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.
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Christie, Frances. "Pedagogical and content registers in a writing lesson." Linguistics and Education 3, no. 3 (January 1991): 203–24. http://dx.doi.org/10.1016/0898-5898(91)90008-7.
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Senefonte, Fábio Henrique Rosa. "INFORMAL ENGLISH: A THEORETICAL-METHODOLOGICAL DISCUSSION." EntreLetras 12, no. 2 (November 23, 2021): 382–95. http://dx.doi.org/10.20873/uft2179-3948.2021v12n2p382-395.
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Drawing upon sociolinguistic issues inherent to language variation and registers (BIBER at al., 1999), this paper, fundamentally theoretical, sought to discuss theoretical and methodological issues related to informal (colloquial) English. Besides the fact that this type of register is fundamental to one’s linguistic proficiency, the literature on the topic is substantially scarce both in theoretical and didactic-pedagogical terms (SENEFONTE, 2018). Thus, this article can contribute to the literature by possibly promoting critical thinking about the conscious use and approach to such type of language in the classroom, aiming at understanding language as a social practice and at critical language awareness.
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Bilyk, Victoria. "Peculiarities of Design Competence Formation in Future Clothing Engineering Educators in Ukraine and Foreign Countries." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 127–32. http://dx.doi.org/10.1515/rpp-2015-0032.
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Abstract The importance of engineering pedagogical education for the global labour market has been characterized. The peculiarities of modern engineering pedagogical education formation in foreign countries consisting in economy globalization, transition to a high quality education and international cooperation enhancing have been presented. The essence of clothing engineering educators’ design competence being the professional’s ability to provide educational process with didactic design and productive one with technical documentation for the garment manufacture in accordance with the production norms and standards has been revealed. On the basis of regulations and national and foreign experience (the USA, Australia, South Africa, European countries etc.) in clothing engineering educators’ training the peculiarities of future professionals’ design competence formation as a constituent of professional competence has been clarified. Training of future professionals in “Professional Education” specialisation is the first stage in obtaining the engineereducator qualification (Eastern European countries). The second stage means gaining pedagogical qualification in vocational pedagogical educational establishments on the basis of obtained engineering qualification. The third stage consists in obtaining engineering and pedagogical qualification based on technical training according to the learning outcomes in International Society for Engineering Pedagogy that documents teachers’ qualification and competence and registers them in the international register of engineering educators.
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Plakhotnik, О. "PROFESSIONALLY-PEDAGOGICAL PREPARATION OF TEACHERS OF PUBLIC SCHOOLS IN TEACHING SEMINARIES OF UKRAINE." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (10) (2019): 44–48. http://dx.doi.org/10.17721/2415-3699.2019.10.12.
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The article deals with the analysis of professionally-pedagogical preparation of teachers of public schools of teaching seminaries of Ukraine, that can become valuable acquisition for professional preparation of specialists of the modern system of pedagogical education. An important accent have been done on history, forming of maintenance and principles of professional preparation of teachers of public schools in teaching seminaries. The article analyzes the tendency of instability and relative unsystematic of preparation of teachers registers for public schools, that partly predetermined by educational reforms in industry of primary education. It has been proved that requirement to semantic part of professional preparation of teacher of public school were in direct dependence on a social order on the level of its qualification. The general preparation of future teacher was limited, at the same time professionally pedagogical preparation was in the comparatively best state. The future teachers of public schools often have been studied German classic pedagogics, and educational practice rendered substantial influence on the level of professional preparedness of future teachers of public schools.
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Bourns, Stacey Katz. "Toward an Understanding of Spoken French and Linguistic Register: Pedagogical Recommendations." French Review 91, no. 2 (2017): 173–89. http://dx.doi.org/10.1353/tfr.2017.0000.
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Miller, Donna R., and Antonella Luporini. "Guiding towards register awarenessin an undergraduate EFL curriculumin Italy." Register Studies 2, no. 2 (November 6, 2020): 209–40. http://dx.doi.org/10.1075/rs.19003.mil.
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Abstract This contribution adds to ever-growing research on ‘pedagogical stylistics’, (e.g., Burke et al. 2012). We present a case study describing a register approach to teaching literature, or verbal art (Hasan 1985/1989), to undergraduate EFL students in a Systemic Functional Grammar (FG)-based perspective (Halliday & Matthiessen 2004). Our research is guided by two main goals: enhancing the students’ sensitivity to the peculiar functions of language in literature, as part of a wider curriculum on teaching register awareness, and setting up good practices to monitor and assess the effectiveness of our approach. Thus, we present a set of activities based on Hasan’s (1985/1989, 2007) framework for the analysis of verbal art as a ‘special’ register, which is rooted in FG. We then discuss quantitative and qualitative data related to student perceptions of our pedagogical approach, gathered through specifically designed questionnaires, which were followed by semi-structured interviews when possible. The data illustrate the largely positive impact of the approach on students’ engagement, though not unequivocally: problematic issues and implications for future research are also discussed.
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Vieira, Edilaine Aparecida, and S. Dalmagro. "A EXPERIÊNCIA COM OS COMPLEXOS DE ESTUDO NAS ESCOLAS PAULO FREIRE E SEMENTE DA CONQUISTA." Revista Pedagógica 23 (October 30, 2021): 1–21. http://dx.doi.org/10.22196/rp.v22i0.6381.
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Discute a experiência das Escolas de Ensino Médio Paulo Freire e Semente da Conquista, localizadas em Abelardo Luz, oeste catarinense. É resultado de um projeto que articula pesquisa e extensão, o qual envolve a Universidade Pública e as Escolas em questão e se desenvolve há seis anos, tendo por foco a formação de professores e a organização do trabalho pedagógico com base nos complexos de estudo. Os complexos são uma formulação da Pedagogia Socialista Soviética no período inicial da Revolução Russa, e tem sido atualizado em escolas ligadas ao Movimento Sem Terra - MST. Trata-se de uma pesquisa bibliográfica nos chamados pioneiros da pedagogia soviética, favorecida por novas traduções e publicações na última década. Realizaram-se ainda observações em todo o processo, registradas em cadernos próprios e tomamos por base relatórios, avaliações e depoimentos de professores e estudantes. Nosso objetivo é o de registrar e refletir a experiência, identificando possibilidades e limites do trabalho pedagógico que se propõe superador das pedagogias burguesas.
