Relevant bibliographies by topics / Teaching methodology

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

Academic literature on the topic 'Teaching methodology'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Teaching methodology"

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Johnson, Keith. "Communicative Teaching Methodology." Annual Review of Applied Linguistics 8 (March 1987): 58–66. http://dx.doi.org/10.1017/s0267190500001021.

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The word Communicative has, unfortunately, become so widespread that it has suffered the fate of words like democracy and freedom. At worst it has lost any precise meaning and comes to refer to any set of characteristics considered by its user to be good, modern, progressive. At best, the word is invested with precise meaning, but what is meant by it differs from user to user so that it becomes impossible to make generalizations on the topic which would satisfy all those who use the term. Indeed, any attempt at generalization is likely to lead to more divisive debate than it is to bring warring parties together.
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Pelekani, Chryso. "Language-teaching methodology." International Journal of Teaching and Case Studies 2, no. 2 (2009): 193. http://dx.doi.org/10.1504/ijtcs.2009.031062.

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Faggion Jr, C. M. "Teaching research methodology." British Dental Journal 234, no. 2 (January 27, 2023): 73. http://dx.doi.org/10.1038/s41415-023-5474-9.

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Blerta Hyseni, MSc. "The Teaching Methodology of Figurative Art." International Journal of Science and Research (IJSR) 12, no. 10 (October 5, 2023): 753–56. http://dx.doi.org/10.21275/sr231001044914.

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B.P., Pardayev. "METHODOLOGY OF TEACHING TECHNIQUES OF ACROBATIC EXERCISES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 101–9. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-23.

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The article discusses the benefits of teaching children basic acrobatic exercises. Different ways of engaging schoolchildren in acrobatics are presented with solid examples and rules. Also, this article provides effective and practical methods of instructing acrobatic activities at school. Along with this, the article supplies primary school PE instructors with an engaging acrobatic movements as well as games for schoolchildren who are in beginner level of doing acrobatics.
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Hikmatovna, Fayzieva Zarifa. "The Methodology Of Teaching Physics Electromagnetism Lectures." American Journal of Applied sciences 03, no. 01 (January 31, 2021): 104–17. http://dx.doi.org/10.37547/tajas/volume03issue01-16.

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In this article, we are talking about private teaching methods characteristic of teaching electrical engineering disciplines, electromagnetism and their application, in subordination to the goal of developmental education. Here are presented particular questions of the methodology for teaching sections of the course of general electrical engineering, features of the practical implementation of the technology of organizing and conducting laboratory-practical classes in electrical disciplines are considered. The importance of the systematic and purposeful activity of the teacher in conducting educational and methodological work, stimulating and motivating students to master subject knowledge is shown, attention is paid to the problem of forming the professional thinking of students in the learning process. independent work in the process of studying electrical engineering disciplines. The article is intended for teachers working in the field of physics, as well as for students of the specialty "physics".
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Mannapovna, G‘Ofurova Gulmirahon. "MODERN METHODS IN FOREIGN LANGUAGE TEACHING METHODOLOGY." International Journal Of Literature And Languages 3, no. 10 (October 1, 2023): 19–24. http://dx.doi.org/10.37547/ijll/volume03issue10-04.

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Foreign language teaching has evolved significantly over the years, with educators constantly seeking innovative and effective methods to enhance language acquisition. This article explores the modern approaches utilized in foreign language teaching methodology, with a focus on the use of transition words, active voice, diverse sentence structures, and effective paragraph organization.
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Tatili, Sonila. "Teaching through Alternative Methodology." European Journal of Education 1, no. 3 (November 29, 2018): 142. http://dx.doi.org/10.26417/ejed.v1i3.p142-154.

