Academic literature on the topic 'Pedagogic register'
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Journal articles on the topic "Pedagogic register"
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Martin, James. "Pedagogic discourse: Marshalling register variation." Revista signos 54, no. 107 (December 2021): 771–98. http://dx.doi.org/10.4067/s0718-09342021000300771.
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Irianti, Leni. "THE INFLUENCE OF SYSTEMIC FUNCTIONAL LINGUISTICS ON TEACHING FUNCTIONAL TEXTS IN A WRITING CLASS." ELTR Journal 3, no. 1 (February 17, 2020): 36–45. http://dx.doi.org/10.37147/eltr.v3i1.58.
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This article analyzed the functional text and register in Systemic-Functional theoretical framework. It explored how both register and genre realized in pedagogic models especially in English business writing course. In English as a foreign-language, writing for functional texts is considered important in teaching learning activities. The register and genre were considered in composing the application letter. It was used the teaching cycle of Genre Based Approach (henceforth GBA) to connect between register and genre in the writing functional text especially in writing application letter activities. There were the models of functional writing provided and the students followed the teaching cycle of GBA the students compose the letter of application. The most noticeable qualities of generic structures and tenor awareness tended to be emphasized by lecturer over less-evident lexico-grammatical patterns. It is also important of how the students’ recognize stages of formal letters. This was suggested that choice of genre and more systematic attention to details of register (especially tenor) awareness are truly important in writing formal letter for learners English for Business Writing class.
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Irianti, Leni. "THE INFLUENCE OF SYSTEMIC FUNCTIONAL LINGUISTICS ON TEACHING FUNCTIONAL TEXTS IN A WRITING CLASS." ELTR Journal 3, no. 1 (February 17, 2020): 36–45. http://dx.doi.org/10.37147/eltr.v3i1.58.
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This article analyzed the functional text and register in Systemic-Functional theoretical framework. It explored how both register and genre realized in pedagogic models especially in English business writing course. In English as a foreign-language, writing for functional texts is considered important in teaching learning activities. The register and genre were considered in composing the application letter. It was used the teaching cycle of Genre Based Approach (henceforth GBA) to connect between register and genre in the writing functional text especially in writing application letter activities. There were the models of functional writing provided and the students followed the teaching cycle of GBA the students compose the letter of application. The most noticeable qualities of generic structures and tenor awareness tended to be emphasized by lecturer over less-evident lexico-grammatical patterns. It is also important of how the students’ recognize stages of formal letters. This was suggested that choice of genre and more systematic attention to details of register (especially tenor) awareness are truly important in writing formal letter for learners English for Business Writing class.
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Maeng, Seungho, and Chan-Jong Kim. "Variations in science teaching modalities and students' pedagogic subject positioning through the discourse register and language code." Science Education 95, no. 3 (November 16, 2010): 431–57. http://dx.doi.org/10.1002/sce.20429.
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Amundrud, Thomas. "Multimodal knowledge building in a Japanese secondary English as a foreign language class." Multimodality & Society 2, no. 1 (March 2022): 64–85. http://dx.doi.org/10.1177/26349795221081300.
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Multimodal analysis examines how different modes, such as space, gesture, and language, instantiate meaning together. In this paper, a Systemic Functional-Multimodal Discourse Analysis demonstrates how teachers enact their pedagogy with their students across modes through what is represented experientially, how relationships between people are construed interpersonally, and how coherent texts are realized textually. This paper is a preliminary study of classroom data from a larger project looking at the multimodal pedagogy of Japanese secondary school teachers of English through the paired lenses of Systemic Functional-Multimodal Discourse Analysis and Legitimation Code Theory. It demonstrates how methods from these perspectives may be productively combined. How this teacher builds cumulative knowledge multimodally can be uncovered through the analysis of pedagogic register (Rose, 2018) and exchange (Berry, 1981; Martin and Rose, 2007), as well as classroom space and representing and textual action (Amundrud, 2017; Martin and Zappavigna, 2019). How both gesture and dialogic exchange between the teacher and students modulate the contextual relation of the knowledge construed in class is also explored via semantic gravity, which looks at how closely connected knowledge practices are to their context (Maton, 2014). As a preliminary study, the paper closes with limitations and future directions for this pedagogic multimodality research.
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Sari, Lisna Sulinar. "KESIAPAN PENDIDIK PAUD DALAM MENGAJAR ANAK USIA DINI DI KOTA BANDUNG." Jurnal Ilmiah Mimbar Demokrasi 18, no. 1 (October 1, 2018): 73–90. http://dx.doi.org/10.21009/jimd.v18i1.9254.
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The research was conducted aimed at finding out about the readiness of PAUD educators in teaching seen from: 1) recruitment of PAUD educators provided by PAUD managers in the city of Bandung; and 2) academic qualifications and competencies of PAUD educators in the city of Bandung. This research was conducted with a qualitative approach. Respondents are principals or managers of PAUD and PAUD educators in the city of Bandung. Data were obtained throught focus group discussion, and questionnaire. The results showed that the recruitment of PAUD educators was conducted in various ways, such as making announcements, making classified advertisements in newspapers, there were also job seekers coming directly to PAUD institutions to register as PAUD educators, and even looking through the help of friends. There are still many academic qualifications for early childhood education in the city of Bandung, but for TPA all PAUD educators are already undergraduates, but there are those who are S2 but non-educational scholars. The competencies possessed by PAUD educators are also different. The competence of TK, KB and SPS educators mostly reaches the level of affordability, but there are a small number of TPA educators who have disabilities in pedagogic competencies. The aspects of pedagogic competence that cannot be mastered by TPA teachers are, they are unable to carry out remedial and enrichment programs.
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Montes, César Silva. "The world-system of academic capitalism: Process of consolidation of the entrepeneurial university." education policy analysis archives 17 (December 15, 2009): 24. http://dx.doi.org/10.14507/epaa.v17n24.2009.
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This article presents an analysis of the system of the faculty evaluation by their students at the Universidad Autonoma de Ciudad Juarez (UACJ). The study was conducted following an interpretative and ethnographic methodology; empirical data was obtained based on participative observation. My presence on a daily basis allows me to register the processes in detail. In this methodology, the subjectivity, ideology and political stand of the researcher are made explicit. Results from the study indicate that for the perspective of the university administration, the faculty evaluation validates the teaching quality, and it is a referent to justify the professor exclusion from the university's incentive program. The faculty views the student evaluation as a control of their labor and as a revenge mechanism from those students who felt that will fail the course. The student perceives the evaluation as a mandatory and unimportant task, because its results do not modify the faculty pedagogic practice. Although there is an agreement between the administration and the faculty to maintain the student evaluation process for merit incentive purpose, faculty questions if this type of evaluation is appropriate for all the disciplines; the validity of peer evaluations; and, the student's judgment to leave them without labor economic incentives. As a result of the found divergence, it is proposed a dialogue among the professors; University's administration, and the students to generate an opinion poll in agreement to the context.
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Nurlaelawati, Iyen, Wawan Gunawan, and Nenden Sri Lengkanawati. "Enhancing student participation in learning to write a recount text: Learning from EFL pre-service teachers in implementing R2L pedagogy." Indonesian Journal of Applied Linguistics 12, no. 2 (September 30, 2022): 374–84. http://dx.doi.org/10.17509/ijal.v12i2.51086.
