Gotowe bibliografie tematyczne / Pedagogical development

Gotowa bibliografia na temat „Pedagogical development”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 10 lutego 2022

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Pedagogical development”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Pedagogical development"

1

Khakimov, Jamshid Oktyamovich, Oybek Olimovich Daminov i Mukhlisa Dostnazar Qizi Omonova. "Self-Development Of Subjects Of Pedagogical Interaction As An Essential Characteristic Of Pedagogical Innovations". American Journal of Social Science and Education Innovations 03, nr 02 (28.02.2021): 410–13. http://dx.doi.org/10.37547/tajssei/volume03issue02-65.

Pełny tekst źródła
Streszczenie:
The work reveals the conditions and mechanisms that determine the pedagogical essence of innovations that contribute to the personal and professional self-development of teachers and students as a fundamental human ability to become and be a subject of transforming oneself. Pedagogical innovations are considered as a type of professional activity associated with the subject-subject interaction of the participants in the educational process. Reliance on personal meanings and reflection serve as tools for innovative development.
Style APA, Harvard, Vancouver, ISO itp.
2

Balikaeva, Marina B. "Competence Approach as Factor of Higher School Students’ Professional Mobility Development". SHS Web of Conferences 50 (2018): 01204. http://dx.doi.org/10.1051/shsconf/20185001204.

Pełny tekst źródła
Streszczenie:
The article studies the concept of “professional mobility” based on the philosophical, psycho-pedagogical and sociological literature analysis. It discusses the competence approach specificity as a factor of the students’ professional mobility development process. The research reveals the criterion-evaluation complex components for checking the pedagogical conditions effectiveness and providing the students’ professional mobility development process by means of the competence approach implementation. It considers the pedagogical conditions complex for the students’ professional mobility development by means of the competence approach implementation and shows its practical implementation. The pedagogical experiment results of theoretical provisions are presented. This article will be very useful for theoretical pedagogics.
Style APA, Harvard, Vancouver, ISO itp.
3

Bykasova, L. V., V. V. Podberezny i O. A. Belyaeva. "PEDAGOGICAL ECOLOGY: KEY DEVELOPMENT STRATEGIES". Historical and social-educational ideas 9, nr 3/1 (1.01.2017): 132–38. http://dx.doi.org/10.17748/2075-9908-2017-9-3/1-132-138.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Sayapin, V. N., i N. N. Sayapina. "Factors Pedagogical Support Students’ Development". Philosophy. Psychology. Pedagogy 15, nr 2 (27.04.2015): 99–104. http://dx.doi.org/10.18500/1819-7671-2015-15-2-99-104.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Zhang, Jing. "Pedagogical alignment for entrepreneurial development". Entrepreneurship Education 3, nr 3 (wrzesień 2020): 239–44. http://dx.doi.org/10.1007/s41959-020-00039-z.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Askarov, A. "Organizational-Pedagogical Stages of Applying Distance Professional Development of Pedagogic Personnel". Advanced Science Journal 2015, nr 4 (1.08.2015): 72–76. http://dx.doi.org/10.15550/asj.2015.04.072.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Starodubtsev, Mikhail Pavlovich. "Role and importance of military-pedagogical traditions at the present stage of domestic military education system development". Samara Journal of Science 6, nr 4 (1.12.2017): 258–61. http://dx.doi.org/10.17816/snv201764314.

Pełny tekst źródła
Streszczenie:
The paper deals with the issues concerning the role and importance of military pedagogical traditions at the present stage of national military education system development. The author studies the concepts traditions, pedagogical traditions, military traditions, offers his own interpretation of the notion military pedagogical traditions. A study of the military-pedagogical traditions is organized in conjunction with the achievements of the military pedagogic thought of the previous periods and modern problems of military pedagogy. The author analyzes the reasons for the reform and modernization ongoing in the military education system, which is caused by need of compliance with European quality standards and new requirements of existing Russian legislation. In conditions of a multilevel system of education and a competence approach in training special attention, in the authors opinion, should be paid to special forms, methods and means of training, based on the best achievements of the military pedagogic thought, both traditional and complemented with innovative components. The author considers existing military-pedagogical traditions as well as traditions generated at the present time, taking into account present problems and challenges.
Style APA, Harvard, Vancouver, ISO itp.
8

Gushchina, Tatyana I., Lyudmila N. Makarova i Andrey Y. Kurin. "Trends of pedagogical education – main directions of development of Pedagogical Institute". Tambov University Review. Series: Humanities, nr 187 (2020): 7–14. http://dx.doi.org/10.20310/1810-0201-2020-25-187-7-14.

