Journal articles: '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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Castelli, Darla M., and Latrice Sales Mitchell. "Chapter 7: Selective Integration: Roles for Public Health, Kinesiology, and Physical Education." Journal of Teaching in Physical Education 40, no. 3 (July 1, 2021): 402–11. http://dx.doi.org/10.1123/jtpe.2020-0245.

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The authors explore the priorities for American physical education in the 21st century and reconsider the role of physical education teacher education. Purpose: This chapter will discuss the potential intersection of kinesiology, physical education, and public health with the assumption that their selective integration has the potential to stimulate the development of innovative pedagogical practices and new program designs. Method: A narrative summary of published works was used to support the rationale for reciprocal selective integration to increase the impact of physical education, kinesiology, and public health efforts to enhance health and well-being. Results: The practices and programs should be specialized and pedagogically focused to advance integrative, community-based approaches designed to achieve the national physical education standards and improve health and well-being. These new approaches are timely and essential in schools and communities, especially those where children and families experience adversity. Discussion/Conclusion: There are many ways in which selective integration can transpire. A redesign of physical education teacher education is warranted and timely.

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Yorgancıoglu, Derya, and Sevinç Tunalı. "Changing pedagogic identities of tutors and students in the design studio: Case study of desk and peer critiques." Art, Design & Communication in Higher Education 19, no. 1 (April 1, 2020): 19–32. http://dx.doi.org/10.1386/adch_00011_1.

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This article explores the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique. It aims to identify the ways that pedagogical roles of the tutor and the student change due to the nature of their communication and the degree of their engagement in learning processes. The inquiry is based on the findings of a qualitative case study involving tutors, students and graduates from a bachelor of architecture degree programme. Data were gathered via focus group and in-depth interviews, studio observations and analysed through qualitative content analysis. The findings indicated that the pedagogic identity of a tutor could help scaffold the formation of a community of learners in the design studio. However, the lack of negotiation and trust between a tutor and students in the feedback processes weakens the students’ effective learning experiences.

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Lucero, Edgar, and Andrea Margarita Cortés-Ibañez. "Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program." Profile: Issues in Teachers' Professional Development 23, no. 2 (July 19, 2021): 183–98. http://dx.doi.org/10.15446/profile.v23n2.89212.

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The research study shows how pedagogical practicum is conceived, and how student-teachers are constructed as language teachers, within the discourses spoken in the initial meetings and institutional documents of pedagogical practicum in an English language teaching undergraduate program in Bogota, Colombia. The discourses were analyzed under the principles of ethnography of communication and linguistic ethnography. This study affords insights into a contributory conception of pedagogical practicum and into an institutional image and a teacher’s figure of student-teachers. Pedagogical practicum contains several academic, professional, and experiential aspects that configure this space with established (pre-) requisites, tasks, and roles for student-teachers; these aspects in turn start constructing these individuals with particular manners of must-be and must-do.

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Mobley, Steve D., Leonard D. Taylor, and Chayla Haynes. "(Un)seen work: the pedagogical experiences of black queer men in faculty roles." International Journal of Qualitative Studies in Education 33, no. 6 (April 10, 2020): 604–20. http://dx.doi.org/10.1080/09518398.2020.1747659.

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Muñoz Carril, Pablo César, Mercedes González Sanmamed, and Nuria Hernández Sellés. "Pedagogical roles and competencies of university teachers practicing in the e-learning environment." International Review of Research in Open and Distributed Learning 14, no. 3 (July 5, 2013): 462. http://dx.doi.org/10.19173/irrodl.v14i3.1477.

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<p>Identifying the roles and competencies of faculty performing in virtual environments is crucial to higher education institutions in order to build a common frame for teaching and training initiatives. One of the goals of this study is to identify and systematize faculty’s roles through a review of the most representative surveys. There has also been an effort to identify competencies associated to every role, with an emphasis on those of the pedagogical scope, by means of a focus group. Furthermore, a cross-sectional survey with 166 faculty participants has been conducted in order to identify faculty’s level of proficiency on the pedagogical competencies and the interest in training programs. Teacher perceptions on both these aspects constitutes a relevant reference for the design of faculty training programs. Results reveal that content drafting is the aspect in which the subjects declare the highest level of proficiency as opposed to assessment. Faculty also appear to be willing to improve their training, being aware of the changes and requirements entailed by e-learning.</p>

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Tang, Anne L. L., Vincent Wing Sun Tung, and Tiffany O. Cheng. "Dual roles of educational robotics in management education: Pedagogical means and learning outcomes." Education and Information Technologies 25, no. 2 (October 23, 2019): 1271–83. http://dx.doi.org/10.1007/s10639-019-10015-3.

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Lytle, Rebecca K., and Gayle E. Hutchinson. "Adapted Physical Educators: The Multiple Roles of Consultants." Adapted Physical Activity Quarterly 21, no. 1 (January 2004): 34–49. http://dx.doi.org/10.1123/apaq.21.1.34.

