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Books on the topic 'Pedagogia generale'

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Published: 10 March 2023

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1

Blezza, Franco. Studiamo l'educazione oggi: La pedagogia generale del nuovo evo. Venosa: Osanna edizioni, 2005.

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2

Ciliberti, Anna. Grammatica, pedagogia, discorso. Scandicci (Firenze): Nuova Italia, 1991.

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3

Torres, Juan Manuel Díaz. Diccionario general de pedagogia y anexos legislativos españoles. [Granada, España]: Universitario, 2006.

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4

Steiner, Rudolf. Antropologia generala ca baza a pedagogiei. [Cluj-Napoca]: Ed. Triade, 1998.

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5

Historia en la perspectiva de la pedagogía general. [Bolivia?]: Editorial Qamaña, 2005.

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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.

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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.
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7

teacher), Kim YouJin (Language, ed. Pedagogical grammar. Amsterdam: John Benjamins Publishing Company, 2014.

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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.

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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.
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9

Terence, Odlin, ed. Perspectives on pedagogical grammar. Cambridge: Cambridge University Press, 1994.

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10

Kashlev, Sergey. Interactive learning technology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.

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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.
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11

1948-, Thomson Pat, ed. Helping doctoral students write: Pedagogies for supervision. Abingdon, Oxon ; New York: Routledge, 2006.

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12

Taĭlaqov, Norbek. Uzluksiz taʺlim tizimi uchun informatikadan ŭqub adabiëtlari i︠a︡ngi avlodini i︠a︡ratishning ilmiĭ pedagogik asoslari. Toshkent: Ŭzbekiston milliĭ entsiklopediiasi, 2005.

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13

Pashkevich, Aleksandr. Fundamentals of pedagogical technology design. The relationship between theory and practice. 4th ed. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/01864-4.

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The educational and methodological manual reflects the theoretical aspects of the basics of designing innovative pedagogical technologies. The article presents the practice of designing author's pedagogical technologies, selection criteria, creation algorithm and ways of designing new pedagogical technologies. As an example, the methodological support of the technology for the implementation of the system-activity approach in the educational process of the school, created taking into account the federal state educational standards of general education, the professional standard "Teacher", the national system of teacher growth and within the framework of the national project "Education", is presented. It is addressed to the administration of educational institutions, teachers, and all those interested in the design of educational technologies.
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14

Landøy, Ane. Collaboration in Designing a Pedagogical Approach in Information Literacy. Cham: Springer Nature, 2020.

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15

Feminist popular education in transnational debates: Building pedagogies of possibility. New York, NY: Palgrave Macmillan, 2012.

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16

Yakovleva, Irina, Margarita Bratkova, Ol'ga Karanevskaya, Oksana Titova, Yuliya Afanas'eva, Alla Zakrepina, and Svetlana Kondrat'eva. Pedagogy and psychology of children with mental retardation (intellectual disabilities). ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1733143.

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The textbook presents the issues of diagnosis of intellectual disabilities, features of development and theoretical foundations of education, upbringing of children with intellectual disabilities. Special sections deal with the issues of pedagogical work with students with severe intellectual disabilities. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) education", "Psychological and pedagogical education" and "Pedagogical education", it can also be used by teachers of both special (correctional) and general education schools working with children with intellectual disabilities.
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17

Pirillo, Claudio. Note Di Socio- Pedagogia Generale. Mediazione Familiare Ed Etica Deflattiva. Lulu Press, Inc., 2016.

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18

Kuper, Wolfgang. Pedagogia General. Abya-Yala Ediciones, 1993.

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19

Herrerias, Jose Angel Lopez. Tratado de Pedagogia General. Playor Editorial S.A. (ES), 2001.

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20

Hubert, Rene. Tratado de Pedagogia General. El Ateneo, 1999.

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21

Introduccion a la pedagogia general. Mexico City: Siglo XXI Editores, 2006.

