Relevant bibliographies by topics / Pedagogical roles

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pedagogical roles'

Author: Grafiati
Published: 29 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Pedagogical roles"

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Halytska, Mayya, and Nataliia Rekun. "Polyvariance of the teaching roles within the esp course." Pedagogical Process: Theory and Practice, no. 4 (2018): 57–63. http://dx.doi.org/10.28925/2078-1687.2018.4.5763.

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The article focuses on the results of the analysis of the various psychological and pedagogical roles of the English for Specific Purposes/ESP teacher which are actualized in the process of professional training within the ESP course. It has been specified that the level of methodological competence of the ESP teacher is determined, in particular, by the ability to choose behavior patterns and combine roles that are appropriate in a particular educational situation. Due to the psychological theories of interaction the range of teaching roles has been determined in the context of pedagogical interaction between ESP teacher and ESP students, thus, gradual transformation of the guardian and mentor position to the role of partner, co-worker, colleague, accomplice, co-author, collaborator has been grounded. Considered in the article is the concept of pedagogical facilitation as an innovative approach to ESP training. Identifying facilitation with the notion of pedagogical management made it possible to emphasise on the managerial, adaptive, organizational and consultative functions of the ESP teacher, therefore, the roles of manager, supervisor, attendant, assistant, consultant, counsellor have been outlined. The role of facilitator within ESP teaching is regarded as a complex concept which comprises the positions of consultant, moderator, and tutor. The significance of such teaching position in ESP training has been substantiated primarily due to the specific target learners of the ESP courses who fundamentally differ from the students of the general language courses in terms of their theoretical and practical professional background.
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Sipon, Merhayati, Zaidatol Akmaliah Lope Pihie, Fadzilah Abdul Rahman, and Umi Kalthom Abdul Manaf. "Teacher’s Entrepreneurial Pedagogical Content Knowledge Roles in Human Resource Development." International Journal Of Management and Applied Research 2, no. 1 (May 30, 2015): 35–44. http://dx.doi.org/10.18646/2056.21.15-003.

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Coppola, Nancy Walters, Starr Roxanne Hiltz, and Naomi G. Rotter. "Becoming a Virtual Professor: Pedagogical Roles and Asynchronous Learning Networks." Journal of Management Information Systems 18, no. 4 (March 2002): 169–89. http://dx.doi.org/10.1080/07421222.2002.11045703.

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Bennett, Cole. "Translingualism in Three University Roles: Pedagogical Postures and Critical Cautions." Journal of Academic Writing 10, no. 1 (December 18, 2020): 195–202. http://dx.doi.org/10.18552/joaw.v10i1.643.

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This essay offers and develops some useful parameters toward the ongoing conversations on multilingual and multi-dialectic writing students in Europe and the United States, two settings with oft-competing views of writers’ varied language backgrounds. I present a synchronic snapshot of writing pedagogy as it relates to translingualism at this temporal moment. Specifically, I seek to link three different university roles—classroom teachers, writing center directors, and WAC directors—to certain translingual postures and their consequential applications. By introducing and elaborating upon the labels “Traditionalist,” “Allied Enthusiast,” and “Active Advocate” as they attend each role, I wish to offer helpful ways to understand the consequences of embracing these postures. This charting of stakeholders and their characteristics can more readily facilitate concrete scholarly discussion concerning translingual writing instruction as it moves forward. I conclude with recommendations and cautions, bringing into question some of the settled assumptions remaining in our field.
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Adhikari, Bal Ram. "Literature in the Language Classroom: Roles and Pedagogy." Journal of NELTA Gandaki 1 (June 14, 2019): 1–10. http://dx.doi.org/10.3126/jong.v1i0.24453.

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The present article is theoretical in nature with its prime focus on the pedagogical dimension of literature in the language classroom in general and the ESL/EFL classroom in particular. It draws on some of the key publications in the field and my experience in English language education as a teacher and material developer. Moreover, I have drawn some evidence from B. Ed. and M. Ed. English courses offered to prospective teachers, and their class observation. Divided into three sections, the article begins with a checkered history of literature in mainstream language teaching methods while the second section underscores roles of literary texts in students' balanced language development. The final section proposes the pedagogical approach to and procedures of exploiting literary texts to maximize learning opportunities for students.
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Maria-Monica, Popescu-Mitroi, and Mazilescu Crisanta Alina. "New perspectives on roles of the mentor-teacher for pedagogical practice." Procedia - Social and Behavioral Sciences 15 (2011): 2078–82. http://dx.doi.org/10.1016/j.sbspro.2011.04.057.

