Relevant bibliographies by topics / Theoretical teaching

Contents

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

Academic literature on the topic 'Theoretical teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Theoretical teaching"

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Lauder, William. "Teaching theoretical nursing." Nurse Education Today 12, no. 1 (February 1992): 65–68. http://dx.doi.org/10.1016/0260-6917(92)90013-e.

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Richardson, Robin. "Teaching religion, teaching truth: theoretical and empirical perspectives." British Journal of Religious Education 35, no. 3 (September 2013): 354–56. http://dx.doi.org/10.1080/01416200.2013.817098.

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Williams, James L., Daniel G. Rodeheaver, and Raj Sethuraju. "Teaching Theoretical Criminology to Undergraduates." Teaching Sociology 23, no. 4 (October 1995): 407. http://dx.doi.org/10.2307/1319170.

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Ornstein, Allan C. "Theoretical Issues Related to Teaching." Education and Urban Society 22, no. 1 (November 1989): 95–104. http://dx.doi.org/10.1177/0013124589022001010.

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Ilaltdinova, E. Yu, and V. V. Kisova. "TEACHING TALENT AND TEACHING INTELLECT: THEORETICAL AND APPLIED APPROACHES DESIGN." Vestnik of Minin University 6, no. 4 (December 12, 2018): 9. http://dx.doi.org/10.26795/2307-1281-2018-6-4-9.

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Introduction: the article deals with current problems of teaching talent and teaching intelligence. A review of the main foreign psychological concepts of giftedness is presented (the concept of “intellectual threshold” is a triad concept of giftedness, a five-factor psychosocial model of giftedness, etc.), different approaches to understanding the structure of this phenomenon are analyzed. The theoretical concepts of giftedness of domestic researchers are discussed in the context of the psychology of intelligence and the psychology of creativity: the working concept of giftedness, the theory of intellectual giftedness, the dynamic theory of giftedness, etc.). The national concept of teaching talent of schoolchildren is analyzed from the point of view of the authors' understanding of the psychological content and dynamics of the development of teaching talent in the age aspect. Materials and methods: the main methods of the research are the analysis of the literature, formalization and modeling, psychological and pedagogical design of theoretical and applied approaches to the description of the phenomenons of teaching talent and teaching intelligence.Results: the author's understanding of teaching talent as a psychological prerequisite for the development of pedagogical abilities and teaching intelligence is proposed, its structure and content of its components are determined. The variable range of manifestations of universal structural components (creativity, activity, level of development of cognitive processes) and special structural components (pedagogical, communicative and organizational tendencies, artistry, speech abilities, empathy, interest in teaching activity) teaching talent are described. A brief overview of the key modern psychological theories of intelligence, including plural, emotional, creative, practical intelligence is given. Some domestic studies are analyzed, in particular the structural-dynamic theory of social intelligence. A teaching intelligence construct is introduced that meets the modern principles of scientific knowledge: inter-paradigm, the search for new generalizations based on the study of the history of the problem and the requirements of new approaches. The author's understanding of teaching intelligence as an integrative individual psychological personality characteristic is formulated. A five-factor structure of teaching intellect is presented, including cognitive intelligence, creative intelligence, practical intelligence, emotional and social intelligence.Discussion and Conclusions: the definition of theoretical and applied approaches to describing the phenomenons of teaching talent and teaching intelligence is the basis for developing the conceptual framework for identifying and accompanying pedagogically gifted youth. The prospect of the study is the development of instruments for diagnosing and monitoring the effectiveness of work on supporting pedagogically gifted young people at all stages of the life cycle of the teaching profession. The article is addressed to a wide range of specialists involved in the work of supporting gifted children and pedagogically gifted youth - schoolchildren, applicants, students and graduates of pedagogical universities.
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Mejia, Eileen. "Book Review: Teaching Religion, Teaching Truth: Theoretical and Empirical Perspectives." Journal of Education and Christian Belief 18, no. 1 (March 2014): 82–84. http://dx.doi.org/10.1177/205699711401800109.

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Morska, Liliya. "TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE: THEORETICAL BACKGROUND." АRS LINGUODIDACTICAE, no. 2 (2018): 12–18. http://dx.doi.org/10.17721/2663-0303.2018.2.02.