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The purpose of this study was to describe the experiences and roles adapted physical educators engaged in during consultation interactions. Participants included 4 females and 2 males with experience teaching (range of 3-21 years) in the field of adapted physical education. Data collection included a demographic data sheet, two individual in-depth interviews, interview notes, document analysis, and field observations. Results indicate that participants experienced and made meaning for five distinct roles, including advocate, educator, courier, supporter/helper, and resource coordinator. These findings and future discoveries may influence curriculum and pedagogical approaches for adapted physical education teacher training programs.

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Сікора, В. В. "ІНТЕРАКТИВНА КОМПЕТЕНТНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ: ПЕДАГОГІЧНІ УМОВИ ЇЇ ФОРМУВАННЯ." Теорія та методика навчання та виховання, no. 47 (2019): 113–22. http://dx.doi.org/10.34142/23128046.2019.47.10.

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The manuscript analyzes the actual problem of defining pedagogical conditions when forming interactive competence in the training process of future teachers of physical training. The purpose of the research is to substantiate one of the pedagogical conditions for forming interactive competence of a future teacher of physical training. The tasks of the research are to investigate the pedagogical condition of forming interactive competence of a future teacher; to outline the ways of its implementation. To achieve the goal, to solve the outlined tasks of the research we used the general scientific theoretical methods: analysis, synthesis and systematization of the authors’ manuscripts on the research problem of learning teachers of physical training; logical and systemic, problem-oriented, comparative analysis with the purpose of theoretical substantiation of one of the pedagogical conditions of forming interactive competence of a future teacher of physical training. The results of the research are the formulation and justification of one of the pedagogical conditions for forming interactive competence of future teachers of physical training in the learning process. This pedagogical condition is the introduction of interactive tactics and training strategies aimed at forming interactive competence of a future teacher of physical training. It is ensured by the implementation of the spectrum of interactive roles for a future teacher (checker, director, manager, facilitator, advisor, speaker, moderator, trainer, coordinator); as well as by the introduction of interactive teaching styles (teacher’s style, content style, student’s style, interactive, educational and personal styles). It is ensured by collaboration and partnership between teachers and students, taking into account interactive teaching methods. We conclude that the research emphasizes the need to move from traditional to interactive learning, updating teaching tactics and strategies, interactive roles, styles, methods with students at Universities.

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Galikhanov, Mansur F., and Gulnara F. Khasanova. "Faculty Training for Online Teaching: Roles, Competences, Contents." Higher Education in Russia 28, no. 2 (March 8, 2019): 51–62. http://dx.doi.org/10.31992/0869-3617-2019-28-2-51-62.

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An important trend in higher education is an increasing use of digital technologies and an expansion of online-learning formats, which poses new challenges for university faculty to master the pedagogical competences in teaching online.Universities are forced to expand their educational activities in the online environment, and to involve an increasing number of teachers in the design and delivery of online courses. However, faculty members often do not have the necessary skills and competencies, and their experience in the use of digital technology is insufficient. Meanwhile, the success of online teaching depends not only on advanced methods and technologies, but first of all on the quality of faculty involved. An important issue is how teachers are trained to perform these tasks. To ensure the effectiveness of online education, the Institute of Further Professional Education of the Kazan National Research Technological University is developing approaches to training faculty for the transition to virtual learning environment. They should take into account factors, incentives and barriers affecting faculty’s participation in online teaching, and analyze changes in the activities of teaching stuff in the online environment.The paper dwells on the foreign experience in training faculty for online teaching. We analyzed publications considering new roles and competencies of online teachers, barriers and motivations that encourage faculty to participate in online learning. The paper gives an overview of the content of foreign training courses aimed at the formation of a complex of subject, pedagogical and technological competences of faculty related to online teaching. The main goal of the analysis was to determine the core competencies of online teachers, so that to reflect them in the program of training faculty for teaching online.

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Singh, A. B., and I. Engeness. "Examining Instructors’ Roles in Facilitating Students’ Learning Process in Pedagogical Information and Communication Technology Massive Open Online Course." Cultural-Historical Psychology 17, no. 2 (2021): 76–89. http://dx.doi.org/10.17759/chp.2021170208.

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This study examines how course instructors facilitate students’ learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aiming to develop professional digital competence in pre-service and in-service teachers in Norway. It also provides an insight into how students’ agentic engagement in learning may affect the course instructors’ guidance. Students’ online meetings with the course instructors and students were observed and recorded. The meetings aimed to develop students’ understanding of the examination assignment. The data (4.5 hours video recordings) analyzed by the method of interaction analysis revealed that the instructors performed four pedagogical functions: (1) setting up the learning process, (2) reifying students’ ideas;(3) assisting students in developing their conceptual understanding; and (4) summarizing and structuring students’ understanding about target concepts. These pedagogical functions evolved out of mutual collaboration of the instructors and students. The students’ agentic engagement in learning was visible when they took the initiative to explicitly share their ideas related to their examination assignment. Instructors’ agency in guiding came into play when addressing students’ ideas and questions emerged during the interaction process. Students’ agentic engagement in learning shaped the course instructors’ pedagogical functions and enhanced their agency. In doing so, the dialectical interplay between the students’ and course instructors’ agency comes to the fore as an essential aspect of learning and teaching in online environments.