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Bryant, Peter, Donna Lanclos, and David White. "Precarious Voices: The Shared Hopes and Dreams of those Teaching and Supporting Learning in Digital Contexts." EDEN Conference Proceedings, no. 1 (June 16, 2019): 325–34. http://dx.doi.org/10.38069/edenconf-2019-ac-0035.

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University staff in learning technology related roles are critical to the capability of the institution to effectively enhance the student experience, deliver an engaged curriculum and achieve significant pedagogical change. However, their perceptions of identity, precarity, status and capability and the locations and roles they are located in within many institutions can challenge that capability. Drawing on data gathered about the hopes and dreams of over two hundred learning technology related staff at three workshops held in the United Kingdom, Australia and Germany, this paper will explore the contradictions and paradoxes that impact on the capability of staff in learning technology related roles to influence and shape pedagogical and technological change.
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Atkinson, Kim, and Lexie Biegun. "An Uncertain Tale: Alternative Conceptualizations of Pedagogical Leadership." Journal of Childhood Studies 42, no. 4 (March 17, 2018): 61–68. http://dx.doi.org/10.18357/jcs.v42i4.18104.

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This article draws on the experiences of twoeducators to reimagine traditional framingsof pedagogical leadership. In the field of earlychildhood education, pedagogical leadershipcarries conflicting conceptualizations and isoften associated with an “expert” who willdictate indicators of quality, suggesting certaintyand fixed ways of practicing. Educators are oftenreluctant to take on leadership roles that seemantithetical to their collaborative caring practices.In our work together in the Investigating QualityProject and in using pedagogical narration as atool for generating critical dialogue, we explorealternative images of pedagogical leadership.Through sharing our stories, we offer a modeof thinking about pedagogical leadership thatembraces relationality and uncertainty andinvites a culture of dialogue.
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Taylan, Rukiye Didem, and João Pedro Da Ponte. "Investigating Pedagogical Content Knowledge-in-Action." Journal of Research in Mathematics Education 5, no. 3 (October 24, 2016): 212. http://dx.doi.org/10.17583/redimat.2016.2227.

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Abstract: This paper investigates the pedagogical content knowledge (PCK) of a teacher educator who teaches 5th-grade mathematics in a school in the context of a university-school partnership project. PCK is analyzed in a qualitative way through video-taped classroom episodes with focus on interactions between the teacher and the students as well as the teacher’s reflections and pedagogical reasoning on the interactions. The analyses indicate examples of PCK development during teaching, especially refinement in the domain of knowledge of instructional strategies and representations. This knowledge improved as a result of reflection on student questioning and analysis of students’ misconceptions. Different roles of being teacher, teacher educator, and researcher afforded opportunities to gain insights on how to develop knowledge required for teaching and analyze it in order to facilitate future teachers’ learning.
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Kim, Yanghee, and Amy L. Baylor. "Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations." International Journal of Artificial Intelligence in Education 26, no. 1 (July 7, 2015): 160–69. http://dx.doi.org/10.1007/s40593-015-0055-y.

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Dissertations / Theses on the topic "Pedagogical roles"

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Vandrimmelen, Jeff Hess Jonathan M. "Children all grown up child labor, gender roles and pedagogical function in Engelbert Humperdinck's Hänsel und Gretel /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,100.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Germanic Languages and Literature." Discipline: Germanic Languages; Department/School: Germanic Languages.
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Flemban, Fadwa Yasin. "Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7620.

