Academic literature on the topic 'Pedagogia generale'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Pedagogia generale.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Pedagogia generale"
1
Wazlawick, Patrícia. "Pensiero filosofico della Cultura Umanistica come pressupposto alla Pedagogia Ontopsicologica: resultati del percorso formativo dei giovani nell’educazione universitariaPhilosophical thought of Humanistic Culture as a prerequisite to Ontopsychological Pedagogy: the training of young people in higher education results you." Saber Humano: Revista Científica da Faculdade Antonio Meneghetti 6, no. 8 (August 4, 2016): 29. http://dx.doi.org/10.18815/sh.2016v6n8.133.
Full textAbstract:
Ricerca esplorattiva ed empirica, approccio quantitativo-qualitativo, nell’interfaccia tra filosofia (pensiero filosofico della cultura umanistica), pedagogia ontopsicologica e educazione universitaria. L’obbiettivo generale è investigare come la pedagogia ontopsicologica contribuisce alla formazione personale/professionale dei giovani. Fondamentasi teoreticamente, in modo storico e pratico, nell’educazione, pedagogia ontopsicologica e formazione dei giovani nella contemporaneità. Il campione è stato formato con 49 giovani, studenti dei corsi di laurea in Amministrazione, Diritto e Sistemi Informativi, in una facoltà privata, localizzata in municipio al sud del Brasile. Questi giovani, età media di 25 anni, hanno risposto a tre test quantitativi di ricerca in due momenti diverse: quando si sono ingressati nei corsi di laurea, e di nuove mesi ad un anno dopo, caratterizando la seconda applicazione. I test utilizzati sono stati: a) Inventario dei Cinque Grandi Fattori della Personalità (Big Five); b) Scala Esistenziale di Längle; c) Test Forma Mentis. Dopo è stato applicato un questionario qualitativo con questione aperte, per raccogliere informazione di significati/sensi dei partecipanti che hanno avuto un maggior risultato di significanza statistica nell’applicazione dei test quantitativi. Lo studio ha realizzato analisi statistici e analisi del contenuto e del discorso. Con l’analisi e discussione dei risultati il problema di ricerca è stato risposto, siccome l’obbiettivo generale e gli obbiettivi specifici, producendo tre conclusioni principali. Si conclude che la pedagogia ontopsicologica contribuisce con resultati efficienti nell’aspetto psicologico dei giovani, una volta che la dinamica di sviluppo della personalità mentre il periodo studiato realmente esiste, e ausilia nello sviluppo sano personale, esistenziale e professionale degli studenti.
2
Bertolini, Piro. "Lo stato delle scienze dell’educazione in Italia." Swiss Journal of Educational Research 22, no. 1 (January 1, 2000): 93–110. http://dx.doi.org/10.24452/sjer.22.1.5083.
Full textAbstract:
Nell’articolo si affronta dapprima la questione della definizione delle scienze dell’educazione che in Italia si presenta con due accezioni: come indicativa delle varie scienze umane (psicologia, sociologia, psicoanalisi, ecc.) nel momento in cui si occupano esplicitamente del fenomeno educativo la prima e indicativa delle diverse specificazioni della pedagogia generale (storia della pedagogia; didattica; pedagogia speciale; pedagogia sperimentale; pedagogia degli adulti; ecc.) la seconda. Su questa base si discute l’evoluzione delle scienze dell’educazione a partire dalla seconda guerra mondiale, ponendo l’accento sui fattori che ne hanno condizionato le due anime: da un lato le esigenze di carattere sociale con riferimento a problematiche extra-scolastiche, dall’altro lato il diffondersi di un reale interesse per la formazione professionale degli insegnanti. Di particolare interesse è l’evoluzione della didattica che è alla ricerca di una autonomia delle varie specificazioni attraverso la costituzione di un proprio statuto epistemologico e di metodologie di ricerca proprie. Infine, per quanto riguarda le istituzioni e gli strumenti di appoggio alle scienze dell’educazione o pedagogiche, l’articolo tocca il ruolo delle riviste specializzate e di alcune Associazioni che riuniscono i rappresentanti delle varie discipline pedagogiche e ad alcuni centri di ricerca pubblici o privati.
3
Cipolli, Carlo, and Pio Enrico Ricci Bitti. "La nascita e lo sviluppo della Psicologia nell'Università di Bologna dal 1950." RICERCHE DI PSICOLOGIA, no. 2 (October 2021): 61–84. http://dx.doi.org/10.3280/rip2021oa12597.
Full textAbstract:
Renzo Canestrari (1924-2017) è stato uno dei più prestigiosi psicologi italiani del XX secolo. È stato professore ordinario di Psicologia (poi Psicologia generale) nella Facoltà di Medicina e Chirurgia dal 1960 al 1999. Laureato in Pedagogia nel 1946 e in Medicina e Chirurgia nel 1951, ha effettuato un'attività di ricerca in vari ambiti della psicologia sperimentale ed evolutiva, ovvero la percezione visiva (utilizzando paradigmi della psicologia della Gestalt e del funzionalismo) e il funzionamento dei processi cognitivi ed emozionali nei bambini e negli adolescenti. Ha esercitato anche un ruolo importante nella promozione di studi collaborativi (condotti con metodiche diagnostiche, psicometriche e strumentali) tra psicologi e clinici medici sulle relazioni tra stress e sintomi di varie patologie psicosomatiche, favorendo in tal modo la crescita della Psicologia Clinica nelle Facoltà italiane di Medicina e Chirurgia. Fin dagli ultimi anni '60 ha fornito a molti giovani ricercatori collaboratori l'opportunità di fare ricerca nel suo Istituto di Psicologia, nel quale vi era un numero rilevante di laboratori per la ricerca sperimentale e di ambulatori per attività diagnostiche e psicoterapiche su bambini e adolescenti. Il risultato più importante della sua lunga attività didattica è stato l'inserimento della Psicologia generale e della Psicologia clinica nel core curriculum della laurea magistrale in Medicina e Chirurgia e nelle lauree delle professioni sanitarie.
4
Montero, Maritza. "Psicologia della liberazione: idee di base e sviluppo." PSICOLOGIA DI COMUNITA', no. 1 (July 2012): 11–25. http://dx.doi.org/10.3280/psc2012-001002.
Full textAbstract:
Il presente contributo intende tracciare un quadro sintetico ed esaustivo della psicologia della liberazione. Una prima parte del testo descrive il contesto culturale entro cui nasce e si sviluppa tale orientamento sottolineando i punti di convergenza e le influenze che arrivano dalle scienze sociali in generale e da quelle latinoamericane in particolare. La descrizione dei movimenti di trasformazione della disciplina psicologica negli anni '70 introduce ai principali cambiamenti proposti dalla psicologia della liberazione di cui vengono descritti i costrutti chiave e i principi fondamentali. La figura di Martín-Baró č sicuramente al centro della trattazione anche se a quella si affiancano i contributi che altre discipline (pedagogia, sociologia e filosofia in primis) e altri autori (Freire e Fals Borda principalmente, ma anche la stessa Montero) hanno dato allo sviluppo della psicologia della liberazione. Questa ultima viene presentata come un orientamento trasversale, che fa uso di una metodologia complessa e che puň rappresentare un modo di intendere il lavoro psicologico in tutte le aree e in contesti anche molto diversi da quello latinoamericano.
5
Ostrowicka, Helena. "Pedagogika dyskursywna w społeczeństwie pedagogii." Filozoficzne Problemy Edukacji, no. 3 (2020): 1–17. http://dx.doi.org/10.4467/25450948fpe.20.001.12939.