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Background. The goal of teaching a foreign language has always been the issue of debates in language teaching methodology. With emergence of Competence-based Approach the idea of teaching communicative competence became quite persuasive in this respect. Though, it can often be heard in teaching circles that language is culture and we should teach the language as part of culture. Therefore, witnessing the shifts in the goal of learning English as to enable learners to communicate their ideas and culture with not only native English speakers but also those of other cultures, the question of intercultural communication is inevitably indispensable in English language learning as far as students’ communicative competence development is of primary concern. Purpose. The purpose of the paper is to analyze the essential issues of the intercultural communicative competence structure and to define theoretical background for developing the didactic model of teaching this competence. Discussion. The article discusses theoretical background of pragmatic aspects of teaching intercultural com­municative competence to Ukrainian speaking students in ESP educational surrounding. The author presumes that the learners of English will be more likely to use the language for interaction with non-natives rather than the native speakers. A noteworthy fact is that intercultural communication training promotes expansion of worldviews, strengthens motivation for language learning, enhances intercultural communication skills, improves content of foreign language education etc. To enhance the potential of foreign language classes in terms of developing inter­cultural communicative competence, it is significant to encourage students into participation in the network-based international language learning projects aimed at developing collaboration with the students from a variety of cultures using the same foreign language. Results. It has been found out that the most effective activities for teaching intercultural communication are cultural assimilations, cultural capsules, mini-dramas, role-plays, social and cultural tasks, use of media, training, comparative and project technology. The assessment tools include tests, portfolios, observation, interviews, dia­ries, reports etc. They will help objectively identify the level of knowledge and skills as well as readiness for the intercultural interaction. Perspective for further studies is seen in the development of the model of teaching this competence to ESP students. The system of exercises to correlate with the model is to be developed as well.
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Fiet, James O. "The theoretical side of teaching entrepreneurship." Journal of Business Venturing 16, no. 1 (January 2001): 1–24. http://dx.doi.org/10.1016/s0883-9026(99)00041-5.

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Perminov, Y. A. "Theoretical Basics of Teaching Discrete Mathematics." Education and science journal, no. 3 (February 3, 2015): 25. http://dx.doi.org/10.17853/1994-5639-2012-3-25-34.

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Mills, Jamie D. "A Theoretical Framework for Teaching Statistics." Teaching Statistics 25, no. 2 (June 2003): 56–58. http://dx.doi.org/10.1111/1467-9639.00126.

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Dissertations / Theses on the topic "Theoretical teaching"

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GUIMARAES, CLAUDIO DE ASSUMPCAO. "THEORETICAL ELEMENTS ON LITERATURE TEACHING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10719@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
A presente dissertação de mestrado, Elementos teóricos para o ensino da literatura, tem por objetivo uma compreensão do fenômeno literário que transcende a sua configuração textual, em vista de uma atualização do ensino da literatura em escolas de Nível Médio. Para alcançar este fim, a pesquisa analisa ferramentas teóricas desenvolvidas pela Estética da Recepção e pela chamada Ciência Empírica da Literatura, avaliando a oportunidade de transferir os seus modelos para o espaço escolar, como estratégia pedagógica inovadora capaz de revigorar o próprio ensino. Neste sentido, a dissertação pretende oferecer caminhos de mediação entre uma tradição ainda vigente e propostas de renovação no campo da didática com respeito ao fenômeno literário e suas formas de historiografia.
The present M.A. thesis, Theoretical elements on literature teaching, aims at understanding the literary phenomenon which transcends its textual configuration. It keeps in sight the update of literature teaching in high school (medium level). In order to achieve such goal, this research analyses theoretical tools developed by the Reception Aesthetics and the so called Empiric Science of Literature. It evaluates the opportunity of transferring those models to the space of the school, as an innovative pedagogical strategy capable of renewing the act of teaching. In such sense, this thesis intends to offer ways to deal with a still present tradition and the renewal proposals in the field of didactics concerning the literary phenomenon and its historiography.
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Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.

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Burrell, Andrew Vincent. "Primary teachers' theoretical orientations towards the teaching of literacy." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020396/.