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Researchers and educators have always strived for creating appropriate instructional tools and resources that help students to acquire knowledge. Animated pedagogical agents (APAs) embedded within multimedia learning settings are one of the emerging technologies that provide a powerful and supportive learning environment. According to previous studies, APAs can effectively promote learning and support social interaction with learners (Johnson & Lester, 2016; Lane, 2016). However, APAs also may cause cognitive load without providing motivational benefits in some cases and distract learners during the learning process. In other words, the results of previous studies on APAs do not provide enough evidence to argue that APA may be able to decrease cognitive load, promote motivational effects, or facilitate meaningful learning. The lack of enough evidence in the research findings seems to be variable depending upon the APA’s features, the learners, and the difficulty of the learning materials (Schroeder & Adesope, 2014). By focusing on these factors, this study provided new considerations related to embedding an APA’s role that facilitates “Word Parts” for adult students who speak English as a Second Language (ESL) with concentrating on their cognition, motivation, and vocabulary acquisition. Presenting two APA’s roles (expert model and peer model) differently influenced ESL learners’ motivation, specifically their satisfaction feelings. In addition, ESL learners’ prior knowledge affected their intrinsic and extraneous cognitive load, motivation, and vocabulary acquisition. The two different APA’s roles and their effects on ESL learners’ perceptions and learning outcomes serve as a media comparison research. Further, examining APA as a model to teach ESL students vocabulary acquisition skills serves a Computer-Assisted Language Learning (CALL) research.
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Arlinder, Robert, and Strandberg Andreas Bundesen. "Elevers roller i det sociala samspelet under mellanmålet : Ett möjligt rum för lärandesituationer." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32475.

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The after-school centresdevelopment has shifted from being a workplace to today's after-school centre as part of elementary school curriculum with a central content and purpose. Research in the field is in terms of conversational styles and roles but is not so much linked to the after-school centre'ssnack time. The present study has been intended to distinguish and exemplify the social interaction that is taking place in the after-school centre's snack time. Focus off interest has been how pupils talk and listen to each other and whether it is possible to discover in the conversation whether the conversation can be linked to school skills. Based on Sociocultural perspective on learning as well as Goffman's dramaturgical perspective as a frame, four recorded and observed conversations at two different after-school centres have been analysedwith an abductive approach. The purpose of this work is to identify the learning situations that occur during the after-school centre's snack, as well as describe how the students talk to each other. The roles that emerged in the result were categorized into five qualitatively distinct roles called; the conversation leader, listener, co-driver, clown and expert. The conversation leader is dependent on both the listener and the co-driver while the other roles are more independent of each other. The learning situations that can be linked to school skills are described in a separate section and are highly dependent on the role of the expert. All results are exemplified by direct quotes from the transcribed material.
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Janjons, Anna, and Tommi Holmström. "Fysisk aktivitet i förskolan : En studie om förskollärares förhållningssätt till fysisk aktivitet i förskolans verksamhet." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27164.

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Syftet med denna studie är att få större förståelse för förskollärares uppfattning om begreppet fysisk aktivitet och vad de gör för att skapa förutsättningar för att stimulera fysisk aktivitet hos förskolebarn. Observation och enkäter har använts som metod i studien kallad fältundersökning. Observationerna genomfördes genom att sex förskollärare observerades under en arbetsdag. Efter observationen delades en enkät ut till förskollärarna. Det material som samlats in analyserades och kategoriserades med hjälp av en teori som belyser fem olika roller som en förskollärare kan anta vid barns utövande av fysisk aktivitet. Dessa roller är lekkamrat, vägledare, åskådare, att leka parallellt samt igångsättare. De resultat som framkommit i studien är att förskollärare definierar fysisk aktivitet på olika sätt. Alla respondenter anser att fysisk aktivitet är ett viktigt ämne. Förskollärarna anger att de genomför fysisk aktivitet tillsammans med barnen såväl inomhus som utomhus varje dag inom förskolans verksamhetstid. Den slutsats det går att dra av resultatet är att de observerade förskollärarna erbjuder barnen fysisk aktivitet i förskolans verksamhet i olika utsträckningar. De roller som förskollärarna intar vid barns utövande av fysisk aktivitet är framförallt igångsättare samt vägledare.
The purpose of this study is to get a greater understanding of the perceptions among preschool teachers regarding the term "physical activity" and what they do to stimulate physical activity among preschool children. The method used in the thesis is a field study through observation and a survey. The observations were conducted through observing six preschool teachers throughout the course of a day. After the observations were concluded, a survey was handed out. The collected data was analyzed and categorized by using a theory that outlines five different roles that a preschool teacher take on in connection to children’s play and physical activity. The five roles are "playmate", "guide", "spectator", "parallel playmate" and "activator". The results of this study are that preschool teachers define physical activity differently. Furthermore, all respondents regard physical activity as important. The preschool teachers state that they carry out physical activity together with the children both indoors and outdoors everyday within their working hours. The conclusions drawn are that the observed preschool teachers offer children physical activity to different extents, and also, the roles that the preschool teachers most frequently take on while engaging children in physical activity are "activator" and "guide".
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Selwan, Eliane, and Meryem Dogan. ""Jag har inte rätt kön" : En studie om hur förskollärare säger sig motverka traditionella könsmönster och könsroller." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34117.