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Reading to Learn (R2L) Pedagogy evolved from the development of genre pedagogy, which has gained more attraction in language teaching and learning. In an effort to continuously yield empirical advantages in supporting students’ learning in reading and writing, genre pedagogy has been much researched in the field of teaching involving experienced teachers. Nonetheless, investigating R2L pedagogy enacted by EFL preservice teachers having no experience in teaching leaves a gap in the existing literature, thus becoming the aim of this study. The study was carried out in a case study design, involving three preservice teachers in a teaching practicum program as the participants. The study took place in a high school in West Java Province, Indonesia. The data were collected through classroom observations and interviews, which then were analyzed to search for themes generated by a qualitative approach and amplified by pedagogic register analysis. The findings showed that through adaptation and modification, the participants implemented most of the stages of R2L pedagogy in their teaching context. The phases of teaching and learning created classroom interaction better between the preservice teachers and students, leading to enhancing student participation in the teaching and learning activities. The analysis also indicated the challenges that the participants encountered, such as text selection and contextual strategies of detailed reading. This study suggests that R2L pedagogy provides purposeful staged activities significant in enhancing students’ participation, thus leading to better student learning engagement.
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Le Foll, Elen. "Register variation in school EFL textbooks." Register in L1 and L2 Language Development 3, no. 2 (November 23, 2021): 207–46. http://dx.doi.org/10.1075/rs.20009.lef.
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Abstract This study applies additive Multi-Dimensional Analysis (MDA) (Biber 1988) to explore the linguistic characteristics of ‘school English’ or ‘textbook English’. It seeks to find out how text registers commonly featured in English as a Foreign Language (EFL) textbooks differ from comparable registers found outside the EFL classroom. To this end, a Textbook English Corpus (TEC) of 43 coursebooks used in European schools is mobilised. The texts from six textbook register subcorpora and three target language corpora are mapped onto Biber’s (1998) ‘Involved vs. Informational’ dimension of General English. Register accounts for 63% of the variance in these dimension scores in the TEC. Additional factors such as textbook level, series and country of publication/use only play a marginal role in mediating textbook register variation. Textbook dialogues score considerably lower than the Spoken BNC2014, whereas Textbook Fiction scores closest to its corresponding reference Youth Fiction Corpus. Pedagogical and methodological implications are discussed.
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Bozeman, Kenneth. "The Case for Acoustic Registers." Journal of Singing 79, no. 2 (October 25, 2022): 181–87. http://dx.doi.org/10.53830/txtb1962.
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There is a growing acknowledgment of the role of acoustics in vocal registration. While the role of laryngeal biomechanics across the range of the voice will remain an important subject of ongoing research, this present article suggests an even more prominent role for acoustic registration, both for our understanding of the mechanisms of registration as well as for effective heuristic pedagogic strategies in addressing them.
Dissertations / Theses on the topic "Pedagogic register"
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Malavazi, Maria Marcia Sigrist. "A construção de um projeto politico pedagogico : registro e analise de uma experiencia." [s.n.], 1995. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251452.
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Orientador: Luiz Carlos de FreitasDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Mestrado
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Marques, Amanda Cristina Teagno Lopes. "A construção de práticas de registro e documentação no cotidiano do trabalho pedagógico da educação infantil." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-07042011-141501/.
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Trata-se de uma pesquisa de doutorado que tem por objeto o registro de práticas e a documentação como elemento da cultura pedagógica no contexto da Educação Infantil e visa a responder à seguinte questão: De que maneira o registro de práticas e a documentação vêm sendo construídos no cotidiano do trabalho pedagógico para a Educação Infantil, e qual a relação entre documentação pedagógica e a construção de uma pedagogia para a infância no contexto de um projeto político-pedagógico em ação? Tem como objetivo geral analisar as possibilidades relacionadas à inserção de práticas de registro e documentação na Educação Infantil enquanto elemento constitutivo do projeto político-pedagógico em ação, e como objetivos específicos a) identificar e analisar experiências de registro e documentação como parte da cultura organizacional de instituições de Educação Infantil; b) compreender as possibilidades decorrentes do registro como cultura organizacional e como cultura pedagógica para a Educação Infantil; c) refletir sobre o processo de construção de uma \"cultura do registro\" no contexto da Educação Infantil; d) indicar elementos a serem considerados por políticas públicas para a Educação Infantil. Como procedimento metodológico, foi realizado estudo de caso coletivo (STAKE, 1994, 1999), ou estudo de casos múltiplos (YIN, 2005), no qual foram investigadas quatro pré-escolas municipais (três em São Paulo e uma em Bolonha) que desenvolvem práticas de registro e documentação como elemento de seu projeto coletivo. A investigação pautou-se na concepção de criança como pessoa, sujeito de direitos e produtora de cultura, e de infância como categoria social (QVORTRUP, 1993; SARMENTO, 2007; CORSARO, 2002). No campo da Educação Infantil, partimos do reconhecimento da função social de creches e pré-escolas, concretizado em um projeto político-pedagógico apto a conferir identidade a essa etapa educacional e pautado na promoção de múltiplas experiências de aprendizagem e desenvolvimento, considerando as especificidades da criança pequena (KRAMER, 1986, 1997). Partimos, ainda, do conceito de documentação pedagógica como atividade de recuperação, escuta e reelaboração da experiência por meio da narração de um percurso e da explicitação de pressupostos das escolhas realizadas (PASQUALE, 2002; OLIVEIRA-FORMOSINHO, AZEVEDO, 2002; BENZONI, 2001, entre outros), atividade que se relaciona ao planejamento, à avaliação e à reconstrução do projeto político-pedagógico. Como resultados, apontamos para a historicidade das práticas de registro e documentação construídas pelos diferentes coletivos institucionais em sua interação com os desafios concretamente vivenciados pelos sujeitos; a documentação pedagógica, portanto, relaciona-se ao projeto político-pedagógico institucional, e configura-se em diferentes modalidades, não se podendo falar em um único modo de fazer, por se tratar de uma postura ou concepção. O registro e a documentação pedagógica possibilitam a construção de memória e autoria, a reflexão sobre as práticas, a visibilidade do trabalho pedagógico, a comunicação e a aproximação às famílias, o que pode ser potencializado quando a atividade é assumida pelos coletivos institucionais. Em última instância, há que considerar o registro e a documentação como aspectos inerentes a um projeto pedagógico para a infância, o que deve ser reconhecido, valorizado e estimulado pelas políticas públicas a partir da consideração das reais necessidades de cada contexto.The subject of this doctoral research is the register of practices and the documentation as a component of Preschool pedagogical culture. This research is aimed to answer the following questions: How the register of practices and the documentation have been built in the daily Preschool pedagogical work; and what is the relationship between pedagogical documentation and the development of a pedagogy for childhood in the context of an ongoing political-pedagogical project? The general purpose of this research is to analyze the possibilities associated with the introduction of register of practices and documentation in the Preschool as components of the ongoing political-pedagogical project. The specific purposes are: a) to identify and to analyze register and documentation experiences as a component of the organizational culture of Preschool institutions; b) to comprehend the possibilities resulting from registering as an organizational culture and as a pedagogical culture for Preschool; c) to deeply think about the development process of a registering culture in the Preschool; d) to indicate elements to be considered in the Preschool public policies. The methodological procedure consists of collective case study (STAKE, 1994, 1999), or multiple case studies (YIN, 2005). For the production of these case studies, four municipal preschools that develop register of practices and documentation as part of their collective project were analyzed (three among them located at Sao Paulo and one at Bologna). The analysis was based on the conception of child as a person, subject of rights and producer of culture, and childhood as a social category (QVORTRUP, 1993; SARMENTO, 2007; CORSARO, 2002). In the child education area, we started from the acknowledgement of the daycares/creches and preschools social function, achieved through a political-pedagogical project capable of attributing identity to this educational phase, and based on the promotion of several learning and developing experiences, considering the specificities of the child in its early ages (KRAMER, 1986, 1997). We also started from the concept of pedagogical documentation as a revival, listening and re-elaboration activity of the experience by the use of the narration of a path and making clear the prerequisites from the options taken (PASQUALE, 2002; OLIVEIRA-FORMOSINHO, AZEVEDO, 2002; BENZONI, 2001, among others), activity that is related to planning, assessing, and rebuilding the political-pedagogical project. As results, we point out the historical feature of the register of practices and documentation built by different institutional collectives in their interactions with the challenges faced by the subjects; therefore, the pedagogical documentation is related to the institutional political-pedagogical project, and assumes different formats, being impossible to assert that there is a unique way to perform it, since it is posture or concept. The register and pedagogical documentation enable memory formation and authorship, reflection about practices, pedagogical work visibility, communication and nearness to families, which can become stronger whenever the activity is developed by institutional collectives. Finally, register and documentation must be considered as inherent features of a childhood pedagogical project, and this should be recognized, treasured and incited by public policies taking into consideration the actual needs of each context.