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This thesis examines teachers' beliefs or orientations in relation to literacy teaching. Two studies are presented. The first is a small-scale, in-depth study which examines Reception teachers' beliefs of how children learn to read and how these relate to classroom practice. Furthermore, it examines the relationship between academic theories of how children learn to read, including instructional practices, and teachers' own beliefs. While recognising the debate which has characterised the teaching of reading in polemic terms, the author argues that teachers' beliefs have largely been neglected within this debate. An attempt is made to discover whether this dichotomy applies to teachers' own beliefs and their practice. Researchers studying teacher cognition acknowledge difficulties in eliciting beliefs. In the present study due consideration was given to validity and reliability issues. A triangulation of methods including a Statement Sorting Task, classroom observation and assessment of children was employed to address weaknesses identified in previous research. Whilst it was possible to identify the existence of some shared beliefs between teachers who agree with certain propositions pertaining to a particular theoretical position, none of the classrooms observed typified practice that could be considered exclusive to one theoretical orientation. Nevertheless, in some classrooms practice reflecting one theoretical stance predominated. Some cases of 'mismatches' between teachers' elicited beliefs and their observed practice were also found to exist. The Statement Sorting Task was also used in the second study. This examined 10 Reception and 12 Y5 teachers' beliefs in relation to the National Literacy Strategy (NLS). The findings suggest teachers' views are in line with the content of the NLS in some respects. However they are much less in favour of the pedagogy which the NLS propounds. Reception teachers in particular did not find any of the statements about the NLS pedagogy came close to their views. By contrast, Y5 teachers' views were more in line with statements about NLS pedagogy. Response patterns suggest that, after almost a year's experience of the NLS, primary teachers show a degree of acceptance towards its content, but not to its pedagogy.
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Cushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.

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Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.
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Chan, Yip-cheung, and 陳葉祥. "Experimental-theoretical interplay in dynamic geometry environments." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41633921.

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Taebi, Shala. "Theoretical foundations of media education : a critical analysis." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31143.

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The primary purpose of this study is the exploration of the theoretical and critical framework of media education. The major paradigms used as rationale for the study of media embody views of media as agents of cultural decline that stress discriminating against the media; media as popular arts, stressing discriminating within the media; media as agents of communication, featuring the behavioral models of media studies; studying the media as representational or symbolic systems; and an exploration of the interaction between the self and the media and the question of whether and how media empower or oppress. Developments in the fields of structuralism, semiotics, theories of ideology and the social context of media production are discussed as the contributing factors to a view of media as representational systems. The study is concluded with a discussion of the significance of the context of meaning and a brief discussion of the educational implications of the field of cultural studies.
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Troyer, Marilyn Beachy. "The effects of reflective teaching and a supplemental theoretical component on preservice teachers' reflectivity in analyzing classroom teaching situations." Connect to resource, 1988. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261416041.

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Bronkhorst, Joseph Victor. "Work-integrated learning in Civil Engineering: an activity theoretical study." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1979.

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THESIS submitted in fulfilment of the degree DOCTOR OF EDUCATION in the Faculty of Education and Social Sciences Cape Peninsula University of Technology 2013
The aim of this research is to present recommendations for knowledge and practice relations between Further Education and Training (FET) colleges and Civil Engineering (CE) workplaces, and to present a work-integrated learning (WIL) model that could assist with the preparation of CE students for the workplace. Recently, FET colleges have been under the spotlight in terms of student preparedness for the CE workplace. Many questions have been posed by students studying at FET colleges and by CE workplace supervisors in respect of whether the current CE curriculum adequately prepares students for the workplace, or whether the curriculum has become obsolete in terms of knowledge and practice relations. The CE industry is of the opinion that students are insufficiently prepared in terms of skills and knowledge. In the light of this uncertainty, I researched the learning taking place at FET colleges and CE workplaces. I examined similarities and differences in the learning environment of the students. The research provides a theoretical overview of Activity Theory (AT) and its principle of contradictions. The lens of AT and its contradictions provide a versatile tool to enquire into various aspects of WIL, taking into account individual and institutional perspectives, as well as changes over time. Activity Theory and its principle of contradictions provide insights into how transformation may occur within Activity Systems (ASs) in a CE context. The study was conducted over a number of years with participants from three ASs, namely, the classroom, workshop/college yard and workplace. During the research, this study proposed a conceptual framework, rooted in AT, and substantiated by empirical evidence, for describing and analysing the learning taking place in the FET college sector and within the CE workplace environment. The analysis focuses on the perceptions of learning taking place in the ASs. Results reveal a knowledge and practice divide, mediated by AS elements of mediating artefacts, object, subject, division of labour, community and rules. Through a particular focus on the contradictions of the elements of an AS which occur, the objective for this study was to determine ‘knowledge and practice relations’. The components of knowledge and practice are extremely isolated, and by bringing the argument and the empirical findings together, the findings propose:  Links between knowledge(‘the classroom’) and practice(‘the workplace’) The surfacing of the disconnect between knowledge and practice between the FET college sector and the CE workplace supports the idea of establishing links between these two sectors. This collaboration could be the turning point in better preparing students for the workplace.  Policy formulation and implementation The need for policy review to enhance the integration of knowledge and practice relations in the sector has become apparent. Colleges are expected to undergo a radical transformation and to make major contributions to policy. However, these institutions are new and fragile, and are based on historically weak predecessors. Much of the reform process is oblivious of the connections between college and workplace. The research has established that both CE industries and FET colleges should ensure that they increase their involvement with and participation in the provision of adequately preparing students for the workplace in the Western Cape Province.
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Bettiens, Rosanne, and n/a. "Clinical outcomes of theoretical teaching of the nursing process in a tertiary programme." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061110.094014.