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During the preschool teacher training program, we study how we should counteract traditional gender patterns and gender roles. As future preschool teachers, we want to get more knowledge by studying how the counteract works in preschools. We also want to study how preschool teachers work with counteracting traditional gender patterns and gender roles, what one as a preschool teacher need to think about and how preschool teachers relate to the assignment. With the help of two research questions: How do preschool teachers interpret the assignment to counteract traditional gender patterns and gender roles? How do preschool teachers say the work to counteract traditional gender patterns and gender roles? We chose a qualitative method to collect our data. Qualitative interviews were made to get answers for our purpose and research questions. Literature and theses were also used to help analyze the data. Our results show that preschool teachers interpret the assignment to counteract traditional gender patterns and gender roles differently. We found that even though it is interpreted differently they work very hard to fulfill the goals of the preschool curriculum. The interviewed preschool teachers also work differently because of the different interpretations. We found that guidelines, in the curriculum, on how to work with the assignment would be helpful to reach the goal of equality in the preschool and society.
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Malmkvist, Jessica, and Julia Risberg. "”Tyst Ko!” sa Kråkan till Mamma Mu : En studie av fem bilderböcker med djur och icke-mänskliga karaktärer ur ett genusperspektiv." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34553.

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Syftet med denna kvalitativa forskningsstudie är att analysera hur genus framställs i några utvalda bilderböcker som har djur och icke-mänskliga karaktärer. En bakgrund till genomförandet av studien är läroplanen för förskolans (2018, s. 7) skrivningar om att motverka könsmönster bland barnen i förskolan. I denna studie skildras hur genus synliggörs genom att undersöka hur flickor och pojkars egenskaper framställs, hur traditionella könsroller skildras eller utmanas, och om det finns detaljer i bilderboken som synliggör eller bryter könsstereotyper. Studien grundas på en text- och bildanalys där framförallt Nikolajevas (2017) egenskapsschema är centralt och har vidgats med Josefson (2005), Davies (2003) och Connells (2009) arbeten. Vår teoretiska utgångspunkt i analysen är Hirdmans (2001) teori om genuskontraktet och isärhållande-principen. Studiens resultat visar att traditionella egenskaper för hur flickor och pojkar förväntas vara skildras i majoriteten av de valda bilderböckerna. Vidare visar analysen att stora delar av samtliga bilderböcker synliggör traditionella könsroller. Detaljer som synliggör könsstereotyper är karaktärernas namn och attribut. En slutsats som vi drar av studiens bilderböcker är att de kan bidra till ett förstärkt genusskapande genom att visa traditionella egenskaper, könsroller och könsstereotyper. Ytterligare en slutsats för delar av studiens bilderböcker är att egenskaper, könsroller och könsstereotyper utmanas, men i liten skala. I analysen har vi dock funnit aspekter som den tidigare forskningen inte har belyst.
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Mahlobogoane, Modirwadi Mavis. "The leadership practices of heads of department in the implementation of physical development activities in primary schools." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40400.

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Reforms that have taken place in the South African education system since 1994 have led to changes in terms of how learning areas are taught in schools. There have been changes regarding the teaching of physical development activities in schools in recent years. Physical education as a subject was infused within life orientation (LO) as a learning area with physical development activities as one of the outcomes. The time to teach physical development activities has been reduced as other learning outcomes within LO have to be taught. This has led to situations where the teaching of physical development activities is undermined in many schools. Pressure to perform well in learning areas such as mathematics and literacy makes educators to devote less time on the teaching of physical development activities. To a larger extent, financial resources on the other hand, are being directed to other learning areas due to pressure to conform to international education standards. There is a need for school leaders to respond to new conditions of teaching. This research project deals with the leadership practices of heads of department (HODs) in the implementation of physical development activities. The study aims to investigate how HODs lead and manage the educators who teach physical development activities. Among other things, the study will focus on the HODs‟ leadership styles relevant to the teaching of physical development activities. The study will also look at challenges they experience in their departments, training needs and how they keep balance between teaching and monitoring educators who teach physical development activities. The researcher used qualitative research approach to collect information for the study. Semi-structured interviews were conducted with two HODs and four educators in two primary schools. The findings indicate that lack of experience and specialisation in the teaching of physical development activities has an influence on the HODs leadership style. More support is needed in the teaching of physical development activities in order to boost the confidence of those who are teaching this part of the learning area. Deployment of staff members to the relevant positions is one of the priority areas. An implication for schools, particularly HODs and school management teams is that the teaching of physical development activities is as important as the teaching of other learning areas.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
unrestricted
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Ibrahim, Makahil, and Arslan Sunny Butt. "Barns könsroller i fritidshemmet : En kvalitativ undersökning under barns val av fria lekar/fritidsaktiviteter." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41150.

