Journal articles on the topic 'Pedaggi'
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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.
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Straipsnyje aptariamos pedagogų kompetencijos ir gebėjimai, taikant inovacijas ikimokykliniame ugdyme. Inovacijos švietime įvardijamos kaip svarbus žingsnis kokybiniams pokyčiams Lietuvoje. Taikant inovacijas yra svarbios pedagogų kompetencijos, turinčios užtikrinti kokybišką ir efektyvų jų taikymą. Ikimokyklinio ugdymo pedagogai, taikantys šiuolaikines ugdymo inovacijas savo ugdomojoje veikloje, kasdien veikia skirtingose situacijose ir susiduria su naujomis problemomis, kurias daugiausiai lemia pedagogų kompetencijos. Todėl kyla tokie klausimai: ar pedagogai geba į ikimokyklinio ugdymo turinį sėkmingai įtraukti švietimo inovacijas? Ar pedagogui pakanka kompetencijų taikyti inovatyvų STEAM metodą? Tyrimo tikslas – atskleisti pedagogo kompetencijas, taikant inovacijas ikimokykliniame ugdyme.
Tikslo buvo siekiama teoriškai pagrindžiant pedagogų kompetencijas, siejamas su inovacijų diegimu ikimokykliniame ugdyme ir nustatant pedagogų, taikančių inovacijas ikimokykliniame ugdyme, kompetencijų ir gebėjimų raišką. Tyrimo metodai: mokslinės literatūros ir dokumentų analizė, anketinė apklausa. Mokslinės literatūros analizė padėjo išryškinti pedagogo gebėjimus, taikant inovacijas. Svarbiausi yra komunikacijos, iniaciatyvumo ir kūrybiškumo, pažinimo ir informacijos valdymo bei bendrakultūriškumo kompetencijų gebėjimai. Empirinio tyrimo rezultatai atskleidė, kad ne visi ugdymo pedagogai savo veikloje naudoja ugdymo inovacijas. Populiariausia inovacija Lietuvos ikimokyklinio ugdymo įstaigose yra STEAM, o pedagogas yra inovacijos pradininkas. Svarbiausia kompetencija pedagogo veikloje - komunikavimo kompetencija. Diskusijų organizavimą ir projektų metodą pedagogai laiko pačiais svarbiausiais komunikacinės kompetencijos gebėjimais. Kalbėdami apie kūrybiškumo ir pažinimo kompetenciją jie nurodė, kad kūrybiškumas ir originalumas negali būti atskirti nuo kritinio mąstymo, nes šie komponentai yra ypač susiję visose veiklose. Patriotiškumo gebėjimas nebuvo išskirtas, kaip ypač svarbus bendrakultūrinėje kompetencijos gebėjimas. Todėl galima daryti prielaidą, kad ne visi bendrakultūrinės kompetencijos gebėjimai yra vienodai svarbūs pedagogų veikloje.
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Mulyana, 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.
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Salah satu kompetensi inti sebagai guru matematika adalah kompetensi pedagogi yaitu mengembangkan kurikulum (enacted curriculum) dalam mata pelajaran matematika. Dalam Pendidikan Profesi Guru (PPG) Matematika di Universitas Pendidikan Bandung (UPI), kemampuan pedagogi ini dilatih melalui workshop yang disebut subject specific pedagogy (SSP). Tujuan dari kajian ini adalah mengembangkan suatu model/prosedur workshop yang efektif dalam mendorong peserta PPG untuk meningkatkan kompetensi pedagoginya. Model ini dikembangkan atas dasar teori segitiga didaktik antara siswa, guru dan materi yang meliputi Hubungan Didaktik (HD), Hubungan Pedagogik (HP) dan Antisipasi Didaktik-Pedagogik (ADP). Dengan mengikuti prosedur workshop yang telah ditetapkan ini, diperoleh desain pembelajaran matematika yang baru dan efektif. Hal ini menunjukkan adanya peningkatan kompetensi pedagogik para peserta PPG. Kelemahan peserta akan penguasaan materi dapat diatasi melalui pendalaman kembali (repersonalisasi) sebagai tugas mandiri, sedangkan kelemahan dalam memprediksi respon siswa dapat diatasi dengan memberikan para peserta pengalaman dalam mengobservasi dan refleksi.Kata kunci: antisipasi didaktik-pedagogik, desain didaktis, hubungan didaktik, hubungan pedagogik, subject specific pedagogy
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Vitkevičienė, 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.
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Straipsnyje pristatomi ikimokyklinio ugdymo įstaigų ypatumai, aptariama mokslininkų ir praktikų siūloma projektų struktūra, tarptautinių projektų bruožai ir pedagogo vaidmuo rengiant ir vykdant tarptautinius projektus. Tyrimo metu buvo aktualu išsiaiškinti kaip kyla projektų idėjos, kokie taikomi metodai, su kokiomis problemomis susiduriama kuriant ir vykdant projektus bei kokios ugdomos vaikų kompetencijos dalyvaujant tarptautiniuose projektuose. Tyrimo objektas – pedagogų patirtis rengiant ir vykdant tarptautinius projektus ikimokyklinio ugdymo įstaigose. Tyrimo tikslas – išsiaiškinti pedagogų patirtį rengiant ir vykdant tarptautinius projektus ikimokyklinio ugdymo įstaigose. Tyrimo metodai: mokslinės literatūros analizė, apklausa žodžiu (pusiau standartizuotas interviu), turinio (content) analizė. Atliekant tyrimą buvo taikyta kriterinė atranka. Tiriamųjų atrankos kriterijai: 1. Ikimokyklinio ugdymo pedagogai turėjo dirbti Klaipėdos miesto ikimokyklinio ugdymo įstaigose; 2. Pedagogai, turėjo vykdyti tarptautinius projektus 2019-2021 metais; 3. Pedagogai turėjo būti patys rengę tarptautinius projektus. Tyrimo imtis – penki pedagogai. Vykdant interviu, buvo laikomasi bendrųjų etikos principų: geranoriškumo, pagarbos asmens orumui, teisingumo, konfidencialumo. Apibendrinus atlikto tyrimo rezultatus galima daryti išvadą, kad kuriant projektus yra bendraujama ir bendradarbiaujama su vaikais, siekiant tobulinti trūkstamus bei gilinti esamus gebėjimus, kompetencijas, todėl remiantis šiais kriterijais yra formuluojami tarptautinių projektų tikslai ir uždaviniai. Pažymėtina, kad kuriamuose tarptautiniuose projektuose nemažas dėmesys skiriamas ne tik visų penkių (komunikavimo, socialinės, pažinimo, sveikatos, meninės), bet ir tarpkultūrinės kompetencijos ugdymui. Ypatingai išskiriama informacinių priemonių ir įrankių naudojimo svarba tiek pedagogui, tiek vaikams. Apklaustieji pedagogai išskiria tarptautinių projektų rezultatų viešinimo/sklaidos svarbą. Vykdomi baigiamieji renginiai su partneriais, pateikiamos ataskaitos ,,eTwinning“ platformoje, socialiniuose tinkluose, internetinėse svetainėse. Taip pat pedagogai dalinasi gerąja patirtimi įvairiuose seminaruose, mokymuose, mokslo mugėse.
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Stangherlim, 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.
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Neste artigo os autores estabelecem as possveis articulaes entre as metas e estratgias do Plano Nacional de Educao (PNE 2014-2024) relativas Educao Infantil e o Projeto Poltico-Pedaggico (PPP) de um curso de formao do pedagogo de uma universidade pblica paulista. O objetivo verificar a adequao do curso s diretivas contidas no PNE quanto construo de estratgias de formao inicial de professores para esse segmento do ensino. A pesquisa de tipo qualitativo, baseada em levantamento documental e bibliogrfico, entrevistas e anlise de contedo, orientou o percurso metodolgico do trabalho. Destacamos algumas referncias legais e conceituais sobre a temtica e analisamos a proposta poltico-pedaggica e curricular de um curso de Pedagogia, considerando os contedos consignados em seus documentos e nos depoimentos de docentes, discentes e egressas do curso. Preliminarmente, realizamos um estudo do PNE para identificar metas e respectivas estratgias que versam sobre formao de professores para atuar com crianas pequenas; passo seguinte, focamos na anlise relacional das metas e estratgias com o projeto poltico-pedaggico do curso de Pedagogia investigado. Pode-se afirmar que esse curso tem contribudo para a formao inicial das futuras pedagogas por meio das disciplinas ofertadas, do estgio supervisionado e das atividades de iniciao cientfica, mas ainda tem um difcil caminho a percorrer para ajustar-se aos desafios de formao postos pelos diplomas legais e pelo PNE.
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Kudriavcevaitė, 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.
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Emocijų raiška yra viena svarbiausių žmonių gyvenime. Būtina mokėti jas valdyti, bet tai nėra įgimtas gebėjimas, todėl svarbus tampa šios srities ugdymas(is) (Kurienė, 2016). Pripažįstama, jog tinkamiausias emocinio intelekto ugdymui(si) yra ikimokyklinis amžius (Vaišvidienė, Gedvilienė, 2017). Norint sėkmingai vykdyti vaikų emocinio intelekto ugdymą(si), itin svarbios tampa pedagogo kompetencijos. Lietuvoje trūksta tyrimų, atskleidžiančių, kokios ikimokyklinio ugdymo pedagogo žinios, gebėjimai, vertybinės nuostatos, asmeninės savybės, sudarančios kompetencijas, yra svarbios, siekiant užtikrinti sėkmingą vaikų emocinio intelekto ugdymą(si). Dėl to šiame tyrime keliamas tikslas nustatyti, kokios ikimokyklinio ugdymo pedagogo kompetencijos yra svarbios vaikų emocinio intelekto ugdymui(si). Tyrimo tikslui pasiekti atliktas pusiau struktūruotas interviu su 11 ikimokyklinio ugdymo pedagogų. Tyrimo duomenims analizuoti pasitelkta kokybinė turinio analizė. Empirinio tyrimo rezultatai atskleidė, kad svarbiausiomis kompetencijomis ugdant vaikų emocinį intelektą ikimokyklinio ugdymo pedagogai pripažįsta esant ugdytinių skirtybių ir galimybių pažinimo, pagalbos teikimo ir ugdytinių motyvavimo kompetenciją, profesinės komunikacijos kompetenciją, ugdymo(si) aplinkų, ugdymosi turinio ir situacijų įvairovės kūrimo kompetenciją. Taip pat pedagogai didelę reikšmę teikia dalykinėms žinioms, padedančioms suprasti, kas yra emocinis intelektas. Pastebima, kad mažiausiai dėmesio pedagogai linkę kreipti į savo veiklos ir ugdytinių pažangos vertinimą. Taigi vaikų emocinio intelekto ugdymo veiksmingumas pedagogų nėra sistemingai tiriamas ir tikslingai tobulinamas. Atskleista, jog pedagogai pripažįsta stokojantys kai kurių tyrimu nustatytų svarbiausių kompetencijų ugdant vaikų emocinį intelektą. Ypač akcentuotas poreikis tobulinti ugdytinių skirtybių ir galimybių pažinimo, pagalbos teikimo ir ugdytinių motyvavimo kompetenciją. Taip pat pedagogai įvardijo būtinybę plėsti dalykines žinias, kaip ugdyti vaikų emocinį intelektą, mažiau dėmesio skirdami gebėjimams ir vertybinėms nuostatoms. Pripažindami, kad svarbių kompetencijų ugdant vaikų emocinį intelektą jiems trūksta, pedagogai vis dėlto silpnai išreiškia poreikį tobulėti asmeniškai ir plėtoti savo mokėjimą mokytis.
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Suchánková, 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.
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Studie se zaměřuje na spiritualitu pedagoga jako významnou dimenzi osobnosti člověka, který vstupuje do edukačního procesu a ovlivňuje jej. Představuje výsledky výzkumu, jehož cílem bylo prostřednictvím dotazníkového šetření zjistit míru spirituality u pedagogů základních škol (N = 192), rozdíly v míře spirituality mezi pedagogy tradičních a alternativních škol a souvislost spirituality s empatií. Ukazuje se, že míra spirituality pedagogů alternativních škol je významně vyšší v dimenzích ekospiritualita, etický entuziasmus, sounáležitost, mystika, svědomitá starostlivost a latentní monoteismus než míra spirituality pedagogů tradičních škol. Bylo zjištěno, že celková míra spirituality pozitivně koreluje s mírou empatie a že je spiritualita pedagogů významným prediktorem jejich empatie.
