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Syabarrudin, Agus, Imamudin Imamudin, and Marlina Saptariana. "CRITICAL PEDAGOGY IN THE DIGITAL ERA." JURNAL EDUSCIENCE 10, no. 1 (April 15, 2023): 159–64. http://dx.doi.org/10.36987/jes.v10i1.3917.
Testo completoAbstract (sommario):
In the 4.0 industrial revolution, the world of education has taken advantage of developing technology. In this case, pedagogy which is the science of educating, play an important role. Therefore, this study was conducted to find out more about role of pedagogy. This research was conducted through literature review research methods. In fact, in this digital era, there is a gap. Namely that students are more adept at adapting technology compared to educators, this is what makes educators have to study, master, and adapt technology, especially in the teaching and learning process takes place while understanding students in this era. Critical pedagogy will develop and apply critical theoretical concepts in education and cultural studies. Critical pedagogy aims to help students lead meaningful lives by maximizing insight and developing moral sensitivy in applying social conditions in Indonesia and developing their thinking towards open, fair, and free social change. Critical pedagogy has an attempt to reduce the tendency of authoritarian education. Critical pedagogy is also considered to have a profound impact on democratic progress in this country because it can encourage its citizens to think critically, have board insight, make judgements, and take responsibility for their actions. Keyword: Critical pedagogy, Digital Era, Indonesia. AbstrakPada revolusi industri 4.0, dunia pendidikan telah memanfaatkan teknologi yang berkembang. Dalam hal ini, pedagogik yang merupakan ilmu mendidik pasti ikut berperan penting. Oleh karena itu, penelitian ini dilakukan untuk mengetahui lebih lanjut mengenai peran pedagogik. Penelitian ini dilakukan melalui metode penelitian tinjauan pustaka. Nyatanya, pada era digital ini terdapat kesenjangan, yaitu para peserta didik sudah lebih mahir mengadaptasi teknologi dibandingkan dengan para tenaga pendidik, hal inilah yang membuat tenaga pendidik harus lebih mempelajari, menguasai, dan mengadaptasi teknologi khususnya dalam proses belajar mengajar berlangsung sembari memahami para peserta didik di era ini. Pedagogi kritis akan mengembangkan serta menerapkan konsep teori kritis dalam pendidikan dan studi budaya. Pedagogi kritis bertujuan membantu peserta didik menjalankan hidup yang bermakna dengan memaksimalkan wawasan dan mengembangkan kepekaan moral dalam menerapkan keadaan sosial di Indonesia dan akan mengembangkan pemikirannya terhadap perubahan sosial yang terbuka, adil, dan bebas. Pedagogi kritis memiliki upaya untuk mengurangi kecenderungan pendidikan otoriter. Pedagogi kritis juga dianggap sangat berdampak pada kemajuan berdemokrasi di negara ini karena dapat mendorong warga negaranya untuk berpikir kritis, berwawasan luas, membuat penilaian, dan bertanggung jawab atas tindakannya. Kata Kunci: Pedagogik kritis, Era digital, Indonesia
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Mulyana, Endang, Turmudi Ph.D., and Dadang Juandi. "MODEL PENGEMBANGAN DESAIN DIDAKTIS SUBJECT SPECIFIC PEDAGOGY BIDANG MATEMATIKA MELALUI PROGRAM PENDIDIKAN PROFESI GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 19, no. 2 (October 1, 2014): 141. http://dx.doi.org/10.18269/jpmipa.v19i2.454.
Testo completoAbstract (sommario):
Salah satu kompetensi inti sebagai guru matematika adalah kompetensi pedagogi yaitu mengembangkan kurikulum (enacted curriculum) dalam mata pelajaran matematika. Dalam Pendidikan Profesi Guru (PPG) Matematika di Universitas Pendidikan Bandung (UPI), kemampuan pedagogi ini dilatih melalui workshop yang disebut subject specific pedagogy (SSP). Tujuan dari kajian ini adalah mengembangkan suatu model/prosedur workshop yang efektif dalam mendorong peserta PPG untuk meningkatkan kompetensi pedagoginya. Model ini dikembangkan atas dasar teori segitiga didaktik antara siswa, guru dan materi yang meliputi Hubungan Didaktik (HD), Hubungan Pedagogik (HP) dan Antisipasi Didaktik-Pedagogik (ADP). Dengan mengikuti prosedur workshop yang telah ditetapkan ini, diperoleh desain pembelajaran matematika yang baru dan efektif. Hal ini menunjukkan adanya peningkatan kompetensi pedagogik para peserta PPG. Kelemahan peserta akan penguasaan materi dapat diatasi melalui pendalaman kembali (repersonalisasi) sebagai tugas mandiri, sedangkan kelemahan dalam memprediksi respon siswa dapat diatasi dengan memberikan para peserta pengalaman dalam mengobservasi dan refleksi.Kata kunci: antisipasi didaktik-pedagogik, desain didaktis, hubungan didaktik, hubungan pedagogik, subject specific pedagogy
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Farné, Roberto. "Pedagogia Visuale/Visual Pedagogy." Proceedings 1, no. 9 (November 24, 2017): 872. http://dx.doi.org/10.3390/proceedings1090872.
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Suchánková, Eliška, and Renáta Matušů. "Spiritualita pedagogů tradičních a alternativních škol." Sociální pedagogika / Social Education 8, no. 2 (November 15, 2020): 29–43. http://dx.doi.org/10.7441/soced.2020.08.02.02.
Testo completoAbstract (sommario):
Studie se zaměřuje na spiritualitu pedagoga jako významnou dimenzi osobnosti člověka, který vstupuje do edukačního procesu a ovlivňuje jej. Představuje výsledky výzkumu, jehož cílem bylo prostřednictvím dotazníkového šetření zjistit míru spirituality u pedagogů základních škol (N = 192), rozdíly v míře spirituality mezi pedagogy tradičních a alternativních škol a souvislost spirituality s empatií. Ukazuje se, že míra spirituality pedagogů alternativních škol je významně vyšší v dimenzích ekospiritualita, etický entuziasmus, sounáležitost, mystika, svědomitá starostlivost a latentní monoteismus než míra spirituality pedagogů tradičních škol. Bylo zjištěno, že celková míra spirituality pozitivně koreluje s mírou empatie a že je spiritualita pedagogů významným prediktorem jejich empatie.
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D'AROZ, M. S., A. A. HICKMANN, and Araci ASINELLI-LUZ. "Pedagogia, Pedagogos e a extensão universitária (Pedagogy, Pedagogues and university extension)." emancipacao 16, no. 2 (2016): 191–204. http://dx.doi.org/10.5212/emancipacao.v.16i2.0001.
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Gow, James. "Strategic Pedagogy and Pedagogic Strategy." International Relations 20, no. 4 (December 2006): 393–406. http://dx.doi.org/10.1177/0047117806069401.
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Ndona, Yakobus, Liber Siagian, and Sampitmo Habeahan. "Pedagogi Yesus Dalam Perspektif Progresifisme Pendidikan." Jurnal Christian Humaniora 5, no. 1 (May 30, 2021): 25–46. http://dx.doi.org/10.46965/jch.v5i1.614.
Testo completoAbstract (sommario):
AbstractJesus Christ is not only a founder of Christianity. Jesus is from pedagogical perspective including an educational figures with the power of charisma who until now has influenced to the world of Christianity. The charisma pedagogy of Jesus appears in authoritative teaching, the charismatic, delivery of messianic expectations and a distinctive educational pattern. A study of a gospels, reveals that the pedagogy of Jesus was not oriented toward the inculcation of religious laws as done by the Jewish rabbis. Jesus education focused on renewing the heart based on the value of the kingdom of God. Jesus did not build a formal class but made Himself and the environment around Him as a learning laboratory. This pattern shows that the pedagogy of Jesus has both parallel and contradiction with the various educational which developing in the world of education. This paper examines the richness of Jesus pedagogy as seem from a progressivism perspective of an education. The philosophical hermeneutic analysis found the substance, pattern and objective value of Jesus education. Then, through reflection and heuristics, we find contextual values that have implications for the world of Christian education and is an inspiration for educational activists today.Key words : Jesus, Pedagogy, Progressivism AbstrakYesus Kristus tidak hanya seorang pendiri kristianitas. Yesus, dari perspektif pedagogik termasuk tokoh pendidikan dengan kekuatan kharisma yang sampai sekarang berpengaruh pada dunia kekristenan. Kharisma pedagogi Yesus tampak dalam pengajaran yang otoritatif, berkharisma, penyampaian harapan-harapan mesianik, dan pola pendidikan yang khas. Telah terhadap kitab-kitab Injil memperlihatkan bahwa pedagogi Yesus tidak berorientasi pada penanaman hukum-hukum agama seperti yang dilakukan para rabi Yahudi. Pendidikan Yesus terfokus pada pembaharuan hati yang berlandaskan pada nilai-nilai kerajaan Allah. Yesus tidak membangun kelas-kelas formal, tetapi menjadikan diri-Nya dan lingkungan sekitar sebagai laboratorium belajar. Pola ini memperlihatkan bahwa pedagogi Yesus memiliki paralel sekaligus kontradiksi dengan berbagai aliran pendidikan yang sekarang berkembang dalam dunia pendidikan. Tulisan ini mengkaji kekayaan pedagogi Yesus yang dilihat dari perspektif progresifisme pendidikan.Analisa hermeneutika falsafati menemukan substansi, pola dan nilai objektif pendidikan Yesus, kemudian lewat gerak refleksi dan heuristika menemukan nilai kontektual yang berimplikasi bagi dunia pendidikan Kristen, dan inspirasi bagi para penggiat pendidikan dewasa ini. Kata kunci: Pedagogi, Progresifisme, Yesus,
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Martins, Ernesto Candeias. "Embasamento dos pressupostos psicopedagógicos do escolanista Faria Vasconcelos na pedagogia contemporânea." REVISTA INTERSABERES 18 (September 6, 2023): e023tl4013. http://dx.doi.org/10.22169/revint.v18.e023tl4013.
