinion that in the field of choreography pedagogical skills of rising professionals and performers cannot be formed exclusively through distance learning has been substantiated.
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Kozubek, Mariola Teresa. "Integral Education Based on the Pedagogy of Unity." Journal of Vasyl Stefanyk Precarpathian National University 10, no. 1 (April 3, 2023): 205–15. http://dx.doi.org/10.15330/jpnu.10.1.205-215.
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The article substantiates the opinion that integral education based on personalism covers all dimensions of personality development: physical, mental, social, cultural, and religious. The purpose of the study is to present the innovative content of integral education, expressed in the Pedagogy of unity by Chiara Lubich. The reflections on integral education, based on the interpretation of Lubich's texts and the experience of the Focolare Movement educational community, founded by her, describe the original directions of integral education in the Pedagogy of unity. It is emphasized that the concept of holistic education of the Pedagogy of unity, based on Christian ideas, is compatible with the trends of personalistic pedagogy and - although it originates from the religious message of the charism of unity by Chiara Lubich - is characterized by universality, developed on love, presenting it as a pedagogical value. Based on the results of the analysis of modern scientific sources, it has been proven that due to love, and mutual understanding in interpersonal relationships, effective communication is created at the social level, a person is elevated to higher spiritual values, and a harmonious educational environment is formed for self-assertion and freedom. It has been found that this direction of education makes it possible to build universal fraternity, peace, and unity. The author claims that the interpretation of holistic education in this context allows for preserving the unity of the human being and his/her harmonious development. The presented analysis of the features of integrated education by the pedagogy of unity does not diminish the general idea expressed in Chiara Lubich’s theory. New directions have been determined for further scientific research, both in the field of the hermeneutics of Lubich's works as well as in the field of scientific research of the educational practice of the Focolare Movement and educational institutions in various cultures of the world, oriented on the charism of unity.
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Ballinger, Susan, Roy Lyster, Andrea Sterzuk, and Fred Genesee. "Context-appropriate crosslinguistic pedagogy." Journal of Immersion and Content-Based Language Education 5, no. 1 (April 7, 2017): 30–57. http://dx.doi.org/10.1075/jicb.5.1.02bal.
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In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts.
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Vivek P K, Remya T P, and Veenus P K. "Student-Centered Pedagogy – Lessons from DPEP." International Journal of Smart Education and Urban Society 10, no. 4 (October 2019): 17–29. http://dx.doi.org/10.4018/ijseus.2019100102.
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India has always been a center of education from the glorious era of Nalanda and Thakshasila. The last three decades have witnessed some remarkable transformations in the traditional environment of teaching learning. The subject-oriented and teacher-oriented methods have given way to the student-oriented approach. One of the major breakthroughs in the reforms was the introduction of the District Primary Education Program. This concept revolutionized the entire primary education field. This article illustrates the design concepts and implementation strategies of the program, along with the impact on the teaching learning environment. This also elucidates some of the serious concerns about this activity-oriented approach.
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Gillespie, Kelly, and Leigh-Ann Naidoo. "Abolition Pedagogy." Critical Times 4, no. 2 (August 1, 2021): 284–312. http://dx.doi.org/10.1215/26410478-9093094.
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Abstract As the South African student movement of 2015–16 began to develop a deeper critique of the character of the transition out of apartheid and its minimal effect on the institutions of colonialism and apartheid, the administrators of postapartheid universities worked with the managers of the security infrastructure of the state to orchestrate a national police shutdown of the student and worker movement. This essay is an effort to sustain an objection to that coordinated effort, and to work through a proposal for how the new managers of the postapartheid state and university could have—should have—acted otherwise. This proposal is called abolition pedagogy, a refusal of the long-standing relationship between education and violence, and a reading of the pedagogic labor involved in antiviolence work. In the midst of the recent student protests, a 1969 exchange of letters between Theodor Adorno and Herbert Marcuse—in which Adorno justifies his having “called the police” on the student movement in Germany—was used to justify calling the police on South African students some fifty years later. This article unpacks the citation, and uses Adorno's own commitment to critique as a “force field” to show up the limitations of his position, and to call for a different mode of engagement with the difficulties and possibilities of ongoing struggle. Adorno's “force field” is contrasted with his poor reckoning with jazz and his inability to see the work of critique in jazz and by implication in many other forms. Abolition pedagogy pursues a transformative orientation to histories of violence, asking how to sustain strategies for their unmaking.
