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Littérature scientifique sur le sujet « PEDAGOGICAL STUDY »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 10 mars 2023

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Articles de revues sur le sujet "PEDAGOGICAL STUDY"

Jacobs, Suzie, Lad Tobin, Thomas Newkirk, Patricia A. Sullivan, Donna J. Qualley, Sherrie L. Gradin et Xiao-Ming Li. « Reflections on Pedagogical Study ». College English 59, n^o 4 (avril 1997) : 461. http://dx.doi.org/10.2307/378847.

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Kislyakov, Pavel Aleksandrovich. « PSYCHO-PEDAGOGICAL FOUNDATIONS OF THE STUDY OF PEDAGOGICAL SYSTEMS ». Sovremennye issledovaniya sotsialnykh problem, n^o 6 (9 septembre 2015) : 329. http://dx.doi.org/10.12731/2218-7405-2015-6-28.

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Febriani, Gatot Subroto et Dewi Murni. « Teacher's Pedagogic Competence in Teaching English : An Analysis Study ». Journal of Language, Literature, and English Teaching (JULIET) 3, n^o 2 (30 septembre 2022) : 94–100. http://dx.doi.org/10.31629/juliet.v3i2.3690.

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

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Koliada, N. « Pedagogical historiography as a component of historical and pedagogical study ». Research and educational studies, n^o 1 (2018) : 39–46. http://dx.doi.org/10.32405/2663-5739-2018-1-39-46.

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Hali, Fitriyani, et Herlina Herlina. « Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka ». Journal of Mathematics Education 3, n^o 2 (21 novembre 2018) : 60–64. http://dx.doi.org/10.31327/jomedu.v3i2.842.

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

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Bastola, Ganesh Kumar. « Nepalese EFL Teachers’ Perceptions of Pedagogical Capital : A Case Study ». BELTA Journal 4, n^o 1 (1 juin 2020) : 58–66. http://dx.doi.org/10.36832/beltaj.2020.0401.05.

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

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Matuszak (Prisyazhnaya), Alla Fedorovna. « COMPARATIVE STUDY OF PEDAGOGICAL FORECASTING GENESIS IN RUSSIAN AND POLISH PEDAGOGICAL EDUCATION ». Sovremennye issledovaniya sotsialnykh problem, n^o 11 (8 février 2016) : 453. http://dx.doi.org/10.12731/2218-7405-2015-11-37.

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Mazilov, Vladimir A. « STUDY OF PEDAGOGICAL ABILITIES AND STRATEGY FOR THE FORMATION OF PEDAGOGICAL GIFTEDNESS ». Yaroslavl Pedagogical Bulletin 115, n^o 4 (2020) : 96–106. http://dx.doi.org/10.20323/1813-145x-2020-4-115-96-106.

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Lytvyniuk, L. « Biographical study in postgraduate pedagogical education ». Ukraïnsʹka bìografìstika, n^o 19 (23 octobre 2020) : 121–34. http://dx.doi.org/10.15407/ub.19.121.

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

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Thèses sur le sujet "PEDAGOGICAL STUDY"

Cumyn, Lucy A. « Pedagogical reflection in statistics instruction ». Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115594.