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Syftet med den här studien är att undersöka hur könsrollerna i fritidshemmet formas och upprätthålls men även hur de bryts. Forskningsfrågorna vi utgår från handlar om pojkar och flickors val utifrån ett genusperspektiv samt förändringar som uppstår när barn bryter könsroller kopplat till fria lekar och fritidsaktiviteter. För att besvara dessa frågor har vi genomfört observationer på en skolas fritidshems och deras inomhus- och utomhusmiljö. Analyseringen av det insamlade materialet har genomförts utifrån de teoretiska perspektiven socialisation och genus. Vår studies resultat visar att det finns skillnader mellan pojkar och flickor utifrån könsroller som är stereotypiska i elevernas val av aktiviteter. När det kommer till likheter i val av aktiviteter mellan pojkar och flickor, upptäckte vi det i en fri lek. Ett oväntat resultat som visar att både pojkar och flickor tycker om låtsaslek, dock är det deras roller i leken som skiljer mellan könen. Utifrån förändringar som uppstod när barn bryter könsroller, märkte vi att det beror på en sammanstötning mellan barns egna val och stereotypiska uppfattningar om deras kön.
The purpose of this study is to investigate how gender roles in the after-school environment are shaped and maintained but also how they fluctuate. The research questions we've picked are based on boys and girls choices from a gender perspective as well as changes that occur when children break gender roles linked to free play and leisure activities. In order to observe this theme, we have conducted observation in after-schools indoor and outdoor environments. Analysis of the collected material has been carried out on the basis of socialization and gender concepts. Our study's results show that there are differences between boys and girls based on gender roles that are stereotypical in the choice of activities. When it comes to similarities in choosing activities between boys and girls, we discovered those in a free play setting. An unexpected result that shows that both boys and girls enjoy free play, however it is the content of their roles in the play that differentiates the sexes. Based on changes that occurred when children break gender roles, we discovered that these are due to clashes between children's choices and stereotypical perceptions about their gender.
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Myrman, Blomgren Åsa. "Ansvarets osäkerhet : En essä om den praktiska kunskapen förskollärare har av ansvar i förskolan." Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46459.

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This essay concerns practical knowledge and examines preschool teachers experience of responsibility in preschool. The material is obtained through four interviews with preschool teachers. Data have been analysed with a hermeneutic approach and the discussion is based on reasoning about responsibility. My questions are: How do preschool teachers reason about responsibility concerning their professional role in preschool? How do preschool teachers experience joint responsibility for their childcare colleagues and the work team in the preschool? The results show that preschool teachers develop strategies for taking responsibility, but feel uncertain about childminders’  responsibility in preschool. This results in preschool teachers taking more responsibility for compensating for this uncertainty.
Denna uppsats är en studie i praktisk kunskap och undersöker förskollärares erfarenheter av ansvar i förskolan. Materialet erhålls genom fyra intervjuer med förskollärare. Data har analyserats med en hermeneutisk metod och diskuteras utifrån resonemang kring ansvar. Mina frågor är: Hur erfar förskollärare sin yrkesrolls ansvar i förskolan? Hur erfar förskollärare sina banskötarkollegors och arbetslagets gemensamma ansvar i förskolan? Resultatet visar att förskollärare utarbetat strategier för ansvarstagande men känner en osäkerhet kring vilket ansvar barnskötare har i förskolan. Detta resulterar i att förskollärare tar mer ansvar för att kompensera för denna osäkerhet.
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Roos, Emelie. "”Barnskötare och förskollärare det är för mig samma sak” : Vårdnadshavares uppfattningar om innebörderna i förskolans två yrkesroller." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85030.

