Academic literature on the topic 'Pedaggi'
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Journal articles on the topic "Pedaggi"
Saulėnienė, Sigita, and Skirma Grikietytė. "PEDAGOGŲ KOMPETENCIJOS TAIKANT INOVACIJAS IKIMOKYKLINIAME UGDYME." STUDIJOS – VERSLAS – VISUOMENĖ: DABARTIS IR ATEITIES ĮŽVALGOS, no. VII (December 22, 2022): 95–103. http://dx.doi.org/10.52320/svv.v1ivii.240.
Full textMulyana, Endang, Turmudi Ph.D., and Dadang Juandi. "MODEL PENGEMBANGAN DESAIN DIDAKTIS SUBJECT SPECIFIC PEDAGOGY BIDANG MATEMATIKA MELALUI PROGRAM PENDIDIKAN PROFESI GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 19, no. 2 (October 1, 2014): 141. http://dx.doi.org/10.18269/jpmipa.v19i2.454.
Full textVitkevičienė, Viktorija, and Rūta Tamašauskienė. "TARPTAUTINIŲ PROJEKTŲ VYKDYMAS IKIMOKYKLINIO UGDYMO ĮSTAIGOSE: PEDAGOGŲ PATIRTIES ANALIZĖ." STUDIJOS – VERSLAS – VISUOMENĖ: DABARTIS IR ATEITIES ĮŽVALGOS, no. VI (December 4, 2021): 182–96. http://dx.doi.org/10.52320/svv.v0ivi.205.
Full textStangherlim, Roberta, Ligia De Carvalho Abões Vercelli, and Eduardo Santos. "Plano Nacional de Educação (PNE 2014-2024) e a formação inicial para a docência na educação infantil: análise exploratória de um curso de pedagogia de uma universidade pública paulista." EccoS – Revista Científica, no. 37 (June 18, 2015): 19–42. http://dx.doi.org/10.5585/eccos.n37.5785.
Full textKudriavcevaitė, Karolina, and Jurgita Lenkauskaitė. "Pedagogo kompetencijos ugdant ikimokyklinio amžiaus vaikų emocinį intelektą." Jaunųjų mokslininkų darbai 49, no. 2 (December 18, 2019): 20–28. http://dx.doi.org/10.21277/jmd.v49i2.236.
Full textSuchánková, Eliška, and Renáta Matušů. "Spiritualita pedagogů tradičních a alternativních škol." Sociální pedagogika / Social Education 8, no. 2 (November 15, 2020): 29–43. http://dx.doi.org/10.7441/soced.2020.08.02.02.
Full textSilva, Rita De Cássia de Lima da, and Wanessa Maria Paiva de Souza. "ATUAÇÃO DO PEDAGOGO NA EMPRESA: UMA INTERVENÇÃO PEDAGÓGICA NA ÁREA DE TREINAMENTO DE NOVOS FUNCIONÁRIOS." ENVIRONMENTAL SMOKE 1, no. 1 (December 7, 2018): 87–113. http://dx.doi.org/10.32435/envsmoke.20181187-113.
Full textNdona, Yakobus, Liber Siagian, and Sampitmo Habeahan. "Pedagogi Yesus Dalam Perspektif Progresifisme Pendidikan." Jurnal Christian Humaniora 5, no. 1 (May 30, 2021): 25–46. http://dx.doi.org/10.46965/jch.v5i1.614.
Full textHOROWSKI, JAROSŁAW. "ZAPOZNANE KWESTIE W TEORII PEDAGOGII OSOBY: CIELESNOŚĆ, PRZYGODNOŚĆ, PRZEBACZENIE." Forum Pedagogiczne 5, no. 2 (November 17, 2016): 27–39. http://dx.doi.org/10.21697/fp.2015.2.02.
Full textFebriana, Rina. "Identifikasi Komponen Model Pelatihan Pedagogi untuk Meningkatkan Profesionalitas Calon Guru Kejuruan." Jurnal Pendidikan Teknologi dan Kejuruan 23, no. 1 (May 17, 2016): 79. http://dx.doi.org/10.21831/jptk.v23i1.9487.