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Today, education is arguably one of the most important facets used to prepare and train students for the future. Society expects that students will acquire the requisite knowledge and competence in their respective fields to prepare them to successfully navigate the demands of today's competitive markets. This expectation has consequences on teachers at all levels of education across many domains. Teachers have a significant role: to prepare students for the future. Competent teachers spend a great deal of time reflecting on their own practices and beliefs, reviewing their teaching goals and evaluating if students have met these goals effectively. The process of reflection in teaching is vital in the preparation and training of students.
The purpose of this dissertation therefore was to investigate how statistics professors reflect on their practice. The research questions were designed to access what statistics teachers thought about before giving their courses and before giving two of their classes (hypothesis testing, t-tests). Post class evaluation interviews were conducted to determine where professors thought they were effective and whether they considered a need for change based on student understanding. More specifically, the questions asked: 1) What are the main themes in teacher reflection? 2) How is the content of reflection similar or different between statistics teachers? 3) How is the content of teacher reflection defined in statistics?
The design was based on a grounded theory approach whereby data collection consisted solely of interviews conducted throughout the semester: one pre-course interview and two sets of pre-class and post-class interviews. There were 13 participants in total. Participants were either statistics teachers from Quebec Cegeps or university professors. Participants were from the following departments: anthropology, economics, psychology, sociology, education, math, and biology. The analyses dealt with three data sources: pre class reflection, in class reflection, and post class reflection.
Data analysis focused on defining the main themes of teacher reflection that emerged from the data, identifying the content of reflection between and within participants in terms of similarities or differences. The pre course interview revealed five main themes: the course (logistics), the teacher as 'self, teaching approaches (what do they say they do in the classroom?), teaching and learning influences, and evaluation of teaching.
The pre and post class interviews addressed class planning. What did the professors foresee as any issues students might have in understanding hypothesis testing and t-tests? What changes would they make the next time they taught these concepts? Results showed that the focus of professor reflection centered around three main categories: the class, the student, and the teacher. For the main category, class, some professors reviewed lecture notes, added examples that emphasized authentic statistical problems, and others did no preparation. Student related themes addressed issues students had with understanding statistical content, learning associated difficulties, and student affect. The last category, the teacher, looked at self evaluation, their in-class strategies, methods of promoting and gauging student understanding, and decisions made in class and for future classes. Recommendations for future research include examining the role of experience in professor's level of reflection as well as defining the process of decision making and its role in reflection.

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Snyder, Brian Lyn. « A study of pedagogical approaches to teaching problem solving ». Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9880.

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Cheung, Wai-kwan Anna. « Incorporating genre analysis into the teaching of ESP : a pedagogical study ». HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/83.

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Spicanovic, Vladimir. « Pedagogical reflections : post-modernism in the studio teaching of painting ». Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85204.

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Drawing upon a review of literature and interviews with four artist-teachers, this thesis explores the implications of post-modernism on the studio teaching of painting. Additional emphasis is placed on uncovering the issue of the-death-of-painting and its links to post-modernism, and my own reflexivity as a painter and a teacher of art. The thesis presents also an attempt to respond to an apparent lack of educational research that addresses post-secondary studio teaching of art, and that engages artist-teachers in reflection on their teaching philosophies. The overall objective of this thesis is to generate a body of knowledge that could be of assistance to other practitioners in the field in their own pedagogical reflections and development of contemporary studio instruction. Thus the questions and ideas brought in this study present both an invitation and directions for future inquiries in this area of education.

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Novikov, Aleksey V. « Pedagogical Perspectives on Russian Verbal Aspect : Corpus Study ». Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595952.

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The current work attempts to analyze aspect use in spoken language for pedagogical purposes by analyzing and comparing aspect behavior in a corpus of spoken texts and textbook dialogs. The immediate goal of this study is to incorporate corpus findings into material design for the first two years of Russian language instruction. The methodological approach taken in this work can be described as frequency-based and corpus-driven.

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Poe-Greskamp, Marlene. « Pedagogical issues in online nursing graduate courses ». CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560836.

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One of the core issues in distance education has been the adequacy of assessment of student experiences and the interaction between faculty and students. This challenge has become even greater with the increase in the numbers of online courses in nursing. Distance education programs that are delivered totally online have many advantages and some disadvantages. Masters level nursing students are choosing online programs for convenience, flexibility, and quality. The purpose of this study was two-fold: to describe Masters nursing students’ perceptions of online courses between 2005 and 2009, as expressed through word data in a web evaluation survey; and to analyze the student perceptions of the online learning environment for trends and themes. The questions of this investigation were the following: 1. What perceptions do Masters nursing students have of their online courses (2005-2009) as expressed through word data in a web evaluation survey? 2. What recommendations can be made for continuous improvement and best practices in programming and evaluation methods based on student perceptions. This research utilized Constructivist Theory as a theoretical model. There were 1625 student comments and 903 suggestions that were analyzed for themes and placed in categories. A qualitative analysis approach was utilized to create categories and look for trends in the data. There were six categories gleaned from the comments and six more that were found as a result of reviewing the suggestions that were made for future course offerings. The researcher found that there was some overlap between the categories of the comments and those of the suggestions. The perception of the students regarding their online course experience in the graduate nursing program was very positive. The flexibility and independence that the online environment offered was appreciated. Blackboard was viewed very positively and students felt that it was easy to use. Students enjoyed the interaction with peers and with faculty and felt it was a valuable learning experience. Recommendations were identified, based on the findings related to the use of technology, recruitment and retention of faculty, and teaching strategies and learning styles.
Access to thesis permanently restricted to Ball State community only
Department of Educational Studies

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Shin, Seong-Chul School of Modern Language Studies UNSW. « High frequency errors in KFL and pedagogical strategies ». Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/26162.