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Problem: While the educational preparation of students in a tertiary nursing programme was the general focus of the study, the specific concern was with the degree to which students in the first and third year of the programme implemented all aspects of the nursing process in their delivery of patient care. The study developed out of a need to evaluate the effectiveness of theoretical teaching in regard to the students' ability to implement theoretical principles in clinical practice. The desired outcome of the study is that the data will be useful in developing more appropriate and effective teaching approaches that will result in improved clinical nursing practice. Methodology A survey of patients receiving nursing care from students in the first and third year of their programme was conducted on completion of a one week block of clinical experience for both groups of students. A questionnaire was the instrument of data collection. Factors included in the study were the patients' perceptions of the students' attention to four of the five phases of the nursing process: assessment, diagnosis, planning and evaluation. Questions addressing the degree of patient involvement in all of these phases were included throughout the questionnaire. Questionnaires were returned from twenty nine of the thirty one patients surveyed in the first year student group and from thirty of the thirty one patients surveyed in the third year student group; constituting a 93.5 percent and a 96.7 percent response respectively. Results The scores achieved by each group of students were compared against scores determined by the researcher to indicate realistic educational and professional standards of practice in each specified section and comparisons were also made between the two students groups to identify development of practice over the education programme. Scores indicated that: 1. Within each section of the study both student groups scored below the expected level on certain items, the most notable deficiencies being related to the aspects of patient empowerment through informing and involving. 2. The third year student group scored overall higher than the first year students in regard to attention to the more 'technical' aspects of the nursing process, but did not give the same degree of attention to the 'human' aspects, scoring equal to, or lower than their less experienced colleagues. Conclusions: 1. There are apparent philosophical differences between the graduates of the 'old style' training system and those involved in the tertiary nursing programme in regard to the individualization of patient care and the allocation of priorities within a time frame. 2. Clinical application of theoretical principles relies heavily on the reinforcement of these principles by the clinical teacher/supervisor. There is a need for these clinical supervisors to have: (a) a better understanding of the educational objectives for students in the clinical settings, and (b) assistance towards developing teaching/organizational strategies that will guide the student towards objective attainment when such abilities are not developed. Recommendations: Among the recommendations presented were: 1. that the nursing discipline within the university make formal and informal opportunities to inform all clinicians of the changes in nursing education and the implications these changes have on the overall approach to the delivery of patient care. 2. that there is an increased emphasis on the educational preparation of the clinical supervisors and that their commitment to the students' achievement of the clinical objectives is enhanced through involvement in programme planning and evaluation.
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Henderson, Fiona P. "Evaluating computer-based teaching and learning situations : theoretical approaches to TILT-E's work." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/6139/.

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A methodology and a framework for evaluating computer-based learning was produced by the TLTP Teaching with Independent Learning Technologies (TILT) Project's dedicated Evaluation Group, known as TILT-E, of which the author was a member. TILT-E's evaluation work was a result of over twenty evaluation case studies conducted by the group from 1993 to 1998, the majority of which were performed during 1994 and 1995. The TILT-E studies can be viewed as examples of good practice in the evaluation of a range of computer-based teaching situations. While TILT-E's method and measures provide a useful framework for evaluating computer-based learning they did not fully exploit the strengths and history of the theoretical approaches underpinning the TILT-E work. In fact, research traditions are seldom mentioned in the TILT-E literature yet are central not only to understanding the value of the TILT-E work, but also to assisting future research in the search for a model of the computer-based teaching and learning situation. By examining the evolution of the TILT-E methodologies through three of the first TILT-E studies, referred to in this thesis as the Pilot Studies, and then assessing several later case studies much is learnt about the need for a pluralist approach to evaluation in the computer-based teaching and learning context. While TILT-E advocates the use of different methods, the group failed to justify this approach and to recommend when and why such a mix would be appropriate. This thesis aims to rectify this imbalance through the detailed examination of eight evaluation episodes covering three different computer-based teaching and learning situations, all of which had been carried out by the author. Firstly, the Fast Frac case study is considered, which involved evaluating the replacement of a lecture with the Fast Frac software. The Fast Frac study consisted of three evaluation episodes over a period of four years. The study found that the package could replace the lecture, and noted not only that a comparative design does not necessarily constrain the researcher to empirical methods alone, but also that such an approach need not disadvantage the students in either the control or the experimental groups.
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Books on the topic "Theoretical teaching"

