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Owens, Darya. "Teachers' Pedagogical Resistance to Prescribed Curriculum". Thesis, Wayne State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599931.
Pełny tekst źródłaResearch 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.
Skidmore, David. "Pedagogical discourse and the dynamic of school development". Thesis, University of Reading, 1998. http://opus.bath.ac.uk/15906/.
Pełny tekst źródłaHeywood, 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 źródłaKemp, 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 źródłaDeshpande, Pranita. "Assessment Of Two Pedagogical Tools For Cybersecurity Education". ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2557.
Pełny tekst źródłaHorton, 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 źródłaShahuneeza, Naseer Mariyam. "Algebraic Content and Pedagogical Knowledge of Sixth Grade Mathematics Teachers". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2579.
Pełny tekst źródłaDenbow, 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 źródłaGavins, 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 źródłaThesis 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.
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 źródłaHarper, Mary E. "Exploring childcare professionals' pedagogical choice when guiding children's social and behavioral development". [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002195.
Pełny tekst źródłaKoskela, I. M. (Iida-Maria). "Defining education for sustainable development and reviewing pedagogical approaches for implementing it". Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201710203007.
Pełny tekst źródłaTämänhetkiset vakavat globaalit ongelmat uhkaavat luonnon ekologista tasapainoa, oikeudenmukaisuuden ja tasa-arvon toteutumista sekä rauhanomaista eloa koko maailmassa. Kestävää kehitystä esitetään ratkaisuksi näihin monimutkaisiin ongelmiin useissa kansainvälisissä dokumenteissa ja sopimuksissa. Vaikka kestävästä kehityksestä ei ole yhtä määritelmää, usein sen tulkitaan muodostuvan sosiaalisista, ekologisista ja taloudellisista ulottuvuuksista. Koulutus on hyvin keskeistä kestävän kehityksen saavuttamiselle. Tässä tutkielmassa pyritään tekemään synteesiä siitä, mitä kestävän kehityksen kasvatus on, mitä sisältöjä se käsittää ja millaisia eettisiä kysymyksiä siihen liittyy. Kestävän kehityksen kasvatuksen tavoitteena on, että ihmiset omaksuvat kestävän elämäntavan, mutta ihmisten asenteisiin ja käyttäytymiseen vaikuttaminen on yleisesti haastavaa. Siksi tutkielmassa tuodaan myös esille pedagogisia ratkaisuja, jotka voivat tehdä kestävän kehityksen kasvatuksesta vaikuttavaa ja transformatiivista. Tämä tutkielma on kuvaileva kirjallisuuskatsaus, joka perustuu pitkälti kansainvälisesti tunnustettujen tutkijoiden ja akateemikoiden ajatuksiin kestävästä kehityksestä ja sen kasvatuksesta. Myös muuta akateemista kirjallisuutta, empiirisiä tutkimuksia ja YK:n dokumentteja on tarkasteltu tätä tutkielmaa tehdessä. Kestävä kehitys tulisi ottaa huomioon kaikessa koulutuksessa, ja siinä tulisi pyrkiä puuttumaan niihin yhteiskunnallisiin ja kulttuurisiin ilmiöihin, jotka ovat johtaneet tämänhetkisiin vakaviin ongelmiin. Ei ole olemassa yhtä tapaa toteuttaa kestävän kehityksen kasvatusta, mutta esimerkiksi elämykselliset, osallistavat ja oppijan aktiivisuutta korostavat oppimiskokemukset vaikuttavat toimivilta lähtökohdilta siihen. Systeemiajattelun ja kriittisen ajattelun kehittäminen auttaa oppijoita ymmärtämään monimutkaisia ja moniulotteisia ongelmia. Toimintakompetenssin tukeminen on tärkeää, jotta oppija kokee pystyvänsä vaikuttamaan sekä paikallisiin että globaaleihin asioihin
Sabree, Benjamin David. "A Pedagogical Investigation of the Development of General Relativity Using Differential Forms". Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1212173046.
Pełny tekst źródłaCotterman, Michelle Elizabeth. "The Development of Preservice Elementary Teachers’ Pedagogical Content Knowledge for Scientific Modeling". Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1253577387.
Pełny tekst źródłaScarrow, Ronda. "Pedagogical Methods Used by Probationary Elementary Teachers". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3322.
Pełny tekst źródłaTang, Xiaofeng. "Engineering Knowledge and Student Development| An Institutional and Pedagogical Critique of Engineering Education". Thesis, Rensselaer Polytechnic Institute, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3684113.