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Silva, 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.
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O pedagogo empresarial tem a finalidade de conduzir o comportamento das pessoas para atingir um objetivo esperado. Seguindo esse contexto, esse trabalho investiga a área de treinamento empresarial, identificando as ineficiências e sugerindo propostas de avanços. Apresenta um breve histórico sobre a pedagogia dando ênfase ao surgimento da pedagogia empresarial. Referencia os autores Paulo Freire, Dewey e Skinner, entre outros, refletindo sobre os métodos de ensino correlacionado com a práxis educativa. Mostra a visão pedagógica dentro da empresa privada, revelando o pedagogo como gestor de pessoas, conhecimentos e informações. Exibe a experiência de duas pedagogas em formação, onde uma atua em uma indústria têxtil como líder de treinamento, utilizando-se de um método de ensino chamado TWI (Treinamento Dentro da Indústria); e a outra, em uma empresa de telecomunicações, exercendo a função de atendente, sendo solicitada eventualmente para oferecer treinamentos dos sistemas trabalhados na empresa para novos funcionários. Após investigação na empresa de telecomunicações, a pedagoga percebe dificuldades por parte dos funcionários novatos em assimilar as informações de acesso aos sistemas e propõe uma intervenção, criando a “Cartilha Básica para novos Atendentes”, sendo aplicada através de treinamento oferecido pela pedagoga com duração de cinco dias. Utiliza-se da pesquisa-ação como metodologia. Adota como técnica de análise um questionário quantitativo aplicado ao educando, com o objetivo de avaliar o treinamento oferecido pela pedagoga. Por fim relatam os resultados e ressalta a importância da pedagogia dentro da área de treinamento como desenvolvimento pessoal e otimização do tempo.
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Ndona, 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.
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AbstractJesus Christ is not only a founder of Christianity. Jesus is from pedagogical perspective including an educational figures with the power of charisma who until now has influenced to the world of Christianity. The charisma pedagogy of Jesus appears in authoritative teaching, the charismatic, delivery of messianic expectations and a distinctive educational pattern. A study of a gospels, reveals that the pedagogy of Jesus was not oriented toward the inculcation of religious laws as done by the Jewish rabbis. Jesus education focused on renewing the heart based on the value of the kingdom of God. Jesus did not build a formal class but made Himself and the environment around Him as a learning laboratory. This pattern shows that the pedagogy of Jesus has both parallel and contradiction with the various educational which developing in the world of education. This paper examines the richness of Jesus pedagogy as seem from a progressivism perspective of an education. The philosophical hermeneutic analysis found the substance, pattern and objective value of Jesus education. Then, through reflection and heuristics, we find contextual values that have implications for the world of Christian education and is an inspiration for educational activists today.Key words : Jesus, Pedagogy, Progressivism AbstrakYesus Kristus tidak hanya seorang pendiri kristianitas. Yesus, dari perspektif pedagogik termasuk tokoh pendidikan dengan kekuatan kharisma yang sampai sekarang berpengaruh pada dunia kekristenan. Kharisma pedagogi Yesus tampak dalam pengajaran yang otoritatif, berkharisma, penyampaian harapan-harapan mesianik, dan pola pendidikan yang khas. Telah terhadap kitab-kitab Injil memperlihatkan bahwa pedagogi Yesus tidak berorientasi pada penanaman hukum-hukum agama seperti yang dilakukan para rabi Yahudi. Pendidikan Yesus terfokus pada pembaharuan hati yang berlandaskan pada nilai-nilai kerajaan Allah. Yesus tidak membangun kelas-kelas formal, tetapi menjadikan diri-Nya dan lingkungan sekitar sebagai laboratorium belajar. Pola ini memperlihatkan bahwa pedagogi Yesus memiliki paralel sekaligus kontradiksi dengan berbagai aliran pendidikan yang sekarang berkembang dalam dunia pendidikan. Tulisan ini mengkaji kekayaan pedagogi Yesus yang dilihat dari perspektif progresifisme pendidikan.Analisa hermeneutika falsafati menemukan substansi, pola dan nilai objektif pendidikan Yesus, kemudian lewat gerak refleksi dan heuristika menemukan nilai kontektual yang berimplikasi bagi dunia pendidikan Kristen, dan inspirasi bagi para penggiat pendidikan dewasa ini. Kata kunci: Pedagogi, Progresifisme, Yesus,
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HOROWSKI, 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.
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W tekście podjęto próbę odpowiedzi na pytania: czy teoria osoby oraz te- oria pedagogii osoby są adekwatne do ludzkiej kondycji i czy są teoriami wspierającymi pedagogię osoby, czy może ową pedagogię utrudniają, zachęcając do urzeczywistnienia nieosiągalnego dla człowieka modelu osoby? Odpowiadając na nie, rozważam problem przebaczenia jako jednego z elementów aktualizacji osobowego wymiaru człowieka oraz problem wad moralnych, które rozwijają się w ludzkiej naturze obok cnót moralnych. Z przeprowadzonej analizy wyprowadzam wniosek, że osiągnięcie osobowej pełni jest dla człowieka niemożliwe. W konsekwencji pytam, o jakie wymiary powinna zostać poszerzona pedagogia osoby, aby była adekwatna do ludzkiej kondycji. Identyfikuję dwie kwestie, które zostały zapoznane w teorii pedagogii osoby: wychowanie do akceptacji własnej cielesności i związanej z nią przygodności oraz wychowanie do przebaczenia sobie i innym. Swoje rozważania wspieram ponadto refleksją teologiczną.
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Febriana, 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.
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This study aims to develop the components of a pedagogical training model to improve the professionalism of prospective vocational teachers. This study is planned to be undertaken in three years.In the first year it was generated the components and their pedagogical training model tests in the internal scale of Jakarta State University. This study uses a quantitative method that lasted for three years. The determined outcomes of the study in the first year, the second year and the third year are the identification of the components, the model of training pedagogy and the effectiveness evaluation of the model by integrating the prerequisit pedagogical subjects. It will give impacts to the students who has completed the pedagocical course. They will have pedagogic competence to improve their pedagogical professionalism. This study uses the design of research and development by adopting the model of vocational training (skill training for the job). The subjects of the study were the students of the Faculty of Engineering, Jakarta State University. The arranged procedure of the study in the first year consists of: (1) the study of literature, (2) the data collection and the triangulation of data, (3) the description and the analysis of the data. The achieved target in the first year was the identification of the components of pedagogical training model.Penelitian ini bertujuan untuk mengembangkan komponen model pelatihan pedagogi untuk meningkatkan profesionalitas calon guru kejuruan. Studi ini direncanakan akan memerlukan waktu tiga tahun. Pada tahun pertama dihasilkan komponen model pelatihan pedagogik beserta ujicoba pada skala internal UNJ. Penelitian ini menggunakan metode kuantitatif yang berdurasi selama tiga tahun. Luaran penelitian pada tahun pertama adalah identifikasi komponen model pelatihan pedagogik, tahun kedua menghasilkan model pelatihan pedagogi dan tahun ketiga menguji efektivitas model dengan mengintegrasikan mata kuliah kependidikan yang bersifat prerequisit sehingga setiap mahasiswa yang telah menyelesaikan matakuliah kependidikan akan memiliki kompetensi pedagogik yang dapat meningkatkan profesionalitas keguruannya.Penelitian ini menggunakan desain research and development dengan mengadopsi model latihan keterampilan kerja (skill training for the job). Subyek penelitian adalah mahasiswa di Fakultas Teknik Universitas Negeri Jakarta. Tahun pertama menempuh alur sebagai berikut: (1) studi literatur, (2) pengumpulan data lapangan dan triangulasi data, (3) deskripsi dan analisis temuan terhadap komponen model pembelajaran yang terdapat pada pendidikan kejuruan. Target yang dicapai pada tahun pertama yaitu identifikasi komponen model pelatihan pedagogik.
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Vieira, Estefani Cruz, and Evaldo Ribeiro Oliveira. "Diversidade étnico-racial: uma experiência pedagógica em espaço não escolar." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 3, no. 2 (September 12, 2019): 79–86. http://dx.doi.org/10.29181/2594-6463-2019-v3-n2-p3-10.
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Resumo O presente artigo tem como objetivo apresentar uma experiência pedagógica desenvolvida a partir de uma atividade intitulada “Ser pedagoga (o) em espaços não escolares: vivências pedagógicas em espaços não escolares”, da componente curricular “Pesquisa e Prática da Atuação do Pedagogo em Ambientes Não Escolares nos Países da Integração”, do curso de Pedagogia da Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB). Trata-se de uma oficina de contação de história, onde se buscou, por meio da história “Que Rei Sou Eu?”, discutir sobre a diversidade étnico-racial que é composta nossa sociedade, refletir sobre a história dos povos africanos e sobre a temática afro-brasileira.Palavras-chave: Prática Pedagógica. Espaço Não Escolar. Diversidade Étnico-Racial. Contação de História. Ethnic-racial diversity: a pedagogical experience in non-school space Abstract This article aims to present a pedagogical experience developed in the activity entitled “Being a pedagogue in non-school spaces: pedagogical experiences in non-school spaces”, from the curriculum component “Research and Practice of Pedagogic Practice in Non-School Environments in the Integration Countries”, from the Pedagogy course at the University of International Integration of Afro-Brazilian Lusophony (UNILAB). It is a storytelling workshop, in which we sought through the story “What King Am I?”, to discuss the ethnic-racial diversity that form our society, to reflect on the History of African peoples and about the Afro-Brazilian theme.Keywords: Pedagogical Practice. Non-School Space. Ethnic-Racial Diversity. Storytelling. Diversidad étnico-racial: una experiencia pedagógica en el espacio no escolar Resumen Este artículo tiene como objetivo presentar una experiencia pedagógica desarrollada a partir de una actividad titulada “Ser un pedagogo en espacios no escolares: experiencias pedagógicas en espacios no escolares”, del componente curricular “Investigación y práctica de la práctica pedagógica en entornos no escolares en los países de la integración”, del curso de Pedagogía de la Universidad de Integración Internacional de la Lusofonía Afrobrasileña (UNILAB). Es un taller de narración de historias, donde, a través de la historia “¿Qué rey soy yo?”, tratamos de discutir la diversidad étnico-racial que se compone nuestra sociedad, para reflexionar sobre la historia de los pueblos africanos y sobre el tema afrobrasileño.Palabras clave: Práctica Pedagógica. Espacio No Escolar. Diversidad Étnico-Racial. Narración de Historias.
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Vieira, Estefani Cruz, and Evaldo Ribeiro Oliveira. "Diversidade étnico-racial: uma experiência pedagógica em espaço não escolar." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 3, no. 2 (September 12, 2019): 79. http://dx.doi.org/10.29181/2594-6463.2019.v3.n2.p3-10.
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ResumoO presente artigo tem como objetivo apresentar uma experiência pedagógica desenvolvida a partir de uma atividade intitulada “Ser pedagoga (o) em espaços não escolares: vivências pedagógicas em espaços não escolares”, da componente curricular “Pesquisa e Prática da Atuação do Pedagogo em Ambientes Não Escolares nos Países da Integração”, do curso de Pedagogia da Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB). Trata-se de uma oficina de contação de história, onde se buscou, por meio da história “Que Rei Sou Eu?”, discutir sobre a diversidade étnico-racial que é composta nossa sociedade, refletir sobre a história dos povos africanos e sobre a temática afro-brasileira.Palavras-chave: Prática Pedagógica. Espaço Não Escolar. Diversidade Étnico-Racial. Contação de História.Ethnic-racial diversity: a pedagogical experience in non-school spaceAbstractThis article aims to present a pedagogical experience developed in the activity entitled “Being a pedagogue in non-school spaces: pedagogical experiences in non-school spaces”, from the curriculum component “Research and Practice of Pedagogic Practice in Non-School Environments in the Integration Countries”, from the Pedagogy course at the University of International Integration of Afro-Brazilian Lusophony (UNILAB). It is a storytelling workshop, in which we sought through the story “What King Am I?”, to discuss the ethnic-racial diversity that form our society, to reflect on the History of African peoples and about the Afro-Brazilian theme.Keywords: Pedagogical Practice. Non-School Space. Ethnic-Racial Diversity. Storytelling.Diversidad étnico-racial: una experiencia pedagógica en el espacio no escolarResumenEste artículo tiene como objetivo presentar una experiencia pedagógica desarrollada a partir de una actividad titulada “Ser un pedagogo en espacios no escolares: experiencias pedagógicas en espacios no escolares”, del componente curricular “Investigación y práctica de la práctica pedagógica en entornos no escolares en los países de la integración”, del curso de Pedagogía de la Universidad de Integración Internacional de la Lusofonía Afrobrasileña (UNILAB). Es un taller de narración de historias, donde, a través de la historia “¿Qué rey soy yo?”, tratamos de discutir la diversidad étnico-racial que se compone nuestra sociedad, para reflexionar sobre la historia de los pueblos africanos y sobre el tema afrobrasileño.Palabras clave: Práctica pedagógica. Espacio no Escolar. Diversidad Étnico-Racial. Derechos humanos.
