Littérature scientifique sur le sujet « Pedagogia clinica »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Sommaire
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Pedagogia clinica ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Pedagogia clinica"
Cipolli, Carlo, et Pio Enrico Ricci Bitti. « La nascita e lo sviluppo della Psicologia nell'Università ; di Bologna dal 1950 ». RICERCHE DI PSICOLOGIA, no 2 (octobre 2021) : 61–84. http://dx.doi.org/10.3280/rip2021oa12597.
Texte intégralDe Farias, Teresa Mara Pontes, et Regina Marques De Souza Oliveira. « Les émotions n’ont pas de frontière : la compétence culturelle dans les soins solidaires ». Odeere (UESB), no 4 (31 décembre 2017) : 179. http://dx.doi.org/10.22481/odeere.v0i4.2360.
Texte intégralCipolli, Carlo, Vincenzo Natale, Pio Enrico Ricci Bitti et Nicolino Rossi. « Le radici del Dipartimento di Psicologia "Renzo Canestrari" : documenti per una memoria collettiva ». RICERCHE DI PSICOLOGIA, no 2 (octobre 2021) : 9–13. http://dx.doi.org/10.3280/rip2021oa12568.
Texte intégralPutra, Kuswantoro Rusca, Alfrina Hany et Rustiana Tasya Ariningpraja. « The Effect of Clinical Learning Environment on Nursing Student Satisfaction in East Java Province ». INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 6, no 1 (23 septembre 2020) : 64. http://dx.doi.org/10.24990/injec.v6i1.393.
Texte intégralVatskel, Elizaveta A., et Veronica A. Denishenko. « Peculiarities of forming pedagogic position in resident physicians ». Vestnik of Kostroma State University. Series : Pedagogy. Psychology. Sociokinetics 27, no 4 (20 avril 2022) : 276–83. http://dx.doi.org/10.34216/2073-1426-2021-27-4-276-283.
Texte intégralMaimunah, Ariani, et Rohiat Rohiat. « HUBUNGAN SUPERVISI KLINIS DAN KOMPETENSI PEDAGOGIK GURU DENGAN KINERJA GURU ». Manajer Pendidikan : Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana 13, no 2 (27 novembre 2019) : 133–40. http://dx.doi.org/10.33369/mapen.v13i2.9666.
Texte intégralSurdo, E. S., V. G. Galonsky, N. V. Tarasova et A. V. Gradoboev. « The “Brainstorming” method in teaching the “Prevention and public dental health” discipline at a medical school exemplified by development of “dental health” lessons for children with sensory deprivation of vision ». Stomatology for All / International Dental review, no 2019 3 (88) (septembre 2019) : 52–59. http://dx.doi.org/10.35556/idr-2019-3(88)52-59.
Texte intégralStone, D. H. « The clinico-epidemiological conference : a proposed new pedagogic tool for the integration of epidemiology and clinical practice ». Journal of Public Health 36, no 1 (4 septembre 2013) : 178. http://dx.doi.org/10.1093/pubmed/fdt094.
Texte intégralGorbul', Yuliya Aleksandrovna, et Larisa Anatol'evna Yur'eva. « SERVICE-LEARNING AS A TECHNOLOGY OF PROFESSIONAL LEGAL TRAINING ON THE BASIS OF HIGHER SCHOOL JURIDICAL CLINICS ». Pedagogy. Issues of Theory and Practice, no 4 (décembre 2019) : 145–51. http://dx.doi.org/10.30853/pedagogy.2019.4.26.
Texte intégralBuoso, Giane de Souza, Ercília Maria Angeli Teixeira de Paula, Marcos Antonio dos Santos et Lucas Tagliari da Silva. « A DISCUSSÃO SOBRE INCLUSÃO PARA PESSOAS COM DEFICIÊNCIAS NA PERSPECTIVA DA EDUCAÇÃO SOCIAL, PEDAGOGIA SOCIAL E EDUCAÇÃO NÃO FORMAL : UMA REVISÃO DE LITERATURA ». Olhar de Professor 19, no 1 (21 février 2019) : 107–21. http://dx.doi.org/10.5212/olharprofr.v.19.12098.
Texte intégralThèses sur le sujet "Pedagogia clinica"
PALMA, MANUELA LAURA. « Il soggetto e la pratica. Tematizzazione di un implicito della clinica della formazione ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/14338.
Texte intégralSARTORI, DANIELE. « Genesi e sviluppo della clinica della formazione : il pensiero di Riccardo Massa tra riflessione e sociomaterialismo ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/47430.