Pełny tekst źródłaEducators have recommended the integration of engineering and the liberal arts as a promising educational model to prepare young engineers for global economic, environmental, sociotechnical, and ethical challenges. Drawing upon philosophy of technology, engineering studies, and educational psychology, this dissertation examines diverse visions and strategies for integrating engineering and liberal education and explores their impacts on students' intellectual and moral development. Based on archival research, interviews, and participant observation, the dissertation presents in-depth case studies of three educational initiatives that seek to blend engineering with the humanities, social sciences, and arts: Harvey Mudd College, the Picker Engineering Program at Smith College, and the Programs in Design and Innovation at Rensselaer Polytechnic Institute. The research finds that learning engineering in a liberal arts context increases students' sense of "owning" their education and contributes to their communication, teamwork, and other non-technical professional skills. In addition, opportunities for extensive liberal arts learning in the three cases encourage some students to pursue alternative, less technocentric approaches to engineering. Nevertheless, the case studies suggest that the epistemological differences between the engineering and liberal arts instructors help maintain a technical/social dualism among most students. Furthermore, the dissertation argues a "hidden curriculum," which reinforces the dominant ideology in the engineering profession, persists in the integrated programs and prevents the students from reflecting on the broad social context of engineering and critically examining the assumptions upheld in the engineering profession.
Rahman, Fadzilah Abd. "Assessing pre service teachers' pedagogical content knowledge development : the employment of Bricolage approach". Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443858.
Pełny tekst źródłaDe, Silva Chamelle Rene. "Technology integration : tracing in-service primary teachers' technological, pedagogical and content knowledge development". Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2374.
Pełny tekst źródłaThe past decade has witnessed the proliferation and use of computer technologies or ICTs (Information and Communication Technologies) in varying levels in the traditional classroom within the South African context. The policy on e-Education (DoE, 2004) refers to the significance of e-Education and expects schools to be developed into e-Schools, consisting of a community of both teachers and learners. This policy also foregrounds how new models of learning are radically changing and challenging current conceptions of learning. As schools acquire technological infrastructure, teachers are expected to become technically skilled in order to deliver the curriculum utilising technology as a tool. Practising primary school teachers are generalists who subscribe to a more holistic approach of teaching. Specialised knowledge influences the in-service primary teacher's perceptions with regard to technology in the classroom. Technology integration,therefore, represents particular challenges for teachers as they search to construct a coherent, technological content base to inform their teaching. Learners with diverse ranges of learning abilities and needs are also present in classrooms, which may further compound the challenges teachers face within the confines of a rigid curriculum and emergent technologies. This study follows and documents the trajectory of a purposive sample of ten practising primary school teachers who had no specialised training in technology. A qualitative ethnographic research design, underpinned by an interpretive paradigm is employed. This research is premised on the argument that teachers can acquire the technical skill, underscored with the relevant pedagogical aims, needed for the seamless integration of emerging technologies required to enhance teaching and learning. "Without skilled pedagogical application of educational technology, technology in and of itself cannot provide innovative school practice and educational change" (Levin & Wadmany, 2006:158).
Pyykonen, Amanda. "For the creation of character: Pedagogical approach in Ontario's character development education resources". Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27784.
Pełny tekst źródłaDuling, Edward Burger. "The development of pedagogical-content knowledge : two case studies of exemplary general music teachers /". Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244060359.
Pełny tekst źródłaDulin, Cassandra. "The pedagogical characteristics of advanced technology education-funded professional development for community college faculty". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/62.
Pełny tekst źródłaVogts, Dieter. "The evaluation of a pedagogical-program development environment for Novice programmers : a comparative study". Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/638.
Pełny tekst źródłaVenesile, Christopher John. "The Acquisition of Pedagogical Content Knowledge By Vocal Jazz Educators". Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1278521556.
Pełny tekst źródłaMcClung, Robert John. "Impact of English Language Teachers' Technology-Based Pedagogical Choices on Japanese University Students". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6922.
Pełny tekst źródłaFrkovich, Ann Marie. "A young idler, an old beggar| Chinese nationals in US classrooms and the pedagogical significance of globalization". Thesis, DePaul University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708767.
Pełny tekst źródłaOver fifty thousand Chinese students are leaving China to study in US high schools. This interview-based, narrative inquiry study focuses on the experience of ten Chinese nationals now studying at a US high school and expands work done in comparative pedagogy by offering thick descriptions of the school experience in two cultures. This study makes the case that China’s changing culture is reflected in the stories and school histories of Chinese students who experience pedagogy as significantly different in China and the US. The push that drives students out of China includes high-stakes testing and public ranking systems and the individual success of students within these systems. Students’ experience school in China as a symbiotic relationship between teachers, students, and schools, which often manifests in culturally located methods for efficient study, including achievement collaboration—wherein actors work together for mutual success. It is within this context that many students are pulled to study in the US in order to take up a certain degree of cultural rebellion, wherein they perceive that US schools have the resources to provide for broader constructions of school success than in China. This study illuminates how these students then gain new knowledge around how to be successful in school in two cultures and how to better navigate global education mobility. It is in this way that Chinese students become conduits of change. They influence the curricula, programming, and services offered at the schools they attend in both countries, emphasizing how cross-border mobility (re)shapes the identities and values around education for all involved, from individual students and schools to educational policy and reform. This study engages how schools in the US are meeting the needs of these students in both policy and practice, and lends nuance to the literature around intercultural education and the impact of globalization on pedagogy.