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Cunha, Mariana, Paula Batista, and Amândio Graça. "A construção da identidade profissional do professor cooperante de Educação Física [The construction of the Physical Education cooperating teacher’s professional identity]." Journal of Sport Pedagogy & Research 7, no. 2 (November 2020): 41–51. http://dx.doi.org/10.47863/jmbb7646.

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This research focuses on the construction of the supervising teaching practice professional identity of the cooperating teacher. To this end, it explored the discourses on the teaching practices and teacher education experiences; the legitimate participation in teacher education and working spaces; and the teaching perspectives that substantiate the pedagogical relationships and learning trajectories in the context of professional practice. A case study was conducted to examine the narratives of cooperating teachers, an experienced and a beginner on the supervisory roles and tasks of the pedagogical practice of Physical Education pre-service teachers during an academic year. Data were gathered through interviews. The qualitative inductive thematic analysis was informed by grounded theory coding procedures. Themes included: i) challenges in interacting with the pre- service teachers; and ii) challenges in the (re)configuration of the supervisory practices. The reconstruction of the cooperating teacher’s professional identity happens in the doing of their roles, the confrontation with the challenges encountered, the negotiation of interactions with the pre-service teachers, and the implementation of teaching perspectives that inform their practices and pedagogical supervision relations.

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Kovienė, Skaistė, and Aida Plaušinaitienė. "REFLECTIONS OF STUDENTS' PEDAGOGICAL INTERNSHIP IN PRIMARY SCHOOL: THE CONTEXT OF IMPROVING PEDAGOGICAL INTERNSHIP." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 12, no. 1 (July 15, 2020): 8–19. http://dx.doi.org/10.48127/spvk-epmq/20.12.08.

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First cycle students’ pedagogical internship in primary school helps to improve the preparation of future pedagogues – teachers, social pedagogues, organisers of extracurricular activities. Three cycles reflecting a consistent change of roles of students who do pedagogical internship are distinguished in the model of pedagogical internship of Šiauliai University – from the observer, or pedagogue assistant under the supervision of mentor and the head of internship, to independent teacher. Pedagogical internship is not only a part of the study process, but also the factor encouraging the professional progress of a student and school where s/he is appointed for internship to and the higher school preparing the future pedagogue. Following internship, students are prompted to reflect their experience, notice its negative and positive sides, successes and failures they faced, reconsider acquired competences and foresee the ways of their professional improvement. The aim of the research is to reveal the experiences and insights of first cycle students of Šiauliai University who did a pedagogical internship in primary school that are significant for improvement of internship arrangement. The written reflection method was applied to reach the aim and collect the research data. Empirical data are analysed in the way of content analysis. The experiences and insights of first cycle students of Šiauliai University, who did a pedagogical internship in primary school, significant for improvement of pedagogical internship implementation are analysed at the time of the study. It is established that students apply their theoretical knowledge in practice during their pedagogical internship, elucidate the expediency of their profession choice and motivation for pedagogical activity. The advantages and the aspects of the pedagogical internship in primary school to be improved are revealed. Keywords: choice of profession, experience reflection, internship improvement, pedagogical internship.

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Frechette, Casey, and Roxana Moreno. "The Roles of Animated Pedagogical Agents’ Presence and Nonverbal Communication in Multimedia Learning Environments." Journal of Media Psychology 22, no. 2 (January 2010): 61–72. http://dx.doi.org/10.1027/1864-1105/a000009.

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We examined how the presence and nonverbal communication of an animated pedagogical agent affects students’ perceptions and learning. College students learned about astronomy either without an agent’s image or with an agent under one of the following conditions: a static agent (S), an agent with deictic movements (D), an agent with facial expressions (E), or an agent with both deictic movements and facial expressions (DE). Group S outperformed group E on a comprehension test, but no other differences were found on students’ learning or perceptions. The results show that the presence of the studied agent – regardless of nonverbal abilities – did not produce at least a moderate effect size. Further, a static version of the agent was preferable to one with only facial expressions.

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Otčenášová, Slávka. "Imagining a good citizen: The roles of a historical hero in Slovak pedagogical tradition." Journal of Pedagogy 11, no. 2 (December 1, 2020): 89–115. http://dx.doi.org/10.2478/jped-2020-0013.

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Abstract Based on a diachronic case study of history textbooks used in Slovak primary and secondary schools since 1918, this article discusses the roles biographies of historical heroes can play in school education. The case study analyses history textbook narratives about the medieval ruler Svätopluk published during three different political regimes, tracing their heritage up to present-day history textbooks. The text argues that the presentation of Svätopluk’s qualities, talents and achievements has been used not only in depicting him as a representative of the community, and as a desired prototype of a good citizen, but also in the formation of negative stereotypes about the representatives of the Other. This excluded significant segments of pupils of certain national minorities from the mainstream narrative and labeled them as enemies. An examination of the images of Svätopluk in history textbooks confirmed that these were politically motivated and influenced by current ideologies. However, it also showed that 19th century Romanticist ideals, resulting in apologetic and nation defending narratives, remained an integral part of history textbooks throughout the 20th century, prevailing over the narratives offered by official contemporary historiography.