Pełny tekst źródła
Streszczenie:
We consider the main trends in the development of pedagogical education, among which are highlighted: the formation of a system of continuing pedagogical education; development of digital pedagogy: e-learning and e-learning environment; reliance on practical orientation in the educational process and personalization of education; development of STEAM-education and the formation of educational ecosystem, taking into account the principles of openness, flex-ibility, scalability. Based on the proposed trends, we describe the main guidelines and develop-ment directions of the Pedagogical Institute of the Federal State Budgetary Educational Institution of Higher Education “Derzhavin Tambov State University”. The experience of implementing the regional project “New models of pedagogical classes” is described: the models “Pedagogical pre-university” and “Network pedagogical class”; organization and implementation of the online learning process in a pandemic; experience in the implementation of pedagogical and socially significant projects and activities that form the so-called educational ecosystem at the Pedagogical Institute, etc. Among the main development prospects are: specification and expansion of the nomenclature of programs of pedagogical areas of training with two profiles; development and implementation of pedagogical internship programs; creation and approbation of didactic simulators as part of the development of the electronic educational environment of the Pedagogical Institute, etc.
Style APA, Harvard, Vancouver, ISO itp.
9

Grabska, Meri, Srbuhi Gevorgyan i Stepan Grabski. "Pedagogical Practice as an Essential Step for Development of Pedagogical Competencies". International Journal for Cross-Disciplinary Subjects in Education 11, nr 1 (31.03.2020): 4211–15. http://dx.doi.org/10.20533/ijcdse.2042.6364.2020.0514.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Kaidalova, L. G. "Development of pedagogical skills of masters of educational and pedagogical sciences". Pedagogical sciences reality and perspectives, nr 78 (2020): 84–87. http://dx.doi.org/10.31392/npu-nc.series5.2020.78.18.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "Pedagogical development"

1

Owens, Darya. "Teachers' Pedagogical Resistance to Prescribed Curriculum". Thesis, Wayne State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599931.

Pełny tekst źródła
Streszczenie:

Research indicates that teachers feel intimidated into fully implementing prescribed literacy curriculum at the expense of their own praxis which may indeed be effective in boosting student literacy achievement. This perceived intimidation may serve to compromise students’ literacy outcomes. The objective of the study was to recognize the different forms of resistance teachers demonstrate in order to take responsibility of their own pedagogical practices as it helps develop students’ literacy skills. This paper analyzes teachers’ praxis and use of integrated methods of prescribed literacy curriculum in relation to teacher resistance. It answers four key questions: 1) What forms of resistance to the prescribed literacy curriculum do teachers at this elementary school use? 2) Why do teachers use resistance? 3) What do teachers say are the implications of their resistance? 4) What are teachers’ pedagogical choices in relation to resistance?

The study gathered qualitative and qualitative data in order to detail the frequency with which teachers favor their praxis over prescribed literacy curriculum, and to address concepts such as culturally responsive teaching and social participation. The limitations inherent in the research are the lack of diversity among the 18 respondents interviewed (all of them white female teachers from a northeastern U.S. suburban school); and the possibility that respondents might be less than candid in their responses due to concerns about anonymity.

Most of the teachers reported that they felt teachers resist prescribed literacy curriculum by developing their own pedagogical practices within their classroom in order to feel responsible for developing students’ literacy skills. At the same time, participants reported that they tended to completely follow prescribed literacy curriculum consistent with their professional development training. Teachers have strategically adjusted controlled academic environments to serve students, which implies a strategy of politicizing education within their classrooms. The long standing educational systems which were believed to promote education for the sake of preparing students for service jobs and consumerism are adjustable in classrooms where teachers promote students’ social capital instead.