DANI, DANIELLE E. "THE IMPACT OF CONTENT AND PEDAGOGY COURSES ON SCIENCE TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE". University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1086191691.
Pełny tekst źródłaKitchens, Juliette C. "The Postdisciplinarity of Lore: Professional and Pedagogical Development in a Graduate Student Community of Practice". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/english_diss/92.
Pełny tekst źródłaCondy, Janet. "The development of an enabling self-administered questionnaire for enhancing reading teachers’ professional pedagogical insights". Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1974.
Pełny tekst źródłaThere have been many national and provincial studies on children’s literacy levels in recent years in South Africa. However, none has determined the teachers’ own understandings of the core indicators of an effective reading teacher. During a preliminary feasibility study, the researcher was surprised to discover how many under-qualified teachers there were who had a limited professional understanding of current primary school reading instructions, approaches and practices. To assess more accurately these experienced teachers’ perceived professional competencies in teaching reading, the current study reports the development, refinement, validation and implementation of a conveniently self-administered profile of professional competencies designated the “Core Indicators of an Effective Reading Teacher Questionnaire” (CIERTQ). The researcher (the writer) gathered and analysed theoretically coherent feedback data from more than 1000 qualified, experienced and active reading teachers to establish a set of competencies describing teachers’ professional understandings of their pedagogical reading tasks. These clarified roles - as outcomes of the thesis - can be fed back to, and integrated with, teachers attending future literacy programmes and policies in economically developing countries, as well as serving to enable present and future teachers of reading to self-identify and improve possible aspects of their daily classroom activities. The present study is grounded in the social constructivist, socio-and psycho-linguistic theories originating from the works of Piaget (1969), Vygotsky (1930), Cambourne (2004) and Goodman (2005). Their foundational principles and literacies, together with relevant educator competencies specified and described in the South African National Education Department’s Norms and Standards for Educators document (2000) and in both the Foundation Phase (Grades R – 4) (1997) and Intermediate Phase (Grades 4 – 6) (1997) were defined and then applied to the derivation of all items in the CIERTQ. The CIERTQ instrument evolved through three phases of validation. First, the preliminary improvements in the questionnaire developed through seven formative versions as it passed through successive pilot trials with different small groups of self-selected reading teachers (teachers from grades 2 – 7, principals, subject advisors, learning support teachers, final year teacher training students and lecturers) from 1999 to early 2002. Phases two and three formed the major part of this research. Participants in phase 2 were introduced to Concentrated Language Encounter (CLE), an innovative reading programme implemented and expanded annually between 2001 and 2005, in 4900 new classrooms in 308 developing schools, in South Africa’s Western Cape region. Phase two involved further development and refinement of the CIERTQ. Version 8 was administered to 533 reading teachers in early 2002. It was re-administered to 360 teachers six months later. 173 of the pre-tested teachers were present at both the pre-and repeat workshops. After qualitative and quantitative analysis of the generated data, version 8 of the CIERTQ was improved and version 9 was reformulated in readiness for another large-scale trial. Phase three was the final administration of the CIERTQ, version 9, to a new relevant selfselected study group of 144 reading teachers who were attending the 2003 National Professional Diploma in Education course in teaching Literacy in the primary schools offered in the Education Faculty of the Cape Technikon. Throughout phases two and three several cautious varimax normalised factor analyses were engaged to refine and develop the questionnaire, within the context of teaching reading in economically developing schools in South Africa. The final instrument comprised 41 items which clustered into eight factors or dimensions of pedagogy. Particularly prominent factors with factor loadings between 0.50 and 0.72 were interpreted as (1) pedagogically strategic items (which included reading for meaning and application, reading for strategy development and other items of support); (2) reading for meaning and interpretation; and (3) reading for socialising (which included reading for research and surveillance). Almost all of the Cronbach alpha reliability coefficients for the eight sectors of versions 7 to 9 of the CIERTQ varied in the range of α = 0.70 – 0.87. Finally, the responses to the items were re-analysed and presented in relation to the foundational theories of literacy and to the South African’s Department of National Education, Revised National Curriculum Statement (2002) to produce an underlying coherent pattern of interpretation. Thus, overall, a valid and reliable instrument was produced, through refined consensus, with potential for use in augmenting further literacy research. Such future-orientated research is already a recently stated major policy focus of the current Minister of Education in South Africa for the years 2006 – 2009. This study presents a unique contribution to knowledge. The CIERTQ appears to have wide validity for primary schools that operate with multilingual reading cultures and diverse reading approaches, particularly in economically developing regions of South Africa and possibly beyond. The investigation makes recommendations for modifications to policy in terms of (a) introducing minor reform to the existing learning outcomes and (b) formulating an additional five new assessment standards for the South African’s Department of Education, Revised National Curriculum Statement (2002) Home Language document. For policy writers it may be useful to study the emergent well-defined sector names of the CIERTQ which convey a broader and a more holistic understanding of reading than those expressed in the policy document. The findings of the study answer the key research question: “Is it possible to develop, refine, validate and implement a profile of professional competencies of effective reading teachers for the South African context?” The answer is clearly in the affirmative, thereby corroborating and consolidating the current literacy theories of Cambourne (2004), and Goodman (2005) and the South African Norms and Standard for Educators (2000) document in South Africa’s unique educational context at the commencement of the 21st century.