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Meskill, Carla, and Karen Swan. "Roles for Multimedia in the Response-Based Literature Classroom." Journal of Educational Computing Research 15, no. 3 (October 1996): 217–39. http://dx.doi.org/10.2190/yer0-enej-pgq9-pywf.

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As numerous multimedia products for literature become commercially available, questions pertaining to their quality, approach, and role in teaching and learning need to be posed. This study set out to develop criteria with which to examine products, and in turn have teachers apply these to a representative sample of software currently on the market. Findings indicate that while products are attractive on a technical level, their underlying pedagogical approach is not necessarily aligned with response-based practice in literature teaching and learning. In spite of this lack of supportive features, our teacher/reviewers make suggestions for ways in which the applications might be adapted to meet the needs of the response-based classroom.

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FRUCHTER, RENATE. "Roles of computing in P5BL: Problem-, project-, product-, process-, and people-based learning." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 12, no. 1 (January 1998): 65–67. http://dx.doi.org/10.1017/s0890060498121091.

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This position paper proposes the P5BL initiative and vision, that is, Problem-, Project-, Product-, Process-, People-Based Learning. A definition is proposed for the P5BL teaching and learning approach. The discussion identifies key pedagogical issues and innovative roles of computing for each of the five critical Ps in a multisite, cross-disciplinary, project-centered, and team-oriented Architecture/Engineering/Construction environment.

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Miklyaeva, A. V. "Phenomena of Inter-age Manipulations in Interaction "Teacher-Student"." Psychological-Educational Studies 8, no. 4 (2016): 13–23. http://dx.doi.org/10.17759/psyedu.2016080402.

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Thearticlepresentsthe results of studies of the phenomenon empirical inter-age manipulation in the pedagogical interaction. Inter-age manipulation is considered a form of manipulation carried out on the basis of an appeal to the participants in the interaction age roles. Based on the results of a survey 109 teenagers 13-15 years, using a questionnaire, color test of relations and projective drawing shows that inter-age manipulation is a common way to impact on the students, elected teacher. Teachers are the subjects of inter-age manipulation more often than students. It was revealed that the effectiveness of inter-age manipulation in pedagogical interaction increases if it is meaningful is consistent with the normative content of age roles, as well as «inter-age distance" between the teacher and the students. The greatest effectiveness of have inter-age manipulation undertaken for older teachers, and manipulation "from below" from young teachers

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Bottino, Rosa Maria, Michela Ott, and Mauro Tavella. "Scaffolding Pedagogical Planning and the Design of Learning Activities." International Journal of Knowledge Society Research 2, no. 1 (January 2011): 84–97. http://dx.doi.org/10.4018/jksr.2011010107.

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This paper examines pedagogical planning as a means to foster the introduction of ICT (Information and Communication Technologies) tools into classroom practice. The authors illustrate IAMEL, an ICT-enhanced system aimed at supporting teachers in the process of designing, structuring and planning educational activities. Pedagogical planning, which is a traditional school practice, is meant as the description of a learning situation aimed at the acquisition of a precise body of knowledge through the specification of roles, activities, educational theories and methods. ICT-enhanced pedagogical planning offers significant added value to the intended scope: 1) helps teachers fully express their didactical ideas and finalize the educational approaches and methods to be adopted 2) supports the sharing of practice among teachers and communities of teachers 3) fosters “a posteriori” reflections on the planned educational experience, once implemented in real school settings.

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XU, WEILI, YUCHEN ZHANG, CHENG SU, ZHUANG CUI, and XIUYING QI. "ROLES OF TECHNOLOGY IN STUDENT LEARNING OF UNIVERSITY LEVEL BIOSTATISTICS." STATISTICS EDUCATION RESEARCH JOURNAL 13, no. 1 (May 30, 2014): 66–76. http://dx.doi.org/10.52041/serj.v13i1.299.

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This study explored threshold concepts and areas of troublesome knowledge among students enrolled in a basic biostatistics course at the university level. The main area of troublesome knowledge among students was targeted by using technology to improve student learning. A total of 102 undergraduate students who responded to structured questionnaires were included in this study. The results suggest that threshold concepts regarding “statistics” and “random sample” need to be better understood. “Confidence interval” and “hypothesis testing” were the two most frequent troublesome areas among the participants.The pedagogical role of technology in teaching and learning statistics, and the mechanisms whereby technology may improve student learning were discussed. First published May 2014 at Statistics Education Research Journal Archives

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Okazaki, Hirofumi, Yusuke Kanai, Masa Ogata, Komei Hasegawa, Kentaro Ishii, and Michita Imai. "Toward Understanding Pedagogical Relationship in Human-Robot Interaction." Journal of Robotics and Mechatronics 28, no. 1 (February 18, 2016): 69–78. http://dx.doi.org/10.20965/jrm.2016.p0069.