Testo completoAbstract (sommario):
RESUMO A pesquisa, de teor histórico-educativa, aborda os pressupostos psicopedagógicos da pedagogia contemporânea no pensamento de Faria de Vasconcelos, escolanovista português, os quais foram alavancas nas ações que efetuou no âmbito da formação de educadores/professores, na orientação escolar/profissional e reabilitação pedagógica de crianças/jovens com dificuldades de aprender. Utilizamos a metodologia hermenêutica analítica ao conteúdo da obra deste pedagogo (fontes primárias, secundárias), elencada nos seguintes objetivos: analisar as caraterísticas da pedagogia contemporânea em Vasconcelos, sabendo que essa pedagogia cobra força no séc. XX; refletir os pressupostos psicopedagógicos referidos por este escolanovista, em que a Pedagogia se funda na Pedologia e que determina a constituição do sistema vasconcelosiano. Estruturalmente abordamos 2 pontos de argumentação interpretativa: Faria de Vasconcelos e a pedagogia contemporânea da época; os princípios pedagógicos fundados na pedologia relativamente ao estudo científico da criança e adolescência. Palavras chave: Faria de Vasconcelos; Pedagogia contemporânea; Psicopedagogia; Escola Nova; Pedologia. Abstract The research, with historical and educational content, addresses the psychopedagogical assumptions of contemporary pedagogy in the thought of Faria de Vasconcelos, Portuguese schoolnovista, which were levers in the actions he performed in the context of the education of educators/teachers, in school/professional guidance and pedagogical rehabilitation of children/young people with learning difficulties. We used the analytical hermeneutic methodology to the content of this pedagogue's work (primary, secondary sources), based on the following objectives: to analyse the characteristics of contemporary pedagogy in Vasconcelos, knowing that this pedagogy demands strength in the 20th century. XX; to reflect the psychopedagogical assumptions mentioned by this schoolnovista, in which Pedagogy is founded on Paedology and which determines the constitution of the Vasconcelosian system. Structurally we approach 2 points of interpretative argumentation: Faria de Vasconcelos and the contemporary pedagogy of the time; the pedagogical principles based on paedology in relation to the scientific study of children and adolescents. Keywords: Faria de Vasconcelos; Contemporary pedagogy; Psychopedagogical; Schoolnovista; Paedology RESUMEN La investigación, con contenido histórico y educativo, aborda los supuestos psicopedagógicos de la pedagogía contemporánea en el pensamiento de Faria de Vasconcelos, escolanovista portugués, que sirvieron de palancas en sus acciones realizadas en el contexto de la formación de educadores y maestros, en la orientación escolar/profesional y en la rehabilitación pedagógica de niños/jóvenes con dificultades de aprendizaje. Utilizamos la metodología hermenéutica analítica al contenido de la obra escrita de este pedagogo (fuentes primarias, secundarias), basado en los siguientes objetivos: analizar las características de la pedagogía contemporánea en Vasconcelos, sabiendo que esta pedagogía tuvo una gran fuerza en el siglo XX; reflejar los supuestos psicopedagógicos mencionados por este escolanovista, en que la Pedagogía se basa en la Pedología (experimental) y que determina la constitución del sistema vasconcelosiano. Estructuralmente abordamos 2 puntos de argumentación interpretativa: Faria de Vasconcelos y la pedagogía contemporánea de la época; Los principios pedagógicos basados en la pedología en relación con el estudio científico de niños y adolescentes. Palabras-Clave: Faria de Vasconcelos; Pedagogía contemporánea; Psicopedagogía; Escuela Nueva; Pedología.
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Waliyadin, Waliyadin, Zaharil Anasy, and Desi Nahartini. "EXPLORING TEACHER EDUCATORS’ UNDERSTANDING OF CRITICAL PEDAGOGY AND ITS IMPLEMENTATION IN THE ENGLISH READING CLASS." IJEE (Indonesian Journal of English Education) 10, no. 1 (July 27, 2023): 182–206. http://dx.doi.org/10.15408/ijee.v10i1.31894.
Testo completoAbstract (sommario):
ABSTRACTGrounded in the Freire’s (1971) critical pedagogy premise stating that education should impact social change and reading words should be followed by reading the world, this study explores the experiences of English language teachers who teach English reading classes with the critical pedagogy approach. We employed qualitative research with a case study as the research design to dig into the depth of teachers’ perspectives. The data were garnered through in-depth interviews with four lecturers and analyzed following Braun and Clarke’s (2006) thematic analysis. The present study revealed that teachers’ understanding of critical pedagogy is not explicitly stated by defining or explaining the notion of critical pedagogy. However, some stages and components of critical pedagogy can be identified, showing that to a certain degree the teachers implement critical pedagogy in their reading classes.ABSTRAKBerdasarkan premis pedagogi kritis Freire (1971) yang menyatakan bahwa pendidikan harus berdampak pada perubahan sosial dan membaca kata-kata harus diikuti dengan membaca dunia, penelitian ini mengeksplorasi pengalaman guru bahasa Inggris yang mengajar membaca bahasa Inggris dengan pendekatan pedagogi kritis. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus sebagai desain penelitian untuk menggali lebih dalam tentang perspektif guru. Data dikumpulkan melalui wawancara mendalam dengan empat dosen dan dianalisis mengikuti analisis tematik Braun dan Clarke (2006). Penelitian ini mengungkapkan bahwa pemahaman guru tentang pedagogi kritis tidak dinyatakan secara eksplisit dengan mendefinisikan atau menjelaskan pengertian pedagogi kritis. Akan tetapi beberapa tahapan dan komponen pedagogi kritis dapat diidentifikasi yang menunjukkan bahwa guru pada taraf tertentu menerapkan pedagogi kritis di kelas membaca.How to Cite: Waliyadin, Anasy, Z., Nahartini, D. (2023). Exploring Teacher Educators’ Understanding of Critical Pedagogy and its Implementation in the English Reading Class. IJEE (Indonesian Journal of English Education), 10(1), 182-206. doi:10.15408/ijee.v10i1.31894
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Zieliński, Paweł. "The Relationships and Differences of the Kantian Philosophy and Pedagogy in Regard to Postmodern Pedagogic." Studia Edukacyjne, no. 48 (April 15, 2018): 115–32. http://dx.doi.org/10.14746/se.2018.48.8.
Testo completoAbstract (sommario):
The aim of the study is articulated in the title. The author is reconstructing Kantian philosophy and pedagogic, the thesis of postmodernism and post-modern pedagogic and indicates the relationships and differences of those two systems. Both Kant and the Baden-based neo-Kantians enabled the emancipation of the humanities. The Kantian model of pedagogy was the basis for pedagogic directions, belonging to the meta-theory of humanistic education and critical pedagogy, especially the postmodern one. There are clear links with Kantian ideas of pedagogy, the way to capture the role of dignity, knowledge and freedom in the morality of a human being. There are also significant differences: Kant did not include to his pedagogy social, political and pluralistic questions, which are so important in postmodern pedagogy.
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Yang, Tian. "On the Epistemology of Freire's Pedagogy." Lecture Notes in Education Psychology and Public Media 46, no. 1 (April 19, 2024): 87–93. http://dx.doi.org/10.54254/2753-7048/46/20230622.
Testo completoAbstract (sommario):
This paper serves as an analysis of Freires pedagogy from a philosophical perspective, illustrating how knowledge is acquired in pedagogy and relating pedagogy back to its philosophical sources. This paper is structured into four sessions: 1. an overview of Freires pedagogy; 2. an epistemological analysis on pedagogy; 3. Freires epistemological materialism; 4. the philosophical source of Freires pedagogy. The first session is a brief introduction to pedagogy, clarifying what problems pedagogy is trying to solve and how pedagogy addresses these problems. The second session fits pedagogy into a broader philosophical context, explaining how it is possible to acquire knowledge within pedagogy and what type of knowledge is acquired. A division of knowing how and knowing that is introduced in this session, ending with the conclusion that knowing how is more emphasized in pedagogy and that knowledge in Freires view, has a broader meaning than merely accumulating facts. The last two sessions focus on where pedagogy is derived from and how this context determines pedagogys framework and limitations. This session demonstrates that dialectical materialism and Marx are inevitable when discussing Freires pedagogy, displaying how important concepts in pedagogy arise from dialectical materialism and Marx, and figuring out where pedagogy goes beyond these philosophical backgrounds.