Style APA, Harvard, Vancouver, ISO itp.
2

Skidmore, David. "Pedagogical discourse and the dynamic of school development". Thesis, University of Reading, 1998. http://opus.bath.ac.uk/15906/.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Heywood, Jonathan Paul. "Operationalising technological pedagogical content knowledge in UK teacher professional development". Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43071.

Pełny tekst źródła
Streszczenie:
Weaknesses in extant modes of teacher professional development relating to the use of technology to support teaching and learning are identified and recommendations sought regarding more effective modes of delivery. Technological Pedagogical Content Knowledge (TPACK) is postulated as a theoretical lens through which to foster reflection and dialogue regarding teaching practice and a number of tools are developed to support a structured approach to professional development. These include a TPACK assessment tool to evaluate performance in each of TPACK's constituent subdomains and a new form of technology content representation, dubbed a 'T-CoRe', through which to scaffold thinking and practice relating to technology integration. Through iterative refinement, the assessment tool was able to indicate and afford visualisation of aspects of practice. T-CoRes and associated discussion were able to evidence stimulation of high-quality reflection and foster application of higher-order thinking, here termed 'TPACK thinking'. Impact was demonstrable both in terms of teacher practice and pupil outcomes. Teachers demonstrated a commitment to collegiality and reflected on their capacity to champion technology integration within their departments and schools. This study therefore demonstrates the potential to operationalise TPACK within a UK setting and offers a toolkit of resources to support consideration of the pedagogical affordance of technology by teachers for wider scrutiny, use and development.
Style APA, Harvard, Vancouver, ISO itp.
4

Kemp, Sandra Joy. "Conceptions of teaching and pedagogical actions: Influences of professional development". Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489381.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Deshpande, Pranita. "Assessment Of Two Pedagogical Tools For Cybersecurity Education". ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2557.

Pełny tekst źródła
Streszczenie:
Cybersecurity is an important strategic areas of computer science, and a difficult discipline to teach effectively. To enhance and provide effective teaching and meaningful learning, we develop and assess two pedagogical tools: Peer instruction, and Concept Maps. Peer instruction teaching methodology has shown promising results in core computer science courses by reducing failure rates and improving student retention in computer science major. Concept maps are well-known technique for improving student-learning experience in class. This thesis document presents the results of implementing and evaluating the peer instruction in a semester-long cybersecurity course, i.e., introduction to computer security. Development and evaluation of concept maps for two cybersecurity courses: SCADA security systems, and digital forensics. We assess the quality of the concept maps using two well-defined techniques: Waterloo rubric, and topological scoring. Results clearly shows that overall concept maps are of high-quality and there is significant improvement in student learning gain during group-discussion.
Style APA, Harvard, Vancouver, ISO itp.
6

Horton, Michelle N. 9828594. "Assessing the Needs of Online Pedagogical Skill Development in Higher Education". NSUWorks, 2017. http://nsuworks.nova.edu/fse_etd/137.