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[abstFig src='/00280001/07.jpg' width=""300"" text='Investigating pedagogical relationship' ]This study aims to investigate the behavior of a person who teaches a robot, and the behavior required for the robot to learn from such a person. A robot used for education needs to have a pedagogical relationship, namely, to understand the roles of teacher and learner, and recognize user behavior. In order for a robot to establish a pedagogical relationship with people, it has to understand the characteristic behavior of the person teaching it. Moreover, the robot needs to demonstrate to its “teacher” the characteristic behavior learned from this person. For this purpose, we observe and analyze through case studies the characteristic behavior of a human teacher and the effectiveness of the behavior designed for the robot. The results of the observation and analysis of a situation where a person teaches a robot a game on a tablet device show that, as the robot attempted through trial-and-error to perform the actions learned from the human teacher, the latter became more careful when teaching, and attempted to verify what the robot expressed to show its human teacher how much it understood.

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Ferguson, Heather. "Letter From The Editor." Review of Middle East Studies 52, no. 1 (April 2018): 1–4. http://dx.doi.org/10.1017/rms.2018.56.

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Once again, this issue of the Review circulates as turbulent events continue to displace and fracture the history, culture, and everyday realities that define the MENA region and diasporic lives. As MESA members seek ways to interrogate and intervene in these chaotic moments through academic and pedagogical practice, our hope is that the RoMES mission to bridge divides between fields, publics, and geographies in Middle East studies will provide potential pathways forward. We also face ongoing public debate concerning the role of academics and of liberal arts education during a time when conscientious, critical scholarship and curricula are often labeled as partisan projects. It is thus incumbent on all of us to reassess the roles we play in the various fora that define our lives: classrooms, conferences, public media outlets, scholarly publications, editorial and institutional boards, think tanks, and beyond. In this issue we introduce three new sections of the Review intentionally created to capture some of these varied roles and thus to offer RoMES as a space for interrogation and reflection.

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Jenkins, Jayne M., and Mary Lou Veal. "Preservice Teachers’ PCK Development during Peer Coaching." Journal of Teaching in Physical Education 22, no. 1 (October 2002): 49–68. http://dx.doi.org/10.1123/jtpe.22.1.49.

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Peer coaching has recently been incorporated into teacher training programs in order to help novice teachers learn theory and incorporate teaching skills, models, and methods into the classroom. Although recent research on peer coaching has identified an increase in the reflective practice of preservice teachers (PTs), few researchers have examined how teacher knowledge develops in the coaching experience. The purpose of this study was to describe the kinds of knowledge exhibited by 8 PTs during coaching activities, and how the roles of teacher and coach contributed to knowledge development during an elementary physical education field-based methods course. Data collection included observations, postlesson conferences, and daily written reports. Results revealed that pedagogical content knowing (PCKg) developed differently in the roles of teacher and coach. Growth in the teaching role resulted initially from interaction of two knowledge components (i.e., students and pedagogy), and later from interaction of three or more components (subject matter, environmental context, and general pedagogical knowledge).

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Arango, Alejandro, and Maria Howard. "Re-envisioning the Philosophy Classroom through Metaphors." Teaching Philosophy 44, no. 2 (2021): 121–44. http://dx.doi.org/10.5840/teachphil2021330141.

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What is a philosophy class like? What roles do teachers and students play? Questions like these have been answered time and again by philosophers using images and metaphors. As philosophers continue to develop pedagogical approaches in a more conscious way, it is worth evaluating traditional metaphors used to understand and structure philosophy classes. In this article, we examine two common metaphors—the sage on the stage, and philosophy as combat—and show why they fail pedagogically. Then we propose five metaphors—teaching philosophy as world-traveling, wondering, conducting an orchestra, storytelling, and coaching—that can better respond to the needs of increasingly diverse student bodies. Further, these metaphors find their ground in long-standing beliefs about what philosophy is, how it is done, and what it can do for those willing to engage in it. While no single one of them is comprehensive, we think that these models can help us enliven our own thinking about our teaching and the roles we and our students play in our classrooms.

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Goga, Maria. "The psycho-pedagogical profile of a tutor in e-learning." Studia Doctoralia 1, no. 1-2 (September 8, 2018): 99–113. http://dx.doi.org/10.47040/sd/sdpsych.v1i1-2.6.

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In a society based on knowledge, in a continuous economic social and educational changing, there is the need of qualified people to cope with the avalanche of new innovative ideas. The labour market in Europe and around the world increasingly requires highly trained and qualified personnel to meet the requirements of rapid technological change in almost all the areas of life. Teaching virtually is different that teaching face-to-face. In this article we make a summary of the research done within the context of the PhD thesis of the author which investigates this new type of learning and skills and it manages staff roles - tutors - and suggests in this regard a training module for this new profession. The research was performed with institutions from Romania and from other countries in Europe, U.S.A., and Asia.

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Goga, Maria. "The psycho-pedagogical profile of a tutor in e-learning." Studia Doctoralia 1, no. 1-2 (May 6, 2012): 99–113. http://dx.doi.org/10.47040/sd0000006.

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In a society based on knowledge, in a continuous economic social and educational changing, there is the need of qualified people to cope with the avalanche of new innovative ideas. The labour market in Europe and around the world increasingly requires highly trained and qualified personnel to meet the requirements of rapid technological change in almost all the areas of life. Teaching virtually is different that teaching face-to-face. In this article we make a summary of the research done within the context of the PhD thesis of the author which investigates this new type of learning and skills and it manages staff roles - tutors - and suggests in this regard a training module for this new profession. The research was performed with institutions from Romania and from other countries in Europe, U.S.A., and Asia.

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Kichula, M. Ya. "PEDAGOGICAL APPROACHES IN THE PROCESS OF TRAINING MEDICAL STUDENTS." Медична освіта, no. 1 (April 2, 2020): 106–11. http://dx.doi.org/10.11603/me.2414-5998.2020.1.11003.

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Training of specialists in medical universities today is not perfect enough from modern cultural and value positions and does not give proper scientific justification to the practice of University education. The productive solution of problems of formation of culture of the future specialist of a medical profile, all-round development of its social qualities is possible on the basis of the analysis of educational and organizational work, generalization of conclusions of theoretical and concrete sociological researches at a joint of pedagogics of the higher medical school, the theory of the person and culture, pedagogical heritage. Culture as an educational value in the development and education of medical students should be manifested in the culture of being, thinking, leisure, in relationships, communication, in worldview culture, in aesthetic activity. Therefore, the article considers the main paradigms of modern medical and pedagogical education in the system of training medical students; the importance of the system-value approach in the process of training in the educational process of a higher medical school is determined. In addition, the article formulates the conceptual apparatus of the problem of training and education of medical students. The essence of such concepts as “education”, “culture”, “paradigms of education” is considered, their interrelation and interdependence are analysed. The authors substantiate the idea that the state and society need not only workers who are “knowledgeable”, but also socially active, who are able to make moral choices, who are able to adapt to various social roles.

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Shah, Sayyed Rashid. "Teachers as Leaders: Equipping English Language Teachers with Leadership Knowledge and Skills in TESOL." Journal of Education in Black Sea Region 4, no. 2 (May 26, 2019): 172–90. http://dx.doi.org/10.31578/jebs.v4i2.177.

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As part of a larger qualitative case study, this article explores the perceptions of EFL teacher leaders with regards to leadership knowledge and skills they consider important for their leadership roles in the Saudi EFL context. Twelve EFL teacher leaders were interviewed to identity various types of knowledge and skills for teacher leadership practices in the EFL context. Qualitative data were collected through semi-structured interviews and open-ended questionnaire, and analysed using the Nvivo 10 software. Analysis led to 18 main categories and four overarching themes; however, four major categories and one key theme are part of this article that reflect the participants’ perceptions of leadership knowledge and skills. The findings reveal that TESOL background and pedagogical knowledge helped the participants to establish their identity as EFL teacher leaders. Likewise, knowledge about the people and context supported their roles and their acute awareness of the culture, people and the context contributed to their self-efficacy. There is an emphasis on improved pedagogical skills for teacher leadership roles; however, those with operational duties, such as academic coordinators have not considered teaching skills important for their jobs. The findings have highlighted the significance of role-related skills, basic management skills and personality traits for effective EFL teacher leadership.

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Peiró-Velert, Carmen, Pere Molina-Alventosa, David Kirk, and José Devís-Devís. "The Uses of Printed Curriculum Materials by Teachers During Instruction and the Social Construction of Pedagogic Discourse in Physical Education." Journal of Teaching in Physical Education 34, no. 1 (January 2015): 18–35. http://dx.doi.org/10.1123/jtpe.2012-0157.

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This paper examines teachers’ use of printed curriculum materials (PCM) during physical education (PE) instruction in Spanish secondary schools and the role they play in the enacted curriculum and in the construction of pedagogical knowledge. Three hundred and ten participants (mean age: 37.7 ± 8.7) responded to an interview-questionnaire on teachers’ pedagogical roles and tasks linked to PCM in PE. Results indicated that while PCM were used very frequently for registering students’ attendance and recording observational notes from lessons, textbooks were less and infrequently used. Both, ‘materials for data registration’ and ‘student textbook’ showed the highest and lowest level of teachers’ satisfaction, respectively. ‘Student diary’ was the PCM used more by female and less experienced teachers than their counterparts, while textbooks were used more by experienced teachers than those with less years of teaching experience. Over fifty percent of teachers considered PCM to be ‘Quite important’ because they facilitate students to study theoretical knowledge, investigate and be creative. The paper discusses the contribution of teachers’ use of PCM to the enacted curriculum and their participation in the social construction of PE knowledge through Bernstein’s theory of pedagogic device. In particular, it indicates that PE teachers are relatively independent from external agencies in curriculum development and participate in the social construction of pedagogical knowledge. Female and less experienced teachers’ use of PCM facilitated students’ participation in the construction of knowledge, which suggests weaker framing of the teaching-learning process..

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Kühn, Micaela. "From Two to One – An Exploration into the Integration of Artistic and Pedagogical Practices." Nordic Journal of Dance 7, no. 2 (December 1, 2016): 34–41. http://dx.doi.org/10.2478/njd-2016-0013.

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Abstract This article concerns the first part of my final research project at the Danish National School of Performing Arts for a postgraduate diploma in Danseformidling/Dance Partnership undertaken in the first term of 2016. It is an inquiry into the relationship between artistic and pedagogical practices in the context of dance education, initially aiming at their integration by looking for a common denominator. Proposing a loop structure as a methodological and practical framework, I reflect on the research inquiry ‘How can artistic and pedagogical practices integrate in the context of dance education?’ To conclude, the notion of participation in art and pedagogy is addressed as one of the entries to the possible imbrication of the practices. It is proposed that underlining the participatory aspect of artistic and pedagogical practices would carry questions on the modes of production and spectatorship in the former and the taken-for-granted roles and methods in the latter. I am proposing that pedagogical formats with a strong emphasis on shared meaning making are helpful towards the integration for which I am aiming.

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Bonder, Y., and E. Okon. "Los principios de la relatividad: una introducci´on pedag´ogica." Revista Mexicana de Física E 64, no. 1 (April 10, 2018): 87. http://dx.doi.org/10.31349/revmexfise.64.87.

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The principles underlying the theory of relativity, special and general, are presented. An easy to follow and pedagogical language is used and, based on physical examples, the motivation and some consequences of such principles are discussed. In addition, some roles of these principles when looking for a quantum gravity theory are mentioned

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Nellitawati, Nellitawati. "The Role of the Headmaster and Pedagogical Competences of Teacher in Vocational School." Jurnal Konseling dan Pendidikan 5, no. 2 (June 30, 2017): 102. http://dx.doi.org/10.29210/118200.

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This research examined the role of the headmaster and pedagogical competences of teacher in Vocational School and also to see the relationship between the two variables. The populations in this research were 72 teacher and 40 samples using proportional stratified random sampling technique. The research used likert scale as instrument. A score of variable leadership of headmaster was 0,907 and pedagogical score of teachers competence was, 897, which mean the instrument was reliable. The data was analyzed by product moment correlation, r score = .33 > = .284 believed r table standard 95%. Research found that there are relationships between the roles of headmaster with the pedagogy competencies of teacher in Vocational School.

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Tsankov, Nikolay, and Ivo Damyanov. "The Digital Competence of Future Teachers: Self-Assessment in the Context of Their Development." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 12 (December 18, 2019): 4. http://dx.doi.org/10.3991/ijim.v13i12.11068.

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In the context of a transforming school of the 21st century and in the context of the digital transformation of the economy and education globally, the digital competence of pedagogical specialists is crucial for the implementation of the new professional roles of the teacher in response to the ever-increasing requirements for it. This article examines the framework of teachers’ digital competency by specifying the main competencies that guarantee their full practical experience. The empirical study presents a self-assessment of the digital competence of future pedagogical specialists trained in the professional field of pedagogy, as well as highlights from their real possibilities of solving specific practical tasks based on the application of information and communication technologies. Some recommendations have been made to rethink the education of future pedagogical specialists and the professional qualification of current teachers in the context of the formation and development of their digital competence.

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Tsyganok, V. "Аnalysis of indicators of technical and tactical actions in the competitive process of qualified handball players with the application of the information control system." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(129) (January 27, 2021): 119–24. http://dx.doi.org/10.31392/npu-nc.series15.2021.1(129).26.

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The purpose of the article is to determine the information-significant indicators of technical and tactical actions in the competitive process of qualified handball players of different roles using the information support system. Research methods: analysis of scientific and methodological literature and data of the Internet; content-analysis of scientific and methodical materials of a complex scientific group; pedagogical observations; analysis and expert interpretation of indicators of technical and tactical actions in the competitive process; ascertaining pedagogical experiment; methods of mathematical statistics. Results. Literature data show that the issues of creating an information support system in the process of determining information-significant indicators of technical and tactical handball actions of players of various roles remain unresolved. It is established that the complex of selected coefficients, indices and calculated values creates the technology of express evaluation of indicators of technical and tactical actions in the competitive process of qualified handball players of different game roles, to obtain individual, group and team indicators. It is shown that the information support system, which contains computer programs «InfoHandball» and «StatsHBall», is effective for calculation, analysis and express evaluation of integrated parameters of competitive activity of handball players in a match, series of matches or tournament. Conclusions. According to the indicators of thrown balls (goals) there is a tendency: the highest indicators of the player of the role of «left midfielder», the average indicators of players of the role of «left extreme» and «linear», with minimum-sufficient indicators of handball players of other roles («right extreme», «right middle», "central»)

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Zhumasheva, N. S., and Zh Sundetova. "PSYCHO-PEDAGOGICAL CONDITIONS OF ORGANIZATION OF MANAGEMENT ACTIVITIES IN A PRIMARY SCHOOL BASED MANAGEMEN." BULLETIN Series Psychology 65, no. 4 (May 20, 2020): 59–63. http://dx.doi.org/10.51889/2020-4.1728-7847.11.

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This article examines the importance of leadership and management and discusses their role in the education system. The importance of leadership and management provides the foundation for building and engaging in education. After considering the issues of teaching and research, the article outlines the future needs and directions of leadership and education management. A more systematic approach to developing the necessary skills to take on leadership and management roles maybe useful. Whether the teacher is in a formal leadership position or not, acquiring these skills can help improve classroom performance.Also, a systematic approach to developing the necessary skills to take on leadership and management roles can be useful for leading a class, a group of staff. The increase in classroom performance will grow if the teacher acquires leadership and management skills. Everything we have: knowledge, family, payments, material and spiritual riches of culture, all of them have some information that we need. Information has a huge impact on everything people do. This is the main form of discussion of people, negotiations, communication, actions and profits. All this is necessary for good management and leadership. As internationalexperience shows, an important part of this change is understanding the science and art of management.

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Nathan, Mitchell J., Candace Walkington, Rebecca Boncoddo, Elizabeth Pier, Caroline C. Williams, and Martha W. Alibali. "Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof." Learning and Instruction 33 (October 2014): 182–93. http://dx.doi.org/10.1016/j.learninstruc.2014.07.001.

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Corbally, Christopher, and Margaret Boone Rappaport. "TEACHING SCIENCE AND RELIGION IN THE TWENTY-FIRST CENTURY: THE MANY PEDAGOGICAL ROLES OF CHRISTOPHER SOUTHGATE." Zygon® 53, no. 3 (August 29, 2018): 897–908. http://dx.doi.org/10.1111/zygo.12453.

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Banks, Angela Denise, Chenit-Ong Flaherty, and Claire Sharifi. "Reflections on Leadership in Nursing Education: A Minority Perspective." Creative Nursing 22, no. 2 (2016): 88–91. http://dx.doi.org/10.1891/1078-4535.22.2.88.

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Academic leadership is at once engaging and stimulating, demanding and overwhelming. This article discusses the experiences and perspectives of minority faculty members working at a Jesuit institution. In this article, the authors use Ignatian pedagogical values as the foundation to guide their responses to the challenges they experience in leadership roles and to turn these challenges into opportunities for growth.

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Kalchenko, Larysa. "Meaningful Description of Target Component of the System of Social and Pedagogical Work on Prevention of Social Orphanhood in the Territorial Community of City." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 158–74. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-158-174.

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The article presents meaningful description of target component of system of socio-pedagogical work on prevention of social orphanhood in the territorial community of city which includes purpose, objectives and results of socio-pedagogical work on prevention of social orphanhood in TCC. The goal hierarchy of the state system of social work with family, children and youth in the direction of prevention of social orphanhood in Ukraine is defined; and the strategic social purpose of preventive work with family, children and youth on reduction of risks of social orphanhood, the purpose of social and pedagogical work on the prevention of social orphanhood in the territorial community of city in broad and narrow meanings, as well as the result of socio-pedagogical work on prevention of social orphanhood in TCC are detected. The conceptual content of target construct of prevention of social orphanhood in TCC is revealed which includes the concept: «urban community of social and pedagogical orientation, friendly to children and families» – «healthy family – safe family environment – responsible parenting» – «child welfare». The author notes that the ultimate goal of socio-pedagogical work on prevention of social orphanhood in the territorial community of city is strengthening of family and creation of favorable conditions for upbringing and development of a child in safe family environment, activating resources of both the city community, ensuring the best interests of a child through forming of conscious attitude to parenthood, and responsible attitude of parents to performance of their roles, responsibilities, parental functions in young people.

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Szarejko, Andrew A., and Matthew E. Carnes. "Assessing an Undergraduate Curriculum: The Evolving Roles of Subfields, Methods, Ethics, and Writing for Government Majors." PS: Political Science & Politics 51, no. 01 (January 2018): 178–82. http://dx.doi.org/10.1017/s1049096517001901.

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ABSTRACT To determine whether our undergraduate curriculum fulfills the pedagogical goals of our department, the authors conducted a semester-long curriculum assessment. This article discusses five main lessons and three lingering questions to demonstrate potential benefits of curriculum assessment and to prompt further disciplinary conversation about how undergraduate teaching should be structured. The overarching lesson, however, is that although student needs may be quite diverse, an emphasis on core aspects of the program can yield better training for all undergraduates.

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Hertzog, Nancy B. "Designing the Learning Context in School for Talent Development." Gifted Child Quarterly 61, no. 3 (May 15, 2017): 219–28. http://dx.doi.org/10.1177/0016986217705712.

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This article explores the learning context for talent development in public schools. Total aspects of the environment from physical space, affective elements, and pedagogical approaches affect learning. How teachers believe and perceive their roles as teachers influence instructional design and decision making. In this article, the optimal environment for developing students’ strengths and talents will be discussed and practical suggestions for “Extreme Classroom Makeovers” will be offered.

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Journal articles on the topic 'Pedagogical roles'

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