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Ruškus, Jonas. "Specialiojo pedagogo socialinių nuostatų ir pedagoginės sąveikos ryšys: struktūrinis ir dinaminis aspektai." Acta Paedagogica Vilnensia 10 (January 17, 2016): 49–61. http://dx.doi.org/10.15388/actpaed.2003.10.9580.
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Straipsnyje pateikiami socialinio empirinio tyrimo, atlikto Lietuvos specialiosiose mokyklose, rezultatai. Keliami probleminiai klausimai: kokios specialiojo ugdymo paradigmų kaitos kontekstu Lietuvoje būdingos specialiųjų pedagogų socialinės nuostatos, kokiomis dinaminėmis ir struktūrinėmis savybėmis pasižymi pedagogo socialinių nuostatų ir pedagoginės sąveikos specialiojo ugdymo klasėje ryšys. Apklausta 428 specialieji pedagogai, atskleista šių specialistų socialinių nuostatų struktūra ir valentingumas, stebėta pedagoginė sąveika klasėje, įvertintas socialinių nuostatų ir pedagoginės sąveikos ryšio dinaminis ir struktūrinis turinys.
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Mudhofar. "Kompetensi Pedagogik Guru Pendidikan Agama Islam Dalam Mengelola Proses Pembelajaran di SD Negeri Bulupitu Kecamatan Gondanglegi Kabupaten Malang." Jurnal Tinta 1, no. 2 (September 9, 2019): 93–105. http://dx.doi.org/10.35897/jurnaltinta.v1i2.205.
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Kebutuhan Pedagogik bagi Guru adalah diantaranya Guru bisa memahami karakter siswanya, guru memahami latar belakang siswanya baik dari segi kondisi ekonomi orang tuanya maupun lingkungan, guru bisa memahami dan mampu mendesain dan merencanakan pembelajaran, guru mampu dan mengusai mengajar dengan bermacam-macam model dan metode pembelajaran sehingga cara mengajar tidak monoton, guru mampu sebagai motivator, insprirator dan menjadi guru yang kreatif dan inovatif. Disebut guru yang professional adalah guru yang mempunyai empat komptensi, salah satunya adalah kompetensi pedagogik sehingga kompetensi pedagogik penting dalam penerimaan guru baru.
Focus penelitian dalam kompetensi pedagogik ini ditekankan pada: 1) bagaimana kompetensi pedagogic 2) faktor pendukung dan penghambat guru dalam mengelola proses pembelajaran dan 3) bagaimana upaya guru tersebut. Dengan menggunakan metode kualitatif kompetensi pedagogik bertujuan untuk mengetahui Kompetensi Pedagogig Guru Pendidikan Agama Islam Serta faktor pendukung dan penghambat, juga mendeskripsikan upaya guru dalam mengatasi suatu hambatan. Berdasarkan data dari hasil wawancara, observasi, dan studi dokumentasi dapat disimpulkan oleh peneliti bahwa kompetensi pedagogik guru PAI sudah terlaksana dengan baik.
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Malinauskas, Romualdas. "Pedagogų parengtis atlikti socialinius vaidmenis." Acta Paedagogica Vilnensia 5 (January 17, 2016): 75–82. http://dx.doi.org/10.15388/actpaed.1998.05.9434.
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Lietuvos švietimo reformos sąlygomis mokyklos laukia profesionalių, pasirengusių bendrauti ir bendradarbiauti mokytojų. Kuriant Lietuvoje mokymo sistemą, būtina ugdyti mokytojo poreikį nuolat mokytis ir įkvėpti kitus. Šiame straipsnyje analizuojama, kokius socialinius (profesinius) vaidmenis tobulai atlikti yra svarbiausia. Parengti pedagogą šių laikų visuomenei yra naujas ir sudėtingas uždavinys. Taip pat labai svarbūs ne egoistiniai, o altruistiniai jo socialinio aktyvumo motyvai. Tyrimo objektas – pedagogų parengtis atlikti socialinius vaidmenis. Darbo tikslas -atskleisti pedagogq parengties atlikti socialinius vaidmenis ypatumus.
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Luketić, Daliborka, and Nataša Kustura. "Biti plesni pedagog ." Metodički ogledi 28, no. 2 (January 25, 2022): 77–101. http://dx.doi.org/10.21464/mo.28.2.10.
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Na tragu pitanja o tome što znači biti plesni pedagog, cilj ovoga rada bio je ispitati neke odrednice profesije plesnog pedagoga te prikazati način na koji plesni pedagozi progovaraju o onom ‘pedagoškom’ u svojoj profesiji. Primjenom kvalitativnog istraživanja te metodom dubinskog intervjua s plesnim pedagozima koji djeluju u različitim područjima odgojno-obrazovnog i umjetničkog rada, nastojalo se je opisati i analizirati područje njihova rada, odgojnog djelovanja te odgojne vrijednosti koje oni u svome radu afirmiraju. Temeljem kvalitativne analize podataka i primjenom interpretativne fenomenološke analize u bogatom empirijskom narativu identificirano je pet tema: (1) poimanje plesa kao dimenzije umjetničkog i odgojnog djelovanja, (2) odrednice pedagoškog rada, (3) značenje pedagoške uloge, (4) transformacija umjetničke prakse u pedagošku praksu i (5) posebnost odgojno-obrazovne metode. Rezultati istraživanja govore o tome kako plesni pedagozi doživljavaju i tumače svoj pedagoški rad – prije svega kao odgojni rad u kojemu se događa spoj umjetnosti i pedagogije pri čemu je naglašeno njihovo pedagoško umijeće kao neraskidivi dio profesionalnog habitusa plesnog pedagoga.
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Farné, Roberto. "Pedagogia Visuale/Visual Pedagogy." Proceedings 1, no. 9 (November 24, 2017): 872. http://dx.doi.org/10.3390/proceedings1090872.
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Adorno, Thais Lira França, and Maria Elisabeth Blanck Miguel. "A metodologia de Pestalozzi e o ideário da Escola Nova." Acta Scientiarum. Education 42 (April 14, 2020): e48511. http://dx.doi.org/10.4025/actascieduc.v42i1.48511.
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Este artigo é produto de um relatório parcial de pesquisa em andamento sobre a recepção das ideias de Johann Heinrich Pestalozzi no Brasil, e a presença do seu pensamento no ideário da Pedagogia da Escola Nova. A pesquisa é de caráter bibliográfico e pretende demonstrar que a pedagogia de Pestalozzi impactou o pensamento pedagógico da Escola Nova por meio de uma proposta de pedagogia ativa. Indiretamente é possível perceber a influência do pensamento pestalozziano na obra de Rui Barbosa; no entanto – diretamente – ele chega ao Brasil graças à pedagoga russa Helena Antipoff que, depois de estudar em Genebra, veio para o nosso país trazendo na bagagem as ideias do pedagogo social suíço. Pestalozzi (1889a) expõe sua teoria de aprendizagem e o método intuitivo. Os autores Soëtard (2010), Arce (2002) e Incontri (1996) discorrem sobre o estudioso e a sua concepção de aprendizagem. Este artigo pretende traçar paralelos entre os preceitos pestalozzianos e as práticas da Escola Nova manifestadas no Brasil.
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Gow, James. "Strategic Pedagogy and Pedagogic Strategy." International Relations 20, no. 4 (December 2006): 393–406. http://dx.doi.org/10.1177/0047117806069401.
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Slijepčević, Senka, and Slađana Zuković. "KOMPETENCIJE PEDAGOGA ZA AKTIVNOSTI PROFESIONALNOG ZAGOVARANJA / ZASTUPANJA." Zbornik Odseka za pedagogiju, no. 31 (November 15, 2022): 9–22. http://dx.doi.org/10.19090/zop.2022.31.9-22.
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Cilj ovog rada jeste da se čitaocima približi pojam profesionalnog zagovaranja / zastupanja u kontekstu profesije pedagoga i pedagoške delatnosti. Profesionalno zagovaranje predstavlja pokretač socijalne promene i obuhvata niz aktivnosti koje izmđu ostalog mogu imati za cilj unapređivanje statusa profesije. Profesionalna uloga pedagoga je multidimenzionalna i zahteva delovanje na više nivoa. Teorija ekoloških sistema zbog toga predstavlja dobru osnovu za sagledavanje ove centralne uloge pedagoga. U radu su predstavljene aktivnosti profesionalnog zagovaranja u mikrosistemu, mezosistemu, egzosistemu i makrosistemu, sa akcentovanjem različitih domena u kojima je moguće zastupati interese profesije pedagoga, kao i sa akcentovanjem različitih ljudskih i materijalnih resursa koje postoje u svakom sistemskom okruženju. Pored toga, u radu su razmatrane različite klasifikacije kompetencija za zagovaranje u kojima su predstavljena znanja, veštine i osobine ličnosti koje su pedagogu potrebne za uspešno zastupanje određene ideje i postizanje postavljenog cilja. U radu se zaključuje da pedagog treba da razvija opšte i za zagovaranje specifične kompetencije, ali i da kroz samorefleksiju identifikuje svojstva ličnosti i navike koje mogu da mu predstavljaju prepreke u procesu zagovaranja kako bi mogao da ih otkloni i razvije ona svojstva ličnosti koja doprinose uspešnom sprovođenju ove aktivnosti.
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Kidwell, Tabitha. "Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies." Register Journal 10, no. 2 (December 1, 2017): 221. http://dx.doi.org/10.18326/rgt.v10i2.221-233.
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ENGLISH ABSTRACT Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén’s (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual knowledge, with a focus on the teacher as the transmitter of knowledge. The pedagogy of preparation portrays culture as skills, and aims to help students develop the sociocultural, pragmatic, and strategic competence necessary for interactions with native speakers. The pedagogy of encounter takes an intercultural approach, with an affective orientation, and aims to help students develop tolerance, empathy, and an awareness of their own and others’ perspectives, and the emergent nature of culture. Using these three pedagogies as a conceptual framework, this paper reviews scholarship in support and critique of each type of cultural teaching. Because each of these three pedagogies continues to be used in various contexts worldwide, a clear understanding of the beliefs systems underpinning the belief systems of teachers and learners is essential. Keywords: Culture; Language Teaching; Methodologies. INDONESIAN ABSTRACTBudaya merupakan bagian integral dari studi bahasa, namun khalayak belum mengemukakan argumen teoritis yang koheren untuk bagaimana budaya dapat atau harus digabungkan dalam pendidikan bahasa. Dalam upaya memperbaiki situasi ini, makalah ini mengulas literatur tentang ajaran budaya, dengan mengacu pada identifikasi tiga pedagogi Larzén (2005) yang digunakan untuk mengajarkan tentang budaya di dalam kelas bahasa: melalui pedagogi informasi, pedagogi persiapan, dan pedagogi perjumpaan Pedagogi informasi mengambil orientasi kognitif, membingkai budaya sebagai pengetahuan faktual, dengan fokus pada guru sebagai pemancar pengetahuan. Pedagogi persiapan menggambarkan budaya sebagai keterampilan, dan bertujuan untuk membantu siswa mengembangkan kompetensi sosiokultural, pragmatis, dan strategis yang diperlukan untuk interaksi dengan penutur asli. Pedagogi pertemuan mengambil pendekatan antar budaya, dengan orientasi afektif, dan bertujuan untuk membantu siswa mengembangkan toleransi, empati, dan kesadaran akan perspektif mereka sendiri dan orang lain, dan sifat budaya yang muncul. Dengan menggunakan ketiga pedagogi ini sebagai kerangka konseptual, makalah ini mengulas pustaka untuk mendukung dan mengkritik setiap jenis pengajaran budaya. Karena masing-masing dari ketiga pedagogi ini terus digunakan dalam berbagai konteks di seluruh dunia, pemahaman yang jelas tentang sistem kepercayaan yang mendasari sistem kepercayaan guru dan pelajar sangat penting.Kata kunci: Budaya; Pengajaran Bahasa; Metodologi.