Pełny tekst źródła
Streszczenie:
The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online learning environment. The purpose of the study was to identify online instructor support needs by investigating perceptions, successes, and challenges of online instructors at a multicampus state college in the southeast. The study explored the experiences of online instructors, in order to form an understanding of the types of professional development strategies that are needed to guide the transition from face-to-face instruction to online instruction. Using case-study techniques, this qualitative study assessed the perspectives of five faculty participants from academic disciplines representing computer science, mathematics, nursing, psychology, and sociology. Data were collected from interviews and resource documents and analyzed to reveal several findings relating to the practice of online instruction. Three key themes emerged from the findings: reflection of practice, connection to students, and process of work. Reflecting on personal experiences and learning from the experiences of other online instructors is influential to the development of online pedagogical skills. Connecting to students using multiple methods of delivery and developing an organized course structure is critical to successful online instruction. Navigating student communication, developing engaging course content, and identifying when students need help are challenges associated with managing the work of online instruction. Results of this study indicate the need for professional development programs that provide a structured emphasis on the development of online pedagogical skills. To address the evolving nature of online instruction, professional development programs should provide the opportunity to reflect on the practice of online teaching, assess individual training needs for online instructors, and guide the development of relevant online course content. As the demand for online education continues to grow along with emerging technologies associated with online learning, future research should be conducted on the length of time required to develop effective online pedagogical practices. The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online learning environment. The purpose of the study was to identify online instructor support needs by investigating perceptions, successes, and challenges of online instructors at a multicampus state college in the southeast. The study explored the experiences of online instructors, in order to form an understanding of the types of professional development strategies that are needed to guide the transition from face-to-face instruction to online instruction. Using case-study techniques, this qualitative study assessed the perspectives of five faculty participants from academic disciplines representing computer science, mathematics, nursing, psychology, and sociology. Data were collected from interviews and resource documents and analyzed to reveal several findings relating to the practice of online instruction. Three key themes emerged from the findings: reflection of practice, connection to students, and process of work. Reflecting on personal experiences and learning from the experiences of other online instructors is influential to the development of online pedagogical skills. Connecting to students using multiple methods of delivery and developing an organized course structure is critical to successful online instruction. Navigating student communication, developing engaging course content, and identifying when students need help are challenges associated with managing the work of online instruction. Results of this study indicate the need for professional development programs that provide a structured emphasis on the development of online pedagogical skills. To address the evolving nature of online instruction, professional development programs should provide the opportunity to reflect on the practice of online teaching, assess individual training needs for online instructors, and guide the development of relevant online course content. As the demand for online education continues to grow along with emerging technologies associated with online learning, future research should be conducted on the length of time required to develop effective online pedagogical practices.
Style APA, Harvard, Vancouver, ISO itp.
7

Shahuneeza, Naseer Mariyam. "Algebraic Content and Pedagogical Knowledge of Sixth Grade Mathematics Teachers". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2579.

Pełny tekst źródła
Streszczenie:
Algebra test scores of the Maldivian students from grade 6 through 12 are the lowest compared to any other area of mathematics. Algebra is a fundamental topic in mathematics and lays the foundation for mathematical reasoning and complex problem-solving. Research shows that strengthening algebra instruction could improve student achievement. This concurrent mixed methods study examined the algebraic content and pedagogical knowledge of 5 sixth grade mathematics teachers who teach in 5 different schools across the Maldives. Shulman's major categories of teacher knowledge and Ball, Thames, and Phelps' domains of mathematical knowledge for teaching guided this study. The research questions examined the relationship between teachers' perceptions of their mastery of algebraic content and pedagogical knowledge, and what teachers actually know about algebraic content and pedagogy. Purposive sampling was used to select the 5 participants. Quantitative data were collected using the Diagnostic Teacher Assessments of Mathematics and Science - Middle Mathematics Teacher Assessments and qualitative data were gathered through lesson observations, interviews, and analysis of teachers' lesson plans and notes. All participants believed that they were proficient in both algebraic content and pedagogical knowledge. However, the results of this study showed that all participants lacked both algebraic content and pedagogical knowledge. Findings of this study were used to inform and design mathematics professional development to meet the needs of the participants. This mathematics professional development is expected to improve the instructional delivery of algebra through enhanced algebraic content and pedagogical knowledge. This could positively contribute to the improvement of student achievement in algebra.
Style APA, Harvard, Vancouver, ISO itp.
8

Denbow, Christopher. "Pedagogical development and technical research in the area of geothermal power production". Thesis, KTH, Kraft- och värmeteknologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-55288.