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Martins, Sónia Monteiro Ferreira. "Para uma pedagogia do oral no ensino do Português e do Espanhol no Ensino Básico e Secundário." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/9283.
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Relatório de estágio apresentado para cumprimento dos requisitos necessários à
obtenção do grau de Mestre em Ensino de Português e de Línguas Clássicas no 3º ciclo
do Ensino Básico e no Ensino Secundário ou de Língua Estrangeira (Espanhol) nos
Ensinos Básico e SecundárioO presente relatório apresenta-se como o resultado de uma contínua e sistemática autorreflexão da minha prática de ensino supervisionada, ao longo do ano letivo de 2011-2012, na Escola Secundária com Terceiro Ciclo Jorge Peixinho de Montijo, que contemplou o ciclo da observação de aulas e o ciclo da planificação e execução de aulas. Por outro lado, incide também sobre a minha participação em reuniões, em atividades da escola e em ações de formação promovidas pela mesma. Sendo o tema deste relatório Para uma pedagogia do oral no ensino do português e do espanhol no ensino básico e secundário, trabalhei com os alunos todas as competências relacionando-as umas com as outras, mas numa das unidades didáticas, em cada uma das disciplinas, a oralidade esteve mais evidente no meu trabalho com os discentes. A minha prática pedagógica desenvolveu-se, relativamente à disciplina de português, na turma B do 7º ano de escolaridade e, no que diz respeito à disciplina de espanhol, no grupo 10º EF (que é a junção dos alunos de duas turmas que optaram pela disciplina de espanhol). O principal objetivo do meu relatório é analisar a importância da oralidade nas aulas de português e de espanhol e refletir sobre os vários registos de língua, as várias práticas de linguagem diversificada de acordo com o contexto e a situação comunicativa, sendo estas atividades complementadas com o exercício da escrita.
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Vasconcelos, Emerson Adriano Gomes. "Magdalena Lébeis e o registro sistemático de um processo pedagógico: algumas análises." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/27/27158/tde-07032013-151843/.
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Magdalena Lébeis registrou sistematicamente em seis cadernos de aulas, durante um período compreendido entre 1937 e 1955, as 1006 aulas de canto que fez com Vera Janacópulos. Este trabalho traz a transcrição completa dos manuscritos do vol. 1 dos Cadernos de Aulas de Canto de Magdalena Lébeis. Propõe análises iniciais a propósito da abordagem, tanto de Lébeis, quanto de Janacópulos, de elementos técnicos e interpretativos no estudo do canto, contidos no relato sistemático, de próprio punho, de Lébeis, utilizando diferentes fontes da bibliografia sobre pedagogia vocal e especialmente os conceitos expressos por Richard Miller. Procurou-se também contextualizar o desenvolvimento da carreira de Lébeis nas questões sócio-musicais que orbitavam no cenário musical paulistano, durante os anos contemplados pelo depoimento manuscrito de Magdalena Lébeis. Optou-se pela não sistematização das análises, por se entender que seriam necessárias ferramentas de análise adequadas, cujo desenvolvimento pertenceria a outro projeto de estudo.Magdalena Lébeis systematically recorded in six notebooks the content of 1006 singing lessons that she took with Vera Janacópulos between 1937 and 1955. This paper presents the first volume of the manuscripts Cadernos de Aulas de Canto de Magdalena Lébeis. It proposes an initial analysis of how Lébeis as well as Janacópulos approached the technical and interpretive elements in the study of singing which is thoroughly described in Lébeis\'s account. Besides her manuscripts we have also made use of a considerable literature on vocal pedagogy and especially the concepts expressed by Richard Miller. We also sought to contextualize Lébeis career development within the social and musical scene that was revolving in São Paulo back then. It has been opted for a non-systematic analysis because we understand that a different one would require appropriate and diverse arguments and that would belong to another project.
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Mothersole, Peter John Michael. "Modelling physics teachers' pedagogical content knowledge through purposeful relationships between semiotic registers : KEPLER - "Knowledge Environment for Physics Learning and Evaluation of Relationships"." Thesis, University of Northampton, 2005. http://nectar.northampton.ac.uk/3003/.
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Lopes, Daiane Monique Pagani. "Vivências de ateliê : pensando as práticas de acompanhamento, registro e avaliação na educação infantil." Universidade Federal do Pampa, 2018. http://dspace.unipampa.edu.br:8080/jspui/handle/riu/3479.
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O presente Relatório Crítico-Reflexivo objetiva investigar, analisar e problematizar os métodos de registro e acompanhamento das crianças na educação infantil visando proporcionar qualificação das práticas avaliativas dos professores. Um diagnóstico inicial foi realizado por meio de entrevistas com professores de uma escola municipal de educação Infantil. Para promoção de dados para análise foi realizada uma pesquisa intervencionista (DAMIANI; XAVIER; GIL, 2006). A intervenção consistiu em quatro eixos: formação (através de um curso), prática (aplicação de um projeto de trabalho envolvendo o Mini Ateliê inspirado na Abordagem Pedagógica de Reggio Emilia para educação infantil),reflexão (através de um seminário para socializar as práticas desenvolvidas) e sistematização (através da escrita de um relato de experiência para publicação em um livro). Os dados coletados apontam para o protagonismo infantil frente a construção do conhecimento, a importância do uso de registros na avaliação na educação infantil, a arte como linguagem potencializadora para construção de conhecimentos para a criança e a necessidade de ressignificação do papel do professor. Esse estudo sugere que a atitude de pesquisa e busca pela formação permanente é caráter intrínseco ao exercício da docência.
Questo Rapporto Critico Riflessivo ha lo scopo di indagare, analizzare e problematizzare i metodi di registrazione e monitoraggio dei bambini nell'educazione dei bambini al fine di fornire una qualifica delle pratiche valutative degli insegnanti. Una diagnosi iniziale è stata fatta attraverso interviste con gli insegnanti di una scuola municipale i educazione della prima infanzia. Promuovere dati per l'analisi, un interventista (DAMIANI; XAVIER; GIL, 2006). L'intervento consisteva in quattro assi: la formazione (attraverso un corso), la pratica (applicazione di un progetto di lavoro che coinvolgeva la riflessione ispirata al Mini Atelier (attraverso un seminario per socializzare le pratiche sviluppate) e la sistematizzazione (scrivendo una relazione di esperienza per la pubblicazione in un libro). I dati raccolti indicano il protagonismo dei bambini nella costruzione della conoscenza, l'importanza dell'uso dei registri nella valutazione dell'educazione dei bambini, l'arte come un linguaggio potenziale per la costruzione della conoscenza per il bambino e la necessità di ridefinire il ruolo dell'insegnante. Questo studio suggerisce che l'attitudine alla ricerca e alla ricerca di una formazione permanente è intrinseca all'esercizio dell'insegnamento.
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Landell, Ulrika. "”Pedagogen ska lära ut en konstform…och som regissör måste jag tänka pedagogiskt” : en studie av teaterlärares arbete med en teaterföreställning." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147325.