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Oliveira, Carloney Alves de. "Matemática divertida e curiosa: jogos online na formação do pedagogo." Revista EDaPECI 13, no. 3 (December 30, 2013): 377–90. http://dx.doi.org/10.29276/redapeci.2013.13.31846.377-390.
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Este artigo apresenta um relato de experiência sobre a utilização de jogos online nas aulas da disciplina Saberes e Metodologias do Ensino de Matemática 1, no Curso de Pedagogia, da Universidade Federal de Alagoas (UFAL), do Centro de Educação (CEDU), como prática educativa na formação do pedagogo, a partir de jogos disponíveis na internet. Baseado nos estudos de Lara (2003), Souza (2004), Rosa Neto (1998), Alves (2006), Fiorentini e Lorenzato (2006), Brasil (2006), Nóvoa (1992), Nacarato e Paiva (2006) e Jarandilha e Splendore (2005) sobre o lúdico no ensino de Matemática e jogos online buscou-se a fundamentação téorica. Foi constatado que os jogos online matemáticos são pouco utilizados pelos alunos nas aulas do Curso de Pedagogia e quando bem utilizados as aulas se tornam mais prazerosas e investigativas. Palavras-chave: Ensino de Matemática. Jogos Online. Formação do pedagogo. ABSTRACT This article presents a report of an experiment on the use of Online Games in classes of the discipline ‘Knowledge and Teaching Methods of Mathematics 1’, in Pedagogy Course from Federal University of Alagoas (UFAL), Education Center (CEDU), as an educational practice of the teacher training, from games available on the internet. Based on studies of Lara (2003), Souza (2004), Rosa Neto (1998), Alves (2006), Fiorentini and Lorenzato (2006), Brazil (2006), Nóvoa (1992), Nacarato and Paiva (2006) and Jarandilha and Splendore (2005) on the playful teaching of Mathematics and online games it was based Theoretical Recital. It was found that Math online games are little used by students in the classes of Pedagogy Courses and when they are well used, classes become more pleasurable and investigative. Keywords: Mathematics Teaching. Online Games. Pedagogue Training.
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Dos Santos, Ana Paula Teodoro, Fernanda Lays da Silva Santos, and Walter Matias Lima. "O ENSINO DE FILOSOFIA NOS CURSOS DE LICENCIATURA EM PEDAGOGIA: UMA REVISÃO SISTEMÁTICA DA LITERATURA." REVISTA FOCO 16, no. 02 (February 6, 2023): e943. http://dx.doi.org/10.54751/revistafoco.v16n2-079.
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Pesquisas mais recentes apontam que o pedagogo atua em diversas áreas e modalidades profissionais. Dessa maneira, o currículo do curso de Pedagogia ganha um caráter mais técnico, buscando atender essas novas especificidades, o que algumas vezes, diminui o valor à filosofia nesse contexto, provocando uma fragmentação de componentes curriculares, o que dificulta a real qualidade na formação do pedagogo, impossibilitando-o de analisar as discussões educacionais e a problematização política das práticas educativas. Nesse sentido, este trabalho tem como objetivo principal identificar os estudos científicos sobre o ensino de filosofia enquanto componente curricular nos cursos de Licenciatura em Pedagogia nas universidades. Assim, foi realizada uma revisão sistemática da literatura, optando pelas bases Scopus (da Elsevier), Scielo, Springer Link e ACM Digital Library. Os Strings inseridos nas buscas foram philosophy AND pedagogy AND “philosophy of education”, com o auxílio metodológico da ferramenta online Start (State of the Art through Systematica Reviews) para facilitar a apreciação de conteúdo dos artigos encontrados. Na primeira busca de dados se encontrou 30.011 trabalhos. Após feito refinos de busca, restaram apenas três artigos que apresentam as particularidades do ensino de filosofia nas matrizes curriculares dos cursos de Pedagogia de países como Chile, Espanha e Turquia. Portanto, os resultados mostram uma carência de investigações sobre o lugar que ocupa a filosofia na formação de pedagogos e pedagogas, e também apontam a inexistência de artigos que contemplem a questão a nível de Brasil, evidenciando a necessidade de se realizar mais análises neste campo de investigação.
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Sampaio Figueiredo, Helenara Regina, and Rui Marcos De Oliveira Barros. "Investigações a Respeito das Habilidades Matemáticas de Licenciandos em Pedagogia na Modalidade a Distância." Revista de Ensino, Educação e Ciências Humanas 17, no. 4 (February 17, 2017): 317. http://dx.doi.org/10.17921/2447-8733.2016v17n4p317-326.
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As dificuldades em Matemática de licenciandos de Pedagogia têm sido apontadas por autores, como Mandarino, Curi, Gatti e Oliveira, tanto na formação inicial quanto na atividade docente. O conhecimento do panorama educacional desses licenciandos associado ao estudo desses autores motivou a busca de respostas para a questão norteadora deste trabalho: como se configuram as habilidades matemáticas dos licenciandos em Pedagogia, na modalidade a distância, acerca dos temas “Espaço e Forma” e “Grandezas e Medidas”? A pesquisa utilizou a triangulação de coleta de dados, envolvendo quarenta e sete licenciandos, que já haviam cursado as disciplinas de formação matemática. Estes responderam, por escrito, a questões que foram elaboradas com base nos descritores de matemática para Prova Brasil do 5º ano do Ensino Fundamental - SAEB. Aponta-se que, para construir uma formação teórica consistente, o pedagogo deve possuir, no mínimo, as mesmas habilidades que deseja para os seus alunos. Palavras-chave: Pedagogia. Matemática. Prova Brasil. Educação a Distância. AbstractThe mathematics difficulties in Pedagogy teaching degree have been pointed out by authors such as Mandarino, Curi, Gatti and Oliveira both in initial training, and in teaching activity. The educational panorama knowledge of these students, associated with the study of these authors, motivated the search for answers to the guiding issue of this study: How are the mathematical skills of Pedagogy undergraduates in a distance learning mode configured, concerningthe “Space and Form” and “Quantities and Measurements” themes? The research used the Triangulation of dates with47 undergraduates, who had already attended the mathematics education disciplines. They replied in writing to various issues, which had been elaborated based on the mathematics descriptors to the “Prova Brazil” from the 5th grade of Elementary Education (SAEB). It is pointed out that for a consistent theoretical training, the pedagogue must have at least the same desirable skills as their students’. Keywords: Pedagogy. Mathematics. Prova Brasil. Distance Learning.
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Khasri, M. Rodinal Khair. "Liberating People; Critical Pedagogy on the Revolutionary Thought of Hassan Hanafi." Nadwa 1, no. 1 (August 29, 2019): 1. http://dx.doi.org/10.21580/nw.2019.1.1.3914.
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<pre>The researcher observed the dimension of critical pedagogy in the context of Hassan Hanafi revolutionary thought. He was very good founding the fundamental thought in theology of liberation named Left Islam. This research used a literature study and historical-factual method to analyze the dimension of critical pedagogy on Hassan Hanafi revolutionary thought. The result of this research was new understanding about critical pedagogy dimension on Hassan Hanafi thought. <em>First.</em> Dehumanization in the context of education is inseparable from the influence of Western cultural imperialism. <em>Second,</em> The critical pedagogy found in Hassan Hanafi's thoughts is a pedagogy that aims to eliminate the destructive nature caused by the one-dimensional view that results in educational disorientation from the true educational goal of liberating people.</pre><p> </p><p><strong>Abstrak</strong></p><pre>Artikel ini mempresentasikan hasil penelitian terhadap pemikiran revolusioner Hassan Hanafi sehingga ditemukan dimensi pedagogi kritisnya. Hassan Hanafi merupakan sosok pemikir Islam yang sangat baik di dalam membangun pemikiran-pemikiran fundamental di dalam konteks teologi pembebasan, serta yang paling terkenal ia sebut dengan istilah “Kiri Islam”. Penelitian ini termasuk dalam klasifikasi studi literatur dengan metode historis-faktual di dalam menganalisis dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. Hasil penelitian ini adalah pemahaman baru tentang dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. <em>Pertama,</em> dehumanisasi dalam konteks pendidikan adalah akibat dari pengaruh imperialisme budaya Barat.<em> Kedua</em>, pedagogi kritis Hasan Hanafi fokus pada upaya membangkitkan kesadaran eksistensial di tengah beragam permasalahan yang terjadi di masyarakat. Pedagogi kritis yang ditemukan di dalam pemikiran Hassan Hanafi merupakan pedagogi yang bertujuan untuk menghilangkan hal yang bersifat destruktif yang disebabkan oleh pandangan berdimensi-satu yang mengakibatkan disorientasi pendidikan dari tujuan pendidikan yang sesungguhnya yaitu memerdekakan manusia.</pre><p> </p>
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Hendriani, Ani. "PEDAGOGIK LITERASI KRITIS ; SEJARAH, FILSAFAT DAN PERKEMBANGANNYA DI DUNIA PENDIDIKAN." PEDAGOGIA 16, no. 1 (April 28, 2018): 44. http://dx.doi.org/10.17509/pdgia.v16i1.10811.
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Makalah ini bertujuan untuk menganalisis konsep pedagogik literasi kritis, mulai dari sejarah, pemikiran para filsuf, dan perkembangannya di dunia pendidikan dewasa ini. Penelitian ini dilatarbelakangi oleh masih jarangnya pembahasan literasi sebagai kekuatan pengubah struktur sosial, pendidikan literasi kritis dapat membantu siswa untuk menandai dan mengurai beragam teks yang merepresentasikan marjinalisasi sosial, penyalahgunaan kekuasaan, ketidakadilan, penindasan, isu ras, isu gender, dan beragam kesenjangan sosial lainnya. Pendidikan literasi kritis akan membantu siswa menjadi agensi untuk mengubah realitas sosial yang kurang memihak. Metode penelitian yang digunakan adalah analisis konsep dengan desain analisis generik (McMillan & Schumacher, 2001) atau integrative review (Whittemore and Knafl 2005). Hasil dari penelitian menunjukkan bahwa sejarah literasi kritis dimulai dari pemikiran Paulo Freire, seorang pedagog dari Brazil yang banyak membawa perubahan di dunia pendidikan melalui pemikirannya tentang konsep literasi sebagai aktivitas membaca kata dan dunia, literasi kritis juga dianggap sebagai kekuatan sosial (Gramsci), perjuangan emansipasi wanita (Ajayi), Agensi dan pemecahan masalah sosial (Hendriani dkk). Penelitian ini memiliki signifikansi untuk memperkaya khazanah pedagogik pada umumnya, khususnya pedagogik kritis pada lingkup pendidikan literasi. Implikasi dari penelitian ini adalah untuk pengembangan pendidikan berbasis literasi kritis pada jenjang pendidikan dasar sampai pendidikan tinggi. This paper aims to analyze the concept of critical literacy pedagogy, from history, philosophers' thinking, and its development in the world of education today. This research is motivated by the rarely discussed literacy as a power to change social structure, critical literacy education can help students to mark and parse various texts representing social marginalization, abuse of power, injustice, oppression, racial issues, gender issues, and various other social inequalities. Critical literacy education will help students become an agency to change the impartiality of social reality. The research method used is concept analysis with generic analysis design (McMillan & Schumacher, 2001) or integrative review (Whittemore and Knafl 2005). The results of the research indicate that the history of critical literacy begins with the thought of Paulo Freire, a Brazilian pedagogue who brought much change in the world of education through his thoughts on the concept of literacy as the activity of reading the word and the world, critical literacy also regarded as social forces (Gramsci), the struggle for emancipation women (Ajayi), Agency and social problem solving (Hendriani et al). This study has significance to enrich the pedagogic treasures in general, especially critical pedagogy on the scope of literacy education. The implications of this research are for the development of critical literacy-based education at the elementary to higher education level.
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Sa'adah, Fiki, Sumaryanto Sumaryanto, Subagyo Subagyo, and Komarudin Komarudin. "PEDAGOGI PENDIDIKAN JASMANI." MAJORA: Majalah Ilmiah Olahraga 27, no. 2 (September 30, 2021): 60–70. http://dx.doi.org/10.21831/majora.v27i2.47125.