Full textAbstract:
In the article, using general theses based on specific empirical research, I present the multifaceted phenomenon of the pedagogization of life and social problems. I deal with the questions posed by discursive educational studies and, looking from its perspective, I describe selected discursive mechanisms of society, which I refer to as the society of pedagogy.
6
Marek, Zbigniew. "Pedagogia i pedagogika ignacjańska (jezuicka)." Horyzonty Wychowania 20, no. 56 (May 5, 2021): 11–21. http://dx.doi.org/10.35765/hw.2071.
Full textAbstract:
CEL NAUKOWY: W artykule zamierzono wyjaśnić zasadność posługiwania się terminem „pedagogika ignacjańska” oraz jej miejscem pośród nauk o wychowaniu.
PROLEM I METODY BADAWCZE: W kontekście nakreślonych celów badawczym problemem jest pytanie o to, czy można mówić o pedagogice ignacjańskiej (jezuickiej), a jeśli tak, to pod jakimi warunkami. Przy jego rozwiązaniu posłużono się metodą analizy źródeł, które dają podstawy tworzenia nowej teorii pedagogicznej.
PROCES WYWODU:Pedagogika ignacjańska wyrasta z określonej tradycji rozwijanej i pielęgnowanej przez jezuitów. Ukazanie jej charakterystycznych rysów pedagogii, która wpisuje się w działalność edukacyjną zakonu, uczyniono podstawą opisu teorii pedagogiki ignacjańskiej.
WYNIKI ANALIZY NAUKOWEJ:Pedagogika ignacjańska jest jednym z nurtów wpisujących się w pedagogikę religii uważaną za subdyscyplinę nauk o wychowaniu. Zasadność takiego ujęcia wynika ze wspólnych założeń pedagogiki religii i pedagogiki ignacjańskiej. Jej specyfiki należy się doszukiwać w założeniach duchowości i pedagogii promowanej przez jezuitów.
WNIOSKI, INNOWACJE, REKOMENDACJE:Przeprowadzony wywód potwierdza zasadność stosowania terminu „pedagogika ignacjańska”. Należy ją wpisać w zakres nurtów pedagogicznych, które odwołują się do rzeczywistości religijnej.
7
Q. de Almeida, Felipe. "Estudos sociocríticos e/ou pedagogias críticas em Educação Física: na, da ou desde a América Latina? (Estudios sociocríticos y/o pedagogías críticas en Educación Física: ¿en, de o desde América Latina?)." Ágora para la Educación Física y el Deporte 23 (November 28, 2021): 119–39. http://dx.doi.org/10.24197/aefd.0.2021.119-139.
Full textAbstract:
Este artigo reflete sobre as condições de possibilidade de uma pedagogia crítica e/ou de estudos sociocríticos originalmente latino-americanos. Para tanto, fundamenta-se em uma descrição de experiências críticas em Educação Física de cinco distintas realidades da América do Sul (Brasil, Argentina, Colômbia, Uruguai e Chile). Analisa as dificuldades de estudos sociocríticos e/ou pedagogias críticas tipicamente latino-americanos, oportunidade para defender a interlocução, nos marcos da modernidade, entre os desenvolvimentos críticos acima e abaixo da linha do Equador.
*****
Este artículo reflexiona sobre las condiciones de posibilidad de una pedagogía crítica y/o de los estudios sociocríticos originalmente latino-americanos. Para tanto, se fundamenta en una descripción de experiencias críticas en Educación Física de cinco distintas realidades de América del Sur (Brasil, Argentina, Colombia, Uruguay y Chile). Analiza las dificultades de los estudios sociocríticos y/o pedagogías críticas típicamente latino-americanos, oportunidad para defender la interlocución, en los marcos de la modernidad, entre los desarrollos críticos arriba y abajo de línea del Ecuador.
8
SIMÕES, MONALIZA MEIRA, and TÂNIA REGINA BRAGA TORREÃO SÁ. "Percepções sobre o trabalho educativo com a pedagogia do MST." Revista de Iniciação à Docência 4, no. 2 (February 7, 2020): 71–84. http://dx.doi.org/10.22481/rid-uesb.v4i2.6223.
Full textAbstract:
O artigo problematiza os desafios e perspectivas interpostas ao trabalho docente, ajustado às premissas que dão sustentação para a pedagogia do MST[1]. A saber, a pedagogia do MST é balizada no trabalho educativo orientado por cinco matrizes pedagógicas: 1) Pedagogia da Luta Social; 2) Pedagogia da Organização Coletiva; 3) Pedagogia da Terra; 4) Pedagogia da Cultura; e 5) Pedagogia da História; sistematizadas pela educadora e pedagoga Roseli Salete Caldart e apresentadas no livro “Pedagogia do Movimento Sem Terra. Escola é mais que escola” (2000). Não obstante, apresentamos aqui as tais matrizes pedagógicas, além de exibirmos um quadro analítico organizado a partir de uma vivência realizada na Escola Municipal Valdete Correia, localizada dentro Assentamento Boa Sorte, no município de Iramaia, Estado da Bahia.
9
Silva, Fabrício Oliveira da, and Rodrigo Pereira Ribeiro. "Potencialidades do uso de tirinhas na pedagogia de projetos: educação geográfica em questão." Revista Educação e Emancipação 14, no. 2 (July 8, 2021): 217. http://dx.doi.org/10.18764/2358-4319.v14n2p217-238.
Full textAbstract:
O presente artigo faz reflexões em torno da potencialidade da pedagogia de projetos para o ensino da educação geográfica. Visa compreender como o gênero textual tirinhas pode ser uma interessante estratégia para o desenvolvimento da metodologia ancorada em pedagogia projetos com vistas a pensar educação geográfica. Para isso, foi realizado um estudo bibliográfico sobre pedagogia de projetos, educação geográfica e tirinhas. Na primeira parte discutimos o que é pedagogia de projetos e diferenciamos educação geográfica de ensino de geografia. Na segunda parte, delimitamos o semiárido como um tema a ser trabalhado na pedagogia de projetos. Na terceira, evidenciamos como a pedagogia de projetos pode potencializar a articulação entre diferentes conhecimentos, como o geográfico e o textual, em que as tirinhas se insurgem como interessante estratégia de ensino de questões geográficas a partir das especificidades do gênero textual. E na última, mas não menos importante, discutimos sobre o gênero textual tirinhas e suas potencialidades para se fazer uma educação pautada na produção de virtudes intelectuais. Como resultado evidenciamos que as tirinhas geram a condição de produção de interdisciplinaridade, fato que torna a educação geográfica mais interessante, dinâmica e possibilitadora da criatividade e inventividade dos estudantes.Palavras-Chave: Pedagogia de Projetos. Educação Geográfica. Tirinhas.Potentials of the use of stripes in project pedagogy: geographical education in questionABSTRACTThis article reflects on the potential of project pedagogy for teaching geographical education. Aims to understand how the textual genre can be an interesting strategy for the development of methodology anchored in pedagogy projects with a view to thinking geographical education. For this, a bibliographical study was carried out on project pedagogy, geographic education and comic strips. In the first part we discuss what is project pedagogy and differentiate geographical education from geography teaching. In the second part, we delimit the semiarid as a theme to be worked on in project pedagogy. In the third, we highlight how project pedagogy can potentialize the articulation between different knowledge, such as geographical and textual, in which the comic strips appear as an interesting strategy for teaching geographical issues based on the specificities of the textual genre. And last but not least, we discuss about the textual genre comic strips and their potential to make an education based on the production of intellectual virtues. As a result, we show that the comic strips generate the condition of production of interdisciplinarity, a fact that makes geographic education more interesting, dynamic and enabling the creativity and inventiveness of students.Keywords: Project Pedagogy. Geographical Education. Comic Strips.Potencialidades del uso de historietas en la pedagogía de proyectos: educación geográfica en cuestiónRESUMENEste artículo reflexiona sobre el potencial de la pedagogía del proyecto para enseñar educación geográfica. Su objetivo es comprender cómo las historietas del género textual pueden ser una estrategia interesante para el desarrollo de la metodología anclada en proyectos de pedagogía con miras a pensar en la educación geográfica. Para ello, se realizó un estudio bibliográfico sobre pedagogía del proyecto, educación geográfica y historietas. En la primera parte, discutimos qué es la pedagogía del proyecto y diferenciamos la educación geográfica de la enseñanza de geografía. En la segunda parte, definimos el semiárido como un tema para trabajar en la pedagogía de los proyectos. En el tercero, mostramos cómo la pedagogía de los proyectos puede mejorar la articulación entre diferentes conocimientos, como el geográfico y el textual, en el que las historietas emergen como una estrategia interesante para enseñar temas geográficos basados en las especificidades del género textual. Y en el último, pero no menos importante, discutimos el género textual de las historietas y su potencial para una educación basada en la producción de virtudes intelectuales. Como resultado, mostramos que las tiras generan la condición de producción de interdisciplinariedad, un hecho que hace que la educación geográfica sea más interesante, dinámica y permite la creatividad e inventiva de los estudiantes.Palabras clave: Pedagogía del Proyecto. Educación Geográfica Tiras.