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The rapid development of information and communication technology has a significant impact in the teaching process. This happens because of the existence of the advantages that this sphere entails in the pedagogical practices and methods. As such, they are briefly brought to us : easy access to information; increasing interest in learning; more ability to embed it into memory and preserved in the knowledge gained as a result of the inclusion of visual memory improvement; interactive teaching as well as easy exchange of knowledge, etc. With the aim of identifying the advantages that the technology incorporates in the teaching process of methodology, this paper aims to highlight the role of technology in the teaching and learning process of English , the achievement of the student in the learning objectives and how the technology of information and communication is intertwined in education. The study's research is about determining what impact technology has in the teaching process, meanwhile the supporting questions raise questions about the advantages of teaching technology as well as the impact on the level of learning of Albanian students. Study hypotheses, which are expected to be proven to be sustainable or not, are: Technology brings quality-enhancing teaching of English; efficient use of ICT enhances student learning. The study methodology is based on the combination of theoretical and empirical analysis, according to the case study.
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Madaminov, Z. Yu. "Methodology of teaching informatics." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 2 (2022): 255–57. http://dx.doi.org/10.5958/2249-7137.2022.00115.x.

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Badía, Arnhilda, and Arnhilda Badia. "Teaching FLES*Methodology abroad." Hispania 77, no. 1 (March 1994): 134. http://dx.doi.org/10.2307/344465.

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Dissertations / Theses on the topic "Teaching methodology"

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Bailey, J. B. "Law teaching methodology." Thesis, Manchester Metropolitan University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355850.

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Guess, David R. "Repetition as teaching methodology." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Mandla, Siyabulela. "Second life: a support teaching methodology for entrepreneurship." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019728.

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The constant evolution of technology and the prevalent demands of the 21st century continue to put pressure on both the business and education sector. Business is ever looking for competent workers to meet these progressive demands, while the education sector continues to struggle to produce such competent workers to meet the heightened needs of the business sector. Universities and business schools have a greater role and responsibility in ensuring that these competent employees are produced. The use of virtual platforms like Second Life has gained significant popularity in the education sector. Therefore the objective of this study was to explore and examine some of the prevalent benefits associated with using Second life for teaching entrepreneurship. This study was also extended to cover the following areas: The benefits of Second Life for business and education sector; - The benefits of Second Life for teaching and learning environment. The study followed an exploratory research design in an attempt to answer the main research question and the respective sub-questions related to the study. Using a qualitative approach, student’s perceptions, opinions, assumptions, observations and experiences during their interaction with Second Life were identified and reflected in the study. The research discovered that the associated benefits of Second Life were coherent with the reviewed literature findings. The research study concluded that Second Life can be used as a support teaching methodology for entrepreneurship for third year MBA students at NMMU Business School. In addition, the research also highlighted some recommendations regarding the introduction and implementation of Second Life at NMMU Business School and future research opportunities.
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Wells, Keith P. "An educational strategy for teaching theological research methodology." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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BELTRAO, ANDRE LUIS FERREIRA. "PEDAGOGICAL STRATEGIES IN TEACHING DESIGN: FOR AN ACTIVE METHODOLOGY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30026@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta dissertação tem como objetivo analisar práticas pedagógicas no ensino de Design Gráfico baseadas nas Metodologias Ativas (MA). A pesquisa fez um mapeamento de tais metodologias, que foram originalmente concebidas para aplicação em áreas de conhecimento relacionadas às disciplinas exatas. Partindo da articulação das MA e práticas pedagógicas para o ensino de Design, foram estruturados, propostos e experimentados em sala de aula exercícios e dinâmicas relacionados às metodologia em questão. Realizou-se um estudo de campo de pesquisa-ação em disciplina projetual de Design ao longo de três semestres e, no último semestre, registrou-se o diário de bordo da disciplina, aula a aula, além da realização de entrevistas com professores de Design com o intuito de conhecer suas práticas pedagógicas. Também foram feitas entrevistas com alunos participantes, que foram gravadas e analisadas à luz da taxonomia do aprendizado significativo de Fink (2007). Os resultados foram registrados, classificados e documentados, e criou-se um instrumento de análise das práticas pedagógicas relatadas, cuja interpretação consolidada, no capítulo final, resultou na proposição e reflexão acerca das estratégias pedagógicas que se buscava atingir.
This dissertation aims to analyze pedagogical practices in Graphic Design teaching based on active methodologies. The research mapped out such methodologies, which were originally designed for application in areas of knowledge related to exact subjects. Starting from the articulation of AM and pedagogical practices for the teaching of Design, exercises and dynamics related to the methodologies in question were structured, proposed and experienced in the classroom. An action-study field study was carried out in a projectual Design discipline over three semesters, and in the last semester a class diary was written, besides interviews with Design teachers on purpose to know their pedagogical practices. Student interviews were recorded and analyzed in light of Fink s (2007) taxonomy of significant learning. The results were recorded, classified and documented, and an instrument of analysis of the reported pedagogical practices was created, whose consolidated interpretation, in the final chapter, resulted in the proposals and reflections about the pedagogical strategies that were sought to achieve.
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Yan, Hau-sim. "The effects of teacher efficacy on teaching method." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791376.