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Pendidikan jasmani sebagai perwujudan konsep yang memperluas gerakan tubuh. Penelitian tentang pembelajaran dan perwujudan yang memiliki berbagai fokus, termasuk aspek sosiologis sebagai pengalaman siswa. Penelitian ini adalah tinjauan literatur studi yang memiliki tujuan untuk mengeksplorasi penelitian yang pernah dilakukan tentang pedagogi perwujudan dalam pendidikan jasmani. Penelitian literatur riview ini ditemukan ciri perwujudan pedagogi dalam pendidikan jasmani, dan aplikasi untuk pengajaran dan pembelajaran pendidikan jasmani. Tinjauan analisis tematik empat puluh dua studi yang memenuhi kriteria, terdapat dua tema utama yang muncul. Pertama, pendidikan jasmani telah berkontribusi pada pengembangan keterampilan siswa untuk berpikir kritis tentang gender, kesehatan, dan tujuan pendidikan jasmani. Kedua, siswa menunjukkan eksplorasi gerakan baru yang dapat berkontribusi pengembangan kesadaran pengalaman aktivitas fisik yang bermakna. Pendidikan jasmani mengajarkan prinsip-prinsip pedagogi yang melibatkan pendekatan induktif mengajar berpusat pada siswa. Pendekatan yang memberikan kesempatan kepada siswa untuk memilih kegiatan secara terfokus. Pedagogi bagian perwujudan yang fokus pada pentingnya refleksi dalam kegiatan pendidikan jasmani. Oleh karena itu, pedagogi dapat memfasilitasi pembelajaran sebagai perwujudan, pemberdayaan, dan pengalaman siswa terhadap aktivitas fisik dalam pendidikan jasmani. Penelitian selanjutnya diharapkan dapat menyelidiki kemungkinan pedagogi perwujudan untuk guru dan siswa terkait potensi yang menantang pedagogi tradisional yang dapat dikembangkan.PEDAGOGY OF PHYSICAL EDUCATIONAbstractsPhysical education as an embodiment of concepts that expand body movement. Research on learning and realization that has a variety of foci, including sociological aspects of student experience. This research is a literature review study with the aim of exploring the research that has been done on embodiment pedagogy in physical education. This literature review research found the characteristics of the embodiment of pedagogy in physical education, and its application to teaching and learning physical education. In a review of the thematic analysis of forty-two studies that met the criteria, two main themes emerged. First, physical education has contributed to the development of students' skills to think critically about gender, health, and the goals of physical education. Second, students demonstrate exploration of new movements that can contribute to the development of an awareness of meaningful physical activity experiences. Physical education teaches pedagogical principles involving an inductive approach to student-centered teaching. An approach that provides opportunities for students to choose activities in a focused manner. Pedagogy is the embodiment section that focuses on the importance of reflection in physical education activities. Therefore, pedagogy can facilitate learning as a manifestation, empowerment, and student experience of physical activity in physical education. Future research is expected to investigate the possibility of embodiment pedagogy for teachers and students regarding the potential that challenges traditional pedagogy that can be developed.
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Althaus, Dalvane. "EMBATES E PERSPECTIVAS DO TRABALHO PEDAGÓGICO COM DESENVOLVIMENTO DE PRÁTICAS DOCENTES." Trabalho & Educação 29, no. 1 (May 19, 2020): 75–93. http://dx.doi.org/10.17648/2238-037x-trabedu-v29n1-20219.
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Este artigo traz alguns resultados de uma tese, que parte da experiência de uma pedagoga no Ensino Superior envolvendo a Clínica da Atividade (CA). A CA é uma abordagem teórica-metodológica que visa provocar transformações em situações de trabalho, tendo o professor como protagonista de sua prática e o pedagogo como organizador do processo. Contudo, para atuar em CA é preciso passar por uma formação adequada, que será discutida neste trabalho. Além disso, neste texto, o leitor encontrará uma amostra de intervenção com CA e breves análises dos resultados para o professor e para o interveniente. Considera-se que é uma prática respeitosa para com o profissional docente, e transformadora da prática do profissional da pedagogia.
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Setioka, I. Wayan, and Pardjono Pardjono. "KOMPETENSI PEDAGOGIK GURU AGAMA KATOLIK SEKOLAH DASAR DI KABUPATEN BANTUL." Jurnal Akuntabilitas Manajemen Pendidikan 4, no. 2 (September 22, 2016): 222. http://dx.doi.org/10.21831/amp.v4i2.10809.
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Penelitian ini bertujuan mengungkap: (1) kompetensi pedagogik guru agama katolik SD di Kabupaten Bantul, (2) mengetahui bagaimana kaitan latar belakang profil guru dengan kompetensi pedagogik guru agama katolik SD di Kabupaten Bantul. Penelitian ini menggunakan pendekatan kuantitatif jenis deskriptif. Penelitian ini dilakukan pada bulan November dan Desember 2013. Data dikumpulkan melalui angket isian pertanyaan dan tes. Populasi penelitian ini adalah 28 orang guru agama Katolik Sekolah Dasar di Kabupaten Bantul. Hasil analisis deskriptif menunjukkan bahwa: (1) kompetensi pedagogik guru agama katolik Sekolah Dasar di Bantul dalam kategori cukup; (2) latar belakang pendidikan belum berkontribusi meningkatkan kompetensi pedagogik guru; (3) latar belakang masa kerja menjadi guru belum berkontribusi meningkatkan kompetensi pedagogik guru; (4) tingginya pangkat golongan ruang belum berkontribusi meningkatkan kompetensi pedagogik guru agama katolik SD di Bantul; (5) latar belakang pendidikan, lamanya masa kerja, pangkat golongan ruang guru, belum berkontribusi meningkatkan kompetensi pedagogik guru agama katolik SD di Kabupaten Bantul. Kata Kunci: Kompetensi pedagogik, latar belakang guru THE PEDAGOGIC COMPETENCY OF CHATOLIC RELIGION ON ELEMENTARY SCHOOL OF BANTUL REGENCY Abstract This research is aimed to: (1) reveal the pedagogic competency of chatolic religion on elementary school of Bantul regency, (2) know the relationship between the profile background of teacher with the the pedagogic competency of chatolic religion on elementary school of Bantul regency. This reasearch was carried out on November and December 2013. The collecting data technique used is questionnaire and test. It is a research of quantitative descriptive. The population of the research is all teachers of chatolic religion on elementary school in Bantul regency. There are 28 teachers of chatolic religion on elementary school in Bantul regency. The descriptive analysis shows that: (1) the pedagogic competency of chatolic religion on elementary school of Bantul regency is in the category adequate or satisfactory; (2) the education background does not automatically enhance pedagogic competency, (3) the background of long working period does not automatically contribute to the pedagogic competency; (4) the level of position does not automatically contribute to the pedagogic competency of catholic teachers of elementary school in Bantul regency, (5) the education background, the working period, the working position rank do not automatically enhance the pedagogic competency of catholic teachers in Bantul regency. Keywords: pedagogic competency, the teacher background
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Zieliński, Paweł. "The Relationships and Differences of the Kantian Philosophy and Pedagogy in Regard to Postmodern Pedagogic." Studia Edukacyjne, no. 48 (April 15, 2018): 115–32. http://dx.doi.org/10.14746/se.2018.48.8.
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The aim of the study is articulated in the title. The author is reconstructing Kantian philosophy and pedagogic, the thesis of postmodernism and post-modern pedagogic and indicates the relationships and differences of those two systems. Both Kant and the Baden-based neo-Kantians enabled the emancipation of the humanities. The Kantian model of pedagogy was the basis for pedagogic directions, belonging to the meta-theory of humanistic education and critical pedagogy, especially the postmodern one. There are clear links with Kantian ideas of pedagogy, the way to capture the role of dignity, knowledge and freedom in the morality of a human being. There are also significant differences: Kant did not include to his pedagogy social, political and pluralistic questions, which are so important in postmodern pedagogy.
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Lestari, Tita, Ika Lestari Damayanti, and Iyen Nurlaelawati. "Reading to Learn (R2L) Pedagogy: Teaching Reading Comprehension to a Young English Language Learner." JoLLA: Journal of Language, Literature, and Arts 2, no. 11 (December 28, 2022): 1558–69. http://dx.doi.org/10.17977/um064v2i112022p1558-1569.
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Abstract: Reading to Learn (R2L) pedagogy is a child-friendly approach that aims to minimize the literacy gap among learners. R2L pedagogy is applicable at every level of education with the use of various text types. Considering many significant aspects of R2L, this approach could be used in Indonesia to help learners fulfilling the high demand of Kurikulum Merdeka at primary and junior high school levels. However, only little research using R2L pedagogy in Indonesian primary school contexts was found. Therefore, this research is intended to discover how R2L pedagogy supports a young English language learners’ reading comprehension. Using a case study methodology, the researcher implemented to activities, namely (1) preparing for reading and (2) detailed reading phase adapted from Rose and Martin (2012). Moreover, the researcher used videotapes observation and the learners’ sample works in collecting the data. In analyzing the data, the researcher used thematic analysis by Creswell and Creswell (2018) and categorized the data into selected codes and themes which is expected to show how R2L pedagogy supports a young English language learners’ reading comprehension. Keywords: EFL classroom; Kurikulum Merdeka; Reading to Learn (R2L) pedagogy; reading comprehension; young learners Abstrak: Reading to Learn (R2L) adalah pendekatan pedagogi ramah anak yang bertujuan untuk meminimalisir kesenjangan literasi antar peserta didik. Pendekatan pedagogi R2L dapat diterapkan di setiap jenjang pendidikan dengan penggunaan berbagai jenis teks. Mengingat banyak aspek penting dari R2L, pendekatan ini dapat digunakan di Indonesia untuk membantu siswa memenuhi tuntutan Kurikulum Merdeka yang tinggi di jenjang Sekolah Dasar dan Sekolah Menengah Pertama. Namun, penelitian yang menggunakan pendekatan pedagogi R2L di sekolah dasar, khususnya di Indonesia, masih sedikit ditemukan. Oleh karena itu, penelitian ini dimaksudkan untuk mengetahui bagaimana pendekatan pedagogi R2L mendukung pemahaman membaca pembelajar bahasa Inggris usia dini. Dengan menggunakan metodologi studi kasus, peneliti menerapkan dua kegiatan, yaitu (1) preparing for reading dan (2) detailed reading yang diadaptasi dari Rose dan Martin (2012). Selain itu, peneliti menggunakan observasi kelas dan contoh karya siswa dalam mengumpulkan data. Dalam menganalisis data, peneliti menggunakan analisis tematik oleh Creswell dan Creswell (2018) dan mengkategorikan data ke dalam kode dan tema terpilih yang diharapkan dapat menunjukkan bagaimana pendekatan pedagogi R2L mendukung pemahaman membaca pembelajar bahasa Inggris usia dini. Kata kunci: EFL classroom; Kurikulum Medeka; Reading to Learn (R2L) pedagogy; pemahaman membaca; pembelajar usia dini
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Soares dos Santos, Franciele, and Conceição Paludo. "A atualidade das contribuições de Moisey M. Pistrak e Viktor N. Shulgin para a pedagogia do Movimento dos Trabalhadores Sem Terra." Perspectiva 33, no. 3 (April 1, 2016): 1163–83. http://dx.doi.org/10.5007/2175-795x.2015v33n3p1163.