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Studiens syfte är att bidra med ökad förståelse för vad teaterlärares pedagogiska arbete med en teaterföreställning, utifrån ett mediespecifikt lärande, innebär inom kulturskolan. Utifrån syftet har följande frågor ställts: Hur kan teaterlärares arbete med en föreställning beskrivas? Hur kan teaterlärares roll i arbetet med en föreställning beskrivas? Ansatsen i studien är inspirerad av etnografi och fältforskning. Två teaterlärare inom kulturskolan följdes i arbetet med en teaterföreställning. Deltagande observation och intervjuer är de huvudsakliga datainsamlingsmetoderna. Vid observationerna fördes fältanteckningar. Intervjuerna spelades in och transkriberades därefter. Analys av datamaterialet gjordes genom att gruppera och sortera materialet i teman. Uppsatsen bidrar med en ökad förståelse för vad teaterlärares pedagogiska arbete med en teaterföreställning, utifrån ett mediespecifikt lärande, innebär inom kulturskolan genom att beskriva teaterlärares arbete och roll i det arbetet. I resultatet blir två riktningar tydliga i teaterlärares arbete med en teaterföreställning. Dels en riktning mot lärande och dels en mot skapande. I arbetet med elevers lärande och skapande i föreställningsarbetet är lärarna i sin roll både medskapande och intar en ledarfunktion. Lärarna arbetar i en teaterkonstnärlig tradition och detta genomsyrar det skapande arbetet. En röd tråd i lärarnas arbete med skapande är att driva föreställningsprocessen framåt och att samspela med eleverna. En framträdande roll har arbetet med att driva idéer och skapa helhet, regiarbete och arbete med en föreställnings olika uttryck. I resultatet framstår att arbetet med lärande har fokus på skådespelarpraktik, att det finns drag av både oförutsägbart och planerat lärande och konstnärliga val blir ett sätt att vidga elevers konstnärliga erfarenhet. Teaterlärarnas roll kan beskrivas som medkonstruktör som kännetecknas av att de är både medskapare och ledare i föreställningsarbetet. Rollen som medkonstruktör tar sig i uttryck i en arbetsledarroll med konstnärliga och pedagogiska dimensioner.
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Dias, Maria Júlia de Oliveira. "Percursos da formação do professor para uso da documentação pedagógica como registro histórico." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21636.
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We sought to investigate how the pedagogical coordinator can mobilize teachers to use pedagogical documentation in favor of children in Early Childhood Education. The main goal of the research was to develop a formative process in which teachers of children from birth to age 5 reflected on the use of the register in their teaching experiences and found ways to improve their practice. The theoretical foundation was based on the writings of Imbernón (2016) regarding the concept of continuing education and to discuss the concept of pedagogical documentation and records, the inspiration was in the works of Freinet (1920), Freire (1992) and Warschauer (1993, 2001). The foundation of the methodology was supported by authors such as Passos (2016), Fiorentini (2004) and Thiollent (2016), who discuss the concepts of collaborative groups and action research. The research is linked to the professional performance of the researcher as pedagogical coordinator and its participants are nine teachers working with children from birth to age 5 of a private school in the south of the city of São Paulo. The data were produced from the realization of three reflective meetings with the teachers, in which questions were discussed regarding the use of records and pedagogical documentation. The dynamics of the meetings involved joint debates, raising hypothesis, problem identification and proposals for strategies to seek alternatives and adjustments, based on classroom records and practice. The meetings were recorded and the material produced was shared with the teachers and submitted to the analysis by the researcher. The results indicated a movement towards the constitution of a collaborative group. The teachers emphasized the lessons learned from the contact with more experienced colleagues and with materials produced in other contexts, their reports expressed the importance of documenting and giving voice to the children, so that they became aware of their experiences, their achievements and challenges. Another aspect revealed by the teachers' statements was the reflection of the practice of observation and recording that does not end with the explanation of the facts, but is reconstituted from thinking and discussion to establishing relationships and connections
Buscou-se investigar como o coordenador pedagógico pode mobilizar os professores a usar a documentação pedagógica em favor das crianças de Educação Infantil. O objetivo principal da pesquisa foi desenvolver um processo formativo em que professores de crianças de zero a cinco anos refletissem sobre o uso do registro em suas experiências docentes e encontrassem caminhos para aperfeiçoar a sua prática. A fundamentação teórica foi pautada nos escritos de Imbernón (2016) no que se refere ao conceito de formação continuada e para discutir o conceito de documentação pedagógica e de registros, a inspiração foi nas obras de Freinet (1920), Freire (1992) e Warschauer (1993, 2001). A fundamentação da metodologia foi apoiada em autores como Passos (2016), Fiorentini (2004) e Thiollent (2016), que discutem os conceitos de grupos colaborativos e pesquisa-ação. A pesquisa está vinculada à atuação profissional da pesquisadora como coordenadora pedagógica e seus participantes são nove professoras que trabalham com crianças na faixa de zero a cinco anos de uma escola particular da zona sul da cidade de São Paulo. Os dados foram produzidos a partir da realização de três encontros reflexivos com as professoras, em que foram discutidas questões referentes ao uso de registros e da documentação pedagógica. A dinâmica dos encontros envolveu discussões conjuntas, levantamento de hipóteses, identificação de problemas e propostas de estratégias para buscar alternativas e adequações, a partir dos registros e da prática da sala de aula. As reuniões foram gravadas e o material produzido foi compartilhado com as professoras e submetido à análise pela pesquisadora. Os resultados indicaram um movimento no sentido da constituição de um grupo colaborativo. As professoras destacaram as aprendizagens decorrentes do contato com colegas mais experientes e com materiais produzidos em outros contextos, seus relatos expressaram a relevância de documentar e de dar voz às crianças, para que tomassem consciência das suas experiências, de suas conquistas e desafios. Outro aspecto revelado pelas falas das professoras foi a reflexão da prática de observação e registro que não termina com a explicação dos fatos, mas se reconstitui, a partir do pensar e da discussão para estabelecer relações e conexões
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Löfberg, Miriam. "Det finns för många ord liksom! : En diskursanalytisk studie om sånglärares konstruktion av benämningar rörande röstregister." Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78884.
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Studiens syfte är att undersöka sånglärares syn på röstbenämningar och röstkvaliteter inom sångundervisning samt deras beskrivningar av arbetet med röstregisterbenämningar i undervisningen. Studiens teoretiska ramverk utgörs av diskursanalys med en diskurspsykologisk ansats. Datainsamlingsmetoden har utgjorts av fokusgruppssamtal där lärare från olika typer av sångundervisningssammanhang har samtalat om sin syn på röstregister. Samtalen skedde via videosamtal och spelades in med ljud och bild. Efter transkriptionen av samtalen analyserades materialet med diskursanalys för att urskilja diverse tolkningsrepertoarer. I resultatet framgår ett antal tolkningsrepertoarer där sånglärarnas formuleringar kring, användande av och erfarenheter kring röstregisterbenämningar lyfts. Resultatet visar att sånglärarna anpassar benämningarna beroende på elevernas förståelse, vilket pekar mot en individualisering utifrån ålder och nivå. I sånglärarnas uttalanden framgår en kontrast vad gäller sätt att arbeta med röstbenämningar i undervisningen, det vill säga som något uttalat eller som något outsagt. I resultatet framgår hur vissa av lärarna konstruerar och argumenterar för begreppen som knutna till musikaliska inriktningar. Dessutom lyfts en uppfattning att sångläraren hellre lär ut något som denne själv är väl bevandrad i, vilket tydliggör ännu en möjlig slutsats: att sångläraren lär ut inom området som denne kan, snarare än vad som eleven är mest bekväm i.I lärarnas uttalanden framgår en tolkningsrepertoar i hur sånglärarnas egna frustrationer och erfarenheter av svårigheter blivit en drivkraft för deras undervisning. I diskussionen lyfts de i resultatet mest framträdande tolkningsrepertoarerna och diskuteras i relation till det teoretiska perspektivet och tidigare presenterad relevant litteratur och forskning.The purpose of this study is to examine voice teachers’ perspective on terms regarding voice registers and their descriptions of the work with voice registers in voice education. The theoretical framework of the study is discourse analysis with a discourse psychological approach. The method for data collection was focus groups, where voice teachers from a variety of voice educations talked about their views on voice registers. The conversations were conducted via a video call and were recorded with both audio and video. After the transcription, the material was analysed with discourse analysis to distinguish various interpretative repertoires. The result shows a number of interpretative repertoires as the voice teachers describe their constructions, uses of and experiences regarding voice registers. The result shows that the voice teachers adapt the terms depending on the understanding of the pupils, which indicates an individualization based on age and level of education. In the voice teachers’ statements a contrast is evident in ways of working with register terms, that is, as something articulated or unarticulated. The result shows how some of the educators construct and argue for the use of concepts in relation to musical genres. In addition, a view is raised that the voice educator rather teachssomething in which he or she is familiar with, which clarifies yet another possible conclusion: that the voice educator teaches in the field that he or she is mastering, rather than what the pupil is most comfortable with. In the statements of the voice teachers an interpretative repertoire appears in how the voice educators' own frustration and experience of difficulties have become a driving force for their own teaching. In the discussion, the most prominent interpretative repertoires are raised from the results and discussed in relation to the theoretical perspective and previously presented relevant literature and research.