Texte intégralLUCCHESINI, FEDERICA. « Immagini del cambiamento : una ricerca-formazione sulle immagini della preadolescenza nella sua scuola ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2015. http://hdl.handle.net/10281/77217.
Texte intégralHOLZKNECHT, ORNELLA. « Dalla scrittura autobiografica alla scrittura di introspezione : la prospettiva clinica della scrittura di se' nei linguaggi della cura ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/30153.
Texte intégralFlorio, Eleonora (ORCID:0000-0002-2020-329X). « The operationalization of Adultcentrism and Black Pedagogy constructs to promote personal well-being in adult-child relationship : A first application in the context of teacher-student relationship and increase of Specific Learning Disorder diagnoses ». Doctoral thesis, Università degli studi di Bergamo, 2019. http://hdl.handle.net/10446/128556.
Texte intégralRAMPOLDI, GIULIA. « DIDATTICA INNOVATIVA E PERCEZIONE DEI DOCENTI : IL COLT PROJECT NELLE SCUOLE DI MEDICINA ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/305232.
Texte intégralIn the era of technological development, globalization and increasingly interdisciplinary work contexts, it becomes important, if not necessary, to recover and deepen those educational models that make relationships the centre of the learning process in order to train students who are able to give a sense of the tools acquired rather than being passive agents. Considering this need, this paper intends to focus on the innovation of university education in the context of Italian medical education. In order to accompany readers in the progressive approach to this theme, the articulation of the chapters proceeds from the general to the particular. Readers will begin their journey with the discovery of new learning theories associated with innovative teaching methods, to then meet the specifics of the new university education influenced by these innovations and finally the specific world of university medical education. After acquiring a knowledge of the innovative context within which the new university training in the medical context is moving, readers will be able to consult two research studies carried out within this practical-theoretical panorama. Research is presented following the structure of scientific articles. In light of the relevant literature, the objectives of the first study are: 1) to translate, adapt and validate the Conceptions of Learning and Teaching (COLT) in Italian so that it can become a tool for promoting and monitoring the implementation of a more student-centered approach in the Italian universities and 2) to acquire a first representation of the state of the art of the teaching attitude of the teachers of different Italian universities so as to be able to eventually implement specific training courses aimed at teachers. The first study shows that: 1) the Italian version of the questionnaire (COLT-IT) is composed of two sub-scales (Teacher Centredness and Appreciation of Active Leraning) each of 5 items and 2) the teachers of the Italian medical schools show more student-centered rather than teacher-centered approach. In direct continuity with the first study, the second research aims to 1) evaluate the patient-centeredness of teachers from different Italian medical schools and the presence of any gender differences and 2) the quantitative statistical relationship between teachers' conceptions on learning / teaching (student-centered or teacher-centered) and their aptitude to be patient-centered or doctor-centered so as to acquire information about the variables that could support the development of medical students’ patient-centeredness. The second study reveals 1) gender differences in teachers' patient centeredness, 2) a negative association between teacher-centeredness and the Caring and Sharing scales, and 3) a positive association between student-centeredness and the Caring scale. In conclusion, this thesis allows to provide further scientific evidence to support the effort in the promotion and implementation of student-centered teaching in Italian medical schools.
TREVISANELLO, FEDERICA. « Una seconda "chance" in età adulta. Prospettive formative ed esistenziali tra lifelong learning e cura di sé ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/14339.
Texte intégralFonte, Valentina <1976>. « Una metodologia d'intervento olistico per il recupero delle dislessie in età evolutiva : esperienza sonoro-musicale e linguistica creativa quale approccio educativo-didattico integrato ». Doctoral thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4607.
Texte intégralThis project refers to various research areas, from special education to neuroscience and language education. It starts from a real and positive experience and develops into an “holistic” approach to the recovery of basic skills in developmental dyslexia. This goal is achieved by creative linguistic exercises and musical experiences, where the action of sound frequencies can stimulate the perceptual-cognitive system, activating at the same time self-regulation mechanisms by resonance. Design. The effectiveness of music is initially investigated on 4 “normal” subjects, then on a panel of 5 subjects with disphonetic and mixed dyslexia. The investigation is carried on by measuring the evolution of the main parameters of physical and mental wellbeing and the hemispheric coherence brain values. The collected data and the case study of a teenager with dyslexia, through a 2 years’ follow-up, are used to define a model of learning activities and operational guidelines. The effects of these guidelines are investigated on other 4 cases chosen in a secondary school (“embedded case study”), with reference to the implementation of reading and writing skills and the development of self-concept across pre-, during -and post –test: words and non-words lists with and without crowding effect, MT evidence of textual understanding, multidimensional self-esteem assessment test and analysis of textual production by the software “Èulogos”. Results. Analysis of empirical evidence shows the effectiveness of the used strategies to reveal the actual improvements of literacy skills, expressive capability, socio- emotional and motivational dimensions, praxia and space-temporal integration of the studied cases. This suggests the possibility of the transferability of the adopted multimodal approach.