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22

Educación: Tratado General de Pedagogía; Volume 1. Creative Media Partners, LLC, 2018.

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23

Martin, Miguel Martinez, Joseph M. Puig Rovira, and Josep Ma Puig. Educacion Moral y Democracia (Pedagogia). Laertes, 2000.

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24

Bunge, Carlos Octavio. La educación: Tratado general de pedagogía; Volume 1. Franklin Classics Trade Press, 2018.

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25

La educación: Tratado general de pedagogía; Volume 1. Franklin Classics, 2018.

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26

Bunge, Carlos Octavio. La educación: Tratado general de pedagogía; Volume 1. Franklin Classics Trade Press, 2018.

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27

Osarov, Jabbor, Dostnazar Khimmataliev, Nozima Kuvatova, Shakhlo Atakhujaeva, Vera Chudakova, and Nigora Akbarova. Pedagogical competence. Pero, 2022. http://dx.doi.org/10.15350/9785002044672.

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In this manual, the general methodical principles of developmental education for students of Pedagogy and Psychology, the meaning and essence of the concept of self-development, the specific features of the formation of self-development competence in students based on the cluster of pedagogical education, the content of educational materials of education based on the competence approach, modern traditional and distance education teaching methods and technologies, socio-cultural environment, methodological aspects of the self-development process of students in the conditions of an educational cluster, self-awareness and management, the model of individual self-development and modern approaches, the importance of independent education in the formation of competence, methods of determining the level of competence formation, this process includes the use of interactive methods and evaluation of the effectiveness of this process. This manual was prepared on the basis of the curriculum of masters of education in pedagogy and psychology, and is intended for use by pedagogues, scientific researchers and undergraduate students working at all levels of the continuing education system.
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28

Francesco, Pedro, and Irene Puig. Las Reformas Educativas (Papeles de Pedagogia). Ediciones Paidos Iberica, 1999.

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29

Wilbourne, Emily. Feminist Pedagogy in the Undergraduate Music Survey Course. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199935321.013.128.

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This article considers the pragmatic difficulties of implementing feminist pedagogy in the undergraduate music history survey course. Drawing on the author’s teaching experience at the Aaron Copland School of Music, the article tackles the question of what counts as feminist pedagogy. It considers the fundamental problem of feminist scholarship and its application to the music history survey and provides pragmatic examples of how the author teaches, bridging the theoretical/practical divide that often fractures musicology in general and pedagogical speculation in particular. It also explains the author’s syllabi and a particular set writing assignments given as part of a music history survey, considering their effectiveness as components of a distinctly feminist pedagogy and how feminist goals might result in pedagogical choices that themselves seem less obviously feminist. Finally, the article reflects on whether the idea of a feminist history survey is a useful, or even feasible, goal.
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30

Tohuzov, Oleh, ed. Distance learning in quarantine: experience and prospects. Analytical and methodical materials. Pedahohichna dumka, 2021. http://dx.doi.org/10.32405/978-966-644-596-7-2021-192.

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The publication presents analytical and methodological materials prepared by the staff of the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, covering the experience of organizing distance learning in general secondary education in quarantine restrictions and promising areas of its development. Issues of implementation of distance learning as a pedagogical technology, design of educational environment taking into account the features of distance and blended learning, organization of distance learning in primary school and secondary education II and III degrees, evaluation of learning outcomes in distance education, implementation of certification assessment of general secondary education. , organizational and legal principles of distance learning, features of management activities of the head of the educational institution during distance learning. The materials are addressed to the heads and pedagogical staff of educational institutions.
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31

Gordon, Peter, and Denis Lawton. Dictionary of Education. Hodder & Stoughton Educational Division, 1996.

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32

Puiggros, Adriana, Sandra Carli, and S. Carli. Ninez, Pedagogia y Politica (Serie Historia Moderna). Mino y Davila, 2006.