Full textDissertations / Theses on the topic "Pedaggi"
Turkmen, Nadire, and Fana Karadzhova. "Matematiska interaktioner i förskolan : En observationsstudie om barn och förskollärarnas användande av matematiska begrepp i vardagliga situationer." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-401836.
Full textFerron, Maria Carolina de Sousa. "Identidade profissional do pedagogo, professor do curso de pedagogia." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/16126.
Full textThe issues of professional identity and vocational training area frequently discussed subject nowadays (DUBAR, 2005, 2009; TARDIF, 2012). In the field of Education, is no different (PLACCO; SOUZA, 2005; MARCELO, 2009). In regards to that, the interest in knowing who the teacher, the professor of pedagogy is appeared and who still chooses teaching apart from all the depreciation faced by the professionals from this area. This study aimed to identify how this teacher identity construction occurs, ie, how he became the professional he is today. In this sense, it has become pertinent to check why one chooses this profession, what motivates one to stay on it and why that even with such devaluation. For this, besides the literature about professional identity, teacher education and the history of pedagogy courses in Brazil, semistructured interviews were conducted with three teachers. The data was analyzed and organized into five categories that relate to the goals of there search. Much of the actions of these professionals today as teachers are implied in their personal stories, the way they have perceived school and how they have learned since childhood. The anguish, the learning, the knowledge that should have built their modes of being and acting and transform them on a daily basis into the professional they are today. The commitment to education does not make them give up their profession, even with such devaluation. We further note that, in order to become qualified as a teacher trainer of teachers, it is important to highlight the continuing education, always seeking new knowledge, and giving special importance to theoretical knowledge. Teacher development will never seize to exist, and it is seen as a lifelong learning. Most importantly, the formation is built by means of a work of critical reflection on practice. To constitute the professionals they are today, it is important to emphasize the importance that other teachers had in the lives as respondents, and this happens because the OTHER makes a difference, interfering with the constitution of their identities. Believing in education, liking what you do and realizing its importance in the constitution of the other, are important aspects to become a teacher trainer
As questões da identidade e da formação profissional têm sido bastante abordadas atualmente (DUBAR, 2005, 2009; TARDIF, 2012). No campo da Educação, não é diferente (PLACCO; SOUZA, 2005; MARCELO, 2009). Surgiu, assim, o interesse por conhecer quem é o pedagogo, o professor do curso de Pedagogia, que mesmo com toda desvalorização que enfrenta na profissão, ainda assim, escolhe a docência. Nesta pesquisa, objetivou-se identificar como ocorre a constituição identitária desse professor, ou seja, como ele se constituiu no profissional que é hoje. Nesse sentido, tornou-se pertinente verificar o porquê escolheu essa profissão, o que o motiva a permanecer nela mesmo com tanta desvalorização. Para tanto, além da revisão bibliográfica acerca da identidade profissional, formação de professores e a história do curso de pedagogia no Brasil, foram realizadas entrevistas semi-estruturadas com três professoras. Os dados obtidos foram analisados e organizados em cinco categorias que respondem aos objetivos da pesquisa. Muito das ações dessas profissionais hoje como professoras está imbricado em sua trajetória pessoal, em como percebiam a escola e o aprender desde a infância. As angústias, as aprendizagens, os saberes que devem ter, constroem seus modos de ser e agir e as transformam a cada dia nas profissionais de hoje. O compromisso com a educação não as fazem desistir da profissão, mesmo com tanta desvalorização. Observamos ainda que, para se constituir como professora formadora de professores é importante valorizar a formação contínua, sempre buscar novos saberes, dando especial importância ao conhecimento teórico. O desenvolvimento dos professores é contínuo e é compreendido como uma aprendizagem ao longo da vida. É importante destacar que a formação se constrói por meio de um trabalho de reflexão crítica sobre as práticas. Para se constituírem nas profissionais que são hoje, ressalta-se a importância que outros professores tiveram na vida das entrevistadas, isto é, a relação com o outro interfere de maneira significativa em nossa constituição identitária. Os resultados deste estudo mostram que acreditar na educação, gostar do que faz e perceber sua importância na constituição do outro são aspectos importantes para se tornar um professor formador
Puchale, Sibele Mocellin. "A presença da pedagogia e do pedagogo na empresa." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/144077.