Cao-Nguyen, Vannee Thi. « Empathy is not enough clinical pedagogies in mental health counseling / ». [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000094.
Texte intégralAndersson, Frida, et Olivia Karlsson. « Nationella bedömningsstödet i läsutveckling för årskurs 1 : Ett värdefullt verktyg för pedagoger ? » Thesis, Umeå universitet, Logopedi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159706.
Texte intégralLivres sur le sujet "Pedagogia clinica"
Pesci, Guido. Gonnelli-Cioni : Antesignano della pedagogia clinica in Italia. Roma : Edizioni scientifiche Magi, 1999.
Trouver le texte intégralSaccà, Massimo. L' approccio clinico in pedagogia : Prospettive e temi di ricerca per la clinica della formazione familiare. Roma, Italia : Goliardiche, 1998.
Trouver le texte intégralJankowiak, Barbara. Socjoterapia jako forma pomocy psychologiczno-pedagogicznej : Teoria i praktyka = Sociotherapy as a form of psychological and pedagogical assistance : theory and practice. Poznań : Wydawnictwo Naukowe UAM, 2013.
Trouver le texte intégralPlaksina, Lyubov', Liliya Druzhinina et Larisa Osipova. Inclusive education of children with disabilities psychological and pedagogical support of preschool children with visual impairments. ru : INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1045009.
Texte intégralLohaus, Arnold. Stressbewa ltigung fu r Kinder und Jugendliche. Berlin, Heidelberg : Springer Medizin Verlag Heidelberg, 2007.
Trouver le texte intégralShashkina, Gul'nara, Viktoriya Agaeva, Elena Krasnoperova, Ol'ga Pokrovskaya, Tat'yana Terent'eva et Tat'yana Uvarova. Diagnosis and correction of phonetic and phonemic underdevelopment in preschoolers. ru : INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1679988.
Texte intégralBizyuk, Aleksandr. Fundamentals of abnormal psychology. ru : INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/974663.
Texte intégralCharon, Rita, Sayantani DasGupta, Nellie Hermann, Craig Irvine, Eric R. Marcus, Edgar Rivera Colsn, Danielle Spencer et Maura Spiegel. The Principles and Practice of Narrative Medicine. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.001.0001.
Texte intégralPreocupări contemporane ale ştiinţelor socio-umane : Materialele Conferinţei Internaţionale, Chişinău, 1-2 oct. 2009. Chişinău, Republica Moldova : Universitatea Liberă Internaţională din Moldova, Institutul de Formare şi Cercetare Socială, 2010.
Trouver le texte intégralBoudreau, J. Donald, Eric J. Cassell et Abraham Fuks. Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0013.
Texte intégralChapitres de livres sur le sujet "Pedagogia clinica"
Dieckmann, Peter, et Charlotte Ringsted. « Pedagogy in Simulation-Based Training in Healthcare ». Dans Essential Simulation in Clinical Education, 43–58. Oxford, UK : John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118748039.ch4.
Texte intégralO'Shaughnessy, Tiffany, et Nicholas Ladany. « LGBTQ-affirmative training in clinical settings. » Dans Teaching LGBTQ psychology : Queering innovative pedagogy and practice., 165–80. Washington : American Psychological Association, 2017. http://dx.doi.org/10.1037/0000015-009.
Texte intégralDrew, Marion, et Kathleen Stoop. « Designing Think Trails : Using the Multiliteracies Pedagogy to Reshape Academic Knowledge into Clinical Competence ». Dans A Pedagogy of Multiliteracies, 115–26. London : Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137539724_6.
Texte intégralBlezza, Franco. « Clinical Method in Professional Pedagogy and in Social Sciences ». Dans Recent Trends in Social Systems : Quantitative Theories and Quantitative Models, 387–97. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40585-8_34.