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Łukjaniuk, Joanna. "MULTICULTURALISM AS AN EDUCATIONAL CHALLENGE." International Journal of New Economics and Social Sciences 8, no. 2 (December 30, 2018): 249–55. http://dx.doi.org/10.5604/01.3001.0012.9952.
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The subject of the article is the analysis of multicultural issues as a challenge for contemporary pedagogics. This analysis concerns the practical, philosophical and social aspects as well as educational and preventive aspects of multiculturalism. The inspiration to take up the topic was the growing problems related to it, and above all, still registered by sociologists, act of treating "other" as "foreign" by a large percentage of students. In this context, an important pedagogical task is to reject the ideological understanding of multiculturalism and to encourage respecting Polish tradition and culture, and on the other hand to counteract the aggression caused by unhealthy reactions to multiculturalism.
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Schmidt-Rinehart, Barbara C., and Jean W. LeLoup. "Register and Forms of Address in Costa Rica: Sociolinguistic Realities and Pedagogical Implications." Foreign Language Annals 50, no. 1 (March 2017): 159–76. http://dx.doi.org/10.1111/flan.12247.
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Malusá, Silvana, Mirna Tonus, Igor Aparecido Dallaqua Pedrini, Carla Barbosa Alves, and Ricardo Ferreira de Carvalho. "DOCÊNCIA UNIVERSITÁRIA ON-LINE: concepções para um novo estilo de pedagogia." Cadernos de Pesquisa 21, no. 2 (June 26, 2014): 14. http://dx.doi.org/10.18764/2178-2229.v21.n2.p.14-25.
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A oferta de disciplinas on-line cresce vertiginosamente nas Instituições de Ensino Superior (IES) e osprofessores cada vez mais, se veem desafiado a modificar sua prática pedagógica para acompanharem a tendênciavigente à modalidade de ensino não presencial. Diante desse problema, o objetivo deste trabalho – de natureza aplicadae exploratória e de abordagem qualitativa – é registrar as concepções de docentes universitários, atuantes emcursos de Pedagogia à Distância. Toma como foco compreender, sob a ótica desses docentes, o que é docência online,visando registrar e discutir as características necessárias para essa prática. Quanto aos resultados da pesquisa,verificou-se que as principais características podem ser agrupadas como sendo aquelas que: são capazes de entendero momento em que o aluno se encontra na relação ensino-aprendizagem fazendo as adaptações necessárias à comunicaçãocom ele; que sabem distinguir os limites entre o ensino presencial e os do ambiente on-line; são conhecedoresdas ferramentas no Ambiente Virtual de Aprendizagem (AVA), bem como sabem planejar e mediá-las de acordocom a variação de estudantes e conteúdos; apresentam sempre um feedback sobre as atividades e solicitações dosaprendizes e, por fim, pensam os processos avaliativos específicos e têm abertura para o trabalho em equipe, ouseja, com outros profissionais envolvidos com o processo, que vão desde os produtores dos conteúdos até os tutores.Palavras-chave: Docência Universitária On-Line. Tecnologias da Informação e Comunicação (TIC). AmbientesVirtuais de Aprendizagem (AVA). ONLINE TEACHING AT HIGHER EDUCATION: conceptions for a new style of pedagogyAbstract: The offer of online courses soars on Higher Education Institutions (HEI) and teachers find themselveschallenged, increasingly, to modify their pedagogical practice to follow up the trend towards online teaching modality.Faced with of this problem, the aim of this study - from applied and exploratory nature and qualitative approach - isto register the conceptions of university teachers in Pedagogy courses at Distance Learning. It takes as its focus theunderstanding, in the vision of these teachers, what is online teaching, aiming at record and discuss the necessaryfeatures for this practice. Regarding the results of the survey, it has been found that the main features can be groupedas being those that: are able to understand the moment of the student in the teaching-learning process making therequired adjustments to the communication with him; Student knows how to distinguish the limits between classroomlearning and the online environment; are knowledgeable in tools on Virtual Learning Environment (VLE) as well as toplan and mediate them, according to the variance of students and content; always submit feedback about activitiesand requests of apprentices and ultimately think particular evaluative processes and have opening for teamwork, ie, toother professionals involved with the process ranging from content producers to tutors.Keywords: University teaching online. Information and Communication Technologies (ICT). Virtual Learning Environments(VLE). ENSEÑANZA UNIVERSITARIA EN LÍNEA: conceptos para un nuevo estilo de lapedagogía Resumen: La oferta de cursos en línea crece dramáticamente en las Instituciones de Educación Superior (IES) y losmaestros se ven desafiados, cada vez más, a modificar su práctica pedagógica para dar seguimiento a la tendenciaa la modalidad de enseñanza en línea. Frente a este problema, el objetivo de este estudio - de naturaleza aplicaday exploratoria y abordaje cualitativo - es registrar las concepciones de los profesores universitarios en los cursos dePedagogía en Educación a Distancia. Toma como foco entender, bajo la óptica de estos maestros, lo que es la enseñanzaen línea, con el objetivo de registrar y analizar las características necesarias para esta práctica. Con respectoa los resultados de la encuesta, se ha encontrado que las principales características se pueden agrupar como aquellasque: son capaces de entender el momento del estudiante en el proceso de enseñanza-aprendizaje haciendo losajustes necesarios en la comunicación con él; saber distinguir los límites entre el aprendizaje en el aula y el ambienteen línea; son conocedores de las herramientas en Entorno Virtual de Aprendizaje (EVA), así como para planificar ymediar en ellos de acuerdo a la variación de estudiantes y contenidos; siempre envían comentarios sobre las actividadesy solicitudes de aprendices y en última instancia piensan particulares procesos evaluativos y tienen aperturapara el trabajo en equipo, es decir, a otros profesionales que intervienen en el proceso que van desde productores decontenido a los tutores.Palabras clave: La enseñanza universitaria en línea. Tecnologías de la información y comunicación (TIC). Entornosde aprendizaje virtual (EAV).
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Masliak, I. P. "Quickness and endurance fitness of pedagogic college girl students under influence of cheer-leading." Physical education of students 19, no. 4 (August 28, 2015): 24–30. http://dx.doi.org/10.15561/20755279.2015.0404.