Full textThe present dissertation promotes a reflection about the possibilities that the professional of pedagogy have in to reproduce the capital's speech and labor exploitation or to go beyond, searching the humanization of work processes and development of people. The qualitative research reveals the role of the educator within companies, in the context named by many authors as corporate education. The methodological procedure took place in two stages: bibliographical survey of academic theses and scientific articles on the labor and education field, and corporate education; and application of semi-structured interviews in pedagogues of three companies based in Porto Alegre, Rio Grande do Sul - interviews were also applied to their immediate supervisors, creating a network of information linked this professional work environment. It was also applied interviews in the immediate supervisors of educators and pedagogues composing an information network linked to this professional work environment. The data analysis produced was based on the meanings of schooling within capitalism, of Alceu Ferraro; in the elaborations of Karl Marx about relationship between capital and labor; in Mészáros - also linked to the Marxist basis; and Pierre Bourdieu, especially in its consideration of habitus, considering the ethos of the pedagogues within companies, as well as authors of the adult learning field, as Peter Jarvis. The research reveals that there is a way to go in building theoretical frameworks in the field of Education on the role of teachers in companies because, in most cases, the theoretical framework available comes from the Administration, involving human resources management in a liberal perspective. Thus, it was concluded that there is room for the pedagogues in the context of Corporate Education, and that they bring with them a training in the field of Humanities, which is their daily practices. Still, educators are in a capital field that has consolidated its characteristics in market practices, which makes it more challenging the role of this professional: humanize what is traditionally inhuman.
Gaskell, Kate Matilda. "Basil Bernstein's theory of pedagogic transmission : pedagogy, curriculum and ageing." Thesis, University of Dundee, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424323.
Full textAdiguzel, Funda. "Konflikthantering i förskolan : En undersökning hur pedagoger ser och hanterar barns konflikter." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-335903.
Full textSigvardsson, Ann-Sofie, and Christine Jansson. "Har ni pratat idag? : En kvalitativ studie om diskurser kring vardagssamtal som pedagogisk resurs för barns samtalsfärdigheter." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36482.
Full textOlsson, Marcus. "Barns rättigheter i förskolan : En fallstudie om pedagogers föreställningar och synliggörande av barns rättigheter i förskolan." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-348363.
Full textFursjö, Ida, and Beatrice Karldén. "Högläsning för omsorg eller lärande : Pedagogers syn på högläsning i förskolan." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35803.
Full textJohansson, Lisa, and Nina Juréen. "”Giraffen får inte plats i cykelkorgen” : En intervjustudie om hur pedagoger på förskolor arbetar kring professionell teater och drama som en estetisk uttrycksform." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44411.
Full textDafgård, Pia, and Catrin Edvardsen. "Du är huvudpersonen i ditt liv, eller? : En kvalitativ studie om kvinnors upplevelser av empowerment dimensioner på kvinnodominerade arbetsplatser." Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-12373.
Full textThe background of this study is to promote women in working life and to find methods for preventing ill health and sick leave, as well as highlighting women's experiences of empowerment processes in their area regarding their work situations. The purpose of this qualitative study is to investigate what strengthens women in their professional role. Do women have the opportunity to participate in empowerment processes and influence their skills development? Do women experience powerlessness in the women-dominated workplaces? The vision of the ideal work in which organization and employees are prioritized equally is the human relation theory where organization and employees need each other. Seven workplaces are represented by fifteen informants interviewed with a hermeneutic approach and interpreted through the IPA model. The result showed differences in the different workplaces that gave empowerment the dimensions of empowerment, powerlessness and strengthening through skills development. Where more knowledge gives more power.
Books on the topic "Pedaggi"
Rodríguez, Luis Rivero, and Abraham Yrivarren Valverde. Pedagogia de la resistencia: Pedagogy of resistance. Edited by Ludeña Urquizo, Wiley, 1955- editor, Aravena Mori Alejandro contributor, Belaúnde M. Pedro contributor, Benítez Solano contributor, Bucci Angelo contributor, Cooper Llosa Frederick contributor, and Pontificia Universidad Católica del Perú. Facultad de Arquitectura y Urbanismo. Lima, Peru: Pontificia Universidad Católica del Perú, 2011.