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Astley, Jeff. Teaching religion, teaching truth: Theoretical and empirical perspectives. Oxford: P. Lang, 2012.

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Black, H. D. Learning, teaching and assessment: A theoretical overview. Edinburgh: Scottish Council for Research in Education, 1990.

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Jewish studies: A theoretical introduction. New Brunswick, N.J: Rutgers University Press, 2011.

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The communicative approach to language teaching: Theoretical limits. New Delhi: Reliance Pub. House, 1989.

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Islam, Mazharul. The theoretical study of folklore. Dhaka: Bangla Academy, 1998.

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Tort-Moloney, Danièle. Teacher autonomy: A Vygotskian theoretical framework. Dublin: Centre for Language and Communication Studies, T.C.D., 1997.

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Bush, Andrew. Jewish studies: A theoretical introduction. New Brunswick, N.J: Rutgers University Press, 2011.

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Teaching Developmental Reading: Historical, Theoretical, and Practical Background Readings. Boston: Bedford/St. Martin's, 2014.

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Successful science and engineering teaching: Theoretical and learning perspectives. [London?]: Springer, 2008.

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Psychoanalysis: Clinical and theoretical. Madison, Conn: International Unversities Press, 1999.

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Book chapters on the topic "Theoretical teaching"

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Mo, Xinyu. "Theoretical Beliefs." In Teaching Reading and Teacher Beliefs, 65–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47170-5_4.

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García-Honrado, Itziar. "Theoretical and Experimental Teaching." In Accuracy and Fuzziness. A Life in Science and Politics, 319–29. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18606-1_31.

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Lange, Sarah. "Theoretical Background." In Achieving Teaching Quality in Sub-Saharan Africa, 27–64. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-14683-2_2.

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Hall, Graham. "Theoretical insights for a Postmethod era." In Exploring English Language Teaching, 117–36. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Introductions to Applied Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315193380-6.

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Csizér, Kata. "A Summary of Theoretical Considerations." In Second Language Learning and Teaching, 7–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-64462-8_2.

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Mertens, Donna M. "Introduction: Practical and Theoretical Framework." In Creative Ideas For Teaching Evaluation, 1–5. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-015-7829-5_1.

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Mesibov, Gary B., Victoria Shea, Eric Schopler, Lynn Adams, Elif Merkler, Sloane Burgess, Matt Mosconi, S. Michael Chapman, Christine Tanner, and Mary E. Van Bourgondien. "The Theoretical Context of Structured Teaching." In The Teacch Approach to Autism Spectrum Disorders, 51–55. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-306-48647-0_5.

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Leighton, Ralph, and Laila Nielsen. "Theoretical Position, Purpose and Motivation." In The Citizen in Teaching and Education, 3–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38415-9_1.

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Trendak, Olga. "Language Learning Strategies: A Theoretical Backdrop." In Second Language Learning and Teaching, 29–63. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12433-9_2.

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Pawlak, Mirosław, Joanna Zawodniak, and Mariusz Kruk. "Approaching Boredom from a Theoretical Angle." In Second Language Learning and Teaching, 1–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50769-5_1.

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Conference papers on the topic "Theoretical teaching"

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Slodynytska, Yu. "THEORETICAL ASPECTS OF TEACHING GRAMMAR." In RICERCHE SCIENTIFICHE E METODI DELLA LORO REALIZZAZIONE: ESPERIENZA MONDIALE E REALTÀ DOMESTICHE. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-14.05.2021.v2.15.

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Redfors, Andreas. "REALITY – THEORETICAL MODELS – MATHEMATICS IN PHYSICS TEACHING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2890.

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Mamontova, N. Yu. "DIGITAL TRANSFORMATION OF UNIVERSITY FOREIGN LANGUAGE TEACHING." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.47-61.