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Cacchiarelli, Matteo. "Sport e Fenomenologia: una teoresi pedagogica." Rivista Italiana di Pedagogia dello sport 1, no. 2 (December 27, 2015): 74–83. https://doi.org/10.5281/zenodo.1059419.
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<strong>Abstract:</strong> La fenomenologia ha determinato un ripensamento critico del rapporto tra scienza e il proprio oggetto di studio. La pedagogia, come altre scienze umane, volendo emanciparsi da un approccio tecnicistico, ha adottato gli assunti metodologici della fenomenologia per una valida rifondazione epistemologica. Si sono così delineate le basi per quella che è definita pedagogia fenomenologica. Obiettivo di questo lavoro è mostrare la validità del metodo fenomenologico in pedagogia e l’auspicabilità di sviluppare una pedagogia fenomenologica dello sport capace di comprendere le implicazioni sportive ed educative nel contesto sportivo. <strong>Abstract:</strong> Phenomenology implicated a critical reconsideration of the relationship between sciences and their own research objects. As other human sciences, pedagogy adopted methodological assumptions of phenomenology aiming to a sound epistemological refounding, willing to emancipate from a mere technical approach, In doing so, the basis for a so-called phenomenological pedagogy were defined. The aim of this paper is to show the phenomenological method effectiveness in pedagogy and to foster the possibilities to develop a phenomenological pedagogy of sport able to understand both sport and educational implications within sport environment. <strong>Parole chiave:</strong> educazione, fenomenologia, pedagogia, sport <strong>Keywords: </strong>education, pedagogy, phenomenology, sport
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KAZADI MULOPWE, Ananie. "From Dogmatic Pedagogy to Inclusive Pedagogy." International Journal of Science and Research (IJSR) 11, no. 2 (February 5, 2022): 1195–99. http://dx.doi.org/10.21275/sr22221115116.
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Sumara, Andry Rivan, Yusrizal, Arsyad, and Neti Budiwati. "ANALISIS BIBLIOMETRIK: TREN DAN PERSPEKTIF PENELITIAN PENDIDIKAN PEDAGOGI DI ERA DIGITAL (2014-2024)." JMBI UNSRAT (Jurnal Ilmiah Manajemen Bisnis dan Inovasi Universitas Sam Ratulangi). 12, no. 1 (January 30, 2025): 1–13. https://doi.org/10.35794/jmbi.v12i1.59616.
Testo completoAbstract (sommario):
Kajian pedagogi menjadi sangat penting karna memiliki peran dan dampak yang signifikan pada pola pembelajaran di dunia pendidikan. perkembangan digital memberikan dampak yang sangat kuat pada pendekatan dan pola kajian pedagogi. oleh sebab itu diperlukan kajian dan trend mendalam terkait penelitian pedagogi di era digital dalam satu dasawarsa terakhir. Analisis Bibliometrik pada topik ini bertujuan untuk memetakan penelitian tentang pedagogik dalam era digital. Sumber data di ambil dari database Scopus, dengan area subjek pembahasan pedidikan dan digital, dari pencarian kata “Pedagogik” dan “E-learning” serta “Education”, yang menggunakan berbahasa inggris, serta artikel yang final publish. Dari hasil pengalian data di dapat 1.996 artikel dan selanjutnya di analisis. Hasil memperlihatkan peningkatan yang signifikan pada tahun 2014-2024 dari jumlah publikasi penelitian. Negara Amerika Serikat sebagai negara paling banyak mengpublikasikan artikel artikel tentang Pedagogik E-learning. VOSViewer digunakan untuk menghimpun kata kunci yang dominan, terdapat 4 Cluster yang muncul. Kata kunci dari penulis "Pedagogy," "E-learning” and “Education”
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Saulėnienė, Sigita, and Skirma Grikietytė. "PEDAGOGŲ KOMPETENCIJOS TAIKANT INOVACIJAS IKIMOKYKLINIAME UGDYME." STUDIJOS – VERSLAS – VISUOMENĖ: DABARTIS IR ATEITIES ĮŽVALGOS, no. VII (December 22, 2022): 95–103. http://dx.doi.org/10.52320/svv.v1ivii.240.
Testo completoAbstract (sommario):
Straipsnyje aptariamos pedagogų kompetencijos ir gebėjimai, taikant inovacijas ikimokykliniame ugdyme. Inovacijos švietime įvardijamos kaip svarbus žingsnis kokybiniams pokyčiams Lietuvoje. Taikant inovacijas yra svarbios pedagogų kompetencijos, turinčios užtikrinti kokybišką ir efektyvų jų taikymą. Ikimokyklinio ugdymo pedagogai, taikantys šiuolaikines ugdymo inovacijas savo ugdomojoje veikloje, kasdien veikia skirtingose situacijose ir susiduria su naujomis problemomis, kurias daugiausiai lemia pedagogų kompetencijos. Todėl kyla tokie klausimai: ar pedagogai geba į ikimokyklinio ugdymo turinį sėkmingai įtraukti švietimo inovacijas? Ar pedagogui pakanka kompetencijų taikyti inovatyvų STEAM metodą? Tyrimo tikslas – atskleisti pedagogo kompetencijas, taikant inovacijas ikimokykliniame ugdyme.
 Tikslo buvo siekiama teoriškai pagrindžiant pedagogų kompetencijas, siejamas su inovacijų diegimu ikimokykliniame ugdyme ir nustatant pedagogų, taikančių inovacijas ikimokykliniame ugdyme, kompetencijų ir gebėjimų raišką. Tyrimo metodai: mokslinės literatūros ir dokumentų analizė, anketinė apklausa. Mokslinės literatūros analizė padėjo išryškinti pedagogo gebėjimus, taikant inovacijas. Svarbiausi yra komunikacijos, iniaciatyvumo ir kūrybiškumo, pažinimo ir informacijos valdymo bei bendrakultūriškumo kompetencijų gebėjimai. Empirinio tyrimo rezultatai atskleidė, kad ne visi ugdymo pedagogai savo veikloje naudoja ugdymo inovacijas. Populiariausia inovacija Lietuvos ikimokyklinio ugdymo įstaigose yra STEAM, o pedagogas yra inovacijos pradininkas. Svarbiausia kompetencija pedagogo veikloje - komunikavimo kompetencija. Diskusijų organizavimą ir projektų metodą pedagogai laiko pačiais svarbiausiais komunikacinės kompetencijos gebėjimais. Kalbėdami apie kūrybiškumo ir pažinimo kompetenciją jie nurodė, kad kūrybiškumas ir originalumas negali būti atskirti nuo kritinio mąstymo, nes šie komponentai yra ypač susiję visose veiklose. Patriotiškumo gebėjimas nebuvo išskirtas, kaip ypač svarbus bendrakultūrinėje kompetencijos gebėjimas. Todėl galima daryti prielaidą, kad ne visi bendrakultūrinės kompetencijos gebėjimai yra vienodai svarbūs pedagogų veikloje.
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Danilova, Antonina S. "Festival pedagogy as a pedagogic innovation. Oxfordshire Festivals (the UK)." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 250–52. http://dx.doi.org/10.34216/2073-1426-2019-25-4-250-252.
Testo completoAbstract (sommario):
The article considers the festival pedagogy phenomenon as innovative for Russian pedagogic reality. The author of the article in this study summarises the practical pedagogic experience of educational institutions of Oxfordshire (state and public schools, colleges, universities) in the search for new non-traditional forms of sociocultural partnership. The author focuses on the identification of the upbringing aspects of the festival as the main technology of festival pedagogy. When considering the phenomenon from the point of view of authentic British pedagogic practice of one of the oldest existing sociocultural centres in the UK, the author comes to the conclusion that the technology of festival pedagogy as a pedagogic innovation contributing to an increase in the level of sociocultural partnership in the region under study.
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Dos Santos, Ana Paula Teodoro, Fernanda Lays da Silva Santos, and Walter Matias Lima. "O ENSINO DE FILOSOFIA NOS CURSOS DE LICENCIATURA EM PEDAGOGIA: UMA REVISÃO SISTEMÁTICA DA LITERATURA." REVISTA FOCO 16, no. 02 (February 6, 2023): e943. http://dx.doi.org/10.54751/revistafoco.v16n2-079.
Testo completoAbstract (sommario):
Pesquisas mais recentes apontam que o pedagogo atua em diversas áreas e modalidades profissionais. Dessa maneira, o currículo do curso de Pedagogia ganha um caráter mais técnico, buscando atender essas novas especificidades, o que algumas vezes, diminui o valor à filosofia nesse contexto, provocando uma fragmentação de componentes curriculares, o que dificulta a real qualidade na formação do pedagogo, impossibilitando-o de analisar as discussões educacionais e a problematização política das práticas educativas. Nesse sentido, este trabalho tem como objetivo principal identificar os estudos científicos sobre o ensino de filosofia enquanto componente curricular nos cursos de Licenciatura em Pedagogia nas universidades. Assim, foi realizada uma revisão sistemática da literatura, optando pelas bases Scopus (da Elsevier), Scielo, Springer Link e ACM Digital Library. Os Strings inseridos nas buscas foram philosophy AND pedagogy AND “philosophy of education”, com o auxílio metodológico da ferramenta online Start (State of the Art through Systematica Reviews) para facilitar a apreciação de conteúdo dos artigos encontrados. Na primeira busca de dados se encontrou 30.011 trabalhos. Após feito refinos de busca, restaram apenas três artigos que apresentam as particularidades do ensino de filosofia nas matrizes curriculares dos cursos de Pedagogia de países como Chile, Espanha e Turquia. Portanto, os resultados mostram uma carência de investigações sobre o lugar que ocupa a filosofia na formação de pedagogos e pedagogas, e também apontam a inexistência de artigos que contemplem a questão a nível de Brasil, evidenciando a necessidade de se realizar mais análises neste campo de investigação.