Find full text1908-, Flores D'Arcais Giuseppe, Bernardinis Annamaria, and Colloquio interuniversitario sul tema: Pedagogie personalistiche e/o pedagogia della persona (1992 : Accademia patavina di scienze, lettere ed arti), eds. Pedagogie personalistiche e/o pedagogia della persona: Colloquio interuniversitario. Brescia: La Scuola, 1994.
Find full textSmith, David Geoffrey. Pedagon: Interdisciplinary essays in the human sciences, pedagogy, and culture. New York: P. Lang, 1999.
Find full textBalvín, Jaroslav. Andragogics, social pedagogy and social work: Pedagogic, philosophical and ethical aspects. Prague: Hnutí R=The R-Movement, 2012.
Find full textAbdullah, Mohd Yusof, and Universiti Malaysia Sabah, eds. Pengetahuan pedagogi guru. Kota Kinabalu, Sabah: Universiti Malaysia Sabah, 2008.
Find full textAbdullah, Mohd Yusof, and Universiti Malaysia Sabah, eds. Pengetahuan pedagogi guru. Kota Kinabalu, Sabah: Universiti Malaysia Sabah, 2008.
Find full textMonchinski, Tony. Engaged Pedagogy, Enraged Pedagogy. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-448-5.
Full textRyndak, Valentina. Pedagogy. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25026.
Full textTurbovskoy, Yaokv. Pedagogy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1168573.
Full textAfghonov, M. M. a. Olimoni pedagogi tojik (Tazkira). Dushanbe: Akhmedov Rūzī, 2015.
Find full textBook chapters on the topic "Pedaggi"
Monchinski, Tony. "Engaged Pedagogy, Enraged Pedagogy." In Engaged Pedagogy, Enraged Pedagogy, 137–47. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-448-5_7.
Full textErgas, Oren. "Pedagogy and Meta-pedagogy." In Reconstructing 'Education' through Mindful Attention, 123–45. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58782-4_5.
Full textVilaseca, Stephen Luis. "Pedagogy." In Anarchist Socialism in Early Twentieth-Century Spain, 185–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44677-2_12.
Full textBradley, Ben. "Pedagogy." In Encyclopedia of Critical Psychology, 1338–41. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_213.
Full textWinterbottom, Daniel. "Pedagogy." In Design-Build, 14–106. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315679372-2.
Full textBiddulph, Mary, David Lambert, and David Balderstone. "Pedagogy." In Learning to Teach Geography in the Secondary School, 64–96. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Learning to teach subjects in the secondary school: Routledge, 2020. http://dx.doi.org/10.4324/9780429426780-4.
Full textHadland, Cheryl. "Pedagogy." In Creating an Eco-Friendly Early Years Setting, 33–42. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429445842-4.
Full textCarlsson, Andreas. "Pedagogy." In Becoming a Better Sports Coach, 133–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195153-5.
Full textChoo, Suzanne S. "Pedagogy." In Teaching Ethics through Literature, 87–111. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Citizenship, character and values education: Routledge, 2021. http://dx.doi.org/10.4324/9780429292101-5.
Full textRousell, David. "Pedagogy." In Immersive Cartography and Post-Qualitative Inquiry, 62–78. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367816445-5.
Full textConference papers on the topic "Pedaggi"
Vilar, Grazielle Barbosa Valença, Sandra Maria da Silva, and Maria da Luz Araújo. "Pedagogia Empresarial: Contribuições do Pedagogo para Excelência no Recrutamento e Seleção de Pessoas." In Congresso Online Brasileiro Multidisciplinar de Educação. Congresse.me, 2023. http://dx.doi.org/10.54265/weor6171.
Full textLeles Gomes, Weidson, VINICIUS DE RESENDE D’ERCOLI, and WALDEMIRO ESTEVES DA FONSECA. "A ATUAÇÃO DO PEDAGOGO NO AMBIENTE MUSEOLÓGICO." In III Congresso Brasileiro Online de Pedagogia. Congresse.me, 2022. http://dx.doi.org/10.54265/dcpx5158.