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The problematic areas of the teaching of Korean as a foreign language have been largely neglected in the past. Few studies combine the following three aspects: 1) an examination of learner Korean; 2) the provision of substantial linguistic and pedagogical explanations; and 3) the devising of teaching or learning strategies based on empirical evidence. By studying KFL learners and their language production, insights can be gained relating to the learning of KFL and instructors will be able to provide appropriate corrective measures. This study investigated errors produced by KFL learners, focusing primarily on high frequency orthographic, lexical and grammatical errors in written language production. The study attempts to identify key areas of difficulty in learning Korean, to investigate the possible cause of difficulties and to provide more adequate information for the teaching and learning of KFL. To this end the study uses two classes of textual data and employs both statistical and descriptive analyses. At an orthographic level the study has identified four main error categories: 1) mismatch in three series consonants, 2) mismatch in vowel sounds, 3) misuse of nasals and laterals, and 4) omission and addition of ???h???. Overall the cause of key error types correlates strongly with the differences in sound quality and sound patterns between Korean and English, with some intralingual features. At a lexical level, the study found nine types of errors including 1) semantic similarity, 2) lexical misselection and 3) overgeneralization. The findings suggest that learners have a great deal of difficulty in differentiating lexical items with similar meaning and in selecting words appropriate to particular contexts or situations. As for grammatical errors, the study identified the five most active error categories, which made up more than 80% of the total grammatical errors. An overwhelming majority of grammatical errors and case particle errors in particular were errors of substitution. Many high frequency grammatical errors had distinctive triggering factors such as particular types of verb and sentence construction. The findings of the study have several pedagogical implications. First, there are key common errors for English L1-KFL learners and these common errors need increased linguistic and pedagogical attention. Secondly, the results reinforce the need to pay more active attention to the usage of the main case particles, along with the triggering constructions causing substitutions. Thirdly, the findings suggest that different types of analysis should be done in order to facilitate a plausible description of the problematic KFL items. The study argues that despite being problematic, the items discussed in this thesis are learnable and worthy of being taught with explicit or intentional strategies and that there is a need for pedagogically effective and adequate instructional input to maximize the potential of the learner???s language development in Korean.

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Nathan, Philip Bernard. « A genre-based study of pedagogical business case reports ». Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/711/.

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Business case report writing is a common requirement on academic business programmes. In order to inform language-based pedagogical support, this thesis set out to explore the linguistic characteristics of these case reports and to evaluate different approaches to the teaching and learning of business case report writing. Analysis of a specially constructed case report corpus (125,000 words) consisting of 53 postgraduate NS and NNS business reports, combined with confirmatory analysis of BAWE\(^1\) corpus business case reports, identified common report features as impersonal style, high levels of explicit structure, low citation levels and business specialism-dependent lexis. Three obligatory rhetorical moves were identified (orientation, analysis, advisory) and five optional moves (methodology, options and alternatives, summary and consolidation, supplementary supporting information and reflection), moves being realized through diverse structural components with significant variability observed in optional move deployment and move realization dependent on a range of factors, in particular business specialism, suggesting the value of specialism-based pedagogy. Study of case report options and alternatives move structures identified multiple rhetorical components, exhibiting high degrees of cyclicity. Genre learning experiments demonstrated learning-approach dependent increases in move, modal verb and lexical deployment, with both directed and undirected approaches to genre model study supporting effective pedagogy. \(^1\) British Academic Written English corpus (2008)

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Neeman, Stephanie. « A Pedagogical Study of Joel Hoffman's each for himself ? » University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368026829.

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Chan, Kam-ho, et 陳錦河. « Experienced teachers' development of pedagogical content knowledge for teaching a new topic ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206720.

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Livres sur le sujet "PEDAGOGICAL STUDY"

teacher), Kim YouJin (Language, dir. Pedagogical grammar. Amsterdam : John Benjamins Publishing Company, 2014.

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Pfund, William A. The trumpeter's pedagogical guide. Eaton, Colo. (35629 Weld County Road #41, Eaton, Colo. 80615) : W.A. Pfund, 1992.