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O objetivo deste artigo é contribuir para o debate sobre a atualidade da pedagogia socialista para os avanços da Pedagogia do Movimento dos Trabalhadores Sem Terra (MST), por meio da proposta de implementação do plano de estudos de Moisey M. Pistrak e da categoria do trabalho socialmente necessário, elaborada por Viktor N. Shulgin. Para a sua elaboração, foi realizado estudo bibliográfico dos autores citados, assim como das obras de Caldart e de documentos do MST. Os resultados indicam que o MST ensaia e engendra, na atualidade, estabelecendo o diálogo com os educadores russos, a possibilidade de construção de uma pedagogia pautada nos princípios da pedagogia socialista, cuja categoria central é o trabalho. Conclui-se que, ao estabelecer relações comprometidas com os sujeitos concretos, objetivar a consciência crítica da realidade e o compromisso com a luta social do Movimento, essa experiência vem alterando, além do conteúdo, o método e a forma escolar. The present contributions of Moisey Pistrak And Viktor M. N. Shulgin for the pedagogy of Movimento dos Trabalhadores Sem TerraAbstractThe aim with this article is to contribute in the debate about the relevance of socialist pedagogy to advances in Pedagogy Landlees Workers Movement (MST), through the proposed implementation of Pistrak’s studies plan and of the category of necessary social labor, elaborated by Shulgin. For its elaboration was conducted bibliographic study of these authors as well as works of Caldart and of documents of the Movement. The results indicate that the Landless Movement rehearses and engenders today the possibility of constructing a pedagogy based on the principles of socialist pedagogy, whose central category is work, establishing dialogue with Russian educators. It is concluded that in establishing committed relationships with concrete subjects, and aim at critical awareness of reality and the commitment to the social movement's struggle, the experience of socialist pedagogy is changing beyond the content, the method and school form.Keywords: Pedagogy of MST. Socialist Pedagogy. Study plans. L'actualité de la contributions de Moisey M. Pistrak et Viktor N. Shulgin pour la pedagogie de Movimento dos Trabalhadores Sem Terra RésuméL'objectif avec cet article était de contribuer au débat sur la pertinence de la pédagogie socialiste aux progrès de la pédagogie du Mouvement Sans Terre (MST), avec cette proposition pour la mise Le programme de Pistrak et la catégorie de travail socialement nécessaire, élaboré par Shulgin. Pour son efficacité a été menée l'étude bibliographique de ces auteurs ainsi que des œuvres d'Caldart, et des documents du Mouvement. Les résultats indiquent que le Mouvement des Sans Terre répète et engendre aujourd'hui, établir un dialogue avec les éducateurs russes, la possibilité concrète de la construction d'une pédagogie fondée sur les principes de la pédagogie socialiste, dont la catégorie centrale est un travail. Il est conclu que, en établissant des relations engagées avec des sujets concrets, visent à la conscience critique de la réalité et de l'engagement à la lutte de mouvement social, cette expérience est en train de changer, au-delà du contenu, la méthode et la forme de l'école .Mots-clés: Pédagogie des MST. Pédagogie Socialiste. Les Plans d'Études.
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Handayani, Wuri. "Pedagogi Estetik Berbasis Kearifan Lokal melalui Kriya Nusantara Batik Cianjur." Journal of Urban Society's Arts 5, no. 2 (March 6, 2019): 59–65. http://dx.doi.org/10.24821/jousa.v5i2.2086.
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ABSTRAKJawa Barat memiliki keanekaragaman seni dan budaya, salah satunya ialah kriya nusantara berupa batik yang ada di Kabupaten Cianjur. Motif batik Cianjur disesuaikan dengan keadaan alam dan kearifan lokal yang ada dan hal ini menjadi pendukung bagi Kabupaten Cianjur sebagai salah satu destinasi wisata di Jawa Barat. Motif batik Cianjur selain memiliki nilai estetik juga memiliki nilai pendidikan, sehingga bisa dijadikan sebagai media pedagogi estetik bagi masyarakat,. Penelitian ini menggunakan pendekatan kualitatif, metode studi kasus, dengan tujuan untuk mendapatkan gambaran komprehensif mengenai proses pedagogi estetik melalui kriya nusantara batik Cianjur.Kata kunci: pedagogi estetik, kriya nusantara, batik Cianjur ABSTRACTLocal Wisdom-based Aesthetic Pedagogy through Indonesian Archipelago Craft: Cianjur Batik. West Java is rich of arts and cultural diversity, among others, the Indonesian archipelago craft of batik in Cianjur Regency. The Cianjur batik motif is adapted to prevailing natural condition and local genius that support Cianjur Regency as a tourist-destination in West Java. The Cianjur batik motif has both aesthetic and education values so that it can be used as an aesthetic pedagogy media for society. This study employs qualitative approach and case-study method in order to obtain a comprehensive description of aesthetic pedagogy through the Indonesian archipelago craft of Cianjur batik.Keywords: aesthetic pedagogy, Indonesian archipelago craft, Cianjur batik
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Tacoh, Yuliana T. B. "PERSPEKTIF MAHASISWA TERHADAP PENDEKATAN PEDAGOGI SPIRITUAL DALAM PEMBELAJARAN DARING." Perspektif Ilmu Pendidikan 34, no. 2 (October 27, 2020): 67–80. http://dx.doi.org/10.21009/pip.342.1.
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Dalam masa pandemi sekarang ini, semua kegiatan pembelajaran dilaksanakan dalam bentuk daring atau tatap maya dengan bantuan gawai dan jaringan internet. Pada masa seperti ini, apakah pendekatan pedagogi spiritual dapat terjadi dan dirasakan oleh mahasiswa? Pedagogi spiritual adalah pendekatan pembelajaran yang berparadigma spiritual. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan perspektif mahasiswa tentang pedagogi spiritual dalam pembelajaran daring. Penelitian ini merupakan penelitian deskriptif kualitatif. Data dikumpulkan melalui wawancara terstruktur yang dilakukan terhadap subjek penelitian menggunakan media komunikasi whatsapp. Partisipan dalam penelitian ini adalah mahasiswa Universitas Kristen Satya Wacana (UKSW), Salatiga yang berjumlah 15 orang dari berbagai program studi. Data hasil wawancara dikumpulkan dan dikategorikan menurut pedoman wawancara yang ada yang disarikan dari komponen karakteristik kelas yang melakukan pembelajaran dengan paradigma spiritual. Hasil penelitian menunjukkan bahwa pedagogi spiritual pada pembelajaran daring dialami secara berbeda oleh mahasiswa. Sebagian besar mahasiswa memiliki perspektif tidak merasakan dan mengalami pedagogi spiritual dalam pembelajaran daring yang disebabkan oleh berbagai faktor yang terlibat dalam pembelajaran daring tersebut. Ada juga mahasiswa yang memiliki perspektif mengalami dan merasakan pedagogi spiritual dalam pembelajaran daring, sehingga dapat memberi gambaran nilai spiritual dosen yang mendasari pembelajaran tersebut. Praktik pedagogi spiritual dalam pembelajaran daring terus dicarikan bentuk yang sesuai kondisi dan kebutuhan mahasiswa.In the current pandemic era, all learning activities are carried out online with the help of electronic devices and internet networks. At times like this, can a spiritual pedagogical approach occur and be felt by students? Spiritual pedagogy is an approach to learning which put forward spiritual paradigm. This study aims to determine and describe student perspectives on spiritual pedagogy in online learning. This research is a qualitative descriptive study. Data was collected through structured interviews conducted on participants using WhatsApp communication media. Participants in this research were 15 Universitas Kristen Satya Wacana (UKSW) students in Salatiga from various study programs. Interview data were analyzed according to the existing interview guidelines which were extracted from the characteristic components of a class conducting learning with a spiritual paradigm. The results showed that the spiritual pedagogy of online learning was experienced differently by students. Most students have the perspective of not feeling and experiencing spiritual pedagogy in online learning which is caused by various factors involved in online learning. There are also students who have the perspective of feeling and experiencing spiritual pedagogy in online learning. So that it can give an idea of the spiritual value of the teacher that underlies the learning. Spiritual pedagogical practice in online learning continues to look for forms that suit the conditions and needs of students.
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Danilova, Antonina S. "Festival pedagogy as a pedagogic innovation. Oxfordshire Festivals (the UK)." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 250–52. http://dx.doi.org/10.34216/2073-1426-2019-25-4-250-252.
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The article considers the festival pedagogy phenomenon as innovative for Russian pedagogic reality. The author of the article in this study summarises the practical pedagogic experience of educational institutions of Oxfordshire (state and public schools, colleges, universities) in the search for new non-traditional forms of sociocultural partnership. The author focuses on the identification of the upbringing aspects of the festival as the main technology of festival pedagogy. When considering the phenomenon from the point of view of authentic British pedagogic practice of one of the oldest existing sociocultural centres in the UK, the author comes to the conclusion that the technology of festival pedagogy as a pedagogic innovation contributing to an increase in the level of sociocultural partnership in the region under study.
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Timpal, Jeferson Davis Freny, and Valentino Reykliv Mokalu. "Pengaruh Kompetensi Spiritual, Pedagogik, dan Sosial Guru Pendidikan Agama Kristen terhadap Kualitas Belajar Mengajar Siswa." DUNAMIS: Jurnal Teologi dan Pendidikan Kristiani 6, no. 2 (April 17, 2022): 708–22. http://dx.doi.org/10.30648/dun.v6i2.676.
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Abstract. This research, which was conducted in Minahasa, North Sulawesi, aimed to examine the effect of spiritual competence, pedagogic competence, and social skills of Christian Religious Education (PAK) teachers. This research was conducted using quantitative methods. This study involved 30 PAK teachers in Minahasa Regency, Sulawesi. The data analyzers involved in this study used PLS software for structural equation modeling (SEM) analysis. The results of this study indicated that the quality of teaching and learning will be good and have a positive effect if the teacher has spiritual, pedagogic, and social competencies. Thus it can be concluded that the three competencies greatly affect the understanding of learning materials by students.Abstrak. Penelitian yang dilakukan di Minahasa, Sulawesi Utara ini bertujuan untuk menguji pengaruh kompetensi spiritual, pedagogi, dan keterampilan sosial guru Pendidikan Agama Kristen (PAK). Penelitian ini dilaksanakan dengan menggunakan metode kuantitatif. Penelitian ini melibatkan seluruh guru PAK di Kabupaten Minahasa, Sulawesi yang berjumlah 30 orang. Penganalisis data yang terlibat dalam penelitian ini menggunakan perangkat lunak PLS untuk analisis pemodelan persamaan struktural (SEM). Hasil penelitian ini menunjukkan bahwa kualitas belajar mengajar akan baik dan berpengaruh positif jika guru memiliki kompetensi spiritual, pedagogik, dan sosial. Dengan demikian dapat disimpulakan bahwa ketiga kompetensi tersebut sangat berpengaruh terhadap pemahaman materi pembelajaran oleh siswa.
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Araújo, Osmar Hélio Alves, and Luís Távora Furtado Ribeiro. "Ser ou não ser um coordenador pedagógico diferente? Eis a questão." Dialogia, no. 27 (October 6, 2017): 157–66. http://dx.doi.org/10.5585/dialogia.n27.7073.
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Esta discusso traz baila que se faz necessrio pensar em uma coordenao pedaggica que aposte em um jeito diferente de gerir o processo pedaggico na arena escolar. Defende-se, deste modo, que o coordenador pedaggico tenha um fazer pedaggico diferente, vivencie um novo jeito de gerir o processo pedaggico na esfera escolar, adotando novos modos, posicionamentos inversos do que voga a partir do senso comum. Conclui-se que para se exercer a coordenao pedaggica de modo diferente precisa-se de muito esforo, vontade de acertar, disposio e disponibilidade dos coordenadores pedaggicos em organizarem um conjunto de atividades capazes de conduzirem o processo pedaggico da escola.
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Giordani, Estela Maris, and Adriane Mendes. "PEDAGOGIA ONTOPSICOLOGICA NA ORIENTAÇÃO DO ESTÁGIO DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL." Nuances: estudos sobre Educação 20, no. 21 (December 1, 2011): 44–62. http://dx.doi.org/10.14572/nuances.v20i21.1091.
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Apresentamos, neste artigo, as principais conclusões que resultam da pesquisa que estamos desenvolvendo desde 2009, com o objetivo de explicitar a aplicação dos princípios teórico-metodológicos da pedagogia ontopsicológica na formação do pedagogo durante o decorrer da disciplina de estágio supervisionado dos anos iniciais do ensino fundamental. A pesquisa que estamos realizando possui o objetivo geral de explicitar esta metodologia no processo de orientação e compreender a sua pertinência e contribuição aos principais problemas encontrados na pedagogia escolar hodierna. Neste artigo, ainda, trazemos as principais discussões teóricas e empíricas elaboradas durante as investigações nestes três anos sobre esta pedagogia, aplicada na orientação do pedagogo em estágio. Compreendemos que a contribuição desse artigo é possibilitar o conhecimento da aplicação dessa pedagogia, bem como contribuir com o debate acerca das metodologias e processos formativos nas orientações dos estágios do curso de pedagogia e suas repercussões nas mudanças das práticas educativas escolares. As principais contribuições da pedagogia ontopsicológica foram: a) compreensão da pessoa do pedagogo e do aluno em sua integralidade, considerando as dimensões conscientes e inconscientes; b) a identificação do critério humano que discrimina e orienta as ações do pedagogo; c) o protagonismo responsável da pessoa do professor e do aluno nas práticas educativas; d) a aprendizagem do conhecimento como exercício do instinto de posse em relação às faculdades humanas; e) a técnica no fazer pedagogia para a criatividade humana. Explicitamos em que consiste tal pedagogia, em que contexto nasceu e, em seguida, estes princípios encontrados na pesquisa.http://dx.doi.org/10.14572/nuances.v20i21.1091
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Nuryani, Pupun. "THE APPLICATION OF COOPERATIVE LEARNING MODEL IN PEDAGOGIC COURSE." EDUTECH 14, no. 1 (February 10, 2015): 68. http://dx.doi.org/10.17509/edutech.v14i1.1315.