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I denna studie är syftet att synliggöra, och på så sätt bidra med mer kunskap kring, vilka uppfattningar vårdnadshavare till barn i förskolan har kring yrkesrollerna barnskötare och förskollärares olika ansvar och innebörder, samt hur dessa relaterar till de mål och riktlinjer kring ansvar och arbetsfördelning som skrivs fram i förskolans läroplan. Fem vårdnadshavare från tre olika kommuner i västra Sverige har deltagit i den kvalitativa studien där metodansatsen är diskursanalys. Kvalitativa semistrukturerade intervjuer har använts för datainsamling och en diskursanalys vid analysering av materialet. Resultatet visar att det finns en diskurs som handlar om att vårdnadshavare uppfattar att barnskötare innefattas av arbetet med barnen och ansvarar för deras omsorg, och en annan diskurs som handlar om att förskollärare uppfattas som den av rollerna som ansvarar för barnens utbildning och organisering av förskolans verksamhet. Det framkommer även att vårdnadshavarna i studien visar sig ha lite kännedom om hur förskolans läroplan relaterar till yrkesrollernas ansvar och arbetsuppgifter. Den uppgift som förskolans personal har ålagts gällande att upplysa vårdnadshavare om dess innehåll verkar därav inte prioriteras i den dagliga kommunikationen. Detta då studien visar att vårdnadshavares uppfattningar om förskolans yrkesroller skiljer sig åt från hur barnskötare och förskollärare beskrivs utifrån Skolverket (2018), vilket kan ge konsekvenser för samverkan mellan förskola och hem.
The purpose of this study is to visualize what perceptions parents of children in preschool have about the professional role’s childcare workers and preschool teacher’s different responsibilities and meanings, and how these relate to the goals and guidelines regarding responsibility and division of work that are written in the preschool curriculum. Five parents from three different municipalities in western Sweden have participated in the qualitative study where the method approach is a discourse analysis. Qualitative semi-structured interviews were used to collect data and a discourse analysis for analyzing the material. The results show that there is a discourse regarding to how parents perceive childcare workers as included in the work with the children and are responsible for their care, and another discourse about how preschool teachers are perceived as those responsible for the children’s education and the organization of the preschool. It also emerges that the parents in the study appear to have little knowledge of how the preschool curriculum relates to the professional role’s responsibilities and tasks. The assignment that are required by the preschool staff as to inform parents about its content, do therefore not seem to be prioritized in the daily communication. This as the study shows that parent’s perceptions of the professional roles in preschool are different from Skolverket’s (2018) description of childcare workers and preschool teachers, which can have consequences for the collaboration between preschool and home.
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Books on the topic "Pedagogical roles"

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Suits, Jerry P., and Michael J. Sanger, eds. Pedagogic Roles of Animations and Simulations in Chemistry Courses. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.

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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.
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Razumova, Tat'yana, Natal'ya Spiridonova, Irina Durakova, Sergey Taltynov, Ekaterina Mayer, Svetlana Sotnikova, Anatoliy Zhukov, et al. Personnel management in Russia: vector of humanization. Book 7. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1060850.

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The monograph contains the results of studies concerning: first, the evolution of ideas and practice of humanization in the personnel policy of the state; second, the implementation of the principles of humanization in work with the personnel of economic subjects: talent management, renewal of working capacity of older workers, building a dual career, building a strong corporate culture, the development of the additional professional education system; thirdly, problems related to industry characteristics personnel work, drawing on international experience of vocational rehabilitation and employment promotion of persons with disabilities, concerning the roles of personal characteristics and character pathology in the context of modern life; fourth, approaches to the weakening of the precarization of labor, University teachers, gender discrimination in the labour market, working with a "toxic" staff, to prevent stress in the workplace. Addressed to scientific-pedagogical and practical workers in the sphere of work with personnel; graduate students, undergraduates, students, professional interests which relate to issues of personnel management.
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The role of pedagogical translation in second language acquisition from theory to practice. Bern: Peter Lang, 2010.

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The Nweh narrative genre: Implications on the pedagogic role of translation. Göttingen: Cuvillier, 2011.

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Beusterien, John. Transoceanic Animals as Spectacle in Early Modern Spain. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463720441.