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Laili, Muawwinatul. "Multiliteracies Pedagogy In Raising Gender Awareness Through Sue Monk Kidd’s The Secret Life Of Bees." EDUSCOPE: Jurnal Pendidikan, Pembelajaran, dan Teknologi 8, no. 2 (January 31, 2023): 15–27. http://dx.doi.org/10.32764/eduscope.v8i2.3471.
Testo completoAbstract (sommario):
ABSTRACT The purpose of this study is to investigate the implementation of the Multiliteracy Pedagogy approach promoted by the New London Group (1996) in raising gender awareness through The Secret Life of Bees movie, which was adapted from Sue Monk Kidd's novel of the same name (2001). The participants of this research are seventeen fifth semester English Education students and an English lecturer. Using qualitative data from observation and an online questionnaire. The findings revealed that through The Secret Life of Bees, the four elements of Multiliteracies Pedagogy are well implemented in the classroom, which in turn could raise the students’ awareness in relation to gender issues. The learning activities in each element of multiliteracies pedagogy provides the students not only the situation to experience the issue but also the discussion and other learning activities which invite them to critically explore their ideas about gender issues. It shows that multiliteracies pedagogy which is meaningful in raising gender awareness. The students give positive responses toward the use of multiliteracies pedagogy to raise gender awareness as seen from the result of the questionnaire that the students are excited, comfortable, and confident in sharing their critical ideas regarding gender issues after watching the movie. KEYWORDS: Multiliteracy Pedagogy; Gender Awareness; The Secret Life of Bees ABSTRAK Dalam proses pembelajaran pendidik seharusnya dapat membawa karya sastra sebagai materi ajar yang disesuaikan dengan konsep pengajaran abad ke 21. Penerapan pendekatan Pedagogi Multiliterasi (Multiliteracies Pedagogy) yang digagas pertama kali oleh New London Group (1996) melalui film The Secret Life of Bees untuk membangun kesadaran gender yang diadopsi dari sebuah novel dengan judul yang sama karya Sue Monk Kidd (2001). Subjek penelitian ini adalah tujuh belas mahasiswa semester lima pada program studi Pendidikan Bahasa Inggris. Peneliti menggunakan metode kualitatif untuk menganalisis data hasil observasi dan kuesioner. Peneliti menerapkan pendekatan Multiliteracies Pedagogy yang terdiri dari empat aspek, yaitu; a) situated practice, b) overt instruction, c) critical framing, dan d) transformed practice. Hasil penelitian memperlihatkan aktifitas pembelajaran yang merefleksikan empat aspek pedagogi multiliterasi tersebut dalam membangun kesadaran gender menggunakan film The Secret Life of Bees. Selain itu, mahasiswa memberikan respon positif terkait penggunaan pedagogi multiliterasi untuk membangun kesadaran gender melalui film The Secret Life of Bees. Kata Kunci: Pedagogi Multiliterasi, Kesadaran Gender, The Secret Life of Bees
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Vella, Mary Grace. "Carceral pedagogy: avenging panopticism." Form@re - Open Journal per la formazione in rete 24, no. 3 (December 31, 2024): 5–22. https://doi.org/10.36253/form-16612.
Testo completoAbstract (sommario):
Carceral pedagogy lies at the nexus of pedagogy and penology intertwined in a complex web of disciplinarity and panopticism. The role of punishment in education through punitive education and the role of education in prison through reformative education are examined within the context of carceral pedagogy. Adopting Willis’ “learning to labour” and Bowles and Gintis’ correspondence principle, the correlation between education and employment is extended to the area of corrections. This correspondence is sustained through the school-to-work-to-prison pipeline in a vicious cycle of disciplinary control within the wider neoliberal commodification of both education and corrections. Yet, in its restorative justice approach, through power/knowledge, carceral pedagogy offers a site of resistance and liberation as it appropriates panoptical surveillance to avenge its oppressors. Pedagogia carceraria: vendicarsi del panottismo. La pedagogia penitenziaria è un campo che combina la pedagogia e la penologia, intrecciate in una complessa rete di disciplinarità e panopticismo. Il ruolo della punizione attraverso l'educazione punitiva e il ruolo dell’educazione in carcere attraverso l’educazione riformativa sono esaminati nel contesto della pedagogia penitenziaria. Adottando il principio dell’“imparare a lavorare” di Willis e il principio di corrispondenza di Bowles e Gintis, la correlazione tra educazione e lavoro viene estesa all’area della punizione. Questa corrispondenza è sostenuta attraverso il percorso scuola-lavoro-carcere in un circolo vizioso di controllo disciplinare all’interno della più ampia mercificazione neoliberale, sia dell’educazione che della correzione. Tuttavia, nel suo approccio di giustizia riparativa, attraverso il potere/conoscenza, la pedagogia penitenziaria offre un terreno di resistenza e liberazione, poiché si appropria della sorveglianza panottica per vendicarsi dei suoi oppressori.
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Sapkota, Narayan Prasad. "Post Method Pedagogy: Opportunities and Challenges in EFL Context of Nepal." English Language Teaching Perspectives 7, no. 1-2 (August 10, 2022): 46–53. http://dx.doi.org/10.3126/eltp.v7i1-2.47407.
Testo completoAbstract (sommario):
Post-method pedagogy is an attempt to go beyond the quest of the best method or method-based restrictions in language teaching. Pedagogy in these premises is not limited to classroom activities, teaching materials, curricular objectives, and evaluation procedures, but also covers traditionally overlooked areas such as historical, political and socio-cultural experience. It is a tripartite system with the three pedagogic parameters such as particularity, practicality, and possibility. This research was conducted to explore the opportunities and challenges of adopting post method pedagogy in the EFL context of Nepal. The research uses document analysis and auto ethnographic evidences as the source of data. The analysis of data results that the application of three pedagogic parameters of post method pedagogy is an opportunity to improve the EFL practices in Nepal. The research also indicates that there are diverse challenges to bring these pedagogies into practice. This research implies the urgency of post method pedagogy for improving EFL situation of Nepal is urgent.
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Lestari, Tita, Ika Lestari Damayanti, and Iyen Nurlaelawati. "Reading to Learn (R2L) Pedagogy: Teaching Reading Comprehension to a Young English Language Learner." JoLLA: Journal of Language, Literature, and Arts 2, no. 11 (December 28, 2022): 1558–69. http://dx.doi.org/10.17977/um064v2i112022p1558-1569.
Testo completoAbstract (sommario):
Abstract: Reading to Learn (R2L) pedagogy is a child-friendly approach that aims to minimize the literacy gap among learners. R2L pedagogy is applicable at every level of education with the use of various text types. Considering many significant aspects of R2L, this approach could be used in Indonesia to help learners fulfilling the high demand of Kurikulum Merdeka at primary and junior high school levels. However, only little research using R2L pedagogy in Indonesian primary school contexts was found. Therefore, this research is intended to discover how R2L pedagogy supports a young English language learners’ reading comprehension. Using a case study methodology, the researcher implemented to activities, namely (1) preparing for reading and (2) detailed reading phase adapted from Rose and Martin (2012). Moreover, the researcher used videotapes observation and the learners’ sample works in collecting the data. In analyzing the data, the researcher used thematic analysis by Creswell and Creswell (2018) and categorized the data into selected codes and themes which is expected to show how R2L pedagogy supports a young English language learners’ reading comprehension. Keywords: EFL classroom; Kurikulum Merdeka; Reading to Learn (R2L) pedagogy; reading comprehension; young learners Abstrak: Reading to Learn (R2L) adalah pendekatan pedagogi ramah anak yang bertujuan untuk meminimalisir kesenjangan literasi antar peserta didik. Pendekatan pedagogi R2L dapat diterapkan di setiap jenjang pendidikan dengan penggunaan berbagai jenis teks. Mengingat banyak aspek penting dari R2L, pendekatan ini dapat digunakan di Indonesia untuk membantu siswa memenuhi tuntutan Kurikulum Merdeka yang tinggi di jenjang Sekolah Dasar dan Sekolah Menengah Pertama. Namun, penelitian yang menggunakan pendekatan pedagogi R2L di sekolah dasar, khususnya di Indonesia, masih sedikit ditemukan. Oleh karena itu, penelitian ini dimaksudkan untuk mengetahui bagaimana pendekatan pedagogi R2L mendukung pemahaman membaca pembelajar bahasa Inggris usia dini. Dengan menggunakan metodologi studi kasus, peneliti menerapkan dua kegiatan, yaitu (1) preparing for reading dan (2) detailed reading yang diadaptasi dari Rose dan Martin (2012). Selain itu, peneliti menggunakan observasi kelas dan contoh karya siswa dalam mengumpulkan data. Dalam menganalisis data, peneliti menggunakan analisis tematik oleh Creswell dan Creswell (2018) dan mengkategorikan data ke dalam kode dan tema terpilih yang diharapkan dapat menunjukkan bagaimana pendekatan pedagogi R2L mendukung pemahaman membaca pembelajar bahasa Inggris usia dini. Kata kunci: EFL classroom; Kurikulum Medeka; Reading to Learn (R2L) pedagogy; pemahaman membaca; pembelajar usia dini
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Kidwell, Tabitha. "Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies." Register Journal 10, no. 2 (December 1, 2017): 221. http://dx.doi.org/10.18326/rgt.v10i2.221-233.