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Watanabe, Adriana. "Aprendizagem escolar na sala de apoio pedagógico - SAP: uma experiência pedagógica baseada nos pressupostos construtivistas." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27042009-150326/.
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Esta investigação teve por objetivos elaborar e experimentar uma proposta de intervenção colaborativa junto à professora que atua em Sala de Apoio Pedagógico de uma Escola Municipal de Ensino Fundamental de São Paulo; analisar, criticamente, seu encaminhamento e discutir os resultados das ações pedagógicas, empreendidas e do percurso formativo da professora colaboradora. O desenvolvimento desta pesquisa-ação ocorreu ao longo de um semestre letivo, recorreu aos pressupostos teóricos da concepção construtivista de aprendizagem, e teve como referências a Psicogênese da Língua Escrita, a Sociolingüística e a Psicolingüística do ensino da Língua Portuguesa. As ações colaborativas desenvolvidas abrangeram o planejamento, organização, acompanhamento e avaliação de rotinas alfabetizadoras, e potencializou a reflexão sobre a prática pedagógica, o registro como instrumento de investigação e as situações didáticas como organizadoras do ensino de leitura e escrita. A análise crítica do percurso permitiu constatar alterações significativas na concepção de ensino e aprendizagem da professora-colaboradora, na organização didática, metodologia de ensino e nas formas e entendimento das avaliações empregadas. Como descobertas relevantes, destacam-se a relação intrínseca entre a ação alfabetizadora e os conhecimentos dos pressupostos teóricos da abordagem citada, bem como dos aspectos didático-metodológicos com ela convergentes: planejamento, registro dos procedimentos de ensino, análise dos resultados das aprendizagens dos alunos e estabelecimento de parcerias e reflexões dialéticas entre profissionais.This investigation objectives to experiment and elaborate a proposal of collaborative intervention, along with the responsible teacher, for the Pedagogical support room in a Municipal school of Ensino Fundamental in São Paulo; to analyze critically, its directions and to discuss the results of pedagogical action applied in the training process of the assistant teacher. The development of this action-research took place during one academic semester, in the light of the theory presumption of the constructivist learning approach, using as references the Psychogenesis of the Written language, the Socio-linguistic and the Psycho-linguistic of the Portuguese language teaching. The collaborative action developed included the planning, the organization, the follow-up and assessment of the routines for alphabetization, increased the reflection over pedagogical practice and the registration as an instrument of investigation, as well as the didactical proposals to organize the teaching of reading and writing. The critical analyses of the path used allow us to realize the significant changes in the teaching and learning concept of the assistant-teacher, in the didactical organization, the teaching methodology and the understanding and formats of the assessment used. As relevant discoveries we highlight the intrinsic relationship between the literace and the knowledge theory of the approach mentioned previously, and also the methodological-didactical convergent aspects with the approach such as: planning, register of the procedure of teaching, pupils learning results analyses, and establishment of partnership and professional dialectic reflection.
Books on the topic "Pedagogic register"
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Cities of words: Pedagogical letters on a register of the moral life. Cambridge, Mass: Belknap Press of Harvard University Press, 2004.
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Cities of Words: Pedagogical Letters on a Register of the Moral Life. Belknap Press, 2005.
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Cavell, Stanley. Cities of Words: Pedagogical Letters on a Register of the Moral Life. Belknap Press, 2004.
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Lima, Cristiane Pereira, and Léia Teixeira Lacerda. Vivências e práticas pedagógicas sobre as relações de gênero: Anos iniciais do ensino fundamental. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-235-3.
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This book presents the results of pedagogical practices developed with children on gender relations topic. It aims to dialogue with professionals of early childhood education and early years of elementary school. It was created based on the need to produce educational resources able to encourage teachers and students on the development of this approach at school. The text is structured in 4 sessions. Section 1, “Gender relations at school”, presents the research paths, exposing theoretical and methodological reflections that may support the work of the educator. In section 2, “Childhood studies and their contributions to gender relations”, the contributions of childhood scholars to the analysis of data, its trajectory and ruptures are presented. This section also registers some needs to review teacher training – both in the initial and in the continued phase – choosing the curriculum to implement a critical and reflective pedagogical practice. Section 3, “Record of gender relations in a 2nd year of Elementary School class”, exposes the record of the children's narratives, their drawings and photos elaborated during the production of the data. To conclude, in section 4, “Pedagogical mediation project: pedagogical practices for the education of gender relations with children”, we highlight the moment when the literary text was presented and the proposed activities as possibilities for the debate on gender relations in the school space.
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Denison, Craig. Teaching and Conducting Diverse Populations. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.23.
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This chapter examines how social delineations of boys’ singing inform the boychoir conductor’s choices for vocal technique, programming, and rehearsal procedure. The introduction identifies structural elements that delineate a boychoir from other types of choirs, especially in the United States, with its traditions of multistage maturity level singers across different vocal registers. Once established, the chapter examines signature programming, rehearsal, and performance norms, with attention to the intersection of traditional and contemporary practices. Following a consideration of the boychoir community and its relationship to the community-at-large, the chapter closes with the concluding assertion of a boychoir pedagogy that synergizes the handling of different levels of boychoir development (especially voice changes) and adult and boy meanings of boys’ singing.
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Rardin, Paul. Building Sound and Skills in the Men’s Chorus at Colleges and Universities in the United States. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.26.
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Conductors of collegiate men’s choruses face unique challenges in building excellent choirs. They are likely to lead ensembles with disproportionately wide gaps between their most- and least-experienced singers, with a plurality or even majority of non-music majors—and may need to teach voice as much as they conduct. This chapter offers rehearsal techniques for these conductors which involve learning and utilizing vocal pedagogy, imparting basic phonation, and utilizing vocal tone exercises to build foundation and sound in a choir or glee club. They must then create a sense of community within their musically and vocally diverse choir; instill habits that lead to effective “core singing,” combining alignment, breathing technique, and resonance; and help male singers navigate shifts between their vocal registers.
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Montero González, Martha Soledad, Esaú Ricardo Páez Guzmán, César Candiotto, José Molina, Yerson Y. Carrillo-Ardila, Leonardo Londoño López, Luis Alberto Verdugo Torres, et al. Filosofía, política y lenguaje en conversación con la academia. Tomo II. UPTC, 2022. http://dx.doi.org/10.19053/9789586606295.