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The general issues of digital education are considered; the methodical aspects of distant education are actualized as well as pedagogical organization of the learning process; the educational project of foreign language study which is related to on-line and off-line learning forms is implemented in the educational process; creative tasks to develop communicative and digital learners' competences are used and described; the definition of «a learner's digital education» is supplemented; the characteristics of different level students are generalized according to the teaching experience of «generation Z» and masters.
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Khromchenko, Olena, and Ilona Shutilo. "APPROACHES AND METHODS IN LANGUAGE TEACHING." In THEORETICAL AND EMPIRICAL SCIENTIFIC RESEARCH: CONCEPT AND TRENDS. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-28.05.2021.v2.05.

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Mamontova, N. Yu. "METHODICAL EXPLANATION OF THE IMPLEMENTATION OF THE MULTIPLE INTELLIGENCE THEORY IN TEACHING FOREIGN LANGUAGES AT UNIVERSITY." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.62-80.

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The article considers the methodological aspects of teaching foreign languages at university; the possibility of applying the theory of multiple intelligence to foreign language teaching is studied; the concept of the case-project as a method of teaching is defined which combined case study method and project method; methods of organizing research activity of students through the technique of team work for development and introduction in educational process the idea of development of added multiple intelligences are implemented; a questionnaire to define the dominant types of intelligences is developed and tested; psychological-didactic, organizational-methodical and evaluative-reflexive features of the use of the implemented theory in teaching foreign languages are analyzed.
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Maksimovic, Jelena, and Jelena Osmanović Zajić. "PREVENTION OF SCHOOL FAILURE IN CONTEMPORARY TEACHING: A THEORETICAL AND PRACTICAL APPROACH." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.47m.

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Through theoretical analysis of school failure factors and empirical examination, in a comprehensive and interdisciplinary way, we tried to explore this complex problem that is constantly present in the teaching process, and at the same time point out the importance of systematic work on its prevention. The context of the research problem is empirical and refers to the examination of the main factors of school failure. Students’ self-reflections on: 1. family relations, 2. curricula, 3. motivation for learning and 4. teaching methods and contents as possible factors of school failure were examined. Specific hypotheses set in the research refer to the existence of statistically significant correlation of students’ self-reflections on school failure factors with set independent research variables: grade students (p < 0.05) and school success (p < 0.05). Survey research method with scaling technique was used in the research. The research included 235 primary school students in the territory of southern Serbia, in the 2019 school year. The results show that the factor analysis from the Likert-type assessment scale constructed for the needs of the research, highlights 4 factors important for the research of school failure: family, curriculum, motivation, teaching methods and contents. The process of factor analysis extracted the main factors of school failure, which were brought into a correlative relationship at the level of statistical significance with students’ self-reflections. The results of the research indicate the theoretical and practical significance of the problem of school failure, thus representing a good starting point and incentive for further research work.
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Yu, Haibin. "Theoretical Basis of Situational Teaching Method and Its Application in Chinese Teaching." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.315.

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Mitrović, Aleksandar. "VIRTUAL ART MUSEUM AS EDUCATIONAL CONTENT ICT IN TEACHING FINE ARTS (THEORETICAL ASPECT)." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.417m.

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The educational goal of teaching fine arts is to adopt visual literacy and visual expressiveness. Learning by means of information and communication technologies (ICT) involves the use of digital devices for the effective and creative extension of knowledge. The production of electronic educational materials is increasing daily, and thanks to the Internet, it is available on almost all ICT devices. In this paper virtual museums are presented as educational contents of ICT in the teaching of fine arts, as well as their method of application in teaching. The contents presented by virtual museums provide an interactive and non- interactive method of learning and exploration. The interactive educational content of virtual museums is often in the form of educational applications or websites that can be found on ICT and have well-intended educational goals. The contemporary approach and use of ICT in the teaching of fine arts provides new learning opportunities that focus on the aesthetic experience and theoretical aspect of visual content. Given that it takes less time to adopt pictorial content than to adopt verbal content, today’s approach to fine arts education involves the use of ICT.
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He, Bing, and Maohua Sun. "The Theoretical Basis of Cooperative -Autonomous Teaching Model." In 2017 3rd International Conference on Humanities and Social Science Research (ICHSSR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ichssr-17.2017.9.

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Kawash, Jalal, and Levi Meston. "Challenges with Teaching and Learning Theoretical Query Languages." In 12th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009471103820389.

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