Testo completoAbstract (sommario):
ENGLISH ABSTRACT Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén’s (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual knowledge, with a focus on the teacher as the transmitter of knowledge. The pedagogy of preparation portrays culture as skills, and aims to help students develop the sociocultural, pragmatic, and strategic competence necessary for interactions with native speakers. The pedagogy of encounter takes an intercultural approach, with an affective orientation, and aims to help students develop tolerance, empathy, and an awareness of their own and others’ perspectives, and the emergent nature of culture. Using these three pedagogies as a conceptual framework, this paper reviews scholarship in support and critique of each type of cultural teaching. Because each of these three pedagogies continues to be used in various contexts worldwide, a clear understanding of the beliefs systems underpinning the belief systems of teachers and learners is essential. Keywords: Culture; Language Teaching; Methodologies. INDONESIAN ABSTRACTBudaya merupakan bagian integral dari studi bahasa, namun khalayak belum mengemukakan argumen teoritis yang koheren untuk bagaimana budaya dapat atau harus digabungkan dalam pendidikan bahasa. Dalam upaya memperbaiki situasi ini, makalah ini mengulas literatur tentang ajaran budaya, dengan mengacu pada identifikasi tiga pedagogi Larzén (2005) yang digunakan untuk mengajarkan tentang budaya di dalam kelas bahasa: melalui pedagogi informasi, pedagogi persiapan, dan pedagogi perjumpaan Pedagogi informasi mengambil orientasi kognitif, membingkai budaya sebagai pengetahuan faktual, dengan fokus pada guru sebagai pemancar pengetahuan. Pedagogi persiapan menggambarkan budaya sebagai keterampilan, dan bertujuan untuk membantu siswa mengembangkan kompetensi sosiokultural, pragmatis, dan strategis yang diperlukan untuk interaksi dengan penutur asli. Pedagogi pertemuan mengambil pendekatan antar budaya, dengan orientasi afektif, dan bertujuan untuk membantu siswa mengembangkan toleransi, empati, dan kesadaran akan perspektif mereka sendiri dan orang lain, dan sifat budaya yang muncul. Dengan menggunakan ketiga pedagogi ini sebagai kerangka konseptual, makalah ini mengulas pustaka untuk mendukung dan mengkritik setiap jenis pengajaran budaya. Karena masing-masing dari ketiga pedagogi ini terus digunakan dalam berbagai konteks di seluruh dunia, pemahaman yang jelas tentang sistem kepercayaan yang mendasari sistem kepercayaan guru dan pelajar sangat penting.Kata kunci: Budaya; Pengajaran Bahasa; Metodologi.
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Manery, Rebecca. "Revisiting the Pedagogy and Theory Corral: Creative Writing Pedagogy Teachers’ Conceptions of Pedagogic Identity." New Writing 12, no. 2 (May 4, 2015): 205–15. http://dx.doi.org/10.1080/14790726.2015.1040030.
Testo completo
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Khasri, M. Rodinal Khair. "Liberating People; Critical Pedagogy on the Revolutionary Thought of Hassan Hanafi." Nadwa 1, no. 1 (August 29, 2019): 1. http://dx.doi.org/10.21580/nw.2019.1.1.3914.
Testo completoAbstract (sommario):
<pre>The researcher observed the dimension of critical pedagogy in the context of Hassan Hanafi revolutionary thought. He was very good founding the fundamental thought in theology of liberation named Left Islam. This research used a literature study and historical-factual method to analyze the dimension of critical pedagogy on Hassan Hanafi revolutionary thought. The result of this research was new understanding about critical pedagogy dimension on Hassan Hanafi thought. <em>First.</em> Dehumanization in the context of education is inseparable from the influence of Western cultural imperialism. <em>Second,</em> The critical pedagogy found in Hassan Hanafi's thoughts is a pedagogy that aims to eliminate the destructive nature caused by the one-dimensional view that results in educational disorientation from the true educational goal of liberating people.</pre><p> </p><p><strong>Abstrak</strong></p><pre>Artikel ini mempresentasikan hasil penelitian terhadap pemikiran revolusioner Hassan Hanafi sehingga ditemukan dimensi pedagogi kritisnya. Hassan Hanafi merupakan sosok pemikir Islam yang sangat baik di dalam membangun pemikiran-pemikiran fundamental di dalam konteks teologi pembebasan, serta yang paling terkenal ia sebut dengan istilah “Kiri Islam”. Penelitian ini termasuk dalam klasifikasi studi literatur dengan metode historis-faktual di dalam menganalisis dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. Hasil penelitian ini adalah pemahaman baru tentang dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. <em>Pertama,</em> dehumanisasi dalam konteks pendidikan adalah akibat dari pengaruh imperialisme budaya Barat.<em> Kedua</em>, pedagogi kritis Hasan Hanafi fokus pada upaya membangkitkan kesadaran eksistensial di tengah beragam permasalahan yang terjadi di masyarakat. Pedagogi kritis yang ditemukan di dalam pemikiran Hassan Hanafi merupakan pedagogi yang bertujuan untuk menghilangkan hal yang bersifat destruktif yang disebabkan oleh pandangan berdimensi-satu yang mengakibatkan disorientasi pendidikan dari tujuan pendidikan yang sesungguhnya yaitu memerdekakan manusia.</pre><p> </p>
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Soares dos Santos, Franciele, and Conceição Paludo. "A atualidade das contribuições de Moisey M. Pistrak e Viktor N. Shulgin para a pedagogia do Movimento dos Trabalhadores Sem Terra." Perspectiva 33, no. 3 (April 1, 2016): 1163–83. http://dx.doi.org/10.5007/2175-795x.2015v33n3p1163.
Testo completoAbstract (sommario):
O objetivo deste artigo é contribuir para o debate sobre a atualidade da pedagogia socialista para os avanços da Pedagogia do Movimento dos Trabalhadores Sem Terra (MST), por meio da proposta de implementação do plano de estudos de Moisey M. Pistrak e da categoria do trabalho socialmente necessário, elaborada por Viktor N. Shulgin. Para a sua elaboração, foi realizado estudo bibliográfico dos autores citados, assim como das obras de Caldart e de documentos do MST. Os resultados indicam que o MST ensaia e engendra, na atualidade, estabelecendo o diálogo com os educadores russos, a possibilidade de construção de uma pedagogia pautada nos princípios da pedagogia socialista, cuja categoria central é o trabalho. Conclui-se que, ao estabelecer relações comprometidas com os sujeitos concretos, objetivar a consciência crítica da realidade e o compromisso com a luta social do Movimento, essa experiência vem alterando, além do conteúdo, o método e a forma escolar. The present contributions of Moisey Pistrak And Viktor M. N. Shulgin for the pedagogy of Movimento dos Trabalhadores Sem TerraAbstractThe aim with this article is to contribute in the debate about the relevance of socialist pedagogy to advances in Pedagogy Landlees Workers Movement (MST), through the proposed implementation of Pistrak’s studies plan and of the category of necessary social labor, elaborated by Shulgin. For its elaboration was conducted bibliographic study of these authors as well as works of Caldart and of documents of the Movement. The results indicate that the Landless Movement rehearses and engenders today the possibility of constructing a pedagogy based on the principles of socialist pedagogy, whose central category is work, establishing dialogue with Russian educators. It is concluded that in establishing committed relationships with concrete subjects, and aim at critical awareness of reality and the commitment to the social movement's struggle, the experience of socialist pedagogy is changing beyond the content, the method and school form.Keywords: Pedagogy of MST. Socialist Pedagogy. Study plans. L'actualité de la contributions de Moisey M. Pistrak et Viktor N. Shulgin pour la pedagogie de Movimento dos Trabalhadores Sem Terra RésuméL'objectif avec cet article était de contribuer au débat sur la pertinence de la pédagogie socialiste aux progrès de la pédagogie du Mouvement Sans Terre (MST), avec cette proposition pour la mise Le programme de Pistrak et la catégorie de travail socialement nécessaire, élaboré par Shulgin. Pour son efficacité a été menée l'étude bibliographique de ces auteurs ainsi que des œuvres d'Caldart, et des documents du Mouvement. Les résultats indiquent que le Mouvement des Sans Terre répète et engendre aujourd'hui, établir un dialogue avec les éducateurs russes, la possibilité concrète de la construction d'une pédagogie fondée sur les principes de la pédagogie socialiste, dont la catégorie centrale est un travail. Il est conclu que, en établissant des relations engagées avec des sujets concrets, visent à la conscience critique de la réalité et de l'engagement à la lutte de mouvement social, cette expérience est en train de changer, au-delà du contenu, la méthode et la forme de l'école .Mots-clés: Pédagogie des MST. Pédagogie Socialiste. Les Plans d'Études.