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La idea de reunir y presentar en este libro, los avances de las investigaciones que se llevan a cabo al interior del grupo de investigación Filosofía, Educación y Pedagogía tiene que ver con el propósito, entre otras cosas, de tener un registro del trabajo y las voces que año tras año dan cuenta del desarrollo del Proyecto de investigación Formación de nuevos investigadores. De manera que aquí el lector podrá encontrarse con investigaciones que, en algunos casos, presentan avances iniciales, en otros casos, señalan los desarrollos o el cierre de sus procesos de producción. Investigaciones que van definiendo problemas, estableciendo límites y construyendo caminos para dar respuestas a las preocupaciones que surgen en los campos de la educación y la formación, la historia, la filosofía, la política y el lenguaje; preocupaciones que, dada la especificidad de las ciencias sociales cruzan un conjunto de disciplinas que permiten dar cuenta de los diferentes objetos de estudio. Es en ese territorio en el que nos movemos.
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Novaes, Daniel. Relações de ensino: Possibilidade de (trans)formação de um aluno com transtorno do espectro autista e seu professor. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-411-1.
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The study is based on the theoretical-methodological reference of the Historical-Cultural Perspective, in particular, in the studies of Vigotski that emphasize the beginning role of language for human development. About the children with disabilities, he considers that they develop a new way of understanding and relating, and for this reason, in dealing with them, the boundary barriers of disability (the insufficiencies) cannot be walls that prevent action of the teacher. This, in turn, needs to be attentive to the compensatory ways established in social relationship. Based on these ideas, this study considers that children with ASD have their development linked to favorable social conditions. Fieldwork was carried out in the second half of 2016, focusing on pedagogical activities developed between the student and the teacher-researcher. The situations were videotaped and registered in field diaries; the filming was transcribed in full, considering the body movements, expressions and gestures of the participants. In the course of fieldwork, the teacher-researcher reflects on his practice, changes the way he relates to the boy, and in this movement of exchanges and (re)constructions, the student also changes. The analysis reveals that the teacher-student relationship, mediated by the word, constituted as a space for (trans)formation, elaboration and development of both, student and teacher.
Book chapters on the topic "Pedagogic register"
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Bridle, Marcus, and Dan McIntyre. "Pedagogical Corpus Stylistics: Teaching Style and Register Variation to EAP Students." In Pedagogical Stylistics in the 21st Century, 75–104. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83609-2_4.
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Iwasaki, Noriko. "Grammar for Reading Japanese as a Second Language: Variation of Stance Expressions Using to omou in Different Written Registers." In Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar, 157–86. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49892-2_7.
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Rønsen, Astrid, and Randi Tosterud. "Training Interprofessional Teamwork in Palliative Care: A Pilot Study of Online Simulation Activity for Registered Nurses and Nursing Associates." In How Can we Use Simulation to Improve Competencies in Nursing?, 53–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_5.
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AbstractPalliative care promotes quality of life for seriously ill and dying patients and their loved ones. An ageing population with more complex chronic and life-limiting conditions will increase the demand for competence in the field. Interprofessional cooperation will be a critical factor in achieving this. Such cooperation within the field of nursing is critical because of registered nurses’ (RNs) role and function in patient- and family-centred care. A project focusing on learning interdisciplinary teamwork using simulation as a learning approach was established. Two groups of students participated in the project: one group consisted of 17 nursing associates who were participating in a 2-year part-time study programme in cancer care and palliative care at a vocational college. The second group was made up of 28 RNs, a social worker and learning disability nurses, all postgraduate students taking part in a part-time interdisciplinary programme in palliative care at master’s degree level.Simulation activity is usually conducted with participants physically present, but because of the COVID-19 pandemic situation, this was not possible. A pilot project was conducted where simulation activity was tried out as online learning. RNs and nursing associates (NA) participated, and their cooperation was focused on palliative/end-of-life care. They were all trained clinicians in two different study programmes.In this chapter, we present how simulation activity with participants physically present was transformed into an online learning situation. A brief presentation of students’ and teachers’ reflections on the pedagogical advantages and disadvantages of such a transition is also included.
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ROSE, DAVID. "Designing Pedagogic Registers." In APPLIABLE LINGUISTICS AND SOCIAL SEMIOTICS. Bloomsbury Academic, 2022. http://dx.doi.org/10.5040/9781350109322.ch-6.
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Oliva, Gaetano. "Capitolo III. La voce dello tradizione I registi pedagoghi. Il teatro come laboratorio." In La pedagogia teatrale, 51–110. Editore XY.IT, 2009. http://dx.doi.org/10.4000/books.xy.1680.
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SOUSA RABELO, FRANCY, and MARGARETH SANTOS FONSÊCA. "MEMÓRIAS DAS VIVÊNCIAS PELA EXTENSÃO UNIVERSITÁRIA NA FORMAÇÃO INICIAL DO PEDAGOGO EM ESPAÇO HOSPITALAR." In Formação de Professores. Editora Realize, 2023. http://dx.doi.org/10.46943/viii.conedu.2022.gt01.012.
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O escrito se ancora no debate sobre a importância da extensão universitária na formação inicial do pedagogo. Tem por objetivo analisar as memórias das vivências no exercício docente em espaço hospitalar através do projeto de extensão Estudar, uma ação Saudável, desenvolvido em um hospital público de São Luis/MA. Toma-se como enfoque metodológico a abordagem qualitativa de pesquisa, pelo método do estudo de caso com egressas do Curso de Pedagogia da Universidade Federal do Maranhão que vivenciaram a experiência da extensão universitária no espaço hospitalar. Os instrumentos de geração de dados foram a entrevista semiestruturada com quatro egressas e a Análise Documental pelo caderno de registro do referido projeto, cujos dados foram analisados pela Análise Textual Discursiva. Os resultados apontam pelas narrativas colhidas na pesquisa, que a extensão universitária na formação inicial do pedagogo aparece como possibilidade de alargar o mote curricular do curso deste profissional, pois alcança espaços não escolares, como o hospital, favorecendo o desenvolvimento de novos saberes curriculares e evidenciando ampliação do campo de atuação.
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Nzau, Domingos Kimpolo. "How a Specific Task Was Developed Through Multimodal Narratives." In Multimodal Narratives in Research and Teaching Practices, 80–108. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8570-1.ch004.
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Multimodal narratives (MNs) in the teaching of science and technology seek to report many aspects of a pedagogical nature in a complete and holistic manner. This chapter shows how six teachers of physics, from Angolan elementary education, without adequate pedagogical or academic training to teach physics, specifically the Newtonian concept of force, worked on a task during an intensive teacher training course. The MNs documents the professional development of the teachers in particular showing how they appropriated a tool (a specific didactic model) that was object of the training. The results achieved, with the help of multimodal narratives to register the occurrences in the seminar, once again reveal that MNs are as valuable a pedagogical tool in teachers' teaching practices as in their professional development (PD).
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Judkins, Brandy C., and Zoe Falls. "Building Academic Language Through Innovation." In Advances in Early Childhood and K-12 Education, 215–35. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch012.
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Academic language instruction, exposure, and proficiency are increasingly the focus of research, curricula, and pedagogy within the field of English language teaching. Yet, academic language is more than lexicon, encompassing context-specific and content-driven spoken and written discourse in a large range of registers, each with its own quirks, features, and discourse patterns. We must, then, engage students in developing and practicing academic language in authentic communicative experiences—experiences we may have limited time to add to the curriculum. Thus, innovative approaches to these experiences are needed. Consequently, the aim of this chapter is to present one such innovative approach: incorporating making, tinkering, and collaborating into the classroom. Direct connections between communicative language teaching and the theoretical grounding of making in the classroom are highlighted, in addition to specific pedagogical advice and examples that empower language teachers to purposefully teach with a maker's mind.
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Álvarez Torres, Jair Hernando, and María Clara Arenas Sanín. "Las fotonarrativas como imagoterapia desde los relatos digitales." In Retos de la pedagogía, la investigación y la cultura, 73–89. Editorial UNIMAR, 2022. http://dx.doi.org/10.31948/editorialunimar.168.c197.