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Gilbert, Marion Grantham Youngs Richard Chalmer. "Cognitive development and humor comprehension with implications for teaching methodology." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115223.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 23, 2005. Dissertation Committee: Richard C. Youngs (chair), Walter D. Pierce, Elmer A. Lemke, Larry D. Kennedy. Includes bibliographical references (leaves 69-76) and abstract. Also available in print.
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McLain, Nina E. "Anesthesia Clinical Performance Outcomes: Does Teaching Methodology Make A Difference?" Availabe to VCU users online at:, 2007. http://hdl.handle.net/10156/1778.

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Bastos, Heloisa Flora. "Changing teachers' practice : towards a constructivist methodology of physics teaching." Thesis, University of Surrey, 1992. http://epubs.surrey.ac.uk/919/.

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Kelton, Alan J. "Formation and Composition of Students Groups as a Teaching Methodology." Thesis, New York University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426072.

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Research on the "why" of collaborative learning is fairly extensive for a disciplinary focus that is comparatively young. Research on one critical aspect of collaborative learning, group work, has focused more on group functionality once they are together, as opposed to determining the most pedagogically sound method for forming the groups and determining their composition. The formation and composition of groups in a learning environment presents unique challenges. Structured as a phenomenological study, this study was not designed or intended to produce generalized solutions, it was designed to see what could be learned from the lived experience of seven full-time, tenured or tenure-track faculty teaching an undergraduate class and utilizing group work.

Group work is an established part of the educational experience and considered a critical component of a collaborative learning model (Hoadley, 2010; Slavin & Cooper, 1999; Strijbos & Weinberger, 2010; Webb, 1982; Webb, Troper, & Fall, 1995; Yeh, 2010). Although learning collaboratively promotes "higher achievement than competitive and individualistic learning situations" (Johnson, Johnson, & Stanne, 1986, p. 383), it can also create more problems than its use might solve (Johnson & Johnson, 1999; Linn & Burbules, 1993).

Even though some of the benefits of effective and functional group work have been documented, the formation and composition, and support of student groups, is often wrought with complicated and time-consuming problems. Problems will always vary, but some of the more common examples include: the group member who does not do his/her share (or any) of the work; general resistance by students to working in groups; or pairing group members who do not have appropriate skills or work styles to complete the learning objective.

There are many things to consider when determining if group work is the appropriate pedagogical approach. This research is predicated on the understanding that the instructor has already determined that group work is the best pedagogical approach for the assignment, project, or class in question.

Although there are some fundamental differences between working in groups or teams in-person versus online, the location of the group work was treated as another variable in the decision-making process of the instruction leader. Technology used by the instructor for the group formation and composition process is discussed briefly here, but the focus of this study was not about how instructors implemented their decisions, but why they made those decisions in the first place.