10
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.
Full textAbstract:
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.
Dissertations / Theses on the topic "Pedagogia generale"
1
Grotto, Lidia <1996>. "Interculturalità. Identità, complessità, pedagogia." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/18313.
Full textAbstract:
L’educazione interculturale è spesso pensata in relazione ai percorsi con cui gli alunni di recente immigrazione vengono accompagnati verso l’integrazione nella società di accoglienza. In realtà l’educazione interculturale, e più in generale l’interculturalità, vanno molto oltre questa nozione specifica, superando la visione che le costringe dentro una sorta di “pedagogia per stranieri”.
L’interculturalità è prima di tutto un paradigma, una prospettiva pedagogica, e rappresenta il modello più adatto per pensare una formazione che sia efficace oggi e che al contempo guardi al futuro e alla sua incertezza; il paradigma interculturale insegna che la diversità e la pluralità si trovano nell’individuo stesso, prima di trovarsi altrove, e sollecita un ripensamento dell’identità a partire dall’alterità, sia a livello personale che collettivo.
La prospettiva interculturale abbraccia molte scoperte proprie dell’epistemologia della complessità e rende necessaria una riforma del pensiero, attraverso l’apertura dei saperi disciplinari e lo sviluppo di una mente versatile, critica e multiculturale; nell’epoca della globalizzazione e dell’interconnessione non è più possibile mantenere le categorie disgreganti del pensiero unico, che è un pensiero al singolare.
La pedagogia interculturale si pone quindi come necessità formativa per tutti e viene a coincidere in ultima istanza con la pedagogia generale stessa.
2
ANZILOTTI, PAOLA GIUSEPPINA MARIA. "La sfida della pedagogia medica: nuova frontiera educativa." Doctoral thesis, Università Cattolica del Sacro Cuore, 2009. http://hdl.handle.net/10280/414.
Full textAbstract:
Il lavoro di ricerca verte sull'analisi del rapporto tra medicina e pedagogia, in una prospettiva di intervento educativo finalizzato alla formazione dei futuri medici. La ricerca si è avvalsa di una letteratura straniera per il segmento relativo all'affermarsi della pedagogia medica, a livello nazionale ed internazionale, cui è seguita un'indagine empirica tendente a "dare voce" ai protagonisti della ricerca, gli studenti delle Facoltà di Medicina.The research analyses the relation between education and medicine, in order to plan an educational intervention for future doctors. The research work is based on an international bibliography on Medical Education. There is also an empirical part in order to study the 'real voice' of students and professors.
3
Lazzari, Anna <1997>. "Il ponte sottile tra pedagogia e arte. Itinerari di cittadinanza planetaria." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/19680.
Full textAbstract:
Nell’era della globalizzazione, sempre più stringente è la necessità di comprendere e affrontare adeguatamente la crisi dell’educazione, dovuta all’iper-specializzazione e parcellizzazione dei saperi nelle istituzioni scolastiche. Il contesto contemporaneo ci chiede, infatti, di abbandonare il paradigma cartesiano che considera il soggetto avulso dal proprio ambiente, per riconoscere, al contrario, l’inter-relazionalità insita in tutte le cose. Questo significa anche caratterizzare questa sfida ‒ definita da autori quali Morin, Bocchi e Ceruti sfida della complessità ‒ come una necessità etica, che ci porta a identificare il Sé in relazione con l’Altro. Alla luce di tali considerazioni, cercheremo di dimostrare, a partire dal pensiero del sociologo francese Morin, perché sia necessario promuovere una vera e propria riforma dell’insegnamento bastata sulla promozione dell’interdisciplinarità e sul riconoscimento, in particolare, dell’arte quale strumento educativo valido per la comprensione della complessità stessa e la costruzione di una nuova cittadinanza planetaria. Il mondo delle istituzioni culturali contemporanee esibisce, poi, come sia possibile far conseguire, alla presa di consapevolezza che il patrimonio artistico sia fonte di ricchezza per l’individuo e lo sviluppo umano, strategie d’azione programmatiche e funzionali all’attuazione di una riforma dell’educazione artistica finalizzata alla formazione di identità complesse.
4
Kemton, Ndiffo Jacky Magloire <1980>. "La pedagogie postcoloniale: l'exemple du Cameroun." Doctoral thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/8321.
Full textAbstract:
L’obiettivo che ci siamo prefissati con questo lavoro è quello di capire se esiste una pedagogia postcoloniale in Camerun e in quale misura questa pedagogia postcoloniale può contribuire all’autonomia del popolo camerunense. Per farlo, stiamo studiando gli origini e le caratteristiche del movimento postcoloniale. Un movimento che cerca di dare maggiore voce al subalterno, alle persone che possiamo definire come oppresse. Dalle nostre prime ricerche viene fuori che si tratta di un moviemento che non prende in considerazioni questioni educativi, quindi, il nostro intento diventa allora quello di riferirsi ad autori come Ivan Illich o Paulo Freire per arrivare ad una pedagogia postcoloniale che possa permettere l’autonomia e lo sviluppo del popolo camerunense, tenendo in considerazione la sua cultura.
5
Sturza, Mihaela <1995>. "Educazione e giustizia sociale per generare capacità." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/20433.
Full textAbstract:
L’approccio delle capacitazioni in una prospettiva di educazione e giustizia sociale, in un mondo sempre più globalizzato e dominato da forti poteri economici che vede sempre una più difficile garanzia di uguaglianza, benessere e felicità. Attraverso questo lavoro di tesi si vuole superare il concetto di benessere materialista e statico e si passa ad uno di well – being, che è una condizione più estesa e include tutto ciò che la persona vuole e può essere, definito dall’economista Amartya Sen. Di conseguenza le capacità centrali, come le descrive la filosofa Nussbaum, diventano il fondamento dei diritti Costituzionali. La domanda a cui si cerca di dare una risposta, attraverso la modalità di ricerca qualitativa, e se l’innovativo strumento dell’abitare sociale, interviene sull’acquisizione delle abilita e se rende possibile i percorsi di capacitazione e di realizzazione dei progetti di vita.
6
RAMIREZ, SOASTI MARIA DEL CARMEN. "La comunicazione interculturale una pedagogia della differenza per l’insegnamento della comunicazione sociale in Ecuador." Doctoral thesis, Università degli studi di Ferrara, 2021. http://hdl.handle.net/11392/2487860.