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Handayani, Wuri. "Pedagogi Estetik Berbasis Kearifan Lokal melalui Kriya Nusantara Batik Cianjur." Journal of Urban Society's Arts 5, no. 2 (March 6, 2019): 59–65. http://dx.doi.org/10.24821/jousa.v5i2.2086.
Testo completoAbstract (sommario):
ABSTRAKJawa Barat memiliki keanekaragaman seni dan budaya, salah satunya ialah kriya nusantara berupa batik yang ada di Kabupaten Cianjur. Motif batik Cianjur disesuaikan dengan keadaan alam dan kearifan lokal yang ada dan hal ini menjadi pendukung bagi Kabupaten Cianjur sebagai salah satu destinasi wisata di Jawa Barat. Motif batik Cianjur selain memiliki nilai estetik juga memiliki nilai pendidikan, sehingga bisa dijadikan sebagai media pedagogi estetik bagi masyarakat,. Penelitian ini menggunakan pendekatan kualitatif, metode studi kasus, dengan tujuan untuk mendapatkan gambaran komprehensif mengenai proses pedagogi estetik melalui kriya nusantara batik Cianjur.Kata kunci: pedagogi estetik, kriya nusantara, batik Cianjur ABSTRACTLocal Wisdom-based Aesthetic Pedagogy through Indonesian Archipelago Craft: Cianjur Batik. West Java is rich of arts and cultural diversity, among others, the Indonesian archipelago craft of batik in Cianjur Regency. The Cianjur batik motif is adapted to prevailing natural condition and local genius that support Cianjur Regency as a tourist-destination in West Java. The Cianjur batik motif has both aesthetic and education values so that it can be used as an aesthetic pedagogy media for society. This study employs qualitative approach and case-study method in order to obtain a comprehensive description of aesthetic pedagogy through the Indonesian archipelago craft of Cianjur batik.Keywords: aesthetic pedagogy, Indonesian archipelago craft, Cianjur batik
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Suryati, Nunung, Farah Ulfa Riadina, Retno Istiqomah, Asih Kusumawati, and Hirlya Intan Febryan. "The Implementation of Reading to Learn Pedagogy in Indonesian Junior Schools: Impact on Students’ Writing Skills and Students’ Perceptions." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 6, no. 11 (November 30, 2021): 1743. http://dx.doi.org/10.17977/jptpp.v6i11.15137.
Testo completoAbstract (sommario):
<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study investigates the effect of Reading to Learn Pedagogy on the writing skill of Indonesian students and their perceptions of the usefulness of the pedagogy. A quasi-experimental study involved 32 seventh graders and 54 ninth graders and two teachers of Junior High School in Indonesia. They were assigned into two groups: experimental and control. The treatment was conducted at eight sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis, whereas the student questionnaire was used to obtain data on their perceptions of the usefulness of the Reading to Learn Pedagogy. The result reveals that the Reading to Learn Pedagogy effectively enhances the students' writing skills. Additionally, the students perceived each stage of the Reading to Learn valuable pedagogy in promoting their writing skill and accepted the pedagogy to be implemented to become a better writer of other types of text required by the curriculum.</p><p class="Abstract"><strong>Abstrak:<em> </em></strong>Penelitian ini menyelidiki pengaruh Reading to Learn Pedagogy terhadap keterampilan menulis siswa Indonesia dan persepsi mereka tentang kegunaan pedagogi tersebut. Rancangan penelitian adalah kuasi eksperimen melibatkan 32 siswa kelas tujuh dan 54 siswa kelas sembilan serta dua guru SMP di Indonesia. Mereka dibagi menjadi dua kelompok: eksperimen dan kontrol. Perlakuan dilakukan dalam delapan sesi, meliputi pre-test dan post-test. Nilai pre-test dan post-test secara tertulis digunakan sebagai dasar analisis data kuantitatif, sedangkan angket siswa digunakan untuk memperoleh data tentang persepsi mereka tentang kegunaan Reading to Learn Pedagogy. Hasil penelitian menunjukkan bahwa Reading to Learn Pedagogy efektif meningkatkan keterampilan menulis siswa. Selain itu, para siswa merasakan setiap tahap pedagogi bermanfaat berharga dalam meningkatkan keterampilan menulis mereka dan menerima pedagogi yang akan diterapkan untuk menjadi penulis yang lebih baik dari jenis teks lain yang ditentukan oleh kurikulum.</p></td></tr></tbody></table></div>
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M., Papaiah &. Dr. Shahanaz Begum. "PEDAGOGIC PRACTICES OF SOCIAL SCIENCE TEACHERS." Scholarly Research Journal for Interdisciplinary studies 12, no. 81 (March 8, 2024): 83–89. https://doi.org/10.5281/zenodo.10796355.
Testo completoAbstract (sommario):
<em>in practice. Pedagogy is shaped by learners tutoring beliefs and involves their understanding of culture and different literacy styles. Pedagogic practices are means by which literacy gests can be amended to promote scholars' literacy veritably creative. Pedagogy refers to the way of tutoring scholars, whether it's the proposition or practice of educating. It's a relationship between the culture and ways of literacy. The present abstract exploration concentrated on Pedagogic practices of Social Science preceptors. The main end of pedagogy is to make on former literacy of the scholars and work on the development of chops and stations of the learners. Pedagogy enables the scholars to get a thorough understanding of the subject and helps them in applying those learning in their diurnal lives outside of the classroom.</em> <em> Pedagogy in teaching can be referred to as an educator’s understanding of how the students learn. The teachers are focused on presenting the syllabus to the students in such a way that it is relevant to their needs. Pedagogy demands classroom interactions between the teacher and students which create a significant impact on the learner’s mind.</em> <em> Pedagogy enables teachers to understand the best suitable practices for a classroom setting. It helps them to know how different students learn and grasp information so that they can tailor their lessons to satisfy those needs. It is likely to improve the quality of teaching and the way it is received by the students. The present paper focused on Pedagogic practices of Social Science Teachers with prime objectives are- (i) To understand the concept of Pedagogic practices. (ii) To analyse the importance of Pedagogic practices of Social Science Teachers. (iii) To discuss the strategies of Pedagogic practices for Social Science Teachers. The technique of the inquire about could be a sort including an interpretative, discussion, perception and consider auxiliary sources, like books, articles, diaries, proposal, college news, master supposition, and websites, etc.</em>
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Nottingham, Paula McIver. "Re-evaluating work-based learning pedagogy." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 129–40. http://dx.doi.org/10.1108/heswbl-11-2015-0057.
Testo completoAbstract (sommario):
Purpose The purpose of this paper is to examine work-based learning (WBL) pedagogy within higher education (HE) related to the use of the “field of study” concept. Design/methodology/approach This paper reviews WBL literature to discuss the original context of the concept and relates this to current pedagogic approaches through qualitative interviews and written explanations. Findings WBL pedagogy continues to use the concepts from field of study WBL but the study also indicates that academic practitioners are developing pedagogy to meet the needs of current workplace and educational policy. Research limitations/implications This paper is limited in its scope due to the small number of respondents but there are potential implications about emerging directions for this pedagogic range. Practical implications The paper argues that field of study WBL is still relevant to existing practice but further engagement and research surrounding WBL pedagogy is needed to examine this range of HE. Originality/value The added value is the evidence of evolving WBL pedagogy that can inform issues of flexibility within HE provision.
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Żukiewicz, Arkadiusz. "Participatory Pedagogy. Education vs. Pedagogy." Studia z Teorii Wychowania XIV, no. 1(42) (April 5, 2023): 273–83. http://dx.doi.org/10.5604/01.3001.0016.3437.
Testo completoAbstract (sommario):
The book by Martha Ann Davis McGaw and Simone McGaw-Evans: Participatory Pedagogy.Emerging Research and Opportunities, published by IGI Global, Hershey, Pennsylvania, USA (2020, ps. 156), deserves to be recommended to Polish readers for both formal and cognitive reasons. The title of the monograph may be an impulse for formal changes in the sphere of translating the category of pedagogy into English. In particular, it concerns the English translation of pedagogy consistent with the ontological essence of this science and the Polish tradition of pedagogical practice. The content of the book can, in turn, be an impulse and at the same time a kind of signpost in the search for effective solutions for school, educational and educational activities in the twenty-first century. The content of the book can, in turn, be an impulse and at the same time a kind of signpost in the search for effective solutions for school and pedagogical activities (including care and child-rearing upbringing) in the twenty-first century.
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Sa'adah, Fiki, Sumaryanto Sumaryanto, Subagyo Subagyo, and Komarudin Komarudin. "PEDAGOGI PENDIDIKAN JASMANI." MAJORA: Majalah Ilmiah Olahraga 27, no. 2 (September 30, 2021): 60–70. http://dx.doi.org/10.21831/majora.v27i2.47125.