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Purpose: to determine dynamic of quickness and endurance indicators of pedagogic college girl students under influence of cheer-leading. Material: in the research 385 girl students participated, who composed three control and three experimental groups. Quickness fitness was registered by indicators of 60 meters’ run (sec.); latent time of motor response (msec.); run on the sport during 5 sec (quantity of steps); tapping test (quantity of points). Level of endurance fitness was registered by results of 2000 meters’ run (min). Results: the most effective cheer-leading exercises, which positively influence on girl students’ endurance, have been determined. The most favorable age periods for training of quickness and endurance under influence of cheer-leading exercises have been found. The higher increment in quickness indicators was registered in 15 years old girls. The most substantial increment of endurance was registered in 16 years old girls. Conclusions: it is recommended to include cheer-leading exercises: basic movements, jump elements, constants, in variable components of girl students’ academic training program.
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Dong, Kaixuan. "A Comparative Study on Register Based on Chinese and International Studies: A Scientometric Analysis in CiteSpace (2010-2021)." International Journal of Linguistics, Literature and Translation 5, no. 4 (April 20, 2022): 213–24. http://dx.doi.org/10.32996/ijllt.2022.5.4.26.
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This paper conducts a comprehensive review and comparative analysis of the research on register published in Chinese and international authoritative journals from 2010 to 2021 by employing CiteSpace 5.8.R3, a visual bibliometric software. It describes the number of publications, the keywords with the strongest citation bursts, research institutions, journals and influential authors, and pinpoints the principal frontiers of register. The results indicate that the number of publications of Chinese register research has shown a significant downward trend on the whole, while international register research has shown a significant upward trend on the whole. The journal of high-cited papers on register studies in China has a low impact factor, while international hot papers on register studies have a high impact factor. Chinese scholars focus on the different research perspectives of the register (systemic functional linguistics, multidimensional analysis and corpus), while international research pays attention to register variation, especially English variation and Spanish variation, and register in academic writing. Influential scholars leading the trend of register research include Biber and Rooy. The findings of this study would provide some academic and pedagogical implications on the register for Chinese scholars.
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Hornyák, Ágnes, and Gabriella Pusztai. "Social and cultural impacts of becoming an innovative teacher." PedActa 12, no. 1 (August 31, 2022): 27–38. http://dx.doi.org/10.24193/pedacta.12.1.4.
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Due to the socio-economic challenges of the 21st century, a significant role is assigned to innovative teachers. Our research aims to explore the cultural and social factors that support teachers to become innovative. Between 2010 and 2015, teachers in Hungary had the opportunity to formally register their pedagogical innovations. In our interview study-based, we examined the personal and professional life paths of 12 teachers who had formally registered their innovation and compared them with the life paths of 12 teachers who had taught in the same school but had not registered their innovation. The sample was selected from schools in two disadvantaged regions, in equal proportions by county and by type of school. The semi-structured teacher interview transcripts were analysed using Atlas Ti.7 software. The following dimensions of human and social capital accumulation were analysed: family environment, local social network, stages of educational career, and work contact systems. Of the four domains, family environment and local society did not have a decisive influence on the teacher becoming an innovating educator, but extracurricular commitments in higher education, an open and diverse professional network of contacts, and a role definition extended by professional self-actualisation were predictive of innovation.
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Bartz, Andressa Bilhalva Rodrigues, Lígia Cardoso Carlos, and Madalena Klein. "ALFABETIZAÇÃO CARTOGRÁFICA NOS ANOS INICIAIS COMO DESAFIO DE UMA PEDAGOGA." Revista Brasileira de Educação em Geografia 7, no. 14 (January 5, 2018): 242–53. http://dx.doi.org/10.46789/edugeo.v7i14.409.
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O artigo apresenta reflexões sobre o ensino e a aprendizagem da alfabetização cartográfica nos anos iniciais do Ensino Fundamental, tendo como eixo o Estágio Obrigatório do curso de Pedagogia, realizado em uma escola pública estadual do município de Pelotas/RS, com turma de 3o ano do Ensino Fundamental. O objetivo é registrar e discutir algumas atividades pedagógicas que foram realizadas nos espaços de sala de aula durante o estágio, tendo como foco os desafios que emergiram para a aprendiz de professora e as aprendizagens adquiridas pelos alunos enquanto aprendizes das noções espaciais. A escrita inspira-se em uma perspectiva defendida por Shulmann (2014) de que o registro de situações de ensino, nas quais ações e raciocínios pedagógicos sejam explicitados, tem um bom potencial formativo. Através desse registro escrito e da sua socialização com os pares, situações e decisões pedagógicas podem ser fortalecidas, bem como construídas aprendizagens para a docência e elos entre a teoria e a prática dos professores que contribuem tanto em processos de formação inicial quanto de formação continuada de docentes. O texto mostra um processo de ressignificação teórico-metodológica ocorrido no estágio que proporcionou o ensino e a aprendizagem de elementos da cartografia, bem como uma etapa da formação docente. PALAVRAS-CHAVE Estágio curricular. Ensino da Geografia nos anos iniciais. Alfabetização cartográfica. CARTOGRAPHIC LITERACY IN INITIAL YEARS AS A CHALLENGE OF A PEDAGOGUE ABSTRACT The article presents reflections on the teaching and learning of cartographic literacy in the early years of elementary school, based on the Mandatory Internship of Pedagogy course realized at a state public school in the city of Pelotas, Rio Grande do Sul, Brazil. The objective is to register and discuss some pedagogical activities that were implemented in the classroom during the internship, focusing on the challenges that emerged for the apprentice teacher and the learning acquired by the students while apprentices of the spatial notions. The writing is inspired by a perspective defended by Shulmann (2014) that the educational situations records in which actions and pedagogical reasoning are explicit has a good formative potential. Through this written record and their socialization with the peers, pedagogical situations and decisions can be strengthened, as well as constructed learning for teaching and links between the theory and practice of teachers that contribute both to processes of initial formation as well as to continuous formation of teachers. The article shows a theoretical-methodological re-signification process that took place at the internship that provided the teaching and learning of cartography elements, as well as a stage of teacher formation. KEYWORDS Curricular internship. Geography teaching in the initial years. Cartographic literacy. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - revistaedugeo@revistaedugeo.com.br
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Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (April 26, 2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.