Pełny tekst źródła
Streszczenie:
This work describes the types of power plants used for geothermal power generation in the world; the dry steam power plant, the flash steam power plant and the binary cycle power plant. The objective of the MSc work was the development of learning content on the subject of geothermal power generation for the CompEdu platform in the energy department at KTH. The power plants are described from a system perspective followed by an explanation of the operation of major components. Examples and calculations are given with the aim of illustrating which parameters are most important to the operation of each plant from a performance perspective. An important point is that the report does not go into detail for auxiliary components such as piping and valves. These components are essential from the point of view of fluid handling, however are less important in terms of understanding the mode of operation of the power plant. The power plants must consider the fact that geothermal fluid is corrosive and contains non-condensable gases. The choice of the type of geothermal power plant depends on the temperature and state of the geothermal fluid being utilised (liquid or vapour dominated). The research shows that each power plant has its own significant optimisation criteria, to summarise these: the dry steam power plant uses the selected wellhead pressure for extraction of geothermal fluid to optimise power output, the flash steam power plant uses the operating conditions in the steam separator to optimise power output and the binary cycle uses the required heat exchanger area per unit of power generated to select the optimal working fluid for power generation. Finally, innovative alternatives for power generation from geothermal resources that are on the horizon are introduced.
Style APA, Harvard, Vancouver, ISO itp.
9

Gavins, Marva Velyn. "IEP development as a function of pedagogical experience in special education teachers". College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6798.

Pełny tekst źródła
Streszczenie:
Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Style APA, Harvard, Vancouver, ISO itp.
10

Chan, Kam-ho, i 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "Pedagogical development"

1

Malaviya, Renu. Creating a learning environment: Child development and pedagogical issues. Delhi, India: Academic Excellence, 2007.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Muga, Helen E., i Ken D. Thomas. Handbook of research on pedagogical innovations for sustainable development. Hershey, PA: Information Science Reference, 2014.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Andragogical and pedagogical methods for curriculum and program development. Hershey, PA: Information Science Reference, 2014.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Psychological and pedagogical considerations in digital textbook use and development. Hershey, PA: Information Science Reference, an imprint of IGI Global, 2015.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

Pełny tekst źródła
Streszczenie:
The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.
Style APA, Harvard, Vancouver, ISO itp.
6

Turbovskoy, Yakov, i Vera Filinova. Technology of pedagogical goal setting. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077741.

Pełny tekst źródła
Streszczenie:
Based on the theory of pedagogical goal-setting, the monograph reveals the ways to achieve goals as a planned result obtained at each lesson, during the transition from one topic to another, during the school year and all years of study. This book, which includes the technology of pedagogical goal-setting, solves a two-pronged problem: it provides an opportunity to improve the professional skills of each teacher and contributes to improving the effectiveness of managing the development of education from the point of view of the requirements of modern state standards and curricula as an integral process. For teachers, head teachers, Directors of educational institutions, methodologists and heads of educational bodies.
Style APA, Harvard, Vancouver, ISO itp.
7

Steiner, Rudolf. The child's changing consciousness: As the basis of pedagogical practice. Hudson, N.Y: Anthroposophic Press, 1996.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Papatheodorou, Theodora. Debates on early childhood policies and practices: Global snapshots of pedagogical thinking and encounters. New York, NY: Routledge, 2012.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.

Pełny tekst źródła
Streszczenie:
The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.
Style APA, Harvard, Vancouver, ISO itp.
10

Debates on early childhood policies and practices: Global snapshots of pedagogical thinking and encounters. New York, NY: Routledge, 2012.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "Pedagogical development"

1

Mansfield, Jennifer. "Implications for articulating teachers’ professional knowledge development". W Pedagogical Equilibrium, 193–203. First edition. | Abingdon, Oxon ; New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429053573-16.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Mansfield, Jennifer. "Capturing the development of teachers’ professional knowledge". W Pedagogical Equilibrium, 36–46. First edition. | Abingdon, Oxon ; New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429053573-5.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Cecchin, Daniela. "Pedagogical Perspectives on Play". W Children's Play and Development, 55–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6579-5_4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Bosman, Lisa, i Stephanie Fernhaber. "Pedagogical and Professional Development Resources". W Teaching the Entrepreneurial Mindset to Engineers, 51–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61412-0_7.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Mitchell, Linda. "Assessment and Pedagogical Documentation". W International Perspectives on Early Childhood Education and Development, 87–107. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1793-4_5.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Terpstra, Marjorie. "TPACKtivity: An Activity-Theory Lens for Examining TPACK Development". W Technological Pedagogical Content Knowledge, 63–88. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Johnson, W. Lewis. "Pedagogical Agents for Web-Based Learning". W Web Intelligence: Research and Development, 43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45490-x_4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Taimur, Sadaf. "Pedagogical Training for Sustainability Education". W Encyclopedia of the UN Sustainable Development Goals, 1–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69902-8_51-1.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Taimur, Sadaf. "Pedagogical Training for Sustainability Education". W Encyclopedia of the UN Sustainable Development Goals, 611–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-95870-5_51.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Milad, Marine. "The Pedagogical Development of Blended Learning". W English Language Teaching Research in the Middle East and North Africa, 609–35. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_27.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Pedagogical development"