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Terence, Odlin, dir. Perspectives on pedagogical grammar. Cambridge : Cambridge University Press, 1994.

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de, Knop Sabine, et Rycker Teun de, dir. Cognitive approaches to pedagogical grammar. New York : Mouton de Gruyter, 2008.

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Kugŏ ŭimi kyoyungnon : Pedagogical Korean semantics. Kyŏnggi-do P'aju-si : T'aehaksa, 2019.

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1970-, Weisser Christian R., et Dobrin Sidney I. 1967-, dir. Ecocomposition : Theoretical and pedagogical approaches. Albany : State University of New York Press, 2001.

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The idea of world literature : History and pedagogical practice. Baton Rouge : Louisiana State University Press, 2006.

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1949-, Picchione John, Pietropaolo Laura et International Conference Italian Literature in North America : Pedagogical Strategies (1989 : York University), dir. Italian literature in North America : Pedagogical strategies. [Ottawa] : Canadian Society for Italian Studies, 1990.

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Esther, Usó Juan, et Ruiz-Madrid Ma Noelia, dir. Pedagogical reflections on learning languages in instructed settings. Newcastle-upon-Tyne : Cambridge Scholars, 2007.

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Esther, Usó Juan, et Ruiz-Madrid Ma Noelia, dir. Pedagogical reflections on learning languages in instructed settings. Newcastle : Cambridge Scholars, 2008.

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Chapitres de livres sur le sujet "PEDAGOGICAL STUDY"

Cheng, Eric C. K. « Applying SECI Model for Creating Pedagogical Knowledge ». Dans Successful Transposition of Lesson Study, 29–44. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2472-7_3.

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Zaslavsky, Orit, Susan D. Nickerson, Andreas J. Stylianides, Ivy Kidron et Greisy Winicki-Landman. « The Need for Proof and Proving : Mathematical and Pedagogical Perspectives ». Dans New ICMI Study Series, 215–29. Dordrecht : Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2129-6_9.

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Giovanelli, Marcello, et Chloe Harrison. « Cognitive Grammar in the Classroom : A Case Study ». Dans Pedagogical Stylistics in the 21st Century, 131–58. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83609-2_6.

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Mohamad, Yehya, S. Hammer, F. Haverkamp, M. Nöker et H. Tebarth. « Evaluational Study : Training with Animated Pedagogical Agents ». Dans Lecture Notes in Computer Science, 117–24. Berlin, Heidelberg : Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45491-8_21.

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Bassi, Tripti. « Pedagogical Trajectories : Teacher and Pupil Strategies at SKM ». Dans A Study of the Sikh Kanya Mahavidyalaya, 115–30. Singapore : Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3219-8_7.

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Tzavara, Aggeliki, et Vassilis Komis. « Design and Implementation of Educational Scenarios with the Integration of TDCK : A Case Study at a Department of Early Childhood Education ». Dans Technological Pedagogical Content Knowledge, 209–24. Boston, MA : Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_10.

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Bon, Esmeralda V., et Michael Burke. « Devices, Settings and Distractions : A Study into How Students Read Literature ». Dans Pedagogical Stylistics in the 21st Century, 183–206. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83609-2_8.

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Tellier, Marion, et Keli Yerian. « How to Study Pedagogical Gesture in Naturalistic Settings ». Dans Gesture and Multimodality in Second Language Acquisition, 99–123. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003100683-5.

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Sigala, Marianna, Anastasia Yeark, Rajka Presbury, Marcela Fang et Karen A. Smith. « Case Study : An Underestimated Research and Pedagogical Method ». Dans Case Based Research in Tourism, Travel, Hospitality and Events, 3–10. Singapore : Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4671-3_1.

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LaDuca, Brian, et Adrienne Ausdenmoore. « Alumni Engagement Through Applied Creativity : A Case Study ». Dans Diverse Pedagogical Approaches to Experiential Learning, Volume II, 61–75. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83688-7_5.

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Actes de conférences sur le sujet "PEDAGOGICAL STUDY"

Kukushkina, A. G. « Study Of The Future Teacher Ethnic Identity ». Dans Pedagogical Education : History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.37.

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Rozhkov, M. I. « The Study Of Pedagogical University Senior Students' Moral Development ». Dans Pedagogical Education : History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.30.

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Lee, Hollylynne, et Karen Hollebrands. « Preparing to teach data analysis and probability with technology ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08403.