Texte intégralLapa, Fernanda, et Horácio Rodrigues. « Clinical Legal Education in Brazil : Insights from Paulo Freire's pedagogy ». Dans Thinking About Clinical Legal Education, 69–85. London : Routledge, 2021. http://dx.doi.org/10.4324/9780429299247-4.
Texte intégralWillenbrink-Conte, Joy. « Nurturing Learning Through the Pre-clinical Music Therapy Supervision Relationship ». Dans Diverse Pedagogical Approaches to Experiential Learning, Volume II, 153–70. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83688-7_11.
Texte intégralSrichaiyarat, Panarairat, Lisa Radtke Bliss et Withoon Taloodkum. « Clinical Legal Education in Thailand : A Pedagogy Whose Time Has Come ». Dans Clinical Legal Education in Asia, 159–75. New York : Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137517531_9.
Texte intégralCopeland, Susan R., et Megan M. Griffin. « Special education curriculum and pedagogy. » Dans APA handbook of intellectual and developmental disabilities : Clinical and educational implications : Prevention, intervention, and treatment (Vol. 2)., 103–29. Washington : American Psychological Association, 2021. http://dx.doi.org/10.1037/0000195-005.
Texte intégralKarlsaune, Hanne, Therese Antonsen et Gørill Haugan. « Simulation : A Historical and Pedagogical Perspective ». Dans How Can we Use Simulation to Improve Competencies in Nursing ?, 1–11. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_1.
Texte intégralIrvine, Taylor J., Adriana C. Labarta et Danna Demezier. « Examining Multicultural Pedagogy in Counselor Programs : Recommendations for Enhanced Clinical Competency ». Dans Developing Anti-Racist Practices in the Helping Professions : Inclusive Theory, Pedagogy, and Application, 225–50. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95451-2_12.
Texte intégralActes de conférences sur le sujet "Pedagogia clinica"
Meinhold, Waiman, Evan Kaplan, Jun Ueda, Takayuki Mori et Shin-ichi Izumi. « An Instrumented Medical Hammer With Diagnostic, Therapeutic and Pedagogical Applications ». Dans ASME 2017 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dscc2017-5145.
Texte intégralBakmaganbetova, Bakhytgul N., et Zhanar A. Erzholova. « Supervision of specialists of the psychological, medical and pedagogical commission as the main tool for the development of professional competencies ». Dans Специальное образование : методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-306-310.
Texte intégralGalbusera, Barbara. « Person with Schizophrenia and Negative Symptoms in COVID-19 Era : A New Evolution for Treatments and Economy ». Dans 8th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/eraz.2022.325.
Texte intégralCraciun, Dana. « EDUCATIONAL TRENDS IN MEDICINE : COLLABORATIVE TECHNOLOGIES AND PEDAGOGICAL MODELS ». Dans eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-164.
Texte intégralShevkova, Svetlana A. « Clinical, psychological and pedagogical study of a child with special educational needs of preschool age in the framework of "team counseling» ». Dans Особый ребенок : Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-220-225.
Texte intégralJanis, Sonia. « Making Learning Visible : Shaping Teacher Candidates' Pedagogical Judgement in Clinical Practice ». Dans 2021 AERA Annual Meeting. Washington DC : AERA, 2021. http://dx.doi.org/10.3102/1683177.
Texte intégralAchyar, Novriyanti, Rusdinal Rusdinal, Nurhizrah Gistituati et Khairudin Khairudin. « Health Education Teachers Pedagogic and Personality Competencies in Guiding Practical Clinical Training of Nursing Students ». Dans Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.31.
Texte intégralHillaire, Garron, Rick Waldron, Joshua Littenberg-Tobias, Meredith Thompson, Sara O'Brien, G. R. Marvez et Justin Reich. « Digital Clinical Simulation Suite : Specifications and Architecture for Simulation-Based Pedagogy at Scale ». Dans L@S '22 : Ninth (2022) ACM Conference on Learning @ Scale. New York, NY, USA : ACM, 2022. http://dx.doi.org/10.1145/3491140.3528276.
Texte intégralCalduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca et José Luís Medina. « University classroom interactive situation microanalysis : cognitive attunement and pedagogical interpretation ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.
Texte intégralSmith-Bonahue, Tina. « Using Diverse Data Sources to Evaluate Pedagogy and Clinical Practice in an Educator Preparation Program ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1580247.
Texte intégralRapports d'organisations sur le sujet "Pedagogia clinica"
Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova et Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4413.
Texte intégralLavadenz, Magaly, Jongyeon Ee, Elvira Armas et Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.
Texte intégral