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Angelova, Lucia, and Bozhidar Angelov. "PRESCHOOL PEDAGOGY OR THE CONTRIBUTIONS OF PROF. D.SC. ELKA PETROVA. 140 YEARS OF PRESCHOOL EDUCATION." Education and Technologies Journal 13, no. 1 (August 1, 2022): 7–11. http://dx.doi.org/10.26883/2010.221.4020.
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The report focuses on the methodological aspects of the scientific achievements of Prof. Elka Petrova in the field of preschool pedagogy and preschool education. In a unique way, key problems of the science of preschool pedagogy and the development of preschool education over the last more than 60 years are presented. This is how we celebrate 140 years since the beginning of preschool education in Bulgaria.
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Naifeld, Edni, and Eitan Simon. "Teaching Students’Understanding of Innovative Pedagogy." European Scientific Journal, ESJ 13, no. 4 (February 28, 2017): 15. http://dx.doi.org/10.19044/esj.2017.v13n4p15.
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The education system, is responsible for the training of each new generation, and consequently adapts itself over the years to changes in the surrounding society. Technological changes, the information revolution and changes in work habits necessitate fundamental change in teaching methods, so that it can appropriately prepare future generations for modern reality. The Teaching and Education College in northern Israel offers programs to train “future teachers”, highlighting dynamic environments, the integration of technology in teaching and innovative pedagogy. A qualitative study used an open-ended questionnaire to investigate students’ perceptions of the concepts “innovative pedagogy” and “integration of technology in teaching” during their first practicum year in the education system. Findings showed that the young students find it difficult to conceptualize these concepts and describe them in a superficial and concrete manner. Mediation is needed, to connect college learning of these concepts with the students’ practical work in the field.
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Caroli, Dorena, Grigorij Kornetov, Svetlana Ivanova, and Anatolii Utkin. "New Russian Academic Journals and Yearbooks about the History of Pedagogy and Education in Russia (2003-2019)." Espacio, Tiempo y Educación 8, no. 1 (June 10, 2021): 192–217. http://dx.doi.org/10.14516/ete.332.
Full textAbstract:
This article aims to present some new academic journals on the history of pedagogy and education published in Russia today. These journals were mainly founded after 2003, and, since then, have been contributing to a substantial revival in the field of the history of education and pedagogy. This paper is divided into five parts. The introduction presents some major changes that have occurred in the history of education and pedagogy in post-Communist Russia since the end of the 20th century until the first decades of the 21st century. The three following parts, each divided into two sections, are dedicated to one of the most important Yearbooks and to the two main Russian academic journals, in particular to their institutional connections and evolution over the last decades: The History of Pedagogy Yearbook (IPE) (1.a); The History of Education Journal (IPZ) (2.a); National and Foreign Pedagogy (OZP) (3.a). These journals are published, respectively, by the Academy of Public Administration (Moscow) (1.b); the Nizhnii Tagil State Social Pedagogical Institute/the Russian State Vocational Pedagogical University (Ekaterinburg) (2.b); and the Institute for Strategy of Education Development of the Russian Academy of Education (Moscow) (3.b). The conclusion will also provide an overview of other relevant academic journals which have contributed to the history of education by publishing both monographic issues and individual articles. Finally, this article highlights major scientific achievements in the field, yielding rich, intensive and promising new historiographical discoveries.
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Knapp, Doug, and Brian Forist. "A New Interpretive Pedagogy." Journal of Interpretation Research 19, no. 1 (April 2014): 33–38. http://dx.doi.org/10.1177/109258721401900103.
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One of the most prominent debates related to interpretation lies in the approach that this informal education process takes—in essence its pedagogy. At its core, personal interpretation's goal is to make the visit a memorable and meaningful encounter. It is an approach that if done properly, may be difficult to master, but one, that ultimately would increase the –success” of interpretation and improve its perception among those in the field as well as those outside the profession. This paper proposes a new pedagogic approach that focuses on the visitor more than the interpretive program. The more that can be learned about the constituents increases the ability to offer information that correlates to their lives and has far more potential to result in long-term impacts desired by our field. The notion of this new interpretation is to devote time and effort in the interpretive experience to learning who the visitor is and with that information, offer a message that would best resonate with participants.