Full textDalila da Silva Almeida Santiago, Debora, and Jose Avelino da Hora Neto. "PEDAGOGIA E EDUCAÇÃO NÃO FORMAL: FORMAÇÃO DO PEDAGOGO PARA ALÉM DOS MUROS DAS ESCOLAS." In VI Congresso internacional das lincenciaturas. Instituto internacional despertando vocações, 2017. http://dx.doi.org/10.31692/2358-9728.ivcointerpdvl.2017.00199.
Full textVILAR DA SILVA, VIRGINIA RENATA, and VIVIANE DE BONA. "CULTURA DIGITAL E FORMAÇÃO DO PEDAGOGO NA SOCIEDADE CONTEMPORÂNEA: ANÁLISE DE UM CURSO DE PEDAGOGIA DE PERNAMBUCO." In XIV Colóquio Internacional "Educação e Contemporaneidade". Grupo de Estudos e Pesquisas "Educação e Contemporaneidade", 2020. http://dx.doi.org/10.29380/2020.14.07.57.
Full textSilva, Manoela M. O. da, Veronica Teichrieb, and Patrícia Smith Cavalcante. "Development of Design Principles to Author AR in Education Based on Teacher's Perspectives." In Congresso Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2022. http://dx.doi.org/10.5753/cbie_estendido.2022.226356.
Full textVálková, Hana, and Marcela Janíková. "Movement and Health in virtual topics of pedagogy practice of Physical Education students at FSpS MU." In Život ve zdraví 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-4.
Full textDahnoun, Naim. "Pedagogy for Engineering and Digital Pedagogy." In 2020 9th Mediterranean Conference on Embedded Computing (MECO). IEEE, 2020. http://dx.doi.org/10.1109/meco49872.2020.9134311.
Full textLima Silva, Idvania, Francisca Elyde Da Silva Alves Ribeiro, and FRANC-LANE SOUSA CARVALHO DO NASCIMENTO. "PEDAGOGIA HOSPITALAR: PERSPECTIVAS E DESAFIOS DO DESENVOLVIMENTO PROFISSIONAL DO PEDAGOGO NO HOSPITAL INFANTIL MUNICIPAL DR. JOÃO VIANA EM CAXIAS-MA." In II Colóquio Internacional (Brasil) (França) II Mostra Científica Online. ,: Even3, 2022. http://dx.doi.org/10.29327/iicoloquiobrasilfrancaeiimostra.455405.
Full textCazan, Carmen Manuela. "Equilibrium Pedagogy." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.40.
Full textSanders, Kate, Jonas Boustedt, Anna Eckerdal, Robert McCartney, and Carol Zander. "Folk Pedagogy." In ICER '17: International Computing Education Research Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3105726.3106192.
Full textReports on the topic "Pedaggi"
Seeber, Kevin. The Failed pedagogy of punishment. ACRL Press, 2016. http://dx.doi.org/10.25261/ir00000048.
Full textJukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.
Full textSweeney, Beth. Framing Transportation Planning Pedagogy for Sustainability Generalists. Portland State University Library, January 2014. http://dx.doi.org/10.15760/trec.49.
Full textAsadullin, R. M., and I. V. Sergienko. E-training is a specialized dictionary of "Pedagogy». OFERNIO, February 2020. http://dx.doi.org/10.12731/ofernio.2020.24483.
Full textR. M., Asadullin, and Sergienko I. V. E- training is a specialized dictionary of "Pedagogy». OFERNIO, March 2020. http://dx.doi.org/10.12731/ofernio.2020.24500.
Full textBanerji, Rukmini. How Do Systems Respond to Disruptive Pedagogic Innovations? Research on Improving Systems of Education (RISE), October 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/002.
Full textGagieva, Zarina Aronovna, and Diana Olegovna Kusova. ON THE ISSUE OF HUMANISTIC PROBLEMS IN PEDAGOGY. DOI СODE, 2021. http://dx.doi.org/10.18411/doicode-2022.038.
Full textNeilson, Leighann, and Lindsay J. McShane. Closing the Loop: Community Engaged Pedagogy in Business Courses. Carleton University, April 2016. http://dx.doi.org/10.22215/cfice-2016-03.
Full textDMITRIENKO, B. Ch, O. A. KOVALEVA, and E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.
Full textJames, Daniel, Andrew Sunter, James Lee, and Simon Russell. Educational pedagogy in the martial arts and the sciences. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317552.
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