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Animal spectacles are vital to a holistic appreciation of Spanish culture. In Transoceanic Animals as Spectacle in Early Modern Spain, Beusterien christens five previously unnamed animals, each of which was a protagonist in a spectacle: Abada, the rhinoceros; Hawa’i, the elephant; Fuleco, the armadillo; Jarama, the bull; and Maghreb, the lion. In presenting and analyzing their stories, Beusterien enriches our understanding of the role of animals in the development of commercial theater in Spain and in the modern bullfight. He also contributes to growing scholarly conversations on the importance of Spain in the history of science by examining how animal spectacles had profound repercussions on the emergence of the modern zoo and natural history museum. Combining scholarly content analysis and pedagogical sagacity, the book has a broad appeal for scholars of the early modern Spanish Empire, animal studies scholars, and secondary and postsecondary instructors looking for engaging exercises and information for their Spanish language, culture, and history students.
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Boor, Ilja, Debby Gerritsen, Linda Greef, and Jessica Rodermans. Meaningful Assessment in Interdisciplinary Education. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729048.

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Today’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative solutions to societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society. Just as teaching and learning are ready for change, so is assessment. In this book, we call for an assessment strategy with a greater emphasis on assessment for and assessment as learning, with a focus on giving powerful feedback and the use of authentic assessment tasks as well as alignment with the intended learning outcomes and your pedagogical beliefs. If you are looking for ways to assess integration, collaboration, reflection, and critical thinking rather than only assessing the acquisition of knowledge, the examples in this handbook are inspiring initiatives that can point you to new directions in assessment.
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Barbera, Elisa Lopez, and Pablo Poblacion Knappe. Introduccion Al Role-Playing Pedagogico. Desclee De Brower, 2001.

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Boudreau, J. Donald, Eric J. Cassell, and Abraham Fuks. Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0013.

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The conceptual framework for the Physicianship Curriculum is described in this chapter. The crucial participants are depicted in an “educational triangle,” a diagrammatic representation illustrating the roles and functional relationships of these participants. The chapter introduces the concept of the attending teacher, who is at once a clinician, teacher, and role model. We draw an explicit parallel between clinical care and medical education; it leads us to consider student-centered education as the pedagogical analogue to person-centered care. The text addresses the nature of medical judgment and the significant feature of uncertainty that is part of the experiences of all the relevant actors. The second half of the chapter explicates the constructs of epistēme, techné, and phronēsis, originating from Aristotle, whose framework underpins the philosophic armature of the Physicianship Curriculum.
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Pedagogic Roles of Animations and Simulations in Chemistry Courses. Oxford University Press, Incorporated, 2014.

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Book chapters on the topic "Pedagogical roles"

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Cox, Margaret. "The Effects of Attitudes, Pedagogical Practices and Teachers’ Roles on the Incorporation of ICT into the School Curriculum." In Information and Communication Technology and the Teacher of the Future, 145–58. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35701-0_16.

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Kushner Benson, Susan N., Cheryl L. Ward, and Xin Liang. "The Essential Role of Pedagogical Knowledge in Technology Integration for Transformative Teaching and Learning." In Technological Pedagogical Content Knowledge, 3–18. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_1.

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Tomhave, Alan, and Mark Vopat. "The Role of Teaching Ethics in Teaching Ethics Across the Curriculum." In Ethics Across the Curriculum—Pedagogical Perspectives, 107–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_7.

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Habrat, Agnieszka. "Psychological and Pedagogical Background of Self-esteem." In The Role of Self-Esteem in Foreign Language Learning and Teaching, 1–45. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75283-9_1.

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(Peggy) Vandenberg, Phyllis. "Philosophy’s Role in Ethics Across the Curriculum: Failures, Successes, and Suggestions for the Future." In Ethics Across the Curriculum—Pedagogical Perspectives, 191–205. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_13.

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Suits, Jerry P., and Michael J. Sanger. "Dynamic Visualizations in Chemistry Courses." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 1–13. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch001.

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Stieff, Mike, and Stephanie Ryan. "Explanatory Models for the Research & Development of Chemistry Visualizations." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 15–41. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch002.

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Schwartz, Ruth N., Catherine Milne, Bruce D. Homer, and Jan L. Plass. "Designing and Implementing Effective Animations and Simulations for Chemistry Learning." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 43–76. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch003.

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Gregorius, Roberto Ma. "Linking Animation Design and Usage to Learning Theories and Teaching Methods." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 77–96. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch004.

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Lancaster, Kelly, Emily B. Moore, Robert Parson, and Katherine K. Perkins. "Insights from Using PhET’s Design Principles for Interactive Chemistry Simulations." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 97–126. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch005.

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Conference papers on the topic "Pedagogical roles"

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Baylor, Amy L., and PALS Research Group. "The impact of three pedagogical agent roles." In the second international joint conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/860575.860729.