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Developing the pedagogical expertise needed to effectively engage students in learning data analysis and probability can be facilitated by engaging teachers in statistical thinking with technology tools. In this paper we present a framework and examples from teacher education materials designed to develop a specialized knowledge we call technological pedagogical statistical knowledge (TPSK).

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Bényei, Rita Sápiné, et Mária Csernoch. « PEDAGOGICAL EVALUATION PHASES – LESSON STUDY SURVEY ». Dans International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end122.

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"The results of international cooperation in the field of vocational education and training are reported in the Erasmus+ international project LS4VET (Lesson Study for VET, 2021) and the implementation of the lesson study theory of Stigler and Hiebert has been explored. Our pilot lesson study on classroom evaluation in primary schools fits into this line of research and explores further aspects of the theory. The project was launched in Hungary, in the academic year of 2021/2022. Our action research was conducted in the fields of sciences, humanities, and physical education in Grades 5–8. We wanted to find out how assessment methods and tools in these areas are adapted to the age group, the situation, and the curriculum. We must highlight that the focus of the project was not on the measurement of the growth of the learners’ learning ability, but rather on the teacher-student-student interactions. During the research, different lessons and lesson segments were visited and video recorded, then discourse analysis (Burgess and Cargill, 2013) – a new approach to content analysis – was applied to investigate the evaluation methods in the lessons. Our main research questions are: (1) What are the consciously used evaluation methods? (2) What is the distribution of the evaluators? (3) Are there subject or science specific tools applied in the evaluation process? (4) How personal, supportive, and tactful is the evaluation? (5) What is the quality and quantity of verbal and non-verbal feedback? (6) What activities are emerged to support learners’ self-evaluation skills?"

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Godino, Juan, Carmen Batanero, Rafael Roa et Miguel Wilhelmi. « Assessing and developing pedagogical content and statistical knowledge of primary school teachers through project work ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08401.

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In this paper we describe a model of pedagogical content knowledge with a formative cycle directed to simultaneously increase the teachers’ statistical and pedagogical knowledge. In this cycle, teachers are first given a statistical project to work with and then carry out a didactical analysis of the project. An analysis guide, based on the notion of didactical suitability, helps increase the teachers’ competence related to the different components of pedagogical content knowledge and their ability to carry out didactical analyses. At the same time it provides the teacher educator with information regarding the future teachers’ previous knowledge and learning. Results of experimenting with this formative cycle for a particular project in a group of 55 prospective teachers indicated a need for better statistics preparation of these teachers and illustrated the usefulness of the formative cycle and analysis guide proposed.

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Chick, Helen, et Robyn Pierce. « Teaching statistics at the primary school level : beliefs, affordances, and pedagogical content knowledge ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08303.

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The degree to which statistics teaching focuses on rules or on critical thinking depends on teachers’ perceptions of and knowledge of statistics, along with their pedagogical content knowledge. This paper reports findings from a brief study with 27 pre-service primary teachers. The teachers completed a survey and planned a lesson for a grade six class, based on a resource that offered rich data and opportunities for addressing issues of statistical literacy. The survey responses and teaching plans analysis reveal an ambivalent attitude towards statistics and an inability or unwillingness to engage deeply with the resource. Most teaching plans focused on correct graphs and rules for presentation or calculation of statistics but put little if any emphasis on understanding the data source or its implications. This simple task provided insight into the pre-service teachers’ knowledge and perceptions, as well as their priorities for their students.

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Filipe, Manuel, Noemia Marques, Sara Sao Pedro et Henrique Gil. « ICT, Inclusion and Pedagogical Diferention : Exploratory Study ». Dans 2019 International Symposium on Computers in Education (SIIE). IEEE, 2019. http://dx.doi.org/10.1109/siie48397.2019.8970137.

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Stieģele, Dace, et Ilze Miķelsone. « Pedagogical Supervision in the Higher Education Study Process ». Dans 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.36.