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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in learners and novice writers themselves. This focus is illustrated in her book Real Grammar: A Corpus-Based Approach to English (Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in the Longman Grammar of Spoken and Written English, Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.
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Mostefaoui, Achour, Matthieu Perrin, and Michel Raynal. "A Simple Object that Spans the Whole Consensus Hierarchy." Parallel Processing Letters 28, no. 02 (June 2018): 1850006. http://dx.doi.org/10.1142/s0129626418500068.
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This paper presents a simple generalization of the basic atomic read/write register object, whose genericity parameter spans the whole set of integers and is such that its k-parameterized instance has exactly consensus number k. This object, whose definition is natural, is a sliding window register of size k. Its interest lies in its simplicity and its genericity dimension which provides a global view capturing the whole consensus hierarchy. Hence, this short article should be seen as a simple pedagogical introduction to Herlihy’s consensus hierarchy. The paper also shows that the consensus number of a ledger object is [Formula: see text].
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Røynesdal, Øystein, Jeanette H. Magnus, and Anne Moen. "Pedagogical Approaches and Learning Activities, Content, and Resources Used in the Design of Massive Open Online Courses (MOOCs) in the Health Sciences: Protocol for a Scoping Review." JMIR Research Protocols 11, no. 5 (May 30, 2022): e35878. http://dx.doi.org/10.2196/35878.
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Background Developing online, widely accessible educational courses, such as Massive Open Online Courses (MOOCs), offer novel opportunities to advancing academic research and the educational system in resource-constrained countries. Despite much literature on the use of design-related features and principles of different pedagogical approaches when developing MOOCs, there are reports of inconsistency between the pedagogical approach and the learning activities, content, or resources in MOOCs. Objective We present a protocol for a scoping review aiming to systematically identify and synthesize literature on the pedagogical approaches used, and the learning activities, content, and resources used to facilitate social interaction and collaboration among postgraduate learners in MOOCs across the health sciences. Methods We will follow a 6-step procedure for scoping reviews to conduct a search of published and gray literature in the following databases: Medline via Ovid, ERIC, SCOPUS, Web of Science, and PsychINFO. Two reviewers will screen titles, abstracts, and relevant full texts independently to determine eligibility for inclusion. The team will extract data using a predefined charting form and synthesize results in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews checklist. Results The scoping review is currently ongoing. As of March 2022, we have performed initial data searches and screened titles and abstracts of the studies we found but revised the search string owing to inaccurate results. We aim to start analyzing the data in June 2022 and expect to complete the scoping review by February 2023. Conclusions With the results of this review, we hope to report on the use of pedagogical approaches and what learning activities, content, and resources foster social and collaborative learning processes, and to further elucidate how practitioners and academics can harvest our findings to bridge the gap between pedagogics and learning activities in the instructional design of MOOCs for postgraduate students in the health sciences. International Registered Report Identifier (IRRID) DERR1-10.2196/35878
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Halabi, Jehad O., Margret Lepp, and Jan Nilsson. "Assessing Self-Reported Competence Among Registered Nurses Working as a Culturally Diverse Work Force in Public Hospitals in the Kingdom of Saudi Arabia." Journal of Transcultural Nursing 32, no. 1 (May 18, 2020): 69–76. http://dx.doi.org/10.1177/1043659620921222.
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Introduction: Nurses in the Kingdom of Saudi Arabia (KSA) represent a multicultural workforce who are educated in different countries from around the world. The purpose was to assess professional competence among a multicultural workforce of registered nurses in KSA in relation to individual and work-related factors. Method: The Nurse Professional Competence Scale was used in a cross-sectional design. Results: Registered nurses ( N = 541) reported highest scores for “nursing care,” and “value-based nursing care,” and lowest scores for “care pedagogics,” and “development, leadership, and organization of nursing care.” All CAs achieved 0.80 or more Cronbach’s alpha. Known-group validity was verified by comparing nurse managers and staff nurses competence in organization, administration, and leadership of nursing care ( p = .000). Discussion: There is room for competence development in care pedagogics, and development, leadership, and organization of nursing care. Assessing registered nurses competence is of importance for planning and implementing cultural congruent nursing care.
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Chechikova, Irina. "Biographical method for analyzing the results of the application of the technological model of accompanying adolescents registered in juvenile affairs departments." Applied psychology and pedagogy 6, no. 4 (October 4, 2021): 52–64. http://dx.doi.org/10.12737/2500-0543-2021-6-4-52-64.
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In the introduction, the problem of the competence of the inspector for juvenile affairs when conducting preventive measures with registered adolescents is updated. One of the options for organizing effective preventive measures based on the Technological model of pedagogical support for registered adolescents is proposed. The article describes an unconventional method used by the PD inspector in working with a teenager, the method of prevention "express smartphone control". The purpose of this article is to describe examples of the implementation of a Technological model of pedagogical support for adolescents registered in juvenile affairs departments, which led to a successful change in value attitudes in their worldview. The consequence of the change was the moral choice when the teenager realized himself in society five, ten, fifteen years after the preventive work carried out according to the developed model. In the main part of the article, through the biographical method of research, specific examples are presented that were the result of the use of a Technological model of accompanying adolescents who are registered in juvenile affairs departments. The conclusion of the article contains a generalizing conclusion based on the results of the application of the Technological Model of pedagogical support for adolescents registered in juvenile affairs departments.
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Raouf, Khadija, Mourad Radi, Imad Belazzaar, Mohammed Talbi, and Mohamed Moussetad. "Difficultés De Mise En Œuvre De La Continuité Didactique Mathématique-Mécanique Au Secondaire Collégial, Registre Sémiotique Et Transfert Comme Éléments D’analyse." European Scientific Journal, ESJ 12, no. 31 (November 30, 2016): 165. http://dx.doi.org/10.19044/esj.2016.v12n31p165.