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Abstract. Today the challenges of employment is more toward teamwork. Given the growing importance of cooperative interactions in employment, this should be anticipated by the education world, one of which through classroom instruction strategies. This study aimed to describe the initial condition of the characteristic of PGSD students’ ability inPedagogic course, to depic the application of cooperative learning in Pedagogic course, and to know the strengths and weaknesses of cooperative learning in Pedagogic course. This used qualitative approach with descriptive analysis method. The results showed that the initial condition of the characteristic of PGSD students’ ability in in Pedagogic coursebasically has a good enough quality. It was also found that. theapplication of cooperative learning is more preferable for students than lecturing method. The results conclude that the application of cooperative learning in Pedagogic course can improve the ability of students in the learning process.Keywords : Cooperative Learning Model, Pedagogic course,Abstrak. Dewasa ini tantangan lapangan pekerjaan lebih banyak berorientasi pada kerjasama tim. Mengingat semakin pentingnya interaksi kooperatif dalam lapangan pekerjaan, maka hal ini harus diantisipasi oleh dunia pendidikan salah satunya melalui strategi pembelajaran kelas. Penelitian ini bertujuan untuk mendeskripsikan kondisi awal karakteristik kemampuan mahasiswa PGSD pada mata kuliah pedagogik; mendeskripsikan penerapan model pembelajaran kooperatif pada mata kuliah pedagogik; mengetahui kelebihan dan kelemahan model pembelajaran kooperatif pada mata kuliah pedagogic. Penelitian ini menggunakan metode deskriptif analisis. Sedangkan pendekatan yang digunakan pada penelitian ini adalah pendekatan kualitatif.. Hasil penelitian menunjukan kondisi awal karakteristik kemampuan mahasiswa PGSD pada mata kuliah pedagogik pada dasarnya memiliki kualitas yang cukup baik. Hasil penelitian juga menunjukkan bahwa penerapan model pembelajaran kooperatif dalam mata kuliah pedagogik lebih disukai mahasiswa dibandingkan dengan menggunakan metode ceramah. Simpulan hasil penelitian, penerapan model pembelajaran kooperatif pada mata kuliah pedagogik dapat meningkatkan kemampuan mahasiswa dalam proses pembelajaran.Kata Kunci : model pembelajaran kooperatif, mata kuliah Pedagogik
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Cabral Junior, P. R. "Pedagogia - O Papel do Pedagogo nas Organizações." Formação@Docente 1, no. 1 (December 31, 2009): 19–27. http://dx.doi.org/10.15601/2237-0587/fd.v1n1p19-27.
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Gorette, Milena da Silva, and Marli de Fátima Rodrigues. "A Pedagogia Social e a Educação Social Frente às Demandas de Atuação do Pedagogo." CADERNOS DE PESQUISA: PENSAMENTO EDUCACIONAL 12, no. 30 (June 2, 2017): 203–18. http://dx.doi.org/10.35168/2175-2613.utp.pens_ed.2017.vol12.n30.pp203-218.
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Considerando a formação do Pedagogo e os vários espaços de sua atuação, esta pesquisa tem por finalidade apresentar e discutir as relações entre a Pedagogia, Pedagogia Social e Educação Social. Em específico, nesta comunicação, apresenta-se a importância do trabalho do pedagogo em ambientes não formais de ensino, aproximando-o ao trabalho do Educador Social. Portanto, parte-se do entendimento do conceito de Pedagogia como área do conhecimento a partir do pensamento de autores como Libâneo (2007), Rodrigues e Kuenzer (2007) contrapondo com o conceito de Pedagogia presente nas Diretrizes Curriculares Nacionais para o Curso de Licenciatura em Pedagogia. São apresentados ainda, os conceitos de Pedagogia e Pedagogia Social, atrelados à formação do Educador Social de acordo com Ribas Machado (2010, 2012, 2014), Machado (2008), Paiva (2015), Gohn (2013, 2015), entre outros. A busca pela compreensão do trabalho do pedagogo em ambientes não formais de ensino reforça a idéia de que a educação não pode se restringir aos espaços escolares. Portanto, acreditase que a educação que ocorre por meio de práticas pedagógica pautadas na perspectiva da Pedagogia Social, não se restringe ao ato de ensinar ler e escrever, mas está intrinsicamente relacionado a sensibilização dos sujeitos, para que estes tomem consciência de sua cidadania, passem a agir autonomamente e interajam com a sociedade de maneira crítica.
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Menezes, Edmilson, and Maria Lenilda Caetano França. "O pedagogo, de Clemente de Alexandria: traços singulares da educação cristã no mundo antigo." Práxis Educacional 17, no. 46 (July 1, 2021): 1–23. http://dx.doi.org/10.22481/praxisedu.v17i46.8850.
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O artigo buscar analisar a perspectiva educacional que se gesta na antiguidade cristã, de forma a encontrar nos conceitos de pedagogo e de pedagogia um caso capaz de exemplificar a influência, mas, também, o deslocamento, do alcance do modelo pedagógico grego naquela matriz. Neste sentido, Clemente de Alexandria e sua obra O Pedagogo são estratégicos para entendermos as diretrizes inovadoras que orientaram um dos modos mais exitosos da formação do homem cristão, a saber, a pedagogia da conversão. Neste sentido, Clemente de Alexandria é, sem embargo, um capítulo relevante na história da educação cristã, pois foi um dos primeiros a conceber o cristianismo como um programa completo de formação e como um método de aprimoramento moral coroado por uma genuína concepção de pedagogia e de pedagogo.
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BALDI, Neilla, Thaís MARQUES, and Djenifer NASCIMENTO. "Meia-volta na Ciranda: Reflexões sobre decolonialidade na Dança." INTERRITÓRIOS 5, no. 8 (June 22, 2019): 110. http://dx.doi.org/10.33052/inter.v5i8.241594.
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Este texto fala da decolonialidade na Dança a partir da análise da intervenção artística Meia-volta na Ciranda, criada pelo Grupo de Pesquisa sobre (Es)(Ins)critas do/no Corpo (Corpografias), vinculado ao curso de Dança-Licenciatura da Universidade Federal de Santa Maria (UFSM). O objetivo é refletir de que maneira o processo criativo que resultou na obra Meia-volta na Ciranda pode auxiliar as criadoras-intérpretes a repensarem suas práticas artísticas/pedagógicas em Dança em uma perspectiva decolonial. Para isso, apresenta os conceitos de colonialidade e suas diferentes formas, bem como o de decolonialidade, e discute as colonialidades presentes nas danças das integrantes do Corpografias. Por fim, o artigo propõe alguns modos de pensar a dança a partir de uma pedagogia decolonial. Dança. Decolonialidade. Pedagogia da Dança. Meia-volta na Ciranda: Reflections about decoloniality in the Dance ABSTRACT This paper discuss about decolonality in the Dance starting from analysis of performance Meia-Volta na Ciranda, created by Research Group about Written Inscription of/in the Body (Corpografias) , linked to the Dance Licentiate Course of Universidade Federal de Santa Maria (UFSM). The objective is to reflect how the creative process that resulted in the artistic work Meia-volta na Ciranda can help the creative-interpreter to rethink their artistic-pedagogic practices in Dance in decolonial perspective. For this, it shows the concept of coloniality and their different ways, as the decoloniality, and discuss about the coloniality present in the dances of group members. To finish, the paper proposed some ways of thinking the dance from decolonial pedagogy. Dance. Decoloniality. Dance pedagogy.
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Malinauskas, Romualdas. "Sporto pedagogų socialinės parengties raida socialinio rengimo kontekstu." Acta Paedagogica Vilnensia 10 (January 17, 2016): 15–21. http://dx.doi.org/10.15388/actpaed.2003.10.9577.
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Straipsnyje siekiama atskleisti sporto pedagogų socialinės parengties raidą socialinio rengimo kontekstu. Darbe išryškinta studentų (būsimųjų sporto pedagogų) socialinės parengties priklausomybė nuo pedagoginės praktikos kaip vienos iš svarbiausių socialinio rengimo formos. Nustatyta, kad, atlikę pedagoginę praktiką studentai (būsimieji sporto pedagogai), yra statistiškai patikimai socialiai kompetentingesni. Išryškėjo statistiškai patikimi (p < 0,05) skirtumai pagal sporto pedagogų gebėjimą kurti emociškai teigiamus ir dalykinius santykius, susijusius su problemos sprendimu: per antrąją pedagoginę praktiką būsimieji sporto pedagogai labiau siekė solidarumo, lengviau bendravo, dažniau pritarė, siūlė, nurodė veiklos kryptį, dažniau išreiškė savo nuomonę, aiškino.
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Shakurova, Marina V., Emma V. Panicheva, and Anastasia A. Reushenko. "Portraying pedagogic experience: Faculty of History-Pedagogy of Voronezh State Pedagogic Institute." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (April 20, 2022): 23–29. http://dx.doi.org/10.34216/2073-1426-2021-27-4-23-29.
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The article illustrates the possibility of using the portraiture method to describe a complex structured object – a faculty in the dynamics of its formation and development to the stage of reprofiling. The description of the Historical-Pedagogic Faculty of Voronezh State Pedagogic Institute is proposed. Stratification (changes in status, structure, areas of activity) and self-identification (assessment of certain types of activity by its participants) were used as aspects of portraiture.The self-identification aspect is revealed, first of all, through the author's position: Emma V. Panicheva is one of the founders of the faculty, who headed the profile department for a long time; Marina V. Shakurova graduated from the Historical and Pedagogic Faculty of Voronezh State Pedagogic Institute in 1985.The required integrity of the image against the background of constant stratification dynamics is maintained by deep value meanings, end-to-end life tasks, understanding of the role of the individual.The portrait of the faculty is based on the history of the concept of the phenomenon (the creation of Young Pioneer faculties in the early 1960s), fragments of the chronology of the existence of the Historical-Pedagogic Faculty of Voronezh State Pedagogic Institute (three stages – Young Pioneer faculty, the Historical- Pedagogic Faculty, the historical faculty with the profile of training “history –upbringing work”), a description of the role of the dean's office and the profile department (the department of theory and methodology of Young Pioneer and Komsomol work; later, the department of theory and methodology of upbringing work).
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Šiupinytė, Justina, and Angelė Kavaliauskienė. "Būsimųjų muzikos pedagogų požiūris į reflektyvaus mokymo(si) galimybes." Jaunųjų mokslininkų darbai 50, no. 2 (December 7, 2020): 16–23. http://dx.doi.org/10.21277/jmd.v50i2.310.
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Straipsnyje analizuojamas reflektyvus mokymas(is), aptariami mokymo(si) taikant refleksiją lygmenys, reflektyvaus mokymo(si) metodai. Tyrimo tikslas ̶ atskleisti būsimųjų muzikos pedagogų požiūrį į reflektyvaus mokymo(si) galimybes. Tyrimo tikslui pasiekti iškelti šie uždaviniai: 1) apibrėžti reflektyvaus mokymo(si) sampratą; 2) aptarti reflektyvaus mokymo(si) metodus; 3) empiriškai ištirti būsimųjų muzikos pedagogų požiūrį į reflektyvaus mokymo(si) galimybes. Tyrimo metodai: mokslinės literatūros analizė, anketinės apklausos rezultatų analizė. Tyrimas vyko 2019 m. balandžio mėnesį, kuriame dalyvavo 37 būsimieji muzikos mokytojai. Anketinės apklausos metodu buvo siekiama atskleisti būsimųjų muzikos pedagogų požiūrį į refleksijos aktualumą jų profesinio tobulėjimo procese, į veiksmingiausius refleksijoje taikomus metodus ir refleksijos taikymo galimybes muzikiniame ugdyme.Išanalizavus mokslinę literatūrą galima teigti, kad reflektyvus mokymas(is) yra procesas, kuriame patirtis paverčiama mokymusi. Reflektyvaus mokymo(si) metu galima stebėti savo asmeninį augimą ir rasti būdus tobulinti mokymo mokytis procesą. Tyrimas atskleidė, kad, pasitelkus refleksiją, analizuojant profesinę patirtį ieškoma sėkmingiausių problemos sprendimo būdų. Būsimųjų pedagogų ugdyme taikomi reflektyvaus mokymo(si) metodai užtikrina proceso individualizavimą ir asmeninio progreso įvertinimą. Sėkmingiausiai profesinė patirtis reflektuojama taikant dienoraščio rašymo, laisvosios asociacijos bei struktūruotos diskusijos metodus. Atliktas empirinis tyrimas atskleidė, kad būsimieji muzikos pedagogai mano, jog labiausiai refleksija padeda analizuoti savo mokymąsi, ugdyti kritinį mąstymą ir skatina tobulinti savo akademinius ir profesinius pasiekimus.Tiek ugdymo proceso, tiek būsimųjų muzikos pedagogų tobulėjime aktualiausias, respondentų nuomone, yra struktūruotos diskusijos metodas. Respondentai nurodė, kad refleksijos taikymas muzikiniame ugdyme leidžia mokytojui atpažinti ir įvertinti savo klaidas, moko vaikus vertinti savo muzikinius gebėjimus ir reikalauja mokytojo kūrybingumo. Tyrimas parodė, kad pedagogui, kaip nuolat besimokančiai asmenybei, reflektyvus mokymas(is) yra vienas svarbiausių veiksnių, padedančių nuolat atsinaujinti, permąstyti savo veiklą ir asmeniškai tobulėti.