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When starting studies, support that can be implemented in individual and group supervision is important for the development of students’ personalities and academic competence. The article aims to reveal the essence of pedagogical supervision and its application in the higher education study process. The research was implemented as a theoretical study, during which the analysis of selected sources – professional and scientific literature, research on supervision, and pedagogical supervision was performed, using induction, deduction, and comparison methods. The following keywords were used to search for data sources: pedagogical supervision, supervisee, supervision, supervisor, education, higher education. A total of 32 data sources were selected. As a result of the theoretical research, a matrix of explanations of the concepts of supervision, pedagogical supervision, and a supervisor was created and a conceptual explanation of the concept of pedagogical supervision in the context of the higher education study process was developed. The conceptual explanation of the concept of pedagogical supervision developed in the research reveals the possibilities of extended application of pedagogical supervision in the higher education study process, including both the components of pedagogical supervision and the essence of supervision as such – to provide support for the growth and improvement of the supervisee.

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Sayfullina, Nadezhda A. « Study Of The Pedagogical Magistracy Students’ Prognostic Abiility ». Dans IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.75.

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Колодяжная, Юлия Игоревна, et Вячеслав Анатольевич Яшуткин. « PEDAGOGICAL SKILLS ». Dans Проблемы и перспективы развития инновационных технологий : сборник статей международной научной конференции (Санкт-Петербург, Январь 2023). Crossref, 2023. http://dx.doi.org/10.37539/230118.2023.52.21.003.

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В статье мы рассматриваем педагогическое мастерство, так как вопросы педагогического мастерства на всех этапах развития педагогической мысли были предметом пристального внимания и изучения. Это связано с тем, что педагогический процесс является наиболее сложной областью человеческой деятельности. Учитель имеет дело с развивающейся личностью - самой сложной системой из всех известных до сих пор систем, и для того, чтобы вмешиваться в процесс развития личности, регулировать его, недостаточно, чтобы учитель был хорошим человеком. Ему еще нужны специальные знания и навыки, которые делают его компетентным и тренируют его педагогическое мастерство. In the article we consider pedagogical mastery, since the issues of pedagogical mastery at all stages of the development of pedagogical thought have been the subject of close attention and study. This is due to the fact that the pedagogical process is the most complex sphere of human activity. The teacher is dealing with a developing personality - the most complex system of all systems known so far, and in order to intrude into the process of personality development, regulate it, it is not enough for a teacher to be a good person. He still needs special knowledge and skills that make him competent, forming his pedagogical skills.

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Rapports d'organisations sur le sujet "PEDAGOGICAL STUDY"

Wood, Christopher. Origin and Use of Pedagogical Content Knowledge : A Case Study of Three Math Teachers and Their Students. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.2953.

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Shitova, I. Yu. The curriculum of the course "Modernization processes in education" (direction : 44.06.01 "Education and pedagogical sciences", level - postgraduate study). Science and Innovation Center Publishing House, septembre 2016. http://dx.doi.org/10.12731/shitova.15092016.22149.

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NIKOLOV, NIKITA. STUDY OF THE SCIENTIFIC THINKING STYLE OF TEACHERS. SIB-Expertise, mai 2021. http://dx.doi.org/10.12731/er0436.18052021.

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THE SCIENTIFIC APPROBATION OF THE RESEARCH OF THE PECULIARITIES OF THE DEVELOPMENT OF THE SCIENTIFIC STYLE OF THINKING OF YOUNG TEACHERS OF ADDITIONAL PROFESSIONAL EDUCATION INSTITUTIONS IS PRESENTED. THE DEVELOPED PRODUCT ALLOWS TO OBTAIN OBJECTIVE DATA ON THE PECULIARITIES OF PROFESSIONAL AND PERSONAL GROWTH OF MODERN PEDAGOGICAL WORKERS. THE DEVELOPED FEEDBACK SYSTEM ALLOWS TO USE ADDRESSED EDUCATIONAL CONSULTING IMPROVING THE MONITORING SYSTEM OF SUCH NEW FORMATION AS A SCIENTIFIC STYLE OF THINKING.

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Kharadzhian, Natalia, Larysa Savchenko, Karyna Safian, Yuliia Kulinka et Oksana Mykolaivna Kopylova. Future Professional Education Specialists’ Mastering of Project Methodology of Creating Pedagogical Situations in the Service Sector. [б. в.], août 2020. http://dx.doi.org/10.31812/123456789/4142.