Testo completoAbstract (sommario):
Pendidikan jasmani sebagai perwujudan konsep yang memperluas gerakan tubuh. Penelitian tentang pembelajaran dan perwujudan yang memiliki berbagai fokus, termasuk aspek sosiologis sebagai pengalaman siswa. Penelitian ini adalah tinjauan literatur studi yang memiliki tujuan untuk mengeksplorasi penelitian yang pernah dilakukan tentang pedagogi perwujudan dalam pendidikan jasmani. Penelitian literatur riview ini ditemukan ciri perwujudan pedagogi dalam pendidikan jasmani, dan aplikasi untuk pengajaran dan pembelajaran pendidikan jasmani. Tinjauan analisis tematik empat puluh dua studi yang memenuhi kriteria, terdapat dua tema utama yang muncul. Pertama, pendidikan jasmani telah berkontribusi pada pengembangan keterampilan siswa untuk berpikir kritis tentang gender, kesehatan, dan tujuan pendidikan jasmani. Kedua, siswa menunjukkan eksplorasi gerakan baru yang dapat berkontribusi pengembangan kesadaran pengalaman aktivitas fisik yang bermakna. Pendidikan jasmani mengajarkan prinsip-prinsip pedagogi yang melibatkan pendekatan induktif mengajar berpusat pada siswa. Pendekatan yang memberikan kesempatan kepada siswa untuk memilih kegiatan secara terfokus. Pedagogi bagian perwujudan yang fokus pada pentingnya refleksi dalam kegiatan pendidikan jasmani. Oleh karena itu, pedagogi dapat memfasilitasi pembelajaran sebagai perwujudan, pemberdayaan, dan pengalaman siswa terhadap aktivitas fisik dalam pendidikan jasmani. Penelitian selanjutnya diharapkan dapat menyelidiki kemungkinan pedagogi perwujudan untuk guru dan siswa terkait potensi yang menantang pedagogi tradisional yang dapat dikembangkan.PEDAGOGY OF PHYSICAL EDUCATIONAbstractsPhysical education as an embodiment of concepts that expand body movement. Research on learning and realization that has a variety of foci, including sociological aspects of student experience. This research is a literature review study with the aim of exploring the research that has been done on embodiment pedagogy in physical education. This literature review research found the characteristics of the embodiment of pedagogy in physical education, and its application to teaching and learning physical education. In a review of the thematic analysis of forty-two studies that met the criteria, two main themes emerged. First, physical education has contributed to the development of students' skills to think critically about gender, health, and the goals of physical education. Second, students demonstrate exploration of new movements that can contribute to the development of an awareness of meaningful physical activity experiences. Physical education teaches pedagogical principles involving an inductive approach to student-centered teaching. An approach that provides opportunities for students to choose activities in a focused manner. Pedagogy is the embodiment section that focuses on the importance of reflection in physical education activities. Therefore, pedagogy can facilitate learning as a manifestation, empowerment, and student experience of physical activity in physical education. Future research is expected to investigate the possibility of embodiment pedagogy for teachers and students regarding the potential that challenges traditional pedagogy that can be developed.
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Sampaio Figueiredo, Helenara Regina, and Rui Marcos De Oliveira Barros. "Investigações a Respeito das Habilidades Matemáticas de Licenciandos em Pedagogia na Modalidade a Distância." Revista de Ensino, Educação e Ciências Humanas 17, no. 4 (February 17, 2017): 317. http://dx.doi.org/10.17921/2447-8733.2016v17n4p317-326.
Testo completoAbstract (sommario):
As dificuldades em Matemática de licenciandos de Pedagogia têm sido apontadas por autores, como Mandarino, Curi, Gatti e Oliveira, tanto na formação inicial quanto na atividade docente. O conhecimento do panorama educacional desses licenciandos associado ao estudo desses autores motivou a busca de respostas para a questão norteadora deste trabalho: como se configuram as habilidades matemáticas dos licenciandos em Pedagogia, na modalidade a distância, acerca dos temas “Espaço e Forma” e “Grandezas e Medidas”? A pesquisa utilizou a triangulação de coleta de dados, envolvendo quarenta e sete licenciandos, que já haviam cursado as disciplinas de formação matemática. Estes responderam, por escrito, a questões que foram elaboradas com base nos descritores de matemática para Prova Brasil do 5º ano do Ensino Fundamental - SAEB. Aponta-se que, para construir uma formação teórica consistente, o pedagogo deve possuir, no mínimo, as mesmas habilidades que deseja para os seus alunos. Palavras-chave: Pedagogia. Matemática. Prova Brasil. Educação a Distância. AbstractThe mathematics difficulties in Pedagogy teaching degree have been pointed out by authors such as Mandarino, Curi, Gatti and Oliveira both in initial training, and in teaching activity. The educational panorama knowledge of these students, associated with the study of these authors, motivated the search for answers to the guiding issue of this study: How are the mathematical skills of Pedagogy undergraduates in a distance learning mode configured, concerningthe “Space and Form” and “Quantities and Measurements” themes? The research used the Triangulation of dates with47 undergraduates, who had already attended the mathematics education disciplines. They replied in writing to various issues, which had been elaborated based on the mathematics descriptors to the “Prova Brazil” from the 5th grade of Elementary Education (SAEB). It is pointed out that for a consistent theoretical training, the pedagogue must have at least the same desirable skills as their students’. Keywords: Pedagogy. Mathematics. Prova Brasil. Distance Learning.
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Sadiku, Matthew N. O., Adedamola Omotoso, and Sarhan M. Musa. "Digital Pedagogy." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 801–2. http://dx.doi.org/10.31142/ijtsrd21490.
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Moriña, Anabel. "Approaches to Inclusive Pedagogy: A Systematic Literature Review." Pedagogika 140, no. 4 (January 31, 2021): 134–54. http://dx.doi.org/10.15823/p.2020.140.8.
Testo completoAbstract (sommario):
The paper presents a systematic review of inclusive pedagogy; it differences between inclusive education, inclusive practice, and inclusive pedagogy; the pedagogic approach adopted integrates four elements: beliefs, knowledge, design and actions; further research is needed to determine what teachers do, how, and why they do it.
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Cobb, Hannah, and Karina Croucher. "Assembling archaeological pedagogy. A theoretical framework for valuing pedagogy in archaeological interpretation and practice." Archaeological Dialogues 21, no. 2 (November 26, 2014): 197–216. http://dx.doi.org/10.1017/s138020381400021x.
Testo completoAbstract (sommario):
AbstractDrawing on relational theoretical perspectives in archaeological discourse, this paper considers how we can address the undervaluation of pedagogy and pedagogic research in archaeology. Through examining the relationships between fieldwork, teaching, and research, in light of Ingold's concept of the meshwork and DeLanda's assemblage theory, the division between teaching and research is undermined, and students and pedagogy are recentred as fundamental to the production of archaeological knowledge. This paper provides a theoretical grounding for resituating our current practices, suggests practical means for change, and highlights the benefit to the archaeological discipline arising from a revaluation of archaeological pedagogic research and an enmeshed understanding of archaeological practice.
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Basu, Durba. "Teaching Macbeth in “Other” Places." Borrowers and Lenders: The Journal of Shakespeare and Appropriation 16, no. 1 (October 3, 2024): 47–59. http://dx.doi.org/10.18274/fv41wq06.
Testo completoAbstract (sommario):
My paper arises out of my pedagogic experiences of teaching Shakespeare plays to first-generation un-dergraduate students in classrooms where the teaching of English literature must necessarily proceed in a bilingual mode, with the help of Bangla/Bengali. What does it involve to navigate between Shake-speare’s English and Bangla as it is spoken in the present times? What does it involve to bring alive a Renaissance play to the imagination of those whose only experience of theatre (if at all) is witnessing seasonal yātrā performances of touring city-based troupes on makeshift stages erected for the show? In other words, how does the site of pedagogy—in this case, the periphery of the periphery—inform the study of a Shakespeare play? Pedagogy in such a situation must obviously involve a good deal of linguistic translation. But what other kinds of translation are called for? I invoke ‘translation’ in sev-eral senses in my paper, starting from the broad problematic of translation that informs postcolonial studies—a translation from objecthood to subjecthood—to linguistic translation, to a translation of context. I explore possibilities of comparatisim, of juxtaposing the Shakespeare text with culturally proximate material, like the Mahābhārata, in making Shakespeare more accessible. What might be the pedagogic implications of such a multimodal approach for Shakespeare pedagogy in particular, and literary pedagogy in general? How ‘local’ is such pedagogy, and what does it imply about the portabili-ty of Shakespeare pedagogy? If the object of pedagogy in Paulo Freire’s classic formulation in Pedagogy of the Oppressed, is to translate the student from object to subject, what is at stake in teaching Shake-speare, and more generally, literature in English(es), at the periphery of the periphery?
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Zacharias, Nugrahenny T. "INTEGRATING EIL PEDAGOGY IN A PRE-SERVICE TEACHER EDUCATION PROGRAM." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 2 (July 1, 2014): 217. http://dx.doi.org/10.15639/teflinjournal.v25i2/217-232.