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Books on the topic "Teaching methodology"

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N, Thigpen Jonathan, ed. Teaching techniques: Revitalizing methodology. 2nd ed. Wheaton, IL: Evangelical Training Association, 2003.

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Hawkins, John. Foreign language teaching methodology. London: CILT, 1986.

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Phalṭhī, Hâp. Vidhīsāstr paṅrian: Methodology of teaching. [Phnom Penh: s.n.], 2003.

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Danielson, Charlotte. Teaching methods. Upper Saddle River, N.J: Prentice Hall, 2010.

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Anivan, Sarinee, and Regional Language Centre, eds. Language teaching methodology for the nineties. Singapore: SEAMEO Regi[o]nal Language Centre, 1990.

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Li, Ruth Pao-yu. Situational simulation of teaching English methodology. Tʻai-tung shih: Kuo li Tʻai-tung shih fan hsüeh yüan, 1991.

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Attwood, Tony. Methods of teaching. Corby: First & Best in Education, 1998.

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Bruce, Bill. Teaching with inquiry. Annapolis, MD: Alpha Publishing Co., 1992.

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1941-, Garber Zev, ed. Methodology in the academic teaching of Judaism. Lanham, MD: University Press of America, 1986.

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Kadawathgama, Piyaratane. Teaching methodology and strategies highlighted in Buddhism. Kelaniya: K. Piyaratane Thera, 2002.

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Book chapters on the topic "Teaching methodology"

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Liu, Kanglong. "Methodology." In Corpus-Assisted Translation Teaching, 53–68. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8995-9_4.

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Zarrinabadi, Nourollah, Saeed Ketabi, and Mansoor Tavakoli. "Methodology." In Second Language Learning and Teaching, 49–62. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05472-4_5.

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Derakhshan, Ali, and Farzaneh Shakki. "Methodology." In Second Language Learning and Teaching, 31–38. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37093-9_3.

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Vasconcelos, Ana Thudichum, Carla Paoliello, and Ana Lia Santos. "Innovative teaching methodology." In Expanding the Frontiers of Design, 164–77. London: Routledge, 2023. http://dx.doi.org/10.1201/b22630-13.

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Ingemann, Jan Holm. "Teaching macroeconomic methodology." In Routledge Handbook of Macroeconomic Methodology, 340–48. London: Routledge, 2023. http://dx.doi.org/10.4324/9781315745992-35.

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Baratta, Alex. "Methodology." In World Englishes in English Language Teaching, 167–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13286-6_7.

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Johnsen-Høines, Marit, and Helle Alrø. "Research methodology and teaching methodology 1." In Lived Democracy in Education, 165–76. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003088233-16.

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Schauer, Gila A. "Methodology." In Teaching and Learning English in the Primary School, 85–118. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23257-3_3.

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Thornbury, Scott. "Language teaching and methodology." In The Routledge Handbook of Applied Linguistics, 41–54. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003082644-5.

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Schauer, Gila A. "Methodology." In Intercultural Competence and Pragmatics, 39–52. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44472-2_3.

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AbstractIn this chapter, I first provide background information on the modern foreign language teachers who completed the questionnaire on which the present study about intercultural competence and pragmatics is based. This includes details about their ages, gender identities, native languages, higher education background and L2 teaching experiences, as well as the modern foreign language(s) they were teaching and their teaching contexts. I then provide information on the online survey and its individual items. This is followed by information on the research procedure. The questionnaire that was used in the present study can be found in the Appendix of this chapter.
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Conference papers on the topic "Teaching methodology"

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Aksungul, Kdirbaeva. "TEACHING METHODOLOGY." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-42.

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Comprehending that teaching is not a process that any teacher can deal with easily, it is significant to utter that educators must have methods of teaching. Teachers along with methods use techniques and approaches. The most essential fact is that , technique and method are just a part of approach. Method and technique is the way how educator reaches to approach.
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Viamonte, Ana Júlia, Isabel P. Figueiredo, and Isabel M. Pinto. "TRADITIONAL METHODOLOGY AND TBL METHODOLOGY IN MATHEMATICS TEACHING." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1214.