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33

Antoni, J., Colom Cañellas, and Joan-carles Melich. Despues De La Modernidad (Papeles de Pedagogia). Ediciones Paidos Iberica, 1993.

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34

Des Maitres Philosophes?: La Fondation de la Pedagogie Generale Par l'Universite Allemande. Classiques Garnier, 2012.

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35

Bernhard, Overberg. Manuel de Pedagogie et de Methodique Generale: Ou, Guide de l'instituteur Primaire. Creative Media Partners, LLC, 2018.

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36

Formacion y actualizacion para la funcion pedagogica. Madrid, España: Sintes, 1999.

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37

Ferreres, Vicente, and Francesc Imbernon. Formacion y Actualizacion Para La Funcion Pedagogi. Sintesis Editorial, 2000.

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38

Teklu, Theodros A. Moral Pedagogies for Africa. Taylor & Francis Group, 2021.

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39

Clements, Ann Callistro, Bryan Powell, and Matthew Clauhs. Popular Music Pedagogies. Taylor & Francis Group, 2020.

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40

Popular Music Pedagogies. Taylor & Francis Group, 2020.

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41

Sepúlveda, Jovanny, ed. Interdisciplinariedad, pedagogía y proyectos formativos. CUA - Medellin, 2020. http://dx.doi.org/10.52441/edu202003.

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La comunicación de la ciencia, en sí misma no es ciencia, pero sí contribuye a ella y a la difusión del conocimiento. ¿Por qué publicamos? Primero porque la investigación científica hoy es epistemología + metodología + tecnología+ comunicación del conocimiento, lo que también plantea la importancia de la gestión del conocimiento. La ciencia hoy no se hace para que se quede en informes o anaqueles, sino para que pueda ser difundida, utilizada y apropiada por otros. La publicación es un paso de puesta en validación en el medio, entre pares o entre beneficiarios finales de los resultados del proceso de investigación, y por tanto, de la gestión del conocimiento iniciada con un proyecto en su momento. La publicación hace visibles los hallazgos, pero también los nuevos saberes, las nuevas ideas, las nuevas explicaciones, los nuevos objetos dentro de la cultura de lo humano. La ciencia, la tecnología y la innovación, como prácticas sociales -tal como lo expresa el prólogo- son además actividades culturales que buscan ser visibles, hacerse públicas para dar pie a una función social y cognitiva más profunda: generar trascendencia del saber humano en la historia. Las publicaciones son solo piezas retóricas de un quehacer mucho más comprometedor: motivar nuevos procesos de búsqueda, nuevos procesos cognitivos en otros. Y es que como dice Bruno Latour (2017), hacer ciencia tiene mucho de ejercicio político y de ejercicio cultural en nuestras sociedades contemporáneas. Los científicos contemporáneos desde su función social, plantean -no todos, pero sí los más conscientes- la batalla contra la dictadura del beneficio (la rentabilidad económica de la ciencia que se inculcó durante el siglo XX), a partir de la libertad y la gratuidad del conocimiento y la investigación. Publicar, y mucho más volver al libro como dispositivo de comunicación, motiva un conocer diferente, un conocer desde el deseo de entregar como acto generoso lo aprendido. La ciencia en la antigüedad, como lo plantea Ordine (2013), nace de la curiosidad y de la admiración. Son los fenómenos de lo cotidiano, de lo común, los que mueven a los primeros filósofos a generar saber. El estudio, como dice Ordine es en primer lugar adquisición de conocimientos que “sin vínculo utilitarista alguno, nos hacen crecer y nos vuelven autónomos” (p. 45). Así pues, el estudio y la investigación están motivados por la gratuidad de la admiración del mundo y de la realización del ser humano en su proceso de búsqueda de sabiduría. Aquí cabe retomar a Poincaré (1904 citado por Ordine, 2013): El hombre de ciencia no estudia la naturaleza porque sea útil; la estudia porque encuentra placer, y encuentra placer porque es bella. Si la naturaleza no fuera bella, no valdría la pena conocerla, ni valdría la pena vivir la vida. No hablo aquí, entendámoslo bien, de esta belleza que impresiona los sentidos, de la belleza de las cualidades y de las apariencias; no es que la desdeñe, lejos de ahí, pero no tiene nada que ver con la ciencia. Quiero hablar de esa belleza, más íntima, que proviene del orden armonioso de las partes y que solo una inteligencia pura puede comprender. Por así decirlo es ella la que da un cuerpo, un esqueleto a las halagadoras apariencias que embellecen nuestros sentidos, y sin este soporte, la belleza de estos sueños fugitivos sería imperfecta, porque sería indecisa y huiría siempre (p. 61). Y finaliza Ordine: Hay que saber poner la mira en “la belleza intelectual” que “se basta a sí misma”. Por ella sola, “más quizá que por el bien futuro de la humanidad”, “el hombre de ciencia se condena a largos y penosos trabajos” (p. 21). Sin este laborioso y desinteresado esfuerzo, sería realmente difícil pensar en hacerse mejores (p. 61). Los autores de la presente compilación han comprendido esta belleza intelectual desde los saberes y disciplinas más diversos: la antropología pedagógica, la educación, la psicología, la comunicación. Si bien el eje central es la educación y este libro se enmarca en una visión de educación desde diferentes intereses, el origen de nuestros autores es variado y multidisciplinar, como podrá evidenciar el lector en las siguientes páginas. La educación, es una práctica cultural propia de nuestras sociedades occidentales que debe hacer visibles sus reflexiones desde la perspectiva científica. La capacidad de sistematización de lo aprendido en el aula, del proceso de conocimiento desde los niveles más básicos hasta los más avanzados, es la clave de una producción científica desde el campo formativo. Hoy encontramos esa evidencia de las búsquedas, de las comprensiones, de las iniciativas de realización del ser humano en muchos de los apartados de estos textos que los autores comparten con nosotros.
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42