Full textAbstract:
I nuovi scenari della comunicazione, la dinamica globalizante, l’innovazione teconologica, i cambiamenti costituzionali e le esigenze di un’educazione superiore con un approccio interculturale, suscitano diversi interessi nella ricerca e nei campi di conoscenza che permettono comprendere l’interculturalità da altre matrici espistemologiche che interpretano l’azione comunicativa con perspettive educative di alterità, inclusione, solidarietà, reciprocità e diversità culturale. Questi nuovi scenari sostengono un’altra forma di comunicazione ed
educazione che richiede altre conoscenze e saperi, che forniscono altri quadri di comprensione per intendere la comunicazione interculturale come una pedagogia della differenza. In questo contesto, senza la pretesa di stabilire la comunicazione interculturale come un modello pedagogico, da un approccio epistemico relazionale ed ermeneutico, lo studio procede dall’idea di una pedagogia con un orientamento interculturale ed un’ azione
comunicativa che coadiuvi dagli spazi universitari a un’educazione trasformatrice che, sensibilizzi i futuri comunicatori verso un cambiamento di comportamento personale per un esercizio professionale e una pratica ermeneutica che gli permette comprendere e interpretare la realtá plurinazionale e interculturale dell’Ecuador, per contribuire nella costruzione e nel rafforzamento dell’interculturalità. Si tratta di una ricerca di carattere qualitativo che ha il proposito di riflettere in chiave
interculturale e da una matrice interpretativa sui popoli indigeni kichwa, le loro conoscenze e saperi ancestrali, tradizioni e costumi culturali, valori e principi comunitari. E parlare delle esperienze educative di studenti indigeni negli spazi familiari e comunitari, cosí come, l’espressione delle emozioni di discriminazione negli spazi universitari. La tesi è organizzata in cinque capitoli con un amplio quadro introduttivo che presenta lo studio, lo contestualizza ed espone uno schema della letteratura critica associata. Il capitolo 1 introduce il lettore a comprendere il significato dell’interculturalità e comunicazione interculturale da un’epistemologia relazionale e da una pedagogia interpretativa, il valore espistemico della differenza e i lineamenti per una pedagogia della differenza. Il capitolo 2 presenta un marco istituzionale inevitabile per comprendere cosa implichi essere uno Stato Plurinazionale e Interculturale nel quadro del Sumak Kawsay ed una caratterizzazione dei popoli indigeni Kichwa della regione andina dell’Ecuador. Il capitolo 3 risponde a un quadro esperenziale che raccoglie il lavoro empirico di questa tesi che cerca di porre in dialogo i saperi, interpretare la saggezza, la spiritualità e ritualità dei popoli kichwa. Il capitolo 4 sintetizza il quadro. E, finalmente il capitolo 5 espone le conclusioni. Lo studio ha portato non solo ad una revisione, ma ad un approfondimento dei paradigmi pedagogici dell'educazione interculturale per fare una proposta epistemica dal rapporto reciproco tra comunicazione, educazione e interculturalità, in cui il rapporto dialogico della comunicazione articola il riconoscimento delle logiche plurali che renderanno possibile
comprendere l'interculturalità e altre strutture di relazione. Cioè la comunicazione interculturale intesa come un'epistemologia un'altra. Compito difficile per una formazione universitaria in comunicazione che conserva ancora tradizioni funzionaliste. Ecco perché è necessaria una pedagogia che ci aiuti a ripensare a noi stessi come popoli diversi, a indagare e immaginare la realtà che interpretiamo sapendo che la conoscenza dell'interculturalità non è solo una percezione, ma una costruzione che non possiamo dimenticare né eludere le responsabilità nel rafforzare una società interculturale.
7
Gazzotti, Elena <1983>. "Fuori dal limbo. Mafie e direzioni progettuali per una resistenza pedagogica." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7649/1/gazzotti_elena_tesi.pdf.
Full textAbstract:
La riflessione pedagogica è stata da una parte accusata di silenzio e di mancanza di approfondimento rispetto alle responsabilità educative coinvolte nello sviluppo dei fenomeni mafiosi; d'altra parte ci confrontiamo con la diffusa domanda di comprensione di tali realtà e del ruolo della società civile e con un aumento di interesse, da parte delle Istituzioni, verso percorsi educativi. Questa ricerca intende contribuire al dibattito pedagogico sulle possibili progettualità educative per costruire una risposta civile alla problematica delle mafie.
Per fare ciò, si accostano diverse griglie interpretative (storiche, sociologiche, giuridiche) e si confrontano percorsi di differenti criminalità organizzate (mafia, camorra, 'ndrangheta a livello nazionale e internazionale in primis, ma anche Yakuza, Cosa nostra americana e Triadi) con l'obiettivo di formarsi un angolo visuale più ampio e nello stesso tempo profondo della problematica mafiosa nella società globalizzata. Da questo confronto emerge l'importanza di comprendere, accanto alla pervasività delle mafie, la permeabilità dei contesti e le convergenze con gli stili esistenziali inautentici del nostro tempo, improntati al consumo, all'utilitarismo, al disimpegno, all'antropocentrismo.
Ripercorrendo l'evoluzione delle iniziative che sono state svolte sul piano politico-istituzionale e su quello civile, constatiamo soprattutto a partire dagli anni '80 l'emergere del discorso educativo. Per comprendere i possibili obiettivi educativi, si analizzano infine diversi progetti, narrati attraverso la documentazione, le interviste e i questionari rivolti ai protagonisti, e confrontati con le riflessioni pedagogiche in merito alla cittadinanza e alla legalità. L'ascolto dei familiari delle vittime, le esperienze dei campi della legalità “tra nord e sud”, di rigenerazione sociale e cura degli spazi e dei beni pubblici e dell'abitare la città, consentono di aprire l'orizzonte all'utopia di una civiltà dell'empatia, a patto di non sottrarsi all'investimento educativo nello sviluppare la capacità di ascolto della realtà e delle ragioni dell'altro, di coltivare l'arte della resistenza nel segno dell'empatia.Pedagogy has been blamed of silence and superficiality on the relationship between mafias and education; however, nowadays we are facing a spreading of interest among civil society and institution around educational projects. This research aims to contribute to the pedagogical debate around possible directions to support the civil society response to the problems of mafias. First of all, it deepens different theoretical framework (sociological, criminological, historical, law) and compares the different evolution of mafias (Cosa nostra, camorra, 'ndrangheta in the italian and international context, but also yakuza, triads, and italo-american mafia). The aim is to keep a wide and deep perspective of the problem of mafias in the globalized era. From this analysis emerges the importance of comprehension not only of the pervasiveness of the phenomenon but also the permeability of the contexts and the convergence with inauthentic lifestyles which are connected with consumption, utilitarianism, anthropocentrism and disengagement. Considering this, the research address to understand the evolution of political-institutional and civil initiatives. The importance of education has increased since the '80s, when the law enforcement agents have started to be murdered. To comprehend possible educational goals, the research analyzes different projects, which are narrated through the documentation, interviews and surveys of actors involved and it confronts them with the pedagogical reflections on citizenship and legality. Listening to the relatives of victims, working on the land confiscated to mafiosi and turned into social land trust or social projects, restoring and taking care of public spaces and goods, trying new way of social living: these practices allow us to open the horizon to the utopy of the civilization of empathy if we engage in the development of the ability to comprehend reality and the reasons of the other and to nurture the art of resistence, in the sign of empathy.
8
Gazzotti, Elena <1983>. "Fuori dal limbo. Mafie e direzioni progettuali per una resistenza pedagogica." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7649/.