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Yo‘ldosheva, Yulduz. "GRAPHOLOGICAL ANALYSIS METHODOLOGY." In TEACHING UZBEK LANGUAGE ABROAD: THEORY AND PRACTICE OF EDUCATION. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.2024.16.4/ptfs4248.

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This article will reveal the main features of writing that are necessary for graphologicalanalysis of handwriting. Determines the methodology. Handwriting is analyzed through examples, thereby defining the practical and theoretical importance of graphology.
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Cheng, X., and G. G. Schierle. "Architectural Detailing: A Teaching Methodology." In Architectural Engineering Conference (AEI) 2006. Reston, VA: American Society of Civil Engineers, 2006. http://dx.doi.org/10.1061/40798(190)51.

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"TEACHING METHODOLOGY OF INFORMATION SYSTEMS." In 4th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003954101790182.

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Armijo-Tortajada, Jose, Nereida Tarazona-Belenguer, and Jimena González-Del Río. "TYPOGRAPHY TEACHING EXPERIENCE AND METHODOLOGY." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0435.

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Benaya, Tamar, and Ela Zur. "TEACHING COMPUTER SCIENCE METHODOLOGY WORKSHOP." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0156.

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Bibutov, Narzullo, Azizjon Khojiev, and Zafar Asraev. "Methodology of teaching applied mechanics." In PROCEEDINGS OF THE II INTERNATIONAL SCIENTIFIC CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING AND DIGITAL EDUCATION: (ASEDU-II 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0118009.

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"Learning/teaching: Design, methodology, and assessme." In 2013 Fourth International Conference on E-Learning and E-Teaching (ICELET). IEEE, 2013. http://dx.doi.org/10.1109/icelet.2013.6681663.

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Liu, Huai, Fei-Ching Kuo, and Tsong Yueh Chen. "Teaching an End-User Testing Methodology." In 2010 23rd IEEE Conference on Software Engineering Education and Training. IEEE, 2010. http://dx.doi.org/10.1109/cseet.2010.28.

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Reports on the topic "Teaching methodology"

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Pylypenko, Olha S., Tetiana H. Kramarenko, and Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3898.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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Kramarenko, Tetiana H., Olha S. Pylypenko, and Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3753.

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.
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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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Chu, M. S. Y., M. W. Kozak, J. E. Campbell, and B. H. Thompson. A self-teaching curriculum for the NRC/SNL (Nuclear Regulatory Commission/Sandia National Laboratory) low-level waste performance assessment methodology. Office of Scientific and Technical Information (OSTI), January 1991. http://dx.doi.org/10.2172/6049453.

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Kramarenko, T. H., O. S. Pylypenko, and O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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Tavares, Marcelo de Barros, and Larissa Bortoluzzi Rigo. Metodologia aplicada: Apontamentos para a prática docente de Relações Públicas no contexto das organizações/Applied Methodology: notes of a Teaching Experience, the Teaching Practice of Public Relations in the context of Organizations. Revista Internacional de Relaciones Públicas, December 2017. http://dx.doi.org/10.5783/rirp-14-2017-05-63-82.

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Ruprah, Inder J., Diether Beuermann, Jennelle Thompson, and Emma Näslund-Hadley. The Pedagogy of Science and Environment: Experimental Evidence from Peru. Inter-American Development Bank, September 2012. http://dx.doi.org/10.18235/0012203.

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In today's knowledge-based societies, understanding basic scientific concepts and the capacity to structure and solve scientific questions is more critical than ever. Accordingly, in this paper we test an innovative methodology for teaching science and environment in public primary schools where traditional (teacher centred) teaching was replaced with student centred activities using LEGO kits. We document positive and significant improvements of 0.18 standard deviations in standardised test scores. Such positive results are mainly concentrated within boys that were located above the median of baseline academic performance.
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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