Cano Quintero, María Constanza, Edinson Corcino Balanta, Luis Carlos Granja Escobar, Perucho Mejia Garcia, and Carlos Alberto Quintero Cano. Pedagogía, afrocolombianidad y cine. Un diálogo de saberes. Editorial Universidad Santiago de Cali, 2017. http://dx.doi.org/10.35985/9789588920689.

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La inspiración del presente libro surge de los procesos investigativos que cada autor presenta en diferentes escenarios: pedagógico, semiótico, hermenéutico, y enfoques sobre la alfabetización tecnológica: étnicos y normativos del cine. Es un producto de los métodos didácticos, del saber pedagógico que encuentra su espacio en el ámbito de lo educativo, sirviendo como una herramienta pedagógica para uso de maestros, estudiantes y comunidad en general, que se ocupa de un entramado gnoseológico complejo para indagar sobre el estudio de las ciencias sociales y humanas.
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43

Noble, Greg, Catherine Driscoll, and Megan Watkins. Cultural Pedagogies and Human Conduct. Taylor & Francis Group, 2015.

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44

Cultural Pedagogies and Human Conduct. Taylor & Francis Group, 2015.

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45

Noble, Greg, Catherine Driscoll, and Megan Watkins. Cultural Pedagogies and Human Conduct. Taylor & Francis Group, 2015.

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46

Pedagogical Imagination A Conceptual Memoir. Third World Press, 2012.

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47

Laviosa, Sara. Translation and Language Education: Pedagogic Approaches Explored. Taylor & Francis Group, 2014.

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48

Laviosa, Sara. Translation and Language Education: Pedagogic Approaches Explored. Taylor & Francis Group, 2014.

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49

Translation and Language Education: Pedagogic Approaches Explored. Routledge, 2014.

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50

Laviosa, Sara. Translation and Language Education: Pedagogic Approaches Explored. Taylor & Francis Group, 2014.

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