Full textAbstract:
La riflessione pedagogica è stata da una parte accusata di silenzio e di mancanza di approfondimento rispetto alle responsabilità educative coinvolte nello sviluppo dei fenomeni mafiosi; d'altra parte ci confrontiamo con la diffusa domanda di comprensione di tali realtà e del ruolo della società civile e con un aumento di interesse, da parte delle Istituzioni, verso percorsi educativi. Questa ricerca intende contribuire al dibattito pedagogico sulle possibili progettualità educative per costruire una risposta civile alla problematica delle mafie.
Per fare ciò, si accostano diverse griglie interpretative (storiche, sociologiche, giuridiche) e si confrontano percorsi di differenti criminalità organizzate (mafia, camorra, 'ndrangheta a livello nazionale e internazionale in primis, ma anche Yakuza, Cosa nostra americana e Triadi) con l'obiettivo di formarsi un angolo visuale più ampio e nello stesso tempo profondo della problematica mafiosa nella società globalizzata. Da questo confronto emerge l'importanza di comprendere, accanto alla pervasività delle mafie, la permeabilità dei contesti e le convergenze con gli stili esistenziali inautentici del nostro tempo, improntati al consumo, all'utilitarismo, al disimpegno, all'antropocentrismo.
Ripercorrendo l'evoluzione delle iniziative che sono state svolte sul piano politico-istituzionale e su quello civile, constatiamo soprattutto a partire dagli anni '80 l'emergere del discorso educativo. Per comprendere i possibili obiettivi educativi, si analizzano infine diversi progetti, narrati attraverso la documentazione, le interviste e i questionari rivolti ai protagonisti, e confrontati con le riflessioni pedagogiche in merito alla cittadinanza e alla legalità. L'ascolto dei familiari delle vittime, le esperienze dei campi della legalità “tra nord e sud”, di rigenerazione sociale e cura degli spazi e dei beni pubblici e dell'abitare la città, consentono di aprire l'orizzonte all'utopia di una civiltà dell'empatia, a patto di non sottrarsi all'investimento educativo nello sviluppare la capacità di ascolto della realtà e delle ragioni dell'altro, di coltivare l'arte della resistenza nel segno dell'empatia.Pedagogy has been blamed of silence and superficiality on the relationship between mafias and education; however, nowadays we are facing a spreading of interest among civil society and institution around educational projects. This research aims to contribute to the pedagogical debate around possible directions to support the civil society response to the problems of mafias. First of all, it deepens different theoretical framework (sociological, criminological, historical, law) and compares the different evolution of mafias (Cosa nostra, camorra, 'ndrangheta in the italian and international context, but also yakuza, triads, and italo-american mafia). The aim is to keep a wide and deep perspective of the problem of mafias in the globalized era. From this analysis emerges the importance of comprehension not only of the pervasiveness of the phenomenon but also the permeability of the contexts and the convergence with inauthentic lifestyles which are connected with consumption, utilitarianism, anthropocentrism and disengagement. Considering this, the research address to understand the evolution of political-institutional and civil initiatives. The importance of education has increased since the '80s, when the law enforcement agents have started to be murdered. To comprehend possible educational goals, the research analyzes different projects, which are narrated through the documentation, interviews and surveys of actors involved and it confronts them with the pedagogical reflections on citizenship and legality. Listening to the relatives of victims, working on the land confiscated to mafiosi and turned into social land trust or social projects, restoring and taking care of public spaces and goods, trying new way of social living: these practices allow us to open the horizon to the utopy of the civilization of empathy if we engage in the development of the ability to comprehend reality and the reasons of the other and to nurture the art of resistence, in the sign of empathy.
9
Lusardi, Alessia <1974>. "La parola muta. Risignificazione estetica del non detto e autopoiesi pedagogica." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amsdottorato.unibo.it/8872/3/frontespizio%2C%20tesi%20e%20abstract.pdf.
Full textAbstract:
Il concetto ossimorico di parola-muta evoca una potente immagine che mi ha spinto ad analizzare quegli aspetti e quelle problematiche comunicativo-espressive che si originano nella storicità della persona.
Una pedagogia della parola-muta è un'indagine del “sottosuolo” del soggetto che non può evitare gli studi e i contributi della Filosofia, della Psicoanalisi, dell’Antropoanalisi e delle Neuroscienze, in quanto, queste discipline ci permettono di indagare il rischio di quel potenziale creativo che, se implode nel mutismo, non avrà modo di evolvere e tradursi in risorsa per realizzare cambiamenti generativi di risignificazione autopoietica. La parola muta proprio per la sua vasta fenomenologia legata alle diverse forme di indicibilità, conseguenti a realtà più o meno traumatiche, non può essere letta sotto un'unica categoria semantica di rimozione, ma in tutti quei processi di difesa all’origine del non detto. Le parole si interrompono perché l'eco emotivo dell'incomunicabilità eccede rispetto alla sua significazione. Ne consegue la paralisi della parola: una “lesione muta” da leggere come un sintomo, un significante di “qualcosa” che si nasconde e non riesce a rivelarsi. La parola-muta richiede, quindi, un agire educativo di cura e responsabilità pedagogica, in particolar modo per il suo duplice aspetto di segretezza intimistica: da un lato come cifra di potenzialità empatica da custodire, e dall'altro, come chiusura interiore da riconoscere per far sì che il silenzio non si trasformi in mutismo e solitudine. Donare possibilità di espressione alle parole-mute significa orientare la dimensione implicita dei non detti, delle fragilità e delle emozioni inibite al di fuori di una possibile implosione espressiva che potrebbe compromettere la generatività del soggetto in crescita. La parola-muta ha bisogno, per essere riconosciuta come esigenza espressiva del soggetto, di quell'intuizione e sensibilità estetica come prerogativa di una capacità educante al sentire, per risignificare poieticamente le parole che non trovano voce.The ossimory concept of silent-word reminded to a strong image that suggested me sit to analyse those aspects and those expressional-comunicational problems that come from the person hystory. A pedagogical phase of silent-word is a discovery of a subject inside part all this need of studies of Filosofy, Psicoanalitic, of Antropology and Conscious Science, because these disciplines allow aurself to find of that creative potential which if it remains inside in a silent place. The silent word for is wide fenomenology linked to meaning forms ourself not saide followed some forms of drammatic reality. It can’t not be read under an only semantic category of motion but in all those the defence processing et the origin of not sed word become interrupted because the emotional echo of incomunicability its a lot rely on its significant. Consequently you have the word paralisis: a “silent word” to read as syntom, a teller of something that hid itself. and isn't able to manifesti t self. The silent-word demands an educational action of treatment and pedagogic responsability, particullary for its double. aspect of secret: in a hand as potential empatic quality to cure, and in the other side, as inner.. closing to inner feature..the silent to recognize to left de silent doesn't. change isolation. To give expression possibility to silent-words is signified. to turn the inside dimension of not side, of fragilities and of hidden emotions outside of one possible inner expression which. could change the development of the growing subject. The silent-word meds, for being reknow as expression needs..reknown of subject, of that intuition and aesthetic sensitiveness as the most import thing of ability which. educate to hearing for give an new signified in a poietic way word that doesn't. find a voice.
10
Propato, Potentino Palmiro <1975>. "Banfi e Marx. Alle radici del Problematicismo pedagogico." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amsdottorato.unibo.it/9049/1/Banfi%20e%20Marx.%20Alle%20radici%20del%20problematicismo%20pedagogico%20.pdf.
Full textAbstract:
Il mio lavoro di ricerca è strutturato in due parti. Nella prima, attraverso una ricostruzione storico-critica del pensiero di Antonio Banfi, ho cercato di mettere a fuoco i concetti centrali dell’impegno critico e antidogmatico alla base del suo razionalismo critico. Ovvero: i concetti di ragione critica, di esperienza e di trascendentale. Particolare attenzione, poi, è stata prestata a quella che viene definita la “svolta marxista” di Banfi e a come essa si sia posta in relazione al suo razionalismo critico, vera e propria piattaforma teoretica del problematicismo pedagogico. Ho cercato, cioè, di capire se, e in che misura, la sua adesione al marxismo e al materialismo storico implichi una rinuncia a quel concetto di trascendentale, che ha impresso al suo razionalismo critico una chiara e decisa impronta antidogmatica, o se sia ipotizzabile, invece, una possibile integrazione tra la prospettiva trascendentale e la nuova concezione dello sviluppo storico a cui Banfi era approdato. Nella seconda parte del mio lavoro di ricerca, ho cercato di analizzare, da un lato, l’“attualità” e la validità della teoresi marxiana nell’affrontare quella dimensione di crisi che investe le persone e la società nel suo complesso e, dall’altro, la sua “inattualità” (in senso banfiano e problematicista), intesa come opposizione e irriducibilità del suo pensiero alle tendenze dominanti del presente e capacità di porsi come modello educativo e sociale alternativo all’imperante modello neoliberista.
Infine, attraverso un confronto critico con il concetto di alienazione proposto dalla filosofa tedesca Rahel Jaeggi, sono stati analizzati alcuni tra i principali concetti teorici del problematicismo pedagogico, come il tema della libertà, dell’identità, dell’esistenza autentica e della progettazione esistenziale.My research project consists of two parts. In the first one, through an historical-critical reconstruction of Antonio Banfi’s mindset, I have tried to focus on the main concepts of the critical and antidogmatical effort at the base of his critical rationalism. That is: the concepts of critical reason, experience and transcendental. Special attention has then been paid to what is defined as Banfi’s “Marxist turn” and how it has related to his critical rationalism, a true theoretical platform of pedagogical propblematicism. In other words, I have tried to understand whether, and to what extent, his adhesion to Marxism and historical materialism implies a waiver to the concept of transcendental, that has given a clear and definite antidogmatic touch to his critical rationalism, or we can suppose, instead, a possible integration of the transcendental perspective with Banfi’s new idea of historical development. In the second part of my research project, I have tried to analyze, on the one hand, the “topicality” and validity of Marxian speculation to face the dimensional crisis investing people and society as a whole, and, on the other hand, its “outdatedness” (in Banfi’s and problematicistic meaning), intended as his mindset’s irreducibility and reaction against dominant trends of the present and ability to be an alternative social and educational model to the rampant neo-liberal model. Finally, through a critical comparison with the concept of alienation suggested by the German philosopher Rahel Jaeggi, some of the main theoretical concepts of pedagogical problematicism have been analyzed, such as the topic of freedom, identity, authentic existence and existential planning.
Books on the topic "Pedagogia generale"
1
Blezza, Franco. Studiamo l'educazione oggi: La pedagogia generale del nuovo evo. Venosa: Osanna edizioni, 2005.
Find full text
2
Ciliberti, Anna. Grammatica, pedagogia, discorso. Scandicci (Firenze): Nuova Italia, 1991.
Find full text
3
Torres, Juan Manuel Díaz. Diccionario general de pedagogia y anexos legislativos españoles. [Granada, España]: Universitario, 2006.
Find full text
4
Steiner, Rudolf. Antropologia generala ca baza a pedagogiei. [Cluj-Napoca]: Ed. Triade, 1998.
Find full text
5
Historia en la perspectiva de la pedagogía general. [Bolivia?]: Editorial Qamaña, 2005.
Find full text
6
Kashlev, Sergey, A. Poznyak, and T. Krasnova. Pedagogy: theory and practice of the pedagogical process. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1514399.
Full textAbstract:
The structuring of the content of the course "Pedagogy" is based on the idea of a holistic pedagogical process as a leading phenomenon of pedagogical reality. The textbook integrates the innovative experience of developing the theory and practice of the pedagogical process, giving an idea of the teacher as a specialist in the organization of the pedagogical process; pedagogy as a science of the pedagogical process; the pedagogical process as a phenomenon of reality; about a variety of pedagogical tools that can be in the arsenal of the teacher; pedagogical conditions that make up the pedagogical process; the formation of the basic culture of the individual in the pedagogical process.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For undergraduate students studying in the fields of Education and Pedagogical Sciences, as well as teachers of educational institutions, graduate students and master's students of pedagogical specialties, students and teachers of the system of advanced training and retraining of specialists in the field of education, teachers and managers of institutions of general secondary education, additional education of children and youth.
7
teacher), Kim YouJin (Language, ed. Pedagogical grammar. Amsterdam: John Benjamins Publishing Company, 2014.
Find full text
8
Nazarova, Nataliya, and Gennadiy Penin. Special pedagogy:Volume 1: History of special pedagogy. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1078993.
Full textAbstract:
The textbook presents the history of special pedagogy as an independent branch of scientific and pedagogical knowledge. Analyzes the development of scientific thought in special education from the standpoint of modern science and development of special education people with disabilities (prescientific period — beginning of XXI century). The main stages of the development of scientific knowledge in special pedagogy in connection with the formation of its individual branches are highlighted. The most important scientific ideas, concepts, and theories that have had a decisive influence on the development of special pedagogy and its branches are presented. For students of higher education institutions studying in the areas of bachelor's and master's degree "Special (defectological) education". It can be useful for graduate students and University teachers, researchers in the field of General pedagogy.
9
Terence, Odlin, ed. Perspectives on pedagogical grammar. Cambridge: Cambridge University Press, 1994.
Find full text
10
Kashlev, Sergey. Interactive learning technology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.
Full textAbstract:
The educational and methodological manual examines interactive methods, the technology of interactive learning as an innovative pedagogical phenomenon, defines the features, content and structure of interactive methods, justifies the classification of interactive teaching methods, reveals the theoretical and methodological foundations of the use of interactive teaching methods in the pedagogical process, provides characteristics of about 70 individual interactive teaching methods, as well as the content of interactive classes, scientific and methodological seminars on pedagogy with students, listeners of the system of additional adult education.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For teachers and heads of institutions of secondary general education, additional education of children and youth, social educators, practical psychologists, students and teachers of pedagogical specialties of universities, undergraduates, postgraduates of psychological and pedagogical specialties, students of the system of advanced training and retraining of educational specialists, methodologists of educational institutions.
Book chapters on the topic "Pedagogia generale"
1
Bieger, Jordi, Kristinn R. Thórisson, and Bas R. Steunebrink. "The Pedagogical Pentagon: A Conceptual Framework for Artificial Pedagogy." In Artificial General Intelligence, 212–22. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63703-7_20.
Full text
2
Kaul, Adam. "Critical Pedagogies of Hope." In Applying Anthropology to General Education, 27–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003123453-4.
Full text
3
Fatnassi, Aziz. "Multimodal Ethnography as Pedagogy." In Applying Anthropology to General Education, 139–57. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003123453-11.
Full text
4
Ford, Derek R. "A Pedagogical Exodus: Stupidity." In Marxism, Pedagogy, and the General Intellect, 75–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83834-8_5.
Full text
5
Ford, Derek R. "The General Line of the General Intellect." In Marxism, Pedagogy, and the General Intellect, 93–103. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83834-8_6.
Full text
6
Voss, Thamar, and Mareike Kunter. "Teachers’ General Pedagogical/Psychological Knowledge." In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers, 207–27. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-5149-5_10.
Full text
7
Dyer-Witheford, Nick. "2. Teaching and Tear Gas: The University in the Era of General Intellect." In Utopian Pedagogy, edited by Mark Cote, 43–63. Toronto: University of Toronto Press, 2007. http://dx.doi.org/10.3138/9781442685093-005.
Full text
8
Han, Jinghe. "Chinese EMI Lecturers’ Engagement Strategies." In SpringerBriefs in Education, 51–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_4.
Full textAbstract:
AbstractIn Chap. 3, the pedagogical positions and instructional practices of the EMI lecturers were analyzed. This Chapter continues the examination of actual teaching practice in EMI classes by focusing on the Chinese EMI lecturers’ specific engagement strategies. Examining engagement allows this research to respond to two concerns raised in current literature: (i) that expository pedagogy and its aligned instruction will generate less classroom engagement compared to constructivist teaching; and (ii) there is less engagement and interaction in a class when teaching is conducted in EMI. The aim of this Chapter is not to measure the effectiveness of learning in relation to engagement, but rather to capture the characteristics of the engagement strategies implemented by the participants. Data reveal a general pattern in the EMI lecturers’ implementation of engagement strategies: cognitive engagement was the dominant, most frequently used engagement strategy, and conversely, emotional, managerial and behavioral engagement was observed with very limited frequency. The arguments being proposed are that the characteristics of these Chinese EMI lecturers’ engagement strategies are shaped by their pedagogical, educational and cultural ideologies; and that English as the medium plays a secondary role in patterns of engagement observed in this research.
9
Ford, Derek R. "The Educational Consensus: You Must Learn!" In Marxism, Pedagogy, and the General Intellect, 55–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83834-8_4.
Full text
10
Ford, Derek R. "Introduction: Beyond the Knowledge Economy." In Marxism, Pedagogy, and the General Intellect, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83834-8_1.
Full textConference papers on the topic "Pedagogia generale"
1
Hosseini, Zahra, and Jani Kinnunen. "INTEGRATION OF PEDAGOGY INTO TECHNOLOGY: A PRACTICAL PARADIGM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end086.
Full textAbstract:
Technology, with its rapid growth and vast impacts on all areas of human life, has increased well-being and facilitated daily tasks in our private life as well as in business and marketing, medical and healthcare services, and education. The global Covid-19 pandemic has shown the importance of Internet and technology to keep businesses running and reduce the problems emerging from social distancing and even saving lives through healthcare systems; likewise, educational systems speeded their technological facilities to run and develop normal educational activities. Although many studies had already acknowledged the necessity of using technology in education, the lack of facilities and knowledge of using technology in educational systems was reported in the beginning of the pandemic. The pandemic pushed educational systems to integrate technology into pedagogy by facilitating information transfer and communication. However, the challenge of enhancing the quality of information is still prevalent. This paper focuses on a bilateral necessity of integration of pedagogy and technology: while the potential of technology in educational systems is widely acknowledged, the practical usage of learning theories and pedagogical principles in designing digital services is far from a completed mission. Many user-experience (UX) studies determine technological, behavioral, social, and motivational factors to promote user-centric design to enhance the quality of content, while limited attention is given to pedagogical factors. We introduce integration of pedagogy into technology as a new paradigm in user-centric design, not only in the educational system but also in a general context. Mishra and Koehler (2006) introduced integration of technology into pedagogy (TP) through the Technological Pedagogical Content (TPACK) framework as required knowledge for teachers. This paper employs the TP concept in a broader context of Technological Pedagogical Content Design (TPCD), which utilizes the pedagogical element in the user-experience based practice to develop a user-centric design approach.
2
Ramaila, Sam. "HARNESSING PEDAGOGICAL AFFORDANCES OF IMPROVISED RESOURCES IN GEOGRAPHY TEACHING AND LEARNING IN TOWNSHIP SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end085.
Full textAbstract:
"Meaningful teaching and learning in South African township schools is hampered by general lack of instructional resources. As key agents of educational change, teachers face the key imperative to embrace pedagogic innovation with a view to realize envisaged educational outcomes. This study explored pedagogical affordances of improvised resources as a sustainable means to enhance the quality of instruction in Geography teaching and learning in township schools. The study adopted a mixed-method approach as part of exploratory descriptive survey design and involved purposively selected teachers from South African township schools as participants. Quantitative data was collected through the administration of a survey questionnaire with the participants while qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that the use of improvised resources provides meaningful platforms to address pervasive knowledge gaps through coherent development of conceptual understanding in Geography teaching and learning. Theoretical implications for pedagogic innovation are discussed."
3
Daneykin, Yu V. "Adaptively Innovative Pedagogical Technologies In The System Of General Education." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.24.
Full text
4
Garnett, Fred, and Nigel Ecclesfield. "CRAFT OF E-TEACHING; LESSONS FROM THE DIGITAL PRACTITIONER RESEARCH." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-083.
Full textAbstract:
In discussing e-learning at ELSE 2013 the question was asked, "shouldn't we be researching e-teaching?" The authors have spent some years doing this, through their Craft of Teaching work (Garnett, Ecclesfield 2014) and the Digital Practitioner Research (Ecclesfield, Rebbeck, Garnett, 2011-13). The Craft of Teaching work came about when the authors were challenged at the iPed 2009 conference on Pedagogies as to what the role of the teacher would be if Web 2.0 tools allowed learners to generate their own learning contexts, as we argued. We answered this at iPEd 2010 with "The Open Context Model of Learning and the Craft of Teaching," This was built around the PAH Continuum (Pedagogy, Andragogy, Heutagogy) which argued that teachers needed to develop learner's ability to manage their own learning using their professional and pedagogical understanding of the educational benefits of self-directed learning. The subsequent Digital Practitioner research for the UK skills development agency LSIS both used an original survey methodology, focussed on how lecturers felt about the technologies they were using, and also evaluated the answers against professional critical thinking skills. This survey of 1000 college lecturers surprisingly revealed the importance of the personal development of the use of technologies in social contexts as a key part of the development of professional e-teaching skills in educational institutions, and also that a co-creation model of learning (Garnett, Ecclesfield 2012) around "artfully-crafted, student-centred, learning experiences" was possible. The conclusion would be that e-teaching is best developed by a mix of personal, professional and staff development, both within and outside educational institutions, allied with a deeper understanding of how pedagogies are being changed post-Web 2.0, by new learning and social technologies. The paper will show how we reached these conclusions and how institutions might develop new e-teaching strategies for themselves.
5
Caprioara, Daniela, and Virgil Frunza. "A PERSPECTIVE OF STUDENTS ON FEEDBACK IN ONLINE EDUCATION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-015.
Full textAbstract:
Feedback is undoubtedly a very important element in the general structure of the training and learning process, the peremptory proof of importance being the principle of feedback or reverse connection, listed in the current pedagogical or didactic literature. Efficient use of feedback in teaching-learning activity is conditioned by a series of variables, among which are found the elements of specificity, the functions of feedback, its forms and, last but not least, the concrete means by which it can be achieved. The pandemic context generates the problem of a paradigm shift in terms of feedback management, a rethinking and a repositioning of it in the general configuration of the training and learning process. In other words, they need to be reviewed. The main question that formed the basis of this study is: What is the students' perception of the feedback, both in terms of personal experience, but also that of the training specialist for the teaching profession? To formulate an answer to this question, a questionnaire was applied to a group of 80 students from the Pedagogy of Primary and Preschool Education program. Years 2 and 3 were selected, for two reasons: on the one hand, to have a psycho-pedagogical knowledge base that would allow them to formulate pertinent opinions and, on the other hand, to have a comparative reference, having in view that they have completed at least one semester of university studies in face-to-face education. The results show that students' perceptions of feedback in online education are relatively different.
6
Vilde, Ilze. "Transversal Skills for the Implementation of Competence Approach during a Music Pedagogy Process at Primary School." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.76.