Testo completoAbstract (sommario):
Among the existing pedagogies to teach English, many scholars have claimed that English as International Language (EIL) pedagogy is the most suitable pedagogy to the changing sociolinguistic landscape of English and English users. Despite such strong claims, little is actually known on how EIL pedagogy is experienced by teachers. The present article documented the experience of ten bilingual English student-teachers (BESTs) on practicing EIL pedagogy in a Microteaching course and during the teaching practice. Data were collected primarily from a focus group discussion and three individual interviews. The findings of the study indicated the complexity of practicing EIL pedagogy in the classroom. BESTs were enthusiastic about EIL pedagogy that they voluntarily decided to continue practicing the pedagogy during the teaching practice. Despite the enthusiasm in practicing EIL, the study points to the limited understanding BESTs have of EIL pedagogy when it relates to setting pedagogic models. Although some BESTs did attempt to bring local Englishes into the classroom, it seems they continue to perceive Native English Speakers (NES)/standard English as the desirable pedagogical models. The paper ends with specific suggestions for preservice teacher education program to better prepare BESTs to teach English in the era of World English particularly in Expanding circle countries.
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Ribeiro, Márden De Pádua. "Por uma pedagogia crítica (By a critical pedagogy)." Crítica Educativa 2, no. 2 (February 13, 2017): 231. http://dx.doi.org/10.22476/revcted.v2i2.59.
Testo completoAbstract (sommario):
O artigo trata-se da defesa de uma concepção crítica de Pedagogia amparado, sobretudo, em McLaren (1997). Convida-se o leitor a uma reflexão acerca da Pedagogia crítica como uma alternativa possível ao campo da formação de professores. Ressalta-se a politização da educação como necessária a uma postura de luta constante pela transformação social. Entendendo a formação de professores como um campo em disputa, a Pedagogia crítica torna-se uma saída viável para o educador que se compromete com justiça social, em busca de menos desigualdade. Compromete-se, assim, com a lógica dos oprimidos, a favor do fim da condição de dominação, amparando-se em Freire (2013). O trabalho trata-se de uma reflexão teórica.
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Zappe, Petr. "Reflection of experiential pedagogy in pedagogogy and kinathropology." Tělesná kultura 32, no. 1 (January 1, 2009): 29–43. http://dx.doi.org/10.5507/tk.2009.003.
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Standford, Patric, Daniel L. Kohut, Paul Farmer, and Laura Campbell. "Pedagogy." Musical Times 128, no. 1733 (July 1987): 387. http://dx.doi.org/10.2307/964535.
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Gauldin, Robert, and Mary Wennerstrom. "Pedagogy." Music Theory Spectrum 11, no. 1 (April 1989): 66–73. http://dx.doi.org/10.2307/745951.
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Smith, Laurel. "Pedagogy." English Journal 91, no. 3 (January 2002): 125. http://dx.doi.org/10.2307/821527.
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Gauldin, Robert, and Mary Wennerstrom. "Pedagogy." Music Theory Spectrum 11, no. 1 (April 1989): 66–73. http://dx.doi.org/10.1525/mts.1989.11.1.02a00100.
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Tanglen, Randi Lynn. "“Pedagogy”." Western American Literature 53, no. 1 (2018): 53–58. http://dx.doi.org/10.1353/wal.2018.0024.
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Galarte, F. J. "Pedagogy." TSQ: Transgender Studies Quarterly 1, no. 1-2 (January 1, 2014): 145–48. http://dx.doi.org/10.1215/23289252-2399857.
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Schreiber, Melvyn H. "Pedagogy." Academic Radiology 3, no. 9 (September 1996): 789. http://dx.doi.org/10.1016/s1076-6332(96)80425-9.
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Hennessy, Claire. "Pedagogy." Prairie Schooner 96, no. 3 (September 2022): 17–22. http://dx.doi.org/10.1353/psg.2022.a904570.
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Sasson, V. R. "Roundtable on Pedagogy: Renunciation as Pedagogy." Journal of the American Academy of Religion 82, no. 2 (February 18, 2014): 313–28. http://dx.doi.org/10.1093/jaarel/lfu005.
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Tacoh, Yuliana T. B. "PERSPEKTIF MAHASISWA TERHADAP PENDEKATAN PEDAGOGI SPIRITUAL DALAM PEMBELAJARAN DARING." Perspektif Ilmu Pendidikan 34, no. 2 (October 27, 2020): 67–80. http://dx.doi.org/10.21009/pip.342.1.
Testo completoAbstract (sommario):
Dalam masa pandemi sekarang ini, semua kegiatan pembelajaran dilaksanakan dalam bentuk daring atau tatap maya dengan bantuan gawai dan jaringan internet. Pada masa seperti ini, apakah pendekatan pedagogi spiritual dapat terjadi dan dirasakan oleh mahasiswa? Pedagogi spiritual adalah pendekatan pembelajaran yang berparadigma spiritual. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan perspektif mahasiswa tentang pedagogi spiritual dalam pembelajaran daring. Penelitian ini merupakan penelitian deskriptif kualitatif. Data dikumpulkan melalui wawancara terstruktur yang dilakukan terhadap subjek penelitian menggunakan media komunikasi whatsapp. Partisipan dalam penelitian ini adalah mahasiswa Universitas Kristen Satya Wacana (UKSW), Salatiga yang berjumlah 15 orang dari berbagai program studi. Data hasil wawancara dikumpulkan dan dikategorikan menurut pedoman wawancara yang ada yang disarikan dari komponen karakteristik kelas yang melakukan pembelajaran dengan paradigma spiritual. Hasil penelitian menunjukkan bahwa pedagogi spiritual pada pembelajaran daring dialami secara berbeda oleh mahasiswa. Sebagian besar mahasiswa memiliki perspektif tidak merasakan dan mengalami pedagogi spiritual dalam pembelajaran daring yang disebabkan oleh berbagai faktor yang terlibat dalam pembelajaran daring tersebut. Ada juga mahasiswa yang memiliki perspektif mengalami dan merasakan pedagogi spiritual dalam pembelajaran daring, sehingga dapat memberi gambaran nilai spiritual dosen yang mendasari pembelajaran tersebut. Praktik pedagogi spiritual dalam pembelajaran daring terus dicarikan bentuk yang sesuai kondisi dan kebutuhan mahasiswa.In the current pandemic era, all learning activities are carried out online with the help of electronic devices and internet networks. At times like this, can a spiritual pedagogical approach occur and be felt by students? Spiritual pedagogy is an approach to learning which put forward spiritual paradigm. This study aims to determine and describe student perspectives on spiritual pedagogy in online learning. This research is a qualitative descriptive study. Data was collected through structured interviews conducted on participants using WhatsApp communication media. Participants in this research were 15 Universitas Kristen Satya Wacana (UKSW) students in Salatiga from various study programs. Interview data were analyzed according to the existing interview guidelines which were extracted from the characteristic components of a class conducting learning with a spiritual paradigm. The results showed that the spiritual pedagogy of online learning was experienced differently by students. Most students have the perspective of not feeling and experiencing spiritual pedagogy in online learning which is caused by various factors involved in online learning. There are also students who have the perspective of feeling and experiencing spiritual pedagogy in online learning. So that it can give an idea of the spiritual value of the teacher that underlies the learning. Spiritual pedagogical practice in online learning continues to look for forms that suit the conditions and needs of students.
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Oliveira, Carloney Alves de. "Matemática divertida e curiosa: jogos online na formação do pedagogo." Revista EDaPECI 13, no. 3 (December 30, 2013): 377–90. http://dx.doi.org/10.29276/redapeci.2013.13.31846.377-390.
Testo completoAbstract (sommario):
Este artigo apresenta um relato de experiência sobre a utilização de jogos online nas aulas da disciplina Saberes e Metodologias do Ensino de Matemática 1, no Curso de Pedagogia, da Universidade Federal de Alagoas (UFAL), do Centro de Educação (CEDU), como prática educativa na formação do pedagogo, a partir de jogos disponíveis na internet. Baseado nos estudos de Lara (2003), Souza (2004), Rosa Neto (1998), Alves (2006), Fiorentini e Lorenzato (2006), Brasil (2006), Nóvoa (1992), Nacarato e Paiva (2006) e Jarandilha e Splendore (2005) sobre o lúdico no ensino de Matemática e jogos online buscou-se a fundamentação téorica. Foi constatado que os jogos online matemáticos são pouco utilizados pelos alunos nas aulas do Curso de Pedagogia e quando bem utilizados as aulas se tornam mais prazerosas e investigativas. Palavras-chave: Ensino de Matemática. Jogos Online. Formação do pedagogo. ABSTRACT This article presents a report of an experiment on the use of Online Games in classes of the discipline ‘Knowledge and Teaching Methods of Mathematics 1’, in Pedagogy Course from Federal University of Alagoas (UFAL), Education Center (CEDU), as an educational practice of the teacher training, from games available on the internet. Based on studies of Lara (2003), Souza (2004), Rosa Neto (1998), Alves (2006), Fiorentini and Lorenzato (2006), Brazil (2006), Nóvoa (1992), Nacarato and Paiva (2006) and Jarandilha and Splendore (2005) on the playful teaching of Mathematics and online games it was based Theoretical Recital. It was found that Math online games are little used by students in the classes of Pedagogy Courses and when they are well used, classes become more pleasurable and investigative. Keywords: Mathematics Teaching. Online Games. Pedagogue Training.