1

Litvishkov, V. M., i A. V. Vilkova. "Pedagogical communication". W TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-08-2018-03.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Choconta, Johanna, Ingrid Anzelin i Rosa J. Guzmán. "PEDAGOGICAL PERSPECTIVE ABOUT CHILD DEVELOPMENT". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1079.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Palmeiro, Cristina Maria, i Alexandra Maria Carneiro. "Pedagogical Triangulations". W DSAI 2020: 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3439231.3440606.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Onzimba Lenyungo, Zhanna. "CONFLICTOLOGICAL COMPETENCE IN PEDAGOGICAL PROCESS". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1212.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Rezer, Tatiana. "PEDAGOGICAL HERITAGE DETERMINES THE FUTURE". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1254.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Han, Zhanglian, i Andriy Marakushin. "FORMATION OF TASTE FOR PEDAGOGICAL WORK IN THE PR CHINA: PHENOMENA OF SOCIAL PEDAGOGICAL PRACTICE". W Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_26.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Winman, Thomas, i Lars Svensson. "THE DEVELOPMENT OF MOBILIZING PEDAGOGICAL STRATEGIES". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0582.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Maroldi, Fabio, Gabriele Vitale, Diego Balconi, Androw Fouad Tanyous i Lorenzo Tidoni. "FROM PEDAGOGICAL PRINCIPLES TO THE PEDAGOGICAL PROJECT. THE EXPERIENCE OF SAN MICHELE EDUCATIONAL GARDEN". W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1926.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Rivera, Diana, Nelson Piedra i Margoth Iriarte. "PEDAGOGICAL CHALLENGES IN A DIGITAL WORLD". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1641.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Jucan, Dana. "Effective Student Assessment Strategies In Pedagogical Practice". W Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.38.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Pedagogical development"

1

Feldberg, S. W., C. I. Goldstein i M. Rudolph. Development of Simulators for Electrochemical Responses: Experimental and Pedagogical Applications. Office of Scientific and Technical Information (OSTI), czerwiec 1997. http://dx.doi.org/10.2172/770465.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Stokamer, Stephanie. Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.40.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Nayn, A. Y. Pedagogical Management of Teachers Educational-Cognitive Orientation Development Process in he System of an Additional Professional Education. Prof. Dr Kuznetsov Alexandre Semenovich, marzec 2015. http://dx.doi.org/10.14526/18_2015_18.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Nazarenko, A. V. DEVELOPMENT OF ENVIRONMENT STATE PERCEPTION AS A FACTOR ECOLOGICAL PROFESSIONAL PEDAGOGICAL EDUCATION IMPROMENT IMPROVEMENT OF THE FUTURE TEACHERS. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, grudzień 2013. http://dx.doi.org/10.14526/43_2013_15.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, kwiecień 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

Pełny tekst źródła
Streszczenie:
The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
Style APA, Harvard, Vancouver, ISO itp.
6

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

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
7

DeJaeghere, Joan, Bich-Hang Duong i Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

Pełny tekst źródła
Streszczenie:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
Style APA, Harvard, Vancouver, ISO itp.
8

Baloch, Imdad, Tom Kaye, Saalim Koomar i Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, czerwiec 2020. http://dx.doi.org/10.53832/edtechhub.0026.

Pełny tekst źródła
Streszczenie:
The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
Style APA, Harvard, Vancouver, ISO itp.
9

Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, grudzień 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

Pełny tekst źródła
Streszczenie:
In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
Style APA, Harvard, Vancouver, ISO itp.
10

Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, luty 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

Pełny tekst źródła
Streszczenie:
The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Pedagogical development” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii