Journal articles: 'PEDAGOGICAL STUDY'

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Jacobs, Suzie, Lad Tobin, Thomas Newkirk, Patricia A. Sullivan, Donna J. Qualley, Sherrie L. Gradin, and Xiao-Ming Li. "Reflections on Pedagogical Study." College English 59, no. 4 (April 1997): 461. http://dx.doi.org/10.2307/378847.

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Kislyakov, Pavel Aleksandrovich. "PSYCHO-PEDAGOGICAL FOUNDATIONS OF THE STUDY OF PEDAGOGICAL SYSTEMS." Sovremennye issledovaniya sotsialnykh problem, no. 6 (September 9, 2015): 329. http://dx.doi.org/10.12731/2218-7405-2015-6-28.

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Febriani, Gatot Subroto, and Dewi Murni. "Teacher's Pedagogic Competence in Teaching English: An Analysis Study." Journal of Language, Literature, and English Teaching (JULIET) 3, no. 2 (September 30, 2022): 94–100. http://dx.doi.org/10.31629/juliet.v3i2.3690.

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The teaching and learning process is changed from offline learning became online learning due to Covid-19 outbreaks. The aimed of this study was to describe how is the pedagogical competence of English teachers at SMPN 7 Tanjungpinang. This research used qualitative research method which means that the researcher describes the result of the data about teacherâ€™s pedagogical competence consists of understanding of the students, designing of the material, developing studentsâ€™ potential and evaluation. Observation and interview were used as the instruments of this research. The result showed that the pedagogical competence of English teachers in online learning is on good categories with keep regard and adjust to the needs of students during online learning. Moreover, the teachers must always improve their pedagogical competence especially in online learning. Key Words: Pedagogic Competence, Online Learning, Google Classroom

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Koliada, N. "Pedagogical historiography as a component of historical and pedagogical study." Research and educational studies, no. 1 (2018): 39–46. http://dx.doi.org/10.32405/2663-5739-2018-1-39-46.

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Hali, Fitriyani, and Herlina Herlina. "Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka." Journal of Mathematics Education 3, no. 2 (November 21, 2018): 60–64. http://dx.doi.org/10.31327/jomedu.v3i2.842.

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One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.

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Bastola, Ganesh Kumar. "Nepalese EFL Teachers’ Perceptions of Pedagogical Capital: A Case Study." BELTA Journal 4, no. 1 (June 1, 2020): 58–66. http://dx.doi.org/10.36832/beltaj.2020.0401.05.

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This study explores the perceptions of pedagogical capital of English teachers in the context of Nepal. It aims to examine how the perceptions of pedagogical capital differ and how it affects teachers’ performance in the language classroom. Data for this research were collected from 3 participants with varied experiences. The data have been analyzed based on the framework of Stake (1995). The study uses Bourdieu's (1977) notion of cultural capital for theoretical insights. Findings indicate that teachers' pedagogic capital is an ability that can be used in the classroom to facilitate learning process.

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Matuszak (Prisyazhnaya), Alla Fedorovna. "COMPARATIVE STUDY OF PEDAGOGICAL FORECASTING GENESIS IN RUSSIAN AND POLISH PEDAGOGICAL EDUCATION." Sovremennye issledovaniya sotsialnykh problem, no. 11 (February 8, 2016): 453. http://dx.doi.org/10.12731/2218-7405-2015-11-37.

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Mazilov, Vladimir A. "STUDY OF PEDAGOGICAL ABILITIES AND STRATEGY FOR THE FORMATION OF PEDAGOGICAL GIFTEDNESS." Yaroslavl Pedagogical Bulletin 115, no. 4 (2020): 96–106. http://dx.doi.org/10.20323/1813-145x-2020-4-115-96-106.

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Lytvyniuk, L. "Biographical study in postgraduate pedagogical education." Ukraïnsʹka bìografìstika, no. 19 (October 23, 2020): 121–34. http://dx.doi.org/10.15407/ub.19.121.

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Jeo, Yunsook. "A Study on Chinese Pedagogical Grammar." Korea Journal of Chinese Linguistics 90 (October 31, 2020): 381–420. http://dx.doi.org/10.38068/kjcl.90.15.

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Brim, Matt. "Queer Pedagogical Desire: A Study Guide." WSQ: Women's Studies Quarterly 41, no. 3-4 (2013): 173–89. http://dx.doi.org/10.1353/wsq.2013.0074.

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Stoyanova, Stanislava, and Nikolay Ivantchev. "Teachers’ pedagogical power – A community school study." Psychology, Community & Health 5, no. 1 (March 24, 2016): 44–60. http://dx.doi.org/10.5964/pch.v5i1.149.

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AimThe aim of our work was to study the types of power preferred by teachers and students of pedagogical specialties.MethodIvanov’s questionnaire “Teacher’s pedagogical power” was used to study the pedagogical power including Reward, Coercive, Legitimate, Expert and Referent powers. In 2012 and 2013, 46 secondary school teachers and 40 students of pedagogical specialties were part of a study in Blagoevgrad, Bulgaria.ResultsThe results indicated that teachers and students of pedagogical specialties preferred making use syncretic power, more than one power. The most frequent types of power were Legitimate and Reward. The rarest was Referent power. The teachers used the different types of power less than students of pedagogical specialties did, confirming Adler’s view that humans striving for power over others was inversely proportional to the degree of education. Female teachers preferred to use Legitimate power more compared to male teachers.ConclusionsThe study of teachers’ pedagogical power could contribute to clarify teachers and students’ views of the teacher’s role in schoolar education. The studied teachers and students of pedagogical specialties perceived the teacher mainly as a regulating (rewarding or coercive) legitimate figure of pedagogical power.

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de Sena, Paulo Sergio, Maria Cristina Marcelino Bento, Nelson Tavares Matias, and Messias Borges Silva. "DESIGN THINKING AS ACTIVE TEACHING METHODOLOGY AT THE UNIVERSITY -COMPARATIVE STUDY BETWEEN COURSES." RECIMA21 - Revista Científica Multidisciplinar - ISSN 2675-6218 2, no. 4 (May 8, 2021): e24231. http://dx.doi.org/10.47820/recima21.v2i4.231.

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In a move to go beyond pedagogical concerns for engineering teaching and learning and expand to other higher education courses and other professionals, this study compared the use of Design Thinking as a tool to pedagogically mobilize courses in Business Administration, Design, Nursing and Pedagogy. The results showed that the same pedagogical concern of engineering was shared with the compared courses. The relationships between students were fundamental for solving problems, as proposed by Design Thinking, as well as the relationships between the classes of a given course with their concerns about the professional profile that is being formed.

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Joshi, Marjo Susanna. "Holistic design of online degree programmes in higher education – a case study from Finland." International Journal of Educational Management 36, no. 1 (November 9, 2021): 32–48. http://dx.doi.org/10.1108/ijem-12-2020-0588.

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PurposeThe purpose of this paper is to present design principles for holistic design of online degree programmes (ODPs) in higher education (HE). The study adds to previous research on online programme design by examining how the digital competence and pedagogical strategy of a HE organisation can inform holistic ODP design.Design/methodology/approachThis paper presents a case study placed in the context of a Finnish applied HE organisation. Design-based research (DBR) process is used to create holistic design principles for new ODPs. Theoretical framework for the study is digitally competent organisation (Kampylis et al., 2015) and pedagogical strategy is innovation pedagogy (Kettunen et al., 2013).FindingsDesign principles for pedagogically informed holistic design of ODPs are presented as a three-tiered model comprising organisational, pedagogical and ODP layers. Each layer includes various principles for holistic design to integrate an organisation's pedagogical strategy in a digitally competent context to create quality ODPs.Research limitations/implicationsThe paper presents a case study from a HE organisation in Finland, but results are applicable to a wider global audience.Practical implicationsAs a contribution to practitioners, this paper presents a three-tiered holistic design of ODP in HE organisation, where the design principles are categorised in organisational, pedagogical and ODP design layers. In addition, suggestions to managers, instructional designers and educators are made for the holistic design of ODPs.Social implicationsBuilding the sense of community in ODPs and offering continuous support in pedagogy and technology are valuable for the well-being of the staff, students and the wider society.Originality/valueThe paper draws relationships between holistic design of ODPs, digital competence and pedagogical strategy. The paper provides managerial and operational viewpoints to managers, administrators and educators of HE organisations that plan to create new ODPs with a holistic focus on the educational organisation, its pedagogical strategy and digital competence. Recommendations for further development, possible applications and research of ODP education are made.

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Prasetia, Indra, Akrim Akrim, Sulhati Sulhati, and Burhanuddin Burhanuddin. "The Influence of Lesson Study Strategy on Teachers’s Pedagogical Quality in All State Madrasah Aliyah of Medan." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 1 (January 28, 2021): 762–72. http://dx.doi.org/10.33258/birci.v4i1.1669.

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The purpose of this study were : (1) to learn pedagogical strategies teachers who follow the guidance of teacher with lesson study and coaching strategies with MGMP convensional teacher, (2) to determine the interaction between teacher coaching strategies with lesson study and strategies with teacher guidance MGMP conventional and subjects the teachers’ pedagogic competence, (3) to find pedagogical english teacher who followed a strategy with teacher guidance conventional MGMP, (4) to learn pedagogical math teacher who followed a strategy of coaching teachers with pedagogical lesson study and mathematics teachers who follow the strategy with teacher guidance conventional MGMP. This study is quasi-experimental research. The number of samples were 60 teachers. The tecnique of determining the sample is done by random sampling. Research hypptheses were tested using Anova 2 ways used before Anova first tested the data analysis requirements of the test for normality of data using Lillieofors test, and homogeneity of variance using the test Bartlet.

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., Suparti, and . "The Implementation of Fieldwork Program Based Lesson Study to Improve Pedagogical Skills of Teachers and Students Learning Outcomes." International Journal of Engineering & Technology 7, no. 3.21 (August 8, 2018): 467. http://dx.doi.org/10.14419/ijet.v7i3.21.17214.

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The main purpose of this research was to explain how the implementation of Fieldwork Program (Praktik Pengalaman Lapangan/PPL) based lesson study can be improve pedagogical skills of teachers and students learning outcomes. The study was conducted based on basic question, how to improve teachers’ skills and students’ learning outcome. This research is a class action research that uses descriptive qualitative approach. The research is conducted in PGRI Vocational School in Malang, Indonesia, with 33 students (eleventh grade) and one teacher who became a model teacher. The instruments used in this research such as (1) the execution sheet of the lesson study steps which includes 3 steps such as plan, do, and reflection (see), (2) learning observation sheet, (3) teacher pedagogic skill assessment form that contains the assessment aspect as well as the teacher pedagogic indicator (PPL students) during learning process, (4) cognitive test questions used is quiz (post test), (5) supporting data such as students’ responses questionnaire and field notes. The results showed that implementation of PPL based lesson study can improve pedagogical skills of teacher from 69,4 to 77,75 point. The increase of teachers pedagogical skills have an impact on students learning outcomes. Students learning outcome can be reflect on classical completeness class, raised from 68,73% to 87,96%. Based on these results can be concluded that the implementation of PPL based lesson study can improve teachers pedagogical skills and students learning outcomes. This research will strengthen the rationale for using lesson as an alternative method to increase teachers’ skill (especially on pedagogical skill) and students learning outcome.

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Sæverot, Herner, May Britt Revheim Brekke, Dziuginta Baraldsnes, and Glenn-Egil Torgersen. "Om pedagogisk forskning ved norske lærerutdanninger: Pedagogikkutdanneres oppfatninger av pedagogisk forskning." Nordic Studies in Education 42, no. 1 (March 7, 2022): 50–64. http://dx.doi.org/10.23865/nse.v42.3786.

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The topic of this study is pedagogical research at Norwegian teacher education schools. The research question we ask is: How should, according to educationists, pedagogical research in teacher education be perceived? The purpose of the study is to provide a picture of the educationists’ opinions of problem areas and questions regarding pedagogical research. To map this, we use an exploratory mixed method, with a qualitative preliminary study and a quantitative main study. The theoretical framework describes the main features of the institutional development and perceptions of Norwegian pedagogical research and appears as a background for the analysis and discussion. The findings show individual differences among the educationists of our study concerning perceptions of pedagogy as a research field. We found no systematic variation between different educational institutions or background variables (gender, teaching or research experience). This implicates a discussion of pedagogic as research area in order to strengthen pedagogic as a scientific discipline.

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Lyonga, Ngemunang Agnes Ngale, Gracemary Eloheneke Moluayonge, and Asobo J. Nkeng. "A Study of Techno-Pedagogical Skills and Teachers’ Performance in HTTTC Kumba, Cameroon." European Journal of Education and Pedagogy 2, no. 1 (January 30, 2021): 46–50. http://dx.doi.org/10.24018/ejedu.2021.2.1.31.

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This study set out to investigate the relationship between techno-pedagogic skills and teachers’ performance in HTTTC Kumba. It was hypothesized that Techno-pedagogical skills have no significant relationship with teachers’ performance in HTTTC Kumba. A multistaged sampling technique was used for the study and all the fourteen departments in HTTTC Kumba were included in the study. A total of 42 teachers were selected using a simple random sampling technique. The instrument used for the study was a questionnaire. The data was analysed using frequencies and percentages for descriptive statistics while the Chi-Square Test and Pearson’s Coefficients of Correlation were used for testing the hypothesis in SPSS version 21. The results revealed that there is a significant positive relationship between techno-pedagogical skills and teachers’ performance in HTTTC Kumba. Based on the results of the findings, it was concluded that techno-pedagogical skills have a significant positive relationship with teachers’ performance in HTTTC Kumba. It was recommended that educational practitioners should know how to weave subject area content, pedagogy and technology effectively in their classroom interaction. Lack of knowledge in the part of teachers regarding techno-pedagogical skills is a major constraint in blending these aspects.

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Yuniartikasari, Priskila, and Helti Lygia Mampouw. "Tinjauan Pedagogical Content Knowledge Guru Pada Materi Peluang." Jurnal Cendekia : Jurnal Pendidikan Matematika 3, no. 1 (May 10, 2019): 104–15. http://dx.doi.org/10.31004/cendekia.v3i1.85.

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Pedagogical content knowledge merupakan pengetahuan yang dimiliki seseorang yang kemudian ditransferkan kepada orang lain dalam bentuk materi sehingga mencapai tujuan pembelajaran dengan baik, dengan didasari oleh pemahaman tentang hal-hal yang dapat dapat membuat materi itu mudah atau sulit di mengerti. Penelitian ini bertujuan mendeskripsikan kompetensi guru SMP pada materi peluang berdasarkan komponen Pedagogical Content Knowledge. Subjek penelitian ini guru SMP Negeri yang sudah mendapatkan sertifikasi dengan masa kerja guru kurang dari 15 tahun dan lebih dari 15 tahun. Teknik pengumpulan data pada penelitian ini yaitu observasi, wawancara, dan dokumentasi. Hasil penelitian ini, menunjukkan bahwa kedua guru mampu menguasai komponen pedagogic dengan baik. Kedua guru memiliki ananlisis penilaian yang berbeda. Namun secara garis besar mengenai kemampuan pedagogic kedua guru sama, hanya berbeda cara penyampaiannya. Kata Kunci: pedagogical content knowledge, peluang ABSTRACT Pedagogical content knowledge is knowledge that is owned by someone and then transferred to others in the form of material so as to achieve learning goals well, based on an understanding of things that can make the material easy or difficult to understand. This study aims to describe the competence of junior high school teachers in opportunity material based on the Pedagogical Content Knowledge component. The subjects of this study were state junior high school teachers who had received certification with teacher tenure of less than 15 years and more than 15 years. Data collection techniques in this study were observation, interviews, and documentation. The results of this study indicate that both teachers are able to master pedagogic components well. Both teachers have different assessment analyzes. But broadly speaking about the pedagogic abilities of the two teachers are the same, only different ways of delivering them. Keywords: pedagogical content knowledge, peluang

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Puspitasari, Dwiyanti, Elya Umi Hanik, Reza Nidaul Innayah, Hema Rizkyana Firdaus, Emilia Safitri, and Maurin Pratiwi. "Integrasi Pendekatan Dalam Melaksanakan Pembelajaran Era Digital di Sekolah Indonesia Kuala Lumpur (SKIL)." BASICA: Journal of Arts and Science in Primary Education 2, no. 1 (June 29, 2022): 54–66. http://dx.doi.org/10.37680/basica.v2i1.963.

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ABSTRAK Era digital saat ini juga berpengaruh dalam dunia pendidikan. Karakteristik siswa sudah banyak yang dekat dengan teknologi serta dilihat dari kemampuan pihak sekolah dalam menfasilitasi teknologi agar pendidik dan sekolah mengintegrasikan pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) untuk melaksanakan pendidikan di era digital. Penelitian ini mempunyai maksud tujuan untuk mendeskripsikan Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) Sekolah Dasar SIKL untuk melaksanakan pendiidkan era digital. Adapun metode atau cara yang diterapkan peneliti terhadap laporan ini adalah dengan metode atau cara kualitatif, yakni pengumpulan sumber data yang berasal dari wawancara secara virtual serta jurnal penelitian yang mana lebih mengutamakan pada tema Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) untuk melaksanakan pendidikan di era digital. Penelitian ini menunjukkan bahwa, Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) merupakan kerangka pembelajaran untuk mengolah berbagai bentuk pembelajaran baru yang menggunakan penggabungan tiga komponen penting antara lain teknologi, pedagogic, dan konten/materi pengetahuan, serta didalamnya terdiri dari tujuh komponen TPACK yaitu CK (Content Knowledge), PK (Pedagogy Knowledge), TK (Technology Knowledge), TPK (Technological Pedagogical Knowledge), TCK (Technological Content Knowledge), PCK (Pendagogical Content Knowledge) dan TPACK (Technological Pedagogical Content Knowledge). Sekolah Indonesia Kuala Lumpur (SIKL) dalam mengatasi permasalahan yang berhubungan dengan integrasi pendekatan TPACK di era digital pada masa pandemic covid-19 tetap menerapkan blended learning dengan menggunakan domain google classroom sebagai platform pembelajaran di kelas. Kata Kunci : integrasi, TPACK, pedagogic, era digital ABSTRACT The current digital era is also influential in the world of education. The characteristics of many students are close to technology and seen from the ability of the school to facilitate technology so that educators and schools integrate the TPACK (Technological, Pedagogical, Content Knowleedge) approach to implementing education in the digital era. This study has the objective of describing the integration of the TPACK (Technological, Pedagogical, Content Knowleedge) approach to the SIKL Elementary School to carry out education in the digital era. The method or method applied by researchers to this report is the qualitative method or method, namely the collection of data sources from virtual interviews and research journals which prioritize the theme of Integration of the TPACK Approach (Technological, Pedagogical, Content Knowleedge) to carry out education. in the digital age. This research shows that, the Integration of the TPACK Approach (Technological, Pedagogical, Content Knowleedge) is a learning framework for processing various new forms of learning that use the combination of three important components, namely technology, pedagogics, and content / material knowledge, and it consists of seven TPACK components. namely CK (Content Knowledge), PK (Pedagogy Knowledge), TK (Technology Knowledge), TPK (Technological Pedagogical Knowledge), TCK (Technological Content Knowledge), PCK (Pendagogical Content Knowledge) and TPACK (Technological Pedagogical Content Knowledge). Sekolah Indonesia Kuala Lumpur (SIKL) in overcoming problems related to the integration of the TPACK approach in the digital era during the Covid-19 pandemic continues to apply blended learning by using the google classroom domain as a learning platform in the classroom. Keywords: integration, TPACK, pedagogic, digital era

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Ljungblad, Ann-Louise. "Pedagogical Tactfulness." Educare - vetenskapliga skrifter, no. 4 (September 3, 2020): 60–87. http://dx.doi.org/10.24834/educare.2020.4.3.

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Situated within the field of inclusive mathematics education, this article presents empirical research from a microethnographic study exploring teacher-student relationships. More specifically, the searchlight was aimed at how math teachers relate to their students when they teach. The classroom study is based on a rich empirical data set collected during a year of field work: video-recorded math lessons, observations and dialogues and interviews in six classes. Four math teachers participated together with 100 students from compulsory school, upper secondary school and schools for children with learning disabilities. Based on a relational perspective on teaching, Pedagogical Relational Teachership, PeRT, (Ljungblad, 2018, 2019) a microanalysis was carried out, about how the teacher’s acknowledgement to students emerged in interpersonal, face-to-face communication. Through a relational turn in mathematics education, exploring interpersonal relationships, an extended relational understanding of situated teaching was acquired. The results illuminated how teachers’ pedagogical tactfulness emerged as a pedagogical fundament in inclusive educational environment. The results also highlighted a moment of specific importance in mathematics education: at that second, when the incalculable (Biesta, 2001, 2007) emerges, the teachers refrain from assessment and, instead, listen and create a space for the students to speak with their unique voices. Over time, such a relational teachership creates trustful and respectful teacher-student relationships.

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Koçoglu, Erol, Danyal Tekdal, and Nursenem Çetinkaya. "Pedagogical literacy scale: A scale development study." Educational Research and Reviews 17, no. 6 (June 30, 2022): 176–86. http://dx.doi.org/10.5897/err2022.4252.

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이은희. "A Pedagogical Study of Korean Imperative Endings." Journal of CheongRam Korean Language Education ll, no. 40 (December 2009): 71–95. http://dx.doi.org/10.26589/jockle..40.200912.71.

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Lee, Jisu, and Ingyu Park. "A Study on Pedagogical Description of Semivowelization." Korean Language and Literature in International Context 78 (September 30, 2018): 131–52. http://dx.doi.org/10.31147/iall.78.5.

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Leighton, T. G., N. Banda, B. Berges, P. F. Joseph, and P. R. White. "Extraterrestrial sound for planetaria: A pedagogical study." Journal of the Acoustical Society of America 140, no. 2 (August 2016): 1469–80. http://dx.doi.org/10.1121/1.4960785.

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NOMOTO, Tadao, Akio KATAOKA, Masanori SOUJI, Haruyoshi KUWATA, Akira OBARA, and Atsushi SHINBO. "A Sport-pedagogical Study on Durative Competition." Japanese Journal of Sport Education Studies 6, no. 1 (1986): 21–36. http://dx.doi.org/10.7219/jjses.6.21.

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Ayala Carabajo, Raquel. "Pedagogical Hope." Phenomenology & Practice 6, no. 2 (February 14, 2013): 136–52. http://dx.doi.org/10.29173/pandpr19867.

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This paper explores the experience of pedagogical hope from educators’ viewpoints. Starting from a multidisciplinary study, it has been developed through the collection and analysis of descriptions of experiences lived by educators, which have revealed some essential points: realism, sense of wonder, patience, and openness, among others. The discovery of the powerful and fundamental influence of hope in the lives of teachers exercising their role, assistants, school counselors, as well as in the lives of the children and youth whom they have been entrusted, leads us to preserve and attest to it.

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Bodrova, Т. О. "VALUABLE ORIENTATIONS STUDY OF UKRAINIAN MUSICAL-PEDAGOGIC HERITAGE." Educational Dimension 18, no. 1 (May 10, 2007): 55–66. http://dx.doi.org/10.31812/educdim.5911.

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The article covers theoretical and methodological aspects of implementation of the motivational component of mastering musical and pedagogical sources of the past in pedagogical universities and represents the most effective forms and methods of students’ educational and professional activity during the pedagogical practical training.

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DOLINSKA, L. "PEDAGOGICAL TRAINING OF SPECIALISTS OF THE TECHNICAL PROFILE TO CARRYING OUT STUDY." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 20 (November 22, 2017): 84–87. http://dx.doi.org/10.33989/2075-146x.2017.20.209768.

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The analysis of opportunities of use of the integrating approach which is applied when training future teachers, graduates of technical specialties to carrying out study in a higher educational institution is carried out. Abilities which correspond to readiness of the teacher to management of educational activity of subjects of training are defined. The authors conclude: although general pedagogical formation of knowledge and abilities is the longlasting process, the professional preparation of a graduate of a technical university should be relized systemically and qualitatively during all education in institution of higher education. Also it is necessary to take into account the fact that pedagogical training of students in technical education – is a continued changing of pedagogically reasonable, consistent steps of learning, during which specific problems of development and unbringing of teacher`s personality are solving.

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Kusumayasa, Kadek Ngurah. "Pedagogical Competence of EFL Teachers: Teachers’ and Students’ Perspectives." Jurnal Ilmiah Pendidikan Profesi Guru 5, no. 1 (May 16, 2022): 46–53. http://dx.doi.org/10.23887/jippg.v5i1.46203.

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The pedagogic competence of English teachers plays an important role in developing students' potential in mastering English. Students' perceptions are needed to find out how the teacher's pedagogic competence is in carrying out learning, students can be used as sources of information for reflection because students often interact directly with teachers in the learning process. In addition, the perception of the teacher itself is also needed to find out how his pedagogical competence as a teacher is in carrying out the learning process in order to achieve learning objectives. This study aims to analyze teacher and student perceptions of the pedagogical competence of English teachers and analyze differences in student and teacher perceptions related to pedagogical competence in teaching English. This research is a mixed method research. Data collection in this study used instruments in the form of questionnaires and interviews. The results showed that students' perceptions of their English teacher's pedagogic competence were categorized as positive because the average of all student responses was 4.3547. The English teacher's perception of his pedagogical competence is categorized as positive because the average of all teacher responses is 4.4222. Students and teachers have different perceptions about the teacher's pedagogic competence in teaching English, namely in terms of understanding the characteristics and potential of students.

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Iwe, Nkechinyere. "Factors in Teachers’ Awareness of Pedagogical Gestures as Enhancement Technique Among English Teachers in Secondary Schools in Enugu State, Nigeria." African Journal of Teacher Education 10, no. 1 (June 19, 2021): 222–41. http://dx.doi.org/10.21083/ajote.v10i1.6573.

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The study seeks to ascertain Nigerian language teachers’ awareness of pedagogical gestures as an enhancement to teaching and whether this awareness is influenced by teaching location and teacher qualification. The study adopts the survey research design with a sample size of 262 drawn using multi-staged sampling techniques. The Z-test method was used in testing the hypothesis of the study. It was discovered that there was high mean response of teachers on the awareness of pedagogical gestures. There were significant differences in the mean response of urban/rural teachers and no significant differences in the mean response of graduate/non-graduate teacher’s awareness of pedagogical gestures as enhancement technique. Our conclusion is that pedagogical gestures are indispensable in lesson delivery and that their pedagogic values are gained through awareness of them as enhancement technique.

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Aleeva, Iuliia Veniaminovna. "Vocational-pedagogical culture lecturer as a desk study." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2014): 38–51. http://dx.doi.org/10.51314/2073-2635-2014-1-38-51.

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The article contains an analysis of the theoretical and practical foundations of vocational teacher's pedagogical culture, described the author's approach to the problem of its formation. Disclosed and justified the four-component model of vocational-pedagogical culture lecturer. Identified methodological background to build a combined model of vocational-pedagogical culture teacher of high school.

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Starodubtsev, Mikhail Pavlovich. "Role and importance of military-pedagogical traditions at the present stage of domestic military education system development." Samara Journal of Science 6, no. 4 (December 1, 2017): 258–61. http://dx.doi.org/10.17816/snv201764314.

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The paper deals with the issues concerning the role and importance of military pedagogical traditions at the present stage of national military education system development. The author studies the concepts traditions, pedagogical traditions, military traditions, offers his own interpretation of the notion military pedagogical traditions. A study of the military-pedagogical traditions is organized in conjunction with the achievements of the military pedagogic thought of the previous periods and modern problems of military pedagogy. The author analyzes the reasons for the reform and modernization ongoing in the military education system, which is caused by need of compliance with European quality standards and new requirements of existing Russian legislation. In conditions of a multilevel system of education and a competence approach in training special attention, in the authors opinion, should be paid to special forms, methods and means of training, based on the best achievements of the military pedagogic thought, both traditional and complemented with innovative components. The author considers existing military-pedagogical traditions as well as traditions generated at the present time, taking into account present problems and challenges.

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Syahrial, Syahrial, Asrial Asrial, Dwi Agus Kurniawan, Faizal Chan, Ahmad Hariandi, Reza Aditya Pratama, Putut Nugroho, and Retno Septiasari. "The impact of etnocontructivism in social affairs on pedagogic competencies." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 409. http://dx.doi.org/10.11591/ijere.v8i3.20242.

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Teacher Competency Test is a test of mastery of professional and pedagogic competencies in the cognitive domain as a basis for establishing continuous professional development activities and part of teacher assessment. The test is a source and as a material for mapping the competencies that a teacher has regarding professional and pedagogical competence in an area. The low competence of the pedagogical field shows that teachers are not professional. Therefore the teacher will find it difficult to be able to provide a good pursuit of students. One way to improve the competence of teachers in pedagogic fields is by increasing teacher understanding and knowledge of local wisdom in learning. The essence of local and national cultural values in the education curriculum is now a bustling thing to be talked about by the people of Indonesia. Social ethnoconstructivism is able to be a solution amid the current developments and cultural shifts. This study wants to see how high the impact of ethnoconstuctivistic knowledge on teacher pedagogical competencies. In addition, age and gender are also separate discussions to see their influence on pedagogical competence. This research uses descriptive qualitative research. Samples in this study were elementary school teachers in three districts/cities in Jambi Province. The results show that teachers' ethnoconstructivism knowledge has an influence on the teacher's pedagogical competence. The age of a teacher also has an impact on pedagogical competence, but gender does not affect the teacher's pedagogical competency.

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Nailevna Sirazieva, Zarina, Gulnara Faridovna Dulmuhametova, and Gulnara Faritovna Gali. "FORMATION OF STUDENTS' MOTIVATION TO STUDY BUSINESS ENGLISH." Humanities & Social Sciences Reviews 7, no. 6 (November 14, 2019): 24–27. http://dx.doi.org/10.18510/hssr.2019.766.

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Purpose of the study: The article describes the view of authors to the formation of students' motivation to study Business English. Methodology: In the research, the authors investigate a number of tasks that teachers need to solve in the course of formation of students' motivation. The article shows the analysis of category of motivation in Russian and foreign pedagogics, studies the concept of educational motives and conditions of emergence of motivation in pedagogical process. Results: The authors theoretically describe the problem of the formation of students' motivation to study Business English, the model of formation of motivation, pedagogical conditions that make effective impact on increase in students' motivation when they study Business English. The article describes experimental work on efficiency check of formation model of students' motivation to study Business English. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Formation of Students' Motivation to Study Business English is presented in a comprehensive and complete manner.

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Rozman, Iryna. "THE PROBLEM OF PERIODIZATION OF PEDAGOGICAL PERSONNEL STUDY." Mountain School of Ukrainian Carpaty, no. 20 (September 30, 2019): 45–47. http://dx.doi.org/10.15330/msuc.2019.20.45-47.

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The article is devoted to the analysis of the problem of periodization of the research of pedagogical personnel. The theoretical and methodological approaches of Ukrainian and foreign scientists to the periodization of the development of historical and pedagogical science, which are based in general on the technologies of using the methodological tools of historical science, are determined. The role, significance, potential of comparative – historical, comparative, and other methods that are used in studies devoted to life and various directions of creative and social activity of pedagogical personalities are described. Two methodologically important approaches are found for conducting studies in the field of pedagogical biography, which are related to the study of a person in a universal coordinate system: a synchronous system, projecting its analysis in a specific time period and diachronic, projecting the study of personalities in a time «vertical». Disadvantages of periodization as an instrument and means of scientific and cognitive activities are shown; the ways and possibilities of their minimization and increase of the scientific and heuristic efficiency of the periodization method are determined in the studied periods (stages) of the life path of the pedagogical personalities. The article substantiates the position according to which the correct application of methodological tools allows to avoid various manifestations of dichotomy (illicit division) in pedagogical and biographical research.

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Kasniari, Ni Made. "UPAYA MENINGKATKAN KOMPETENSI PEDAGOGIK GURU KELAS IV SD NEGERI 9 DAUH PURI MELALUI PENERAPANSUPERVISI AKADEMIK TAHUN PELAJARAN 2016/2017." Jurnal Santiaji Pendidikan (JSP) 9, no. 1 (January 25, 2019): 48–55. http://dx.doi.org/10.36733/jsp.v9i1.182.

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This study aims to improve the Pedagogical Competence of Class IV Teachers of SD Negeri 9 Dauh Puri and the ability of teachers to prepare RPP in the Learning Process by applying Academic Supervision. This type of research is school action research and involves 1 teacher at the Dauh Puri 9 Elementary School in the academic year 2016/2017.The data of this study include pedagogic competency data collected using worksheets for assessment instruments for the implementation of learning and the ability to develop learning implementation plans using planning instruments for learning activities. Furthermore, the data collected in this study was analyzed using descriptive statistics. The results showed that there was an increase in Pedagogic Competence and Ability to Arrange RPP. This is evident from the results obtained in the 1.70% cycle for preparing lesson plans and 73.33% for pedagogical competencies. From cycle I to cycle II it increased 100% for the preparation of RPP and 100% for pedagogic competencies. The conclusion obtained from this study is that academic supervision can improve the pedagogical competence of the teacher and develop a plan for implementing learning.

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Nerti, Ni Nyoman. "PENERAPANMODEL PEMBELAJARAN KUANTUM UNTUK MENINGKATKAN PRESTASIBELAJAR DALAMMENULIS CERITA PENDEK PADASISWA KELAS VIII ESMP NEGERI 1 DENPASARTAHUN PELAJARAN 2016/2017." Jurnal Santiaji Pendidikan (JSP) 9, no. 1 (January 25, 2019): 71–80. http://dx.doi.org/10.36733/jsp.v9i1.185.

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This study aims to improve the Pedagogical Competence of Class IV Teachers of SD Negeri 9 Dauh Puri and the ability of teachers to prepare RPP in the Learning Process by applying Academic Supervision. This type of research is school action research and involves 1 teacher at the Dauh Puri 9 Elementary School in the academic year 2016/2017.The data of this study include pedagogic competency data collected using worksheets for assessment instruments for the implementation of learning and the ability to develop learning implementation plans using planning instruments for learning activities. Furthermore, the data collected in this study was analyzed using descriptive statistics. The results showed that there was an increase in Pedagogic Competence and Ability to Arrange RPP. This is evident from the results obtained in the 1.70% cycle for preparing lesson plans and 73.33% for pedagogical competencies. From cycle I to cycle II it increased 100% for the preparation of RPP and 100% for pedagogic competencies. The conclusion obtained from this study is that academic supervision can improve the pedagogical competence of the teacher and develop a plan for implementing learning.

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Yulyanah, Yulyanah. "PENGARUH KOMPETENSI PEDAGOGIK DOSEN AKUNTANSI DAN PROFESIONALISME DOSEN AKUNTANSI TERHADAP MOTIVASI BELAJAR MAHASISWA AKUNTANSI (Studi Tentang Persepsi Mahasiswa Akuntansi di Universitas Pamulang Tahun Akademik 2015/2016)." KEBERLANJUTAN 3, no. 1 (July 30, 2018): 704. http://dx.doi.org/10.32493/keberlanjutan.v3i1.y2018.p704-720.

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AbstractThe purpose of this study was to determine how to student's perception about the pedagogical competence of accounting lecturer in the learning process, whether there is significant influence between the pedagogic competence of accounting lecturer and professioalism of accounting lecturer with learning motivation accounting student at the Pamulang University in academic year 2015/2016. This research uses descriptive method that involved 169 respondent by using questionnaires. Analyzed using a statistical simple regression analysis (SPSS V.23). Result showed that the variables (pedagogical competence of accounting lecturer and professioalism of accounting lecturer) simultaneously positive effect on learning motivation. Keywords: pedagogical competence, professionalism, learning motivation

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P, Muahammad Ali, and Suryadi Ishak. "Eksplorasi Penerapan Pendekatan Scientific Ditinjau dari Pengetahuan Pedagogik Guru." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 15, no. 2 (November 29, 2019): 151. http://dx.doi.org/10.35329/fkip.v15i2.471.

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The main instrument in this study is the researcher himself and his supporting instruments are the teacher's pedagogical knowledge test, learning observation sheet, and interview. The subjects of the study were mathematics teachers at SMP Negeri 1 Polewali, SMP Negeri 2 Polewali, and SMP Negeri 3 Polewali, which were then chosen by two people from each school. The results obtained from this study are the first based on the results of pedagogical tests given to research subjects, namely there are 2 subjects that fall into the category of high pedagogical knowledge and there are 4 subjects that fall into the category of low pedagogic knowledge and based on interviews the results show subjects that fall into the knowledge category High pedagogic generally understands how the application of scientific approaches in mathematics learning because they have frequently participated in training related to the scientific approach, whereas subjects with low pedagogic knowledge category only one subject understands the application of the scientific approach because they are active in the training carried out by the relevant offices.and for the other 3 subjects they did not really understand the scientific approach because they had only participated in the training once. Based on observations, it shows that (1) subjects who have a high pedagogical knowledge category are generally good in applying learning steps because it is clear in directing students in the learning process so that some students are able to follow them well. (2) subjects who have a low pedagogical knowledge category are generally not good at implementing learning steps because they are not clear in directing students in the learning process so that students cannot follow them well.

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Carvalho, Carolina, Mervi Friman, and Seija Mahlamäki-Kultanen. "PEDAGOGY IN FINNISH HIGHER EDUCATION: A CASE EXAMPLE OF HÄME UNIVERSITY OF APPLIED SCIENCES." Revista Prâksis 3 (September 24, 2019): 04. http://dx.doi.org/10.25112/rpr.v3i0.1976.

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ABSTRACTIn the context of pedagogical development in higher education (HE) this research is a case study concerning Häme University of Applied Sciences (HAMK), in Finland. The focus of the study is to make visible the correspondence between the international and national higher education policy emphasis and an individual higher education institution. Ten thematic approaches in higher education pedagogy were identified in a content analysis of policy documents, and from earlier interviews in Finnish higher education institutes. The data for this study was gathered in subsequent interviews at HAMK and was compared with these ten thematic approaches. The results show how the national and institutional pedagogical emphasis correspond in the case of universities of applied sciences (UAS). The correspondence with the ten pedagogical emphases were classified as (1) strongly consolidated, (2) currently highlighted and (3) less emphasized. The conclusion is that it is challenging and complicated to apply pedagogical goals systematically considering the various attributes from a world in constant change. In-house prioritize needs awareness of strategy, negotiations, and co-operation. The main points for the successful pedagogical development are (1) prioritization of the emphasis, (2) systematic progress and quality assurance and (3) co-operation within the pedagogic actors.Keywords: higher education, university of applied sciences, pedagogy, pedagogical strategy. RESUMONo contexto do desenvolvimento pedagógico no ensino superior (ES), esta pesquisa é um estudo de caso sobre a Universidade de Ciências Aplicadas Häme (HAMK), na Finlândia. O foco do estudo é tornar visível a correspondência entre a ênfase da política de ensino superior internacional e nacional e uma instituição de ensino superior individual. Dez abordagens temáticas na pedagogia do ensino superior foram identificadas na análise de conteúdo de documentos políticos e entrevistas em institutos de ensino superior finlandeses. Os dados coletados em entrevistas à HAMK foram comparados com essas dez abordagens temáticas. Os resultados mostram como a ênfase pedagógica nacional e institucional corresponde no caso da Universidade de Ciências Aplicadas (UAS). A correspondência das diferentes ênfases pedagógicas é classificada como (1) fortemente consolidada, (2) atualmente destacada e (3) menos enfatizada. A conclusão é que é desafiador e complicado estabelecer metas pedagógicas de maneira sistemática, considerando os vários atributos de um mundo em constante mudança. As prioridades internar necessitam da concientização da estratégia, negociações e cooperação. Os pontos principais para o sucesso do desenvolvimento pedagógico são (1) a priorização da ênfase, (2) o progresso sistemático e a garantia de qualidade e (3) a cooperação entre os atores pedagógicos.Palavras-chave: Ensino Superior. Universidade de Ciências Aplicadas. Pedagogia. Estratégia Pedagógica.

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Pullen, Darren L. "Online Continuing Professional Education: An Evaluative Case Study." Journal of Adult and Continuing Education 11, no. 2 (November 2005): 129–41. http://dx.doi.org/10.7227/jace.11.2.2.

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An evaluation study, assessing the pedagogical and instructional design (e-pedagogy) effectiveness of online continuing professional education (CPE) courses offered by a large Australasian CPE provider to health care professionals (HCPs). The study used a naturalistic theory approach in conjunction with a multilevel evaluation to examine the impact of Web-based learning on over 300 HCPs. Several evaluative criteria (participant satisfaction, learning achievement, self-reported practice performance change and e-pedagogical courseware characteristics) were assessed by various qualitative and quantitative data collection methods. The evaluation revealed that learning online was an effective means for increasing CPE knowledge (p < 0.05) and improving self-reported practice performance change (p < 0.05). Additionally the study revealed that of the 42 courses examined, those which included a pedagogically scaffolded clinical or diagnostic learning support tool (57 per cent) resulted in an increased self-reported practice performance change compared with those courses which did not include the scaffolded support tool (Zobs 3.757). Participants were very satisfied with the self-paced instruction, timing of both the facilitator and server-generated course comments and the amount of learning content which could be undertaken in a learning sitting.

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Sholahuddin, A., Syahmani, and E. Susilowati. "Restructuring the pedagogical competence training involving lesson study." Journal of Physics: Conference Series 1760 (January 2021): 012024. http://dx.doi.org/10.1088/1742-6596/1760/1/012024.

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Magnanini, Angela. "Sexual Education and Disability: An Inclusive Pedagogical Study." Journal of Modern Education Review 6, no. 6 (June 15, 2016): 364–71. http://dx.doi.org/10.15341/jmer(2155-7993)/06.06.2016/002.

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Kotova, O. V., O. O. Hniedkova, and V. B. Hryhorieva. "PEDAGOGICAL SOFTWARE USAGE IN FUTURE MATHEMATICS TEACHERS STUDY." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 70 (2020): 174–80. http://dx.doi.org/10.32840/1992-5786.2020.70-2.33.

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Hong, Jin-Kon. "Pedagogical Study on the Meaning of Mathematical Structure." Journal of Curriculum and Evaluation 7, no. 2 (December 2004): 249–65. http://dx.doi.org/10.29221/jce.2004.7.2.249.

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Samuseviča, Alīda. "Sources of Pedagogical Experience in the Study Process." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 241. http://dx.doi.org/10.17770/sie2014vol1.770.

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The publication describing the studies in the education of prospective teachers, raises student learning as important and purposeful, constructive and conscious process of experience formation in the institution of higher education. Individual achievements in professional careers are based on the quality of acquired education and personality’s competitiveness in the labor market. Studies in the institution of higher education are an imposing source and means for advancement of future teacher's professional identity and pedagogical expertise, whose potential opportunities according to the cognitions of pedagogy theory of social constructivism are not fully applied in practice. In order to meet the public demand for excellence and creativity in educational practice at school, there is a need for a qualified and skilled educator. The objective of this paper is to describe student, prospective teacher sources of formation of pedagogical experience and their developing potential in the study process within the institution of higher education.

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Ramsay, Barry. "Pedagogical Study into Tertiary Learning Styles in Vietnam." International Journal of Business and Social Research 6, no. 6 (July 5, 2016): 68. http://dx.doi.org/10.18533/ijbsr.v6i6.955.

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Pedagogical studies for tertiary students in Vietnam are limited and no comparative benchmarking studies with other Asian tertiary students found. As a means to fill this gap and provide a better understanding the following study using Biggs (1987c) Study Process Questionnaire (SPQ), a 42-item self-report survey consisting of ratings on a 5-point scale to questions relating to respondents' study motivations and their usual study patterns was conducted with 355 respondents. Findings were consistent with Hong Kong students and supports studies carried out in other countries by Kemper et al. (1989), Kemper and Gow (1991), Niles (1995), Volet and Renshaw (1996), Ramburuth (2001) and Hua, Williams and Hoi (2007). Despite learning in a “rote” manner during their formative years, students have adapted to deeper learning approaches although there is a still a slight but insignificant bias to surface learning. They desire to achieve and get good marks although strategy is limiting their progress. According to Biggs, this is commonly caused by a language problem.

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Tarhan, Sinem, Fatma Ünal, and Eda Çürükvelioğlu Köksal. "A Conceptual Study on Pedagogical Formation Students: Gender." Universal Journal of Educational Research 5, no. 12A (December 2017): 102–10. http://dx.doi.org/10.13189/ujer.2017.051316.

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Harsiana Wardani. "PENGARUH VIRTUAL COORDINATOR TRAINING TERHADAP KOMPETENSI PEDAGOGIK DAN PROFESIONAL." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 8, no. 2 (January 6, 2023): 2404–20. http://dx.doi.org/10.36989/didaktik.v8i2.564.

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The aims of this study were to: (1) analyze the effect of Virtual Coordinator Training on teacher pedagogic competence in Indonesia, (2) analyze the effect of pedagogic competence on teacher professional competence in Indonesia, (3) analyze the effect of Virtual Coordinator Training on teacher professional competence in Indonesia, and (4) analyze the effect of Virtual Coordinator Training on professional competence through the pedagogic competence of teachers in Indonesia. This research is included in the quantitative research design. The population in this study were all teachers in Indonesia who took part in the Virtual Coordinator Training batch 5 and were declared to have passed as many as 725 teachers. The sampling technique used in this study is through Quota Random Sampling. In this study, the samples taken were elementary school teachers in Indonesia. Through this sampling technique, the number of research samples is 251 teachers, which has exceeded the minimum sample size. Data collection was carried out through distributing questionnaires. The data analysis technique used was SEM (Structured Equation Modeling) based on PLS (Partial Least Square) using SmartPLS 3.3.5 software. The results of this study indicate that: (1) Virtual Coordinator Training has an effect on the pedagogical competence of teachers in Indonesia. The influence of Virtual Coordinator Training on the pedagogical competence of teachers in Indonesia is a positive and significant influence. (2) Pedagogic competence influences the professional competence of teachers in Indonesia. The influence of pedagogic competence on the professional competence of teachers in Indonesia is a positive and significant influence. (3) Virtual Coordinator Training has no significant effect on the pedagogical competence of teachers in Indonesia. The effect of Virtual Coordinator Training is positive on the professional competence of teachers in Indonesia but this effect is not significant. (4) Virtual Coordinator Training has a positive and significant indirect effect on professional competence through the pedagogical competence of teachers in Indonesia. The indirect effect of Virtual Coordinator Training on teacher pedagogic and professional competence in Indonesia is a positive and significant influence.

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Journal articles on the topic 'PEDAGOGICAL STUDY'

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