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El propósito de este escrito es exponer una experiencia de enseñanza en tiempos de pandemia, donde se utilizó dispositivos electrónicos y se construyó narrativas a modo de relatos digitales, con estudiantes de pregrado de la Universidad de Medellín, para los cursos de libre elección: Imagen de la escuela y la escuela a través de imágenes y, Antropología, pedagogía y formación. En cada uno de estos cursos se hizo un trabajo de campo con registro fotográfico que, posteriormente, se socializó de manera interactiva. Este trabajo se fundamenta en las teorías de la imagen, la escuela, desde el punto de vista pedagógico y, los fundamentos de la antropología filosófica y la antropología cultural. La principal conclusión es que el uso de herramientas digitales no solo está destinado al entretenimiento, sino que se puede utilizar para generar pensamiento reflexivo y comprensivo en los estudiantes.
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Torgersen, Jan Ketil, and Morten Sæther. "Er jeg musikalsk? Barnehagelærerstudenters oppfatning av egen musikalitet." In Higher Education as Context for Music Pedagogy Research, 297–321. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.119.ch12.
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This article presents results from a quantitative study of Early Childhood Education and Care (ECEC) student teacher’s relationship to music and musicality. Survey data was collected among first-year students at a university college for ECEC at the start of studies in 2013, 2014, 2015 and 2017. The survey consists in its entirety of ten different questions. This article discusses four questions from the survey that deal with the students’ perception of their own musicality and what it means to be musical. 1,019 responses have been registered, which gives a response rate of approximately 91% of the total number of students in the four study years the survey was conducted. Frequency analyzes and cross-table analyzes have been performed. Results show that perceptions of one’s own musicality can be put in context with different understandings of what it means to be musical. Musical activity in close family in childhood is important when it comes to musical interest and perception of one’s own musicality. The article discusses the significance of the results in relation to music teaching in higher education.
Conference papers on the topic "Pedagogic register"
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Sierra Morales, Mauricio Javier. "Mapa Cultura, reconstrucción virtual del patrimonio intangible." In International Conference Virtual City and Territory. Concepción: Centre de Política de Sòl i Valoracions, 2005. http://dx.doi.org/10.5821/ctv.7373.
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Using pedagogical tools of participatory research, like “social cartography”; the most significant
intangible matters, like the foods, handicraft, architectonic heritages, etc., are considered
parts of a data modelling. Under a systematic approach, making possible the
geographic processing of cultural conflicts that affect the local development, and to register
the collective memory of those who inhabits a place in past maps, present and future.
Managing to reconstruct the heritage without generating spaces of the anonymity
that are from a post-modern human condition seriously detrimental for our people.
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Ramon Sampaio, Cristiane, and Fernanda Ribeiro de Freitas. "UM ESTUDO DE CASO: DIFICULDADES NO PROCESSO ENSINO-APRENDIZAGEM NA DISCIPLINA DE CIÊNCIAS APONTADAS POR DISCENTES DE UMA ESCOLA ESTADUAL EM SÃO VICENTE NO LITORAL DE SÃO PAULO." In III Congresso Brasileiro Online de Pedagogia. Congresse.me, 2022. http://dx.doi.org/10.54265/pkdc1649.
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Introdução: O profissional em Ciências tem vivido diversos desafios, entre eles acompanhar o avanço científico e tecnológico a serem transmitindo aos seus discentes, tendo dedicação para não se tornar desatualizado dentro de sua área de ensino, sendo necessário a formação continuada. No entanto, antes de ministrar Ciências Naturais aos discentes deve-se dialogar buscando encontrar soluções e estímulo proporcionando o crescimento crítico, envolvimento social e cognitivo. O discente deve exercer sua cidadania e interagir com o mundo moderno e tecnológico através do desenvolvimento interligado. Os educadores são essenciais no processo educacional, assim como os métodos pedagógicos utilizados para auxiliar no processo ensino-aprendizagem, buscando suprir as dificuldades cognitivas, mostrando a ciências no cotidiano e sua importância, aprendendo juntos através da interação discente/docente/conteúdo. Desta forma este estudo teve o objetivo de diagnosticar as dificuldades dos discentes em uma Escola Estadual em São Vicente - São Paulo em aprender a disciplina de Ciências buscando compreender os fatores que dificultam o processo ensino-aprendizagem. Método: Após submissão e aprovação do projeto ao Comitê de Ética tendo como registro de CAAE o número 69677617.9.0000.5513 e com o número do parecer: 2.141.613, foi aplicado um questionário para os alunos do Ensino Fundamental referente à disciplina de Ciências com nove itens, com questões objetivas, onde os resultados foram expressos em gráficos através de porcentagens referentes as respostas dadas pelos discentes. Resultados: Observou-se que a maioria dos alunos gostam de estudar Ciências e afirmam ter dificuldade em aprender, porém parte desta porcentagem pode estar relacionada há termos alunos com deficiência, transtornos globais do desenvolvimento ou altas habilidades incluídos em classes comuns e há muitos casos que não são nem diagnosticados. Abordam que gostariam de ter um laboratório para realização de aulas experimentais, onde o professor da liberdade para discutirem temas relevantes durante as aulas, na falta poder-se-iam realizar experimentos mais simples usando materiais alternativos. Alguns alunos sentem vergonha de falar que não entenderam o tema trabalhado e a maioria diz que não entendem a maneira que a professora fala. Ficou evidente o interesse pelo próprio corpo e a saúde quando investigado o tema que os discentes mais gostam de estudar. Considerações finais: O docente de Ciências precisa acompanhar o avanço científico e tecnológicos buscando alternativas para a falta de recursos pedagógicos trabalhando de maneira interdisciplinar objetivando a qualidade do ensino. PALAVRAS-CHAVE: Cotidiano, Conhecimento científico, Docente, Educação, Experimentos
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Abreu, Elis Ribeiro de, Shirley De Jesus Carvalho, and Terezinha Fernandes. "Fórum como interface de mediação: um olhar sobre a atuação de professores formadores." In III Seminário de Educação a Distância da Região Centro-Oeste. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/seadco.2020.14692.
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Este artigo teve como objetivo compreender o uso do fórum como interface de mediação e refletir sobre a atuação do professor formador neste espaço. O estudo foi desenvolvido por meio de pesquisa bibliográfica e análise do registro das mediações feitas por quatro professores formadores, em quatro disciplinas do curso de Licenciatura em Pedagogia, modalidade a distância NEAD/UAB/UFMT, Turmas 1 e 2, polo de Água Boa – MT, em dezoito fóruns de discussão, no ambiente virtual de aprendizagem (AVA). Os resultados apontam a necessidade de ampliação deste campo de atuação dos professores formadores e a fundamental importância da mediação em fóruns de discussão para potencializar a interação entre pares e a construção de aprendizagens significativas.
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Silveira Junior, Carlos Roberto da, Alex Santos Bandeira Barra, Thiago Ferraz do Nascimento, and Wendi Müller Araújo. "A identificação de conflitos em sala de aula utilizando Visualização de Informações." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/sbie.2021.218019.
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No ambiente escolar constroem-se relações sociais e formam-se grupos. Porém, podem ocorrer conflitos, sendo necessária a intervenção de profissionais de educação para identificar e tentar solucionar tais problemas. Este trabalho propõe um software de visualização de informações que gera representações gráficas de relacionamentos, como ferramenta de apoio diagnóstico. Para tanto, definiram-se grafos para a representação visual dos relacionamentos e representou-se diferentes tipos de relações entre os alunos. Como resultado, psicólogos e pedagogos puderam registrar inferências e destacaram que os grafos facilitam a percepção das relações sociais, demonstrando que o aplicativo pode ser uma ferramenta de apoio útil.