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This article deals with the numerous pedagogical and didactic constraints to the transdisciplinary knowledge transfer between mathematics and physics (mechanics) at the last year of secondary school. By taking into consideration the three entities of the didactic triangle (Content, students and teachers), we analyzed in this exploratory study official pedagogical orientations, curricula and textbooks of mathematics and physics. Then, we administered to a sample of 12 to 15-year-old pupils, mathematical and physical written questionnaires in which they have to use proportionality/linearity concept by considering different register of semiotic representation and the rationality frame of each discipline., the analysis of the results reveal some difficulties that can be explained by a lack of knowledge related to the change of rationality frame and semiotic register rules. In order to understand the origin of these difficulties, we proceeded by analyzing the transdisciplinary practices of mathematics/physics teachers by means of a written semi-open questionnaire whose results highlight interdidactic rupture between mathematics and physics. To remedy that, we propose some strategies and possible lines of actions.
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Buboviča, Jana. "Teacher Is the Creator of the Pedagogical Environment in the Institution of Preschool Groups in Secondary School." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 277. http://dx.doi.org/10.17770/sie2015vol2.439.
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<p><em>Everyone from first to the last days of life are included in one or several groups: family, preschool education, preschool group or school, work environment, in social institutions. Currently, Latvian school children going to nursery schools and pre-school groups to educational institutions (schools, learning institutions, etc.) which are registered in the register of educational institutions and licensed early childhood education programs. </em><em>Researching and analyzing the importance of pre-school education, it is important to recognize that early childhood education exercise a certain type of education and the extent to which, in accordance with the concepts and principles of the guidelines are designed curriculum, targeted programs for the acquisition of educational guidance and evaluation system. Educational institution as a complex system, changes in one component affects the other components in the quality and up to date further changes; System prosperity depends on the components of mutual unity: from the planning process, eligibility and conditionality for the development of a clear and purposeful strategy for raising educational institutions.</em><em> </em><em> </em></p><p><em>Educational process - it is all a child's life, organized and managed by an adult. This should ensure the child's teaching and learning, development, education, education as a whole, and where much attention is paid to children's brain development, linking it with the child's active participation. It also set a goal: to study the role of pre-school teacher teaching environment for pre-school institution group of high school.</em><em></em></p><p> </p>
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SILVA, Cleydivan Cunha, José Ailton Costa DA SILVA, Maurício Bezerra COSTA, and Rusbene Bruno Fonseca DE CARVALHO. ""LAVA-LUZ" LUMINAIRE: A PEDAGOGICAL PROPOSAL FOR SCIENCE TEACHING." Periódico Tchê Química 12, no. 23 (January 20, 2015): 22–27. http://dx.doi.org/10.52571/ptq.v12.n23.2015.22_p_23_pgs_22_27.pdf.
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Teaching and learning of sciences are huge challenges that require means such as didactic resources, audiovisual, expositive classes, field classes and so forth. To improve science classes in elementary school, it is necessary that teachers receive better working conditions and so can engage in dynamic classes that provide facilitate student understanding, leading him to interact as a means. In this context, our study aimed to evaluate and observe participation, stimulus and acquired knowledge by students through a new pedagogical proposal, enabling the discussion of how the teaching of sciences is being developed in a public municipal school from Coelho Neto, Maranhão, as well as characterize the teacher and the class where the study was conducted. Our study was divided in three steps: study of data regarding characteristics of the school, profile of students and teachers, then theoretical exposition and dialogue lectures, and finally the experimental activity. The results show that the experimental activity stimulated the understanding of content, creativity, participation, improving the capacity of observation and register of information, leading them to propose hypothesis and questions about the phenomena involved in the experiment.
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Tománková, Veronika. "LEXICAL BUNDLES IN LEGAL TEXTS CORPORA – SELECTION, CLASSIFICATION AND PEDAGOGICAL IMPLICATIONS." Discourse and Interaction 9, no. 2 (December 15, 2016): 75. http://dx.doi.org/10.5817/di2016-2-75.
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This paper analyzes lexical bundles with the aim of determining specific features of the linguistic competence of the selected research population and drawing some pedagogical implications from the fi ndings. The study focuses on lexical bundles retrieved from four legal genre-based corpora (Flowerdew 2005) compiled from texts submitted by respondents who are all legal professionals. In an eff ort to provide a more comprehensive view of lexical bundles, the phenomenon has been treated using both the conventional register analysis approach (Biber & Conrad 2009) and an approach adopted especially for legal texts by Breeze (2013). The study also attempts to submit proposals for the teaching of lexical bundles (O’Keeff e et al. 2007: 216) in the context of reading comprehension. Within the context of needs analysis, this study has been conducted as part of a larger study aiming to examine communicative competence of legal professionals from the four language skills perspective.
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Sinaga, Welen Friade, and Harni Kartika Ningsih. "Pedagogic Relations: A case study of English Language Learners in a Special Conversation Program." Prosodi 16, no. 1 (April 11, 2022): 40–48. http://dx.doi.org/10.21107/prosodi.v16i1.12523.
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Classroom interactions between a teacher and students are integral to the successful outcome of learning. However, research related to how knowledge is negotiated through teacher-student interaction is still rarely done, especially in Indonesia. This present article examines teacher-student interactions in a classroom setting during an English language learning organized by an informal institution in Laguboti, North Sumatera. Data were gathered through the observation of a recorded lesson demonstration under the Special Conversation program, involving a teacher and nine students. The video was transcribed and examined using the analytical framework of Pedagogic Registers (Rose, 2018), which focuses on pedagogic relations. The analysis revealed that the teacher conveyed authority throughout the learning process. Patterns of initial-response-feedback (I-R-F) were observed in the teaching, in which the teacher posed questions to engage passive students. In addition, students’ silence was identified as the most common challenge in such interactions. The study discovered that students’ silence urged the teacher to reflect on the challenges faced by the students during the learning process. Finally, it was found that the teacher evaluated learning outcomes by affirming and negating the students’ answers. A further study should be carried out to generate insights into more effective evaluation strategies for English language acquisition.
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Pérez-Llantada Auría, Carmen. "Designing new genre identities in scientific and technical discourse: cognitive, social and pedagogical implications." Journal of English Studies 3 (May 29, 2002): 251. http://dx.doi.org/10.18172/jes.81.
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The purpose of this paper is to foreground the rhetorical architecture of the new emerging cybergenres in the discourse of English for Science and Technology (E.S.T.) and focus on the cognitive, sociopragmatic and pedagogical implications underlying these new genre identities. In particular, the paper will assess the use of these genre typologies in the E.S.T. classroom to develop the student's awareness of the social dimension of discourse in Internet communications, and also to draw the teacher's attention towards those cognitive aspects of language learning that contemporary cognitive psychology claims. The paper will conclude with some suggestions for a communicative syllabus design in the teaching of this specialised register for academic and professional purposes
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Vassilyeva, Irina, Andrey Andreyev, Svetlana Korysheva, Mikhail Kuznetsov, Sergey Luzgin, and Ekaterina Kholopova. "PEDAGOGICAL PROBLEMS OF CORRECTING JUVENILE DELINQUENTS SERVING A SENTENCE WITHOUT IMPRISONMENT AND THE WAYS OF THEIR SOLUTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 583. http://dx.doi.org/10.17770/sie2019vol1.3826.
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The article presents the results of the empirical research. The aim of the research is to identify and to solve the pedagogical problems of minors sentenced to punishment without deprivation of liberty through the realization of a scientifically grounded and practically tested model of pedagogical support. The methods of the research include pedagogical analysis and synthesis, induction and deduction, comparison and synthesis of the research results, questioning, individual and group interviews, supervision, generalization of independent characteristics, comprehensive and formative assessment and statistical methods of information processing. The following pedagogical problems were defined during the experimental work: insufficient level of pedagogical training of the penal staff, low level of pedagogical culture of parents, other family members and persons in loco parentis and the lack of an integral system of pedagogical support in general. During the investigation a scientifically proved pedagogical model for correction support of juvenile delinquents who are registered by the penal inspections of the Federal Penal Service of Russia is created. The pedagogical model for correction support of juvenile delinquents is considered as one of the ways of pedagogical problems solution.
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Thurler, Ana Liési. "FEMINICÍDIOS NA MÍDIA E DESUMANIZAÇÃO DAS MULHERES." Revista Observatório 3, no. 6 (October 1, 2017): 465. http://dx.doi.org/10.20873/uft.2447-4266.2017v3n6p465.
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Este artigo examina o tratamento dado pela mídia à violência de gênero extrema contra as mulheres, o feminicídio. Se o feminicida reitera os lugares de gênero ao praticar esse crime, a análise da amostra de matérias reunidas sobre feminicídios ocorridos no Brasil — concentradamente, em Brasília (DF), nos anos de 2015 e 2016 — aponta também para o exercício de uma pedagogia da crueldade, por meio da qual a mídia ensina à sociedade a não ter empatia com a vítima (SEGATO, 2016). As matérias são predominantemente descontínuas e pontuais, provocando o sentimento de que os feminicídios são fatos isolados. Aproximando-nos da questão, constatamos ter na sociedade brasileira um fenômeno de femigenocídio, tanto pela magnitude do problema quanto pela intensificação das perversidades (THURLER, 2017). Os discursos midiáticos precisam adotar perspectivas de gênero, e registrar os processos vivenciados pelas mulheres na direção de maior protagonismo.
PALAVRAS-CHAVE: Feminicídio; femigenocídio; desigualdades de gênero; mídia sexista; espetacularização; pedagogias.
ABSTRACT
This article examines the ways mass media deal with extreme gender violence against women: feminicide. If one who commits a feminicide reiterates gender issues when he practices this crime, the analysis of an array of material gathered in the media about feminicides taken place in Brazil – especially, in Brasília (DF), in 2015 and 2016,- also points to the practice of a pedagogy of cruelty, by way of which the media teaches society not to feel empathy for the victim (SEGATO, 2016). The material is predominantly discontinuous and punctual, provoking a feeling that feminicides are isolated facts. Getting closer to the subject, we were able to verify that in Brazilian society there is a phenomenon called femigenocide, due to the magnitude of the problem and the intensification of the perversities (THURLER, 2017). The discourse within media needs to adopt gender perspectives and register the processes experienced by women towards a greater protagonism.
KEYWORDS: Feminicide; femigenocide; gender inequalities; sexist media; pedagogies.
RESUMEN
El presente artículo analiza la manera como los medios de comunicación tratan la violencia extrema de género contra las mujeres, el feminicidio. Si el feminicida reitera los lugares de género al cometer eso delito, el análisis de la muestra de reportajes reunidos acerca del feminicidio ocurridos en Brasil – precisamente en Brasilia (DF), en los años de 2015 y 2016 – apuntan también para el ejercicio de una “pedagogía de la crueldad”, por la cual los medios enseñan la sociedad a no tener empatía por la víctima (SEGATO, 2016). Los reportajes son predominantemente discontinuos y puntuáis, provocando un sentimiento de que los feminicidios son hechos aislados. Acercándonos de la cuestión, hemos constatado tener en la sociedad brasileña el fenómeno del femigenocidio, tanto por la grandeza del problema como por la intensificación de las perversidades (THURLER, 2017). Los discursos mediáticos necesitan tener perspectivas de género, registrar los procesos vivenciados por las mujeres al camino de un protagonismo más grande.
PALABRAS CLAVE: Feminicidio; femigenocidio; desigualdad de género; medios sexistas; espectacularidad; pedagogías
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Fawkes, Karen, and Jaqualyn Moore. "Newly registered nurses’ experiences of delivering patient education in an acute care setting: an exploratory study." Journal of Research in Nursing 24, no. 8 (December 2019): 556–67. http://dx.doi.org/10.1177/1744987119869770.
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Background Nurses’ education of patients is important for building the knowledge and skills necessary for self-management. Little is known of newly registered nurses’ preparedness to deliver patient education, or of their experiences in clinical contexts where they may encounter barriers. Aims The aim of this study was to explore newly registered nurses’ patient education role in an acute hospital setting. Methods A purposive sample of seven newly registered nurses from an NHS teaching hospital in England were interviewed to explore their understanding and experiences of educating patients. An interpretive phenomenological approach was used to analyse responses. Results Three superordinate themes were identified: the professional self; the ward environment; and the nurse-patient relationship. Tensions existed between the ideals newly registered nurses brought to registered practice and the practice-based realities of patient education, which was often delivered informally with limited patient involvement in collaborative goal setting. Few newly registered nurses recalled more than superficial preparation in university for the role and some were encouraged by senior colleagues to downplay the importance of patient education. Conclusions The patient-education aspirations of newly registered nurses need to be nurtured. Educational institutions have an important role to play as do experienced nurses, making explicit the education they routinely deliver and supporting newly registered nurses to build their own pedagogic expertise.
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Novogradec, Marina. "A corpus-based study of if-conditional forms If I was/were as presented in pedagogical materials." ELOPE: English Language Overseas Perspectives and Enquiries 6, no. 1-2 (June 15, 2009): 63–78. http://dx.doi.org/10.4312/elope.6.1-2.63-78.
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The aim of this paper is to discuss the impact corpora might have on the use of certain grammatical forms in pedagogical materials. As many coursebooks and grammar textbooks are lacking in both text authenticity and some specific forms used for the classroom, it is disputable whether they are applicable to the needs the students might have in their future life. The available corpora for this study were used and then compared to the discourse analysis of pedagogical materials – grammar textbooks and coursebooks. The results showed that if- conditional forms (If I was/were) were used differently across the registers. These results might be applied to the pedagogical materials in order to make students’ learning more natural and interesting. Firstly, general background of corpus linguistics will be discussed, as well as the existing pedagogical materials used in the classroom. Afterwards, specific features in the corpora chosen for this study will be presented and analysed from a corpus-based perspective.
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Cummins, Jim. "Pedagogical translanguaging: Examining the credibility of unitary versus crosslinguistic translanguaging theory." OLBI Journal 12 (December 22, 2022): 33–55. http://dx.doi.org/10.18192/olbij.v12i1.6073.
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This article analyzes the credibility of two conceptions of pedagogical translanguaging theory, namely, unitary translanguaging theory (UTT) and crosslinguistic translanguaging theory (CTT). I argue that there is no difference in pedagogical implications between UTT and CTT, but there are significant differences in the way UTT and CTT pedagogies are framed theoretically. UTT claims that the bilingual’s linguistic system is unitary and undifferentiated and that languages have no cognitive or linguistic reality. Based on this claim, UTT rejects several theoretical concepts including the notion of academic language, additive (approaches to) bilingualism, the common underlying proficiency (CUP) and the pedagogical importance of teaching for transfer across languages. CTT, by contrast, affirms the legitimacy of these theoretical concepts, which are fully consistent with dynamic or heteroglossic orientations to bilingual cognitive processing. Within CTT, bilinguals actually do speak languages, involving multiple registers and fluid boundaries, and teaching for transfer across these boundaries is a prime function of pedagogical translanguaging.
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Kleemann, Carola. "Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten." Sustainability 13, no. 7 (March 24, 2021): 3613. http://dx.doi.org/10.3390/su13073613.
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The coastal areas of Finnmark have deep Sámi roots. With the Norwegian assimilation policy—Norwegianization—the transition to the Norwegian language has been extensive here, placing the region outside Sámi core areas. Nevertheless, indigenous Sea Sámi identity still exists, and language vitalization and raising awareness of culture are shown in Sámi institution building. Within these frames, kindergarten teachers with Sámi backgrounds work to strengthen their local Sámi language and culture in a Sámi department of a kindergarten outside the core Sámi areas. This article aims to shed light on how the use of their bilingual resources in pedagogical translanguaging practices can build sustainable language practices for North Sámi. With children and adults, we explored how culturally aware, situated outdoors activities, such as building a campfire and gathering berries, encouraged children’s use of North Sámi. Both children and adults recorded these activities with GoPro cameras. The material was transcribed and analyzed using Conversation Analysis and translanguaging. For this article, I chose three episodes in which kindergarten teachers used their bilingual language register to interact with children in different pedagogical practices to give children input in North Sámi. Pedagogical translanguaging with young language learners in an emergent bilingual situation could help strengthen North Sámi language and culture outside Sámi core areas.
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Prince, Eric. "Le Cinéma Hollywoodien dans une Perspective Philosophique: Cities of Words: Pedagogical Letters on a Register of the Moral Life Stanley Cavell." Canadian Journal of Film Studies 14, no. 2 (March 2005): 99–105. http://dx.doi.org/10.3138/cjfs.14.2.99.
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Traykova, T. "PHYSICAL DEVELOPMENT OF CHILDREN OF PRESCHOOL AGE." Trakia Journal of Sciences 18, Suppl.1 (2020): 903–7. http://dx.doi.org/10.15547//tjs.2020.s.01.148.
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Purpose of the study: To register the dynamics of the basic parameters of the physical development of children from the fourth preparatory group, as a result of the implementation of an enriched educational content in physical culture pedagogical situations. 54 girls and 67 boys were investigated and measured twice – at the beginning and at the end of the pedagogical experiment. Anthropometric parameters assessed: height, body weight, chest circumference. Methods: Theoretical analysis, pedagogical experiment, anthropometry, statistical methods. Results: Height: the highest increase in that parameter was found in the Experimental Group of boys and the smallest one – in girls of the Control group. Body weight: boys from the EG showed the highest increase, while the lowest one was found in boys from CG. Chest circumference: the greatest increase was measured in CG of, while the smallest one in the EG of girls. In conclusion, we can underline that the changes in the anthropometric parameters are due both to the laws of biological developments of children at that age, as well as to the applied enriched educational content.
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Welter, Cristiane Backes, and Cleide Calgaro. "Educação infantil e orientações da ação pedagógica: um estudo a partir do município de Caixas do Sul no Rio Grande do Sul." Brazilian Journal of Development 8, no. 9 (September 5, 2022): 61087–103. http://dx.doi.org/10.34117/bjdv8n9-047.
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O presente trabalho tem por objetivo registrar a ação pedagógica do docente na Educação Infantil baseada na prática de estágio realizada na disciplina de Estágio em Pedagogia na Educação Infantil do Curso de Licenciatura em Pedagogia oferecido pela Universidade de Caxias do Sul. O método utilizado é o analítico dedutivo tendo como base as observações realizadas em Escola de Educação Infantil da rede particular no Munícipio de Caxias do Sul e, também, o estudo de bibliografias e indicadores de demonstram como a educação infantil deve e está sendo vista no Brasil. Conclui-se que a educação infantil é essencial para a formação, alfabetização e letramento da criança e deve ser valorizada em nosso país.
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Bennion, Elizabeth A., and David W. Nickerson. "I Will Register and Vote, If You Teach Me How: A Field Experiment Testing Voter Registration in College Classrooms." PS: Political Science & Politics 49, no. 04 (October 2016): 867–71. http://dx.doi.org/10.1017/s1049096516001360.
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ABSTRACTCollege students are young, have little or no history of voting, and are residentially mobile, which makes them a population in great need of registering to vote. Universities have a civic, pedagogical, and legal obligation to register their students to vote. In 2006, we conducted a controlled experiment across 16 college campuses to test the efficacy of classroom presentations to increase voter registration. The 25,256 students across more than 1,026 classrooms were randomly assigned to one of three conditions: (1) a control group receiving no presentation; (2) a presentation by a professor; and (3) a presentation by a student volunteer. Verifying registration and voter turnout from a national voter database, we found that both types of presentations increased overall registration by 6 percentage points and turnout rates by approximately 2.6 percentage points. These results demonstrated that universities can take simple steps to engage their students in politics.
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Rankin, Tom. "The distribution of reflexive intensifiers in learner English." International Journal of Learner Corpus Research 3, no. 1 (May 22, 2017): 36–60. http://dx.doi.org/10.1075/ijlcr.3.1.02ran.
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Abstract This study investigates the use of reflexive intensifiers by L1 German-speaking learners of L2 English against the background of previous research which has identified non-target-like distribution of such features which are sensitive to discourse constraints and/or register variation. Occurrences of intensified NPs are compared between the Louvain Corpus of Native English Essays and the German component of the International Corpus of Learner English. In line with previous research, it is found that learners overuse this lexico-grammatical means of information highlighting. However, there is only significant overuse of a specific sub-type of intensifier, the inclusive adverbial intensifier. These results are discussed in terms of (i) general learnability considerations which may account for learners’ problems in mastering the use of register-sensitive information-structural patterns, and (ii) pedagogical issues which arise in connection with addressing residual non-target performance in written production beyond the stage at which target properties of lexico-grammar have generally been acquired.
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Murphy, Maiya. "Enacting the Consequences of the Lecoq Pedagogy's Aesthetic Cognitive Foundation." Theatre Survey 58, no. 3 (August 10, 2017): 326–51. http://dx.doi.org/10.1017/s0040557417000278.
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The theatre pedagogy of Jacques Lecoq (1921–99) is founded on the principle that all physical, psychological, intellectual, and emotional performance registers can be accessed by prioritizing the moving body. Therefore, a Lecoq-based approach is in contrast to dominant principles of psychologically based acting that privilege working through emotion and psychology. While Lecoq pedagogy does not discount these performance registers, normally considered to belong to the “internal” world of the actor, Lecoq's work reaches them through physical action. Lecoq pedagogy considers it possible to learn how to shape and manage these registers by mastering the moving body as creative theatrical agent. This pedagogical strategy at first reiterates and then inverts the mind privilege of a Cartesian mind–body dichotomy, but ultimately confounds it, reorienting the constitution of body and mind. This reconstitution results in a new, emergent, antidualistic configuration where somatic intelligence accesses and encompasses all intelligence, and is initiated and accomplished through the physical act.
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Benera, Valentyna. "ANNIVERSARY OF THE NATIONAL SCHOOL." Scientific bulletin of KRHPA, no. 11 (2019): 150–54. http://dx.doi.org/10.37835/2410-2075-2019-11-19.
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The full-fledged establishment of a national school is underpinned the deployment of a network of regional educational institutions of all levels and forms - from primary to higher. Kremenets page in the history of Ukrainian education - rich, bright and noticeable both the timeline of the functioning of educational institutions and the life-giving of representatives of the pedagogical pantheon. In the register of educational institutions, operating in the south of Volyn, Kremenchug and Kremenets, near the school- a branch of the Kyiv-Mohyla Academy, Volyn High School and Volyn Lyceum, The Theological Seminary and the Kremenets Lyceum, other schools of yesteryear, The honorary place belongs to the Ukrainian high school named after Ivan Steshenko in Kremenets. It is the 100th anniversary since its opening that All-Ukrainian scientific readings have been timed "The formation of education in Kremenchug: a look through the centuries" held in Reading Room of our Academy Library. Co-organizers of the readings were Kyiv National University. Taras Shevchenko, Rivne MESU. academician Stepan Demianchuk, State Archives of Ternopil Oblast and Scientific and Pedagogical the staff of the Kremenets Humanitarian-Pedagogical Academy Taras Shevchenko.
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Ivanova, Anna. "Ensino, metodologia e processo criativo da fireção em teatro de bonecos." Móin-Móin - Revista de Estudos sobre Teatro de Formas Animadas 2, no. 21 (December 20, 2019): 157–77. http://dx.doi.org/10.5965/2595034702212019157.
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O presente artigo registra a fala da diretora, pesquisadora e professora AnnaIvanova na conferência A formação do encenador, pedagogia e metodologia, durante o evento 3º PRO-VOCAÇÃO - Encontro Internacional sobre Formação no Teatro de Animação. Anna conta sua trajetória como docente na Rússia e na Finlândia, a realidade do teatro de bonecos como mercado e a educação nesses países, narrando comoencontrou sua metodologia de ensino e direção de teatro de bonecos.
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Kaurin, Sanja, and Zlatko Pavlović. "Self-assessment Creativity among Students Who Show Different Tendencies to Spontaneous Application of Analogies." Društvene i humanističke studije (Online) 6, no. 4(17) (December 22, 2021): 335–54. http://dx.doi.org/10.51558/2490-3647.2021.6.4.335.
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Applying analogies in teaching and learning can significantly improve their outcomes. It is pedagogically important to know the various factors on which depend the frequency and manner of application of analogies. Such factors include creativity. We can see the relationship between creativity and analogy from several angles. In this paper, we are dealing with the connection between self-assessment of creativity and the tendency to apply analogies in a pedagogical context. On a sample of 305 students, the Kaufman Creativity Domain Scale (K-DOCS) and inventory were applied to measure the propensity to spontaneously apply analogies. The results suggest that there is a connection between self-assessment of creativity and a tendency to apply analogies, but also that the nature of that connection is complex. The connection was registered with two areas of expression of creativity (personal-everyday and academic area), while the connection with other areas was not registered. The meaning and pedagogical significance of the obtained results were discussed.