Full textAbstract:
Expertise-based (competence) approach is one of the approaches in pedagogy which in the 21st century can be applied to develop important value-based knowledge, skills and habits. Transversal skills help learners to use knowledge in a real-life context, be ready to take on responsibility for their own learning, constituting a complex achievement, and strengthening the link between knowledge and personal experience. These skills can be acquired by purposefully integrating them with the core skills in all subjects, music including. Transversal skills include such components as: cooperation, creative and entrepreneurial ability, civic participation, critical thinking and problem solving, digital literacy, and self-guided learning skills. It is essential to bring the above-mentioned skills into focus in music pedagogy – to substantiate them theoretically and give a practical guidance how they can be seen in a pedagogical reality and develop them within the frame of music teaching in primary school. Research aim: to describe and substantiate how to enhance the development of transversal skills by applying competence approach during a music pedagogy process at primary school. Materials and methods: this paper will provide the analysis of theoretical literature and education documents on the competence approach, examine possibilities of developing transversal skills in music at Music Primary School. Theoretical findings will be brought into foreground in connection with the pedagogical experience obtained while teaching at Jazeps Vitols Latvian Academy of Music and giving music lessons in general education institutions.
7
Kireeva, I. A., and L. S. Sidorkina. "The development of the intellectual abilities of students in teaching foreign language in the field of professional communication based on the case-study method." In General question of world science. L-Journal, 2020. http://dx.doi.org/10.18411/gq-30-11-2020-10.
Full textAbstract:
The relevance of the research in the article is due to the fact that modern professional activity requires a scientific approach and analysis from a specialist, therefore, the problem of developing the intellectual abilities of students again acquires a priority focus. The purpose of the study is to identify and substantiate the pedagogical conditions for the development of students' intellectual abilities when teaching a foreign language in the field of professional communication based on the case-study method. The novelty of the research lies in the fact that its results allow clarifying the basic concept of the case-study method and highlighting its components, as well as developing a pedagogical model. The practical significance of the research results lies in the fact that the pedagogical conditions aimed at the development of the intellectual abilities of students in teaching a foreign language in the field of professional communication based on the case-study method are identified and substantiated. As a result, a developed system of criteria and pedagogical tools was introduced into the practice of teaching a foreign language in the field of professional communication to assess the development levels of students' intellectual abilities based on the case-study method.
8
Ovcharuk, O. "Digital citizenship education: general approaches." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-433-435.
Full text
9
Shiltsova, Julia Vyacheslavovna, Lyudmila Ivanovna Arkharova, and Larisa Mihajlovna Korchagina. "Psychological and pedagogical conditions for the support of gifted children on the experience of a private lyceum named after G.V. and N.G. Riumin of Ryazan." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75172.
Full textAbstract:
The experience of psychological and pedagogical support of gifted children, which consists mainly in the creation of certain conditions in a private educational institution is presented in the article. On the basis of a private lyceum named after G.V. and N.G. Riumin of Ryazan, created by the founder N.V. Riumin – candidate of psychological sciences and by its director L.I. Arkharova – candidate of pedagogical sciences, head of the Pedagogy and Teacher Education Department at FSBEI of HE " Ryazan State University named for S. Yesenin", the experience of cooperation of higher education and general education institutions in the formation and upbringing of gifted children has been studied. L.I. Arkharova’s psychological and pedagogical competencies and long experience enabled to create the conditions for attracting the best teachers of Ryazan. Being rather a small city, when the teachers of the FSBEI of HE " Ryazan State University named for S. Yesenin" know the best of the best by sight, teach the potential teachers a worthy education and “see” the situation from the inside, close cooperation and interaction can be observed. Entering the lyceum, children individually reveal their potential being surrounded by care, warmth, love and attention to the personality of everyone.
10
Ramaila, Sam. "THE USE OF IMPROVISED RESOURCES IN SCIENCE CLASSROOMS IN SOUTH AFRICAN TOWNSHIP SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end083.
Full textAbstract:
"A considerable number of schools in South Africa are under-resourced and this dilemma poses formidable instructional challenges which stifle teachers’ ability to foster meaningful teaching and learning in science classrooms. There is a critical need to circumvent general lack of resources in township schools by harnessing pedagogical affordances of improvised resources. In response to this key strategic imperative, the study examined the use of improvised resources in science classrooms in South African township schools. The study adopted a generic qualitative design and involved purposively selected science teachers from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that the use of improvised resources is central to coherent development of scientific literacy and sustainable inculcation of requisite scientific skills in science classrooms. Theoretical implications for pedagogic innovation are discussed."
Reports on the topic "Pedagogia generale"
1
Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.
Full textAbstract:
Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
2
Lysokon, Ilia. Analysis of the Definition "Management of Education" in the Ukrainian Pedagogical Discourse. Тернопіль, 2022. http://dx.doi.org/10.31812/123456789/6472.
Full textAbstract:
The national system of education has always been a subject of scientific discussions in the pedagogical paradigm. It should be noted that this system is multi-vector special processes and factors created by the state to implement the social mission of education in the society. Education as a constituent phenomenon includes many areas of work: educational process, scientific and scientific-technical activities, psychological and psychological-pedagogical counselling, financial and economic work and more. All these processes are united not only by the attitude to education as a system, but also to the process of governance in general. Therefore, the definition of "management of education" in various processes plays a particularly important role.
3
Elacqua, Gregory, Analia Jaimovich, Graciela Pérez-Nuñez, Diana Hincapie, Constanza Gómez, María José Sánchez, Gonzalo Escalona, and Joaquín Walker. ¿Quiénes estudian pedagogía en América Latina y el Caribe?: tendencias y desafíos en el perfil de los futuros docentes. Banco Interamericano de Desarrollo, January 2023. http://dx.doi.org/10.18235/0004686.
Full textAbstract:
Latinoamérica y el Caribe (ALC) enfrentan importantes desafíos en materia de dotación y calidad de la fuerza laboral docente. En un contexto de necesidad de más y mejores docentes en las escuelas, este estudio analiza el primer eslabón en la carrera docente: los programas de formación inicial docente (FID). Específicamente, se investigan las características y tendencias de la matrícula en programas FID en 16 países de ALC, entre los años 2015 y 2020. En estos países, los programas FID representan un 12,4% de la matrícula en educación superior (en países de la OCDE un 8%, y en EE.UU. menos de 1%). Esta participación de los programas FID en la matrícula de educación superior es más baja en países con mayores exigencias de acreditación y de ingreso a la carrera docente, y más alta en los países con menor regulación de las carreras FID. En general, la matrícula en programas FID es altamente feminizada (73% de mujeres), y la representación femenina decae en especialidades dirigidas a mayores grados de enseñanza. En comparación al resto de la matrícula en educación superior, los programas FID se concentran en mayor proporción en entidades públicas. En tanto, la oferta de programas FID interculturales bilingües es insuficiente en relación a la proporción de la población autoidentificada como indígena y, en general, son escasas las políticas que la fomenten. Por último, en comparación con las demás carreras profesionales, los estudiantes matriculados en programas FID son en mayor proporción mujeres, pertenecientes a pueblos originarios, de zonas rurales, de nivel socioeconómico medio y medio-bajo, y de menor rendimiento académico al ingreso. Los gobiernos de la región enfrentan un dilema de política pública a corto plazo: aumentar tanto la cantidad, como la calidad y pertinencia de los futuros docentes
4
Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
Full textAbstract:
The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
5
Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.
Full textAbstract:
The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
6
Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova, and Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4413.
Full textAbstract:
The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.
7
Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.
Full textAbstract:
Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
8
Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.
Full textAbstract:
Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.
9
Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.
Full textAbstract:
The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
10
Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.
Full textAbstract:
In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a