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GIUSTINA, FLÁVIA PINHEIRO DELLA, EUSILÉA PIMENTA ROQUETE SEVERIANO, and LARISSA MALAQUIAS NUNES. "WEBFÓLIO COMO ESTRATÉGIA DE PLANEJAMENTO, ACOMPANHAMENTO, DESENVOLVIMENTO E INTERVENÇÃO ATIVA NO ESTÁGIO SUPERVISIONADO OBRIGATÓRIO DO CURSO DE PEDAGOGIA." In 26º CIAED Congresso Internacional ABED de Educação a Distância. Associação Brasileira de Educação a Distância - ABED, 2020. http://dx.doi.org/10.17143/ciaed.xxviciaed.2020.52478.
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ESTE RELATO DE EXPERIÊNCIA TRAZ OS RESULTADOS OBTIDOS NO ESTÁGIO SUPERVISIONADO OBRIGATÓRIO NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL COM BASE NA UTILIZAÇÃO DO RECURSO WEBFÓLIO NO AMBIENTE VIRTUAL DE APRENDIZAGEM (AVA), NA PLATAFORMA MOODLE, EM ETAPAS DE PLANEJAMENTO, ACOMPANHAMENTO, DESENVOLVIMENTO E INTERVENÇÃO ATIVA PARA REALIZAÇÃO DA ESCRITA DO RELATÓRIO FINAL E ORGANIZAÇÃO DOS REGISTROS DIVIDIDOS EM PARTES: DOCUMENTOS, DIAGNOSE, OBSERVAÇÃO, PARTICIPAÇÃO E CONCLUSÃO. TODO O PROCESSO DO ESTÁGIO FORA REALIZADO NO PERÍODO DE AGOSTO A NOVEMBRO DE 2019. A UTILIZAÇÃO DO AVA POSSIBILITOU O REGISTRO GRADUAL DAS INFORMAÇÕES COLETADAS EM CAMPO E DAS AULAS TEÓRICAS PARA ORGANIZAÇÃO E CONSTRUÇÃO DOS RELATÓRIOS E ARMAZENAMENTO DE DOCUMENTOS PROCESSUAIS OBRIGATÓRIOS. A FAMILIARIZAÇÃO DO DISCENTE COM OS RECURSOS TECNOLÓGICOS CONTOU COM APOIO E DIRECIONAMENTO DA SUPERVISORA DE ESTÁGIO, DE FORMA PROCESSUAL E GRADATIVA, ALÉM DE PROMOVER MAIOR INTERAÇÃO DA TURMA COM A AMPLIAÇÃO DE REFLEXÕES CRÍTICAS E AUTÔNOMAS, REVELANDO APRENDIZAGEM SIGNIFICATIVA DOS ESTUDANTES EM ESPAÇOS AMPLIADOS DE INTERAÇÃO.
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Traykova, Tsveta. "STUDY OF THE RELATIONSHIP BETWEEN THE MOTOR ABILITIES OF PRESCHOOL BOYS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/118.
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ABSTRACT The study of the interrelationship and interdependencies between the children motor abilities is of particular importance for the selection and application of an effective methodology for their development and improvement. The purpose of the study was to establish the dynamics of the degree and character of the relationship between the motor abilities of preschool boys as a result of the application of an experimental physical culture educational program. Methods of study: theoretical analysis, pedagogical experiment, pedagogical testing, statistical methods. A total of 62 boys from the 3rd and 4th age groups participated in the experiment. They were tested twice with 11 motor tests. Results: Most of the recorded correlations between the motor abilities of boys in the 3rd age group were low and statistically insignificant. In the initial study 8 significant moderate correlations were found between them and in the second one only 1, as well as 3 significant correlations. In the 4th age group more statistically reliable relationships between the motor abilities in both studies were registered - 15 moderate and 7 significant correlations at the beginning of the experiment and at the end, respectively, their number was 21 and 7. From the correlation analysis we can make the following conclusion: at the beginning of the experiment in both age groups of boys dominated moderate and statistically reliable correlations between motor abilities, while at the end the number of statistically significant relationships in the 3rd boy group IS decreased (4 in total) while in the group of the bigger boys an increase of the significant correlations was registered (28 in total). So as age increases and a purposeful physical activity program is implemented a positive transfer between the motor abilities of preschool boys is observed.
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Alidri, Agatha. "Using Emerging Technologies to Innovate the Teaching and Learning of History at Gulu University." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8873.
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Universities continue to use teacher centered pedagogies despite of the available emerging technologies and digital tools for learning. This has caused the loss of interest in studying history among students. Faced with the challenge of making the learning of history real and interesting the department of history at Gulu University adopted the use of emerging technologies and digital tools to spice the learning of history. Using the Commonwealth of Learning Teacher mentorship approach, the department introduced participatory peer - support teaching to pilot innovative digital pedagogies. Lecturers were trained in the use of Screen Cast O-Matic, Voki, avatars and Mentimeter as digital tools for teaching. Videos, animations, avatars, illustrations and maps have been integrated to improve and transform the teaching of history. History has been popularised, motivating more students to enrol for the subject. The learning of History has been transformed from teacher centered strategy to student-centered digital learning. The Covid-19 lockdown registered optimum use of mobile digital technology, attracting more students to offer history, building lecturer’s confidence in the use of emerging technology and improving performance. Therefore, digital tools piloted in the learning of History could be replicated in other disciplines.
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Subandi and Ali Mustofa. "Ideological and Hegemonic Implicatures of Japanese Male Registers Used by Japanese Young Women Speakers: Gender Based Analysis and Its Implication in Pedagogical Domain." In Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - "Interdisciplinary Challenges for Humanity Education in Digital Era" (STEACH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/steach-18.2019.21.
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Saura-Mas, Sandra, Asunción Blanco-Romero, and Jaume Barrera. "Towards a transdisciplinary approach in the training of teachers: Creating procedures in learning and teaching in higher education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13037.
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For decades we have been immersed in a constant change in our society, registered together with an increase in its degree of complexity. This greatly affects the currently prevailing educational axioms, making them obsolete, which implies, according to our hypothesis, the need for a process of revision and innovation of existing models. Our proposal starts from a bibliographic review of some existing proposals in innovation, to create a new pedagogical model based on polyhedral and transdisciplinary methodologies. At the same time, we offer a case study in a core subject of the first teacher training course at the Autonomous University of Barcelona. After the practical application of our transdisciplinary methodological theories, it has been possible to successfully collect evidence of a balanced interaction between disciplinary areas by students. The application of the innovations can become a frame of reference for higher education institutions interested in following this very important process of adaptation to social reality.
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Borukova, Mariana. "DYNAMICS OF DEVELOPMENT OF SOME ANTHROPOMETRIC INDICATORS IN GIRLS BASKETBALL PLAYERS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/39.
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ABSTRACT Worldwide, conducting systematic research and control of sports-competitive activities is a severe premise to a well-programmed and managed training process. An important part of control in sports is determining the level of physical development for each gender and age. The aim of the study was to determine the level of physical development in girls up to U12, U14 and U16. The survey was conducted in March - September 2021. The subject of research are the signs of physical development in girls up to U12, U14 and U16. The object of research are the main signs of physical development. 173 girls were studied, divided into three age groups. All participants are basketball players, registered in clubs in Bulgaria. Sports and pedagogical testing were conducted with the participants with the test battery, which includes 7 indicators. The applied research methods are: review study of the specialized literature and sports-pedagogical testing. Depending on the objectives of the study, the following statistical methods were applied: Descriptive statistics, One-way АNOVA and Comparative analysis by Student‘s t-test for independent samples. The results show that the age has a positive effect on the studied anthropometric characteristics. In the selection of girls up to U12, who practice basketball, we should make some corrections and select taller children. Girls from U14 are more overweight but are within the obesity norms for their age group. There is a selection problem in girls U16. There are no tall children, as desired in basketball, among the three groups.