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The article reveals the problems of mastering by future specialists of the project methodology of creating pedagogical situations in higher education institutions as a means of improving the quality of education. Objectives of the article: to determine the influence of the project method on the creation of pedagogical situations in the process of teaching students; the choice of logic and mechanism of design actions depends on the purpose and the initial conceptual position regarding the subject reincarnates; to study the influence of pedagogical situations on the quality of education in the higher pedagogical school; to diagnose the implementation of the projects method and pedagogical situations in the process of education at the university. The project method provides the presence of a problem that requires integrated knowledge and research for its solution. The results of the planned activities should have practical, theoretical and cognitive significance. Modeling of pedagogical situations is the process of formation of situations-models which simulate the state and dynamics of the educational process and fix the contradiction between the achieved and desired in the personality development in a certain time interval. During the forming experiment, pedagogical situations were used to form the professional competence of the future specialist.

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Shyshkina, Mariya, Uliana Kohut et Maiia Popel. The Comparative Analysis of the Cloud-based Learning Components Delivering Access to Mathematical Software. [б. в.], juin 2019. http://dx.doi.org/10.31812/123456789/3171.

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In the article, the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support mathematics and computer science disciplines study in a pedagogical university are considered. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of the Maxima system and CoCalc) as enchasing the investigative approach to and increasing pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is used to compare different approaches to the environment design. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in SaaS and IaaS cloud-based settings is proposed.

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Shyshkina, Mariya, Uliana Kohut et Maiia Popel. The Design and Evaluation of the Cloud-based Learning Components with the Use of the Systems of Computer Mathematics. Sun SITE Central Europe, mai 2018. http://dx.doi.org/10.31812/0564/2253.

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In the article the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support operations research study in the process of bachelors of informatics training are defined. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of Maxima system) as enchasing the investigative approach to learning of engineering and mathematics disciplines and increasing the pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is substantiated. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in local and cloud-based settings is proposed.

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Makhachashvili, Rusudan K., Svetlana I. Kovpik, Anna O. Bakhtina et Ekaterina O. Shmeltser. Technology of presentation of literature on the Emoji Maker platform : pedagogical function of graphic mimesis. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3864.

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The article deals with the technology of visualizing fictional text (poetry) with the help of emoji symbols in the Emoji Maker platform that not only activates students’ thinking, but also develops creative attention, makes it possible to reproduce the meaning of poetry in a succinct way. The application of this technology has yielded the significance of introducing a computer being emoji in the study and mastering of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically installed in the digital continuum, is separated from the natural language provided by (ethno)logy, and is implicitly embedded into (cosmo)logy. The technology application object is the text of the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated by the appeal to the most important function of emoji – the expression of feelings, emotions, and mood. It has been discovered that sensuality can reconstructed with the help of this type of meta-linguistic digital continuum. It is noted that during the emoji design in the Emoji Maker program, due to the technical limitations of the platform, it is possible to phenomenologize one’s own essential-empirical reconstruction of the lyrical image. Creating the image of the lyrical protagonist sign, it was sensible to apply knowledge in linguistics, philosophy of language, psychology, psycholinguistics, literary criticism. By constructing the sign, a special emphasis was placed on the facial emogram, which also plays an essential role in the transmission of a wide range of emotions, moods, feelings of the lyrical protagonist. Consequently, the Emoji Maker digital platform allowed to create a new model of digital presentation of fiction, especially considering the psychophysiological characteristics of the lyrical protagonist. Thus, the interpreting reader, using a specific digital toolkit – a visual iconic sign (smile) – reproduces the polylaterial metalinguistic multimodality of the sign meaning in fiction. The effectiveness of this approach is verified by the poly-functional emoji ousia, tested on texts of fiction.

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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin et Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], juin 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.

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Shyshkina, Mariya, et Uliana Kohut. The Method of Using the Maxima System for Operations Research Learning. [б. в.], juin 2019. http://dx.doi.org/10.31812/123456789/3172.

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In the article, the problems of using the systems of computer mathematics (SCM) as a tool to support the teaching and research activities in the field of informatics and mathematics disciplines training are investigated. The role of SCM in the process of bachelors of informatics training and special aspects of pedagogical applications of these systems in the “Operations research” study is defined. The aim of the article is the justification of the Maxima system use of in the process of “Operations research” teaching in pedagogical university as enchasing the investigative approach to learning and determination of the perspective ways of its introduction. The main characteristics of SCM Maxima and the ways of access organizing to it both in local and the cloud-oriented implementation are considered. The results of the pedagogical experiment on the Maxima application to support the investigative approach to operation research study and the analysis of its conclusions are reported.

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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.

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The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.

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