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Portere, Viktorija, and Baiba Briede. "The Meaning of Constructivist Approach in Mediation and the Role of the Mediator." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.032.

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The process of overcoming a conflict in mediation using constructivist ideas is revealed in the study. A mediator’s roles in the frame of the constructivist approach represent the topicality of the study. The mediator’s role is analysed and the emphasis is on the constructivist frame. The mediator’s pedagogical role is in the centre of the study. In the process of the study, the aim was to find out theoretical explanations of the meaning of the constructivist approach in mediation, how it occurs and what is the role of mediator in the mediation process based on dialogue? The methodology of the study comprises a theoretical assessment of the role of the mediator based on a constructivist approach with a purposeful emphasis on a dialogue between parties. The mediator facilitates a dialogical mediation process being also a pedagogue who helps the parties to learn how to keep a dialogue. Analysis of the mediator’s role and the usage of D.A. Kolb’s learning types in the stages of mediation are the main results of the study. The significance of the study implies a substantiation of various roles of the mediator, constructivist approach with the emphasis on the dialogue and implementation of D.A. Kolb’s learning types in the stages of mediation.
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Share, Perry, and John Pender. "Helping tomorrow’s social professionals to learn about social robotics." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11205.

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This paper identifies that social robotics and autonomous technologies will inevitably impact on the field of care for human beings. Those currently employed in caring roles, and those about to enter these roles, are generally ill-prepared to respond to this challenge: whether it is to develop the skills to work alongside such technologies or to critically engage with their development. The paper outlines a current Erasmus+ funded international project (PRoSPEro) that brings together social roboticists, educators, learners, practitioners and policymakers in order to develop, pilot, assess and deploy innovative pedagogical materials to address the gap in provision. It also describes a locally-generated learning opportunity within futures studies that facilitates learners to engage directly with these new technologies. The paper provides ideas for strategies and techniques to successfully engage learners from social science and therapeutic-based fields to engage with urgent contemporary technological issues.
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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
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DAUKILAS, Sigitas, and Judita KASPERIŪNIENĖ. "PRINCIPLES OF CONNECTIVISM LEARNING THEORY IN INTERNATIONAL STUDIES." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.107.

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The research is intended to determine the dominant principles of connectivism learning theory in international studies that are related to student’s learning expectations. For that purpose the roles of teachers and students in the process of cognition, the dominant methods of study and technical means employed in the knowledge of the process of cognition are analysed. Also, the parameters of student satisfaction with international studies are analysed: the possibility to interactively know and interpret knowledge, to learn by learning strategies suitable for a student, to choose a meaningful curriculum for a student. The research results show that learning expectations of students in international study programmes are associated more with principles of connectivism than with constructivist learning theory. An essential factor in causing the reaction of student dissatisfaction with studies is the quality of pedagogical communication in a foreign language.
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DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.

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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.
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Shutko, D. V. "The Role Of The Russian Orthodox Church In Training Military Personnel." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.103.

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Mavuru, Lydia. "PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end101.

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The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.
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Briskina, Margarita Yurievna. "The role of pedagogical practice in the formation of professional competence of the specialist." In II Сollection of articles. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21763.

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Present article is devoted to the problem of pedagogical practice organisation, which is the essential part of professional preparation of the bachelor of philological education. The problem of pedagogical practice is investigated in the aspect of competence approach. The article determines its aims, content and the main principles of organization. The author clearly highlighted the competencies that are formed thanks to the pedagogical practice, and defined the criteria for assessing the activities of students, which determine the level of competence formation.
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Shepel, Maryna. "THE ROLE OF A FOREIGN LANGUAGE TEACHER IN THE PROCESS OF THE PROFESSIONAL TRAINING OF FUTURE EXPERTS OF THE MACHINE-BUILDING INDUSTRY." In PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS OF MODERN SPECIALIST FORMATION. ХОГОКЗ (KRPOCH), 2017. http://dx.doi.org/10.26697/9789669726094.2017.24.

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Reports on the topic "Pedagogical roles"

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Nazarenko, A. V., and Kolesnik. ROLE AND PLACE OF ECOLOGICAL SELF-EDUCATION INECOLOGICAL PROFESSION PEDAGOGICAL COMPETENCE IMPROVEMENT OF FUTURE TEACHER. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, December 2013. http://dx.doi.org/10.14526/44_2013_18.

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Voegele, Janelle. Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.760.

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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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