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Muhyidin, Kholil, Rooselyna Ekawati, and A'yunin Sofro. "ANALISIS KEYAKINAN TENTANG MATEMATIKA DAN PENGETAHUAN KONTEN PEDAGOGIK MATEMATIKA CALON GURU MATEMATIKA." Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika 10, no. 1 (January 27, 2022): 1–8. http://dx.doi.org/10.25139/smj.v10i1.3939.
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Abstract
This study aims to determine whether there is a relationship between beliefs about mathematics and knowledge of mathematics pedagogic content possessed by prospective mathematics teachers on the ratio and proportion material and to describe the knowledge of mathematics pedagogic content of prospective teachers in terms of their beliefs about mathematics. This study uses a mixed-method with a sample of 31 students who have taken microteaching courses. From the sample, one subject was selected who had a belief in instrumentalist, platonic, and problem-solving mathematics. Data were collected by using belief questionnaires, mathematics pedagogic content knowledge tests, and interviews. Statistical data analysis using rank-spearman correlation test. The results showed that there was no relationship between beliefs about mathematics and mathematics pedagogic content knowledge of prospective mathematics teachers. Prospective teachers who have a belief view of instrumentalist mathematics and problem-solving have mastered almost all of the indicators in the knowledge component of mathematics pedagogic content, while prospective teachers who have a belief in platonic mathematics have almost not mastered all of the indicators that exist in the component knowledge of mathematics pedagogic content.
Keywords: analysis, beliefs, mathematics pedagogical content knowledge.
Abstrak
Penelitian ini bertujuan untuk mengetahui ada tidaknya hubungan antara keyakinan tentang matematika dengan pengetahuan konten pedagogik matematika yang dimiliki calon guru matematika pada materi rasio dan proporsi serta mendeskripsikan pengetahuan konten pedagogik matematika calon guru ditinjau dari pandangan keyakinan tentang matematika yang dimilikinya. Penelitian ini menggunakan mixed method dengan sampel sebanyak 31 mahasiswa yang telah menempuh mata kuliah microteaching. Dari sampel tersebut dipilih masing-masing satu subjek yang memiliki pandangan keyakinan tentang matematika instrumentalis, platonis, dan problem solving. Data dikumpulkan dengan teknik pemberian angket keyakinan, tes pengetahuan konten pedagogik matematika, dan wawancara. Analisis data statistik menggunakan uji korelasi rank-spearman. Hasil penelitian menunjukkan bahwa tidak ada hubungan antara keyakinan tentang matematika dan pengetahuan konten pedagogik matematika calon guru matematika. Calon guru yang memiliki pandangan keyakinan tentang matematika instrumentalis dan Problem solving menguasai hampir semua indikator yang ada pada komponen pengetahuan konten pedagogik matematika, sedangkan calon guru yang memiliki pandangan keyakinan tentang matematika platonis hampir belum menguasai semua indikator yang ada pada komponen pengetahuan konten pedagogik matematika.
Kata Kunci : analisis, keyakinan, pengetahuan konten pedagogik matematika
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Santos, Vanessa Silva, and Valdeci Luiz Fontoura dos Santos. "A atuação do pedagogo na educação não-formal: quais possibilidades de intervenção profissional?" INTERFACES DA EDUCAÇÃO 2, no. 4 (May 16, 2011): 99–109. http://dx.doi.org/10.26514/inter.v2i4.603.
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Este resumo socializa os resultados de uma pesquisa bibliográfica que teve como objeto a atuação do pedagogo nos espaços de educação não-formal. Fizemos um recorte da produção acadêmica sobre a formação do pedagogo e as possibilidades de uma atuação profissional em espaços de educação não-formal. Tendo como objetivo principal discutir a formação do pedagogo e o processo de sua atuação na educação não-formal, nos foi possível perceber que os egressos dos cursos de Pedagogia não são apenas docentes. A bibliografia encontrada aponta fortes posições que consideram o pedagogo como um profissional não restrito aos ambientes escolares e que suas ações pedagógicas estão presentes em toda a nossa sociedade: na família, nos meios de comunicação, hospitais, empresas, portanto em todos os espaços de nossa sociedade. Palavras-chave: Pedagogos. Formação do Pedagogo. Pedagogia Social.
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Soligo, Valdecir, and Pamela Anibal Dill. "Serviços de proteção social básica como espaço de ação do pedagogo: educação para além dos muros escolares." Revista Educação e Emancipação 14, no. 1 (March 29, 2021): 237. http://dx.doi.org/10.18764/2358-4319.v14n1p237-264.
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Este estudo é parte de pesquisa mais ampla, que aqui tem por objetivo apresentar os serviços de Proteção Social Básica sob um viés educativo, à medida que a relação da Pedagogia e da Assistência Social se estreita. Sob essa ótica, entende-se que os serviços socioassistenciais realizados no âmbito dos Centros de Referência de Assistência Social (CRAS), cumprem, também, um papel educativo. Para a pesquisa, foi necessário delimitar dois caminhos que, aparentemente, não se encontrariam: o caminho da Pedagogia, analisando o conceito de Educação com a prerrogativa de educação que extrapola os muros da escola e o caminho da Assistência Social partindo de seu histórico e dos seus serviços, com foco na Proteção Social Básica. O ponto de encontro entre os dois nos permite afirmar a realização de educação em espaços diversos, que não somente o escolar, sendo aqui tratadas as experiências socioassistenciais como uma dessas possibilidades. As fontes utilizadas para a pesquisa compreendem as normas e as leis específicas da Assistência Social, as Diretrizes Curriculares Nacionais para o curso de Pedagogia, além de revisão bibliográfica na área.Palavras-chave: Pedagogo. Assistência Social. Educação Não EscolarBasic social protection services as a space for action of the pedagogo: education beyond school wallsABSTRACT This study is part of a broader research, which aims to present the services of Basic Social Protection under an educational bias, as the relationship between Pedagogy and Social Assistance narrows. From this perspective, it is understood that the social assistance services carried out within the framework of the Social Assistance Referral Centers (CRAS), also play an educational role. For the research, it was necessary to delimit two paths that, apparently, would not be found: the path of Pedagogy, analyzing the concept of Education with the prerogative of education that extrapolates the walls of the school and the path of Social Assistance from its historical and their services, focusing on Basic Social Protection. The meeting point between the two allows us to affirm the realization of education in diverse spaces, which not only the school, and here the socioassistential experiences are treated as one of these possibilities. The sources used for the research comprise the specific norms and laws of Social Assistance, the National Curricular Guidelines for the Pedagogy course, as well as bibliographic review in the area.Keywords: Pedagogist. Social assistance. Non-School EducationServicios de protección social básica como espacio de acción del pedaguego: educación más allá de los muros escolaresRESUMENEste estudio es parte de una investigación más amplia, que aquí tiene por objetivo presentar los servicios de Protección Social Básica bajo un sesgo educativo, a medida que la relación de la Pedagogía y de la Asistencia Social se estrecha. En esta óptica, se entiende que los servicios socioasistenciales realizados en el ámbito de los Centros de Referencia de Asistencia Social (CRAS), cumplen también un papel educativo. Para la investigación, fue necesario delimitar dos caminos que, aparentemente, no se encontrarían: el camino de la Pedagogía, analizando el concepto de Educación con la prerrogativa de educación que extrapola los muros de la escuela y el camino de la Asistencia Social partiendo de su histórico y de los sus servicios, con foco en la Protección Social Básica. El punto de encuentro entre los dos nos permite afirmar la realización de educación en espacios diversos, que no sólo la escolar, siendo aquí tratadas las experiencias socioasistenciales como una de esas posibilidades. Las fuentes utilizadas para la investigación comprenden las normas y las leyes específicas de la Asistencia Social, las Directrices Curriculares Nacionales para el curso de Pedagogía, además de revisión bibliográfica en el área.Palabras clave: Pedagogo. Asistencia Social. Educación no Escolar.
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Zulvah, Irvina. "Kompetensi Pedagogik Guru Pendidikan Agama Islam Sekolah Menengah Atas." MUDARRISA: Journal of Islamic Education 9, no. 1 (December 31, 2015): 270. http://dx.doi.org/10.18326/mdr.v5i2.270-298.
Full textAbstract:
Penelitian ini bertujuan untuk mengetahui realitas upaya guru Pendidikan Agama Islam (PAI) dalam meningkatkan kompetensi pedagogik di sekolah menengah atas (SMA) se-Kecamatan Bringin, Kabupaten pada tahun 2012, termasuk: (1) Untuk menentukan kompetensi pedagogik guru PAI, (2) Untuk mengetahui upaya guru PAI dalam meningkatkan kompetensi pedagogik, (3) Untuk mengetahui pelaksanaan kompetensi pedagogic guru PAI se-Kecamatam Bringin. Penilaian dilakukan penelitian kualitatif, informan terdiri dari guru PAI dan kepala sekolah. Penelitian ini menggunakan pendekatan deskriptif dengan metode kualitatif. Kesimpulan dari penelitian ini adalah (1) kompetensi pedagogik guru PAI SMA se-Kecamatan Bringin Semarang 2012 tergolong baik, terbukti dari latar belakang pendidikan guru yang linier dengan pelajaran yang diampu, pemahaman terhadap kompetensi pedagogik yang baik, persiapan alat pembelajaran dan manajemen pembelajaran yang sesuai dengan ketentuan (2) upaya untuk meningkatkan kompetensi pedagogik adalah dengan memperbanyak referensi mengenai kompetensi pedagogik PAI, menghadiri berbagai seminar, lokakarya, pelatihan, dan mengikuti Musyawarah Guru Mata Pelajaran (MGMP). Pihak sekolah juga melakukan upaya melalui evaluasi belajar, memeriksa pembelajaran, supervisi kelas, dan mendorong guru untuk menghadiri seminar pendidikan (3) Pelaksanaan pedagogik pembelajaran pendidikan Islam akan menentukan kualitas pembelajaran itu sendiri, dengan guru yang memiliki kompetensi pedagogik, manajemen pembelajaran akan berjalan lancar. This study aims to determine the reality of the efforts of teachers of Islamic religious education (PAI) in improving pedagogic competence at senior high school (SMA) throughout Bringin Semarang regency in 2012, including: (1) To determine the pedagogical competence of PAI teachers, (2) To know the efforts of PAI teacher in improving pedagogical competence, (3) To know the implementation of pedagogical competence in PAI. The assessment was conducted qualitative research to informants, both PAI teacher and the headmaster. This study uses a descriptive qualitative procedure. The conclusions are (1) pedagogical competence of PAI teachers at SMA 1 Bringin Semarang Regency 2012 is good, proven by the teachers’ linear education background with teaching load, understanding towards good pedagogic, the preparation of learning tools and management in accordance with the provisions (2) efforts to improve pedagogical competence are by reading various reference regarding it, attending seminars, workshops, trainings, and following deliberation subject teachers (MGMP), the school authorities make efforts through the evaluation of learning, classroom supervision, and creating opportunities for teachers to attend educational seminars (3) Implementation of pedagogic on learning Islamic education will determine the quality of learning itself. With teachers who have pedagogic competence, learning management will go smoothly. Kata kunci: kompetensi pedagogik, guru PAI, SMA