Vogel, Michael. "Addressing pedagogical solitude : a realist evaluation of organisation development at a German higher education institution". Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021593/.
Pełny tekst źródłaPompea, Stephen M., i Nancy L. Regens. "The value of art-oriented pedagogical approaches to the teaching of optics and photonics". SPIE-INT SOC OPTICAL ENGINEERING, 2017. http://hdl.handle.net/10150/626009.
Pełny tekst źródłaHanda, Rhea. "A Lesson in Learning: Improving Learning Outcomes in India Via Pedagogical Innovation". Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1105.
Pełny tekst źródłaRiojas, Mario. "Towards the Ubiquity of Precollege Engineering Education: From Pedagogical Techniques to the Development of Learning Technologies". Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/265592.
Pełny tekst źródłaStokamer, Stephanie Taylor. "Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/40.
Pełny tekst źródłaPringle, Perkins Bobby II. "EDUCATIONAL CHANGE: DEVELOPMENT OF A CREATIVITY ENCOURAGING PEDAGOGICAL FRAMEWORK FOR A STANDARDS-BASED MIDDLE SCHOOL ENVIRONMENT". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469204520.
Pełny tekst źródłaWineberg, Timothy W. "Enacting an ethic of pedagogical vocation: pursuing moral formation in responding to the call of sacrifice, membership, craft, memory, & imagination /". Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2648.
Pełny tekst źródłaMudzimiri, Rejoice. "A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers". Diss., Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/mudzimiri/MudzimiriR0812.pdf.
Pełny tekst źródłaJones, Nelson Alissa. "Job in dialogue with Edward Said : contrapuntal hermeneutics, pedagogical development, and a new approach to biblical interpretation /". St Andrews, 2009. http://hdl.handle.net/10023/790.
Pełny tekst źródłaJones, Nelson Alissa D. "Job in dialogue with Edward Said : contrapuntal hermeneutics, pedagogical development, and a new approach to Biblical interpretation". Thesis, University of St Andrews, 2009. http://hdl.handle.net/10023/790.
Pełny tekst źródłaKaowiwattanakul, Sukanya. "Development of critical thinking in the L2 literature classroom in Thai higher education : conceptions and pedagogical practices". Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494691.
Pełny tekst źródłaMutheiwana, Pertunia. "A cultural-historical analysis of Grade 9 History curriculum and its pedagogical resources for learners' conceptual development". Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33893.
Pełny tekst źródłaAlajlan, Abeer M. "Pre-Service Teachers' Development of TPACK (Technological Pedagogical and Content Knowledge): Learning By Design (LBD) as an Instructional Approach". Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554212137921351.
Pełny tekst źródłaWang, Lan. "Exploring EFL teachers' pedagogical content knowledge for teaching speaking in Chinese universities : a multiple case study". HKBU Institutional Repository, 2020. https://repository.hkbu.edu.hk/etd_oa/766.
Pełny tekst źródłaGu, Yue. "Chinese Heritage Language School Teachers’ Pedagogical Belief and Practice of the Contextualized Language Instruction". University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438857478.
Pełny tekst źródłaGustafsson, Karin. "Folkbibliotek och lärcentra : ett pedagogiskt samarbete under utveckling = [Libraries and local learning centres] : [a pedagogical cooperation under development] /". Borås : Högsk. i Borås, Bibliotekshögskolan/Biblioteks- och informationsvetenskap, 2004. http://www.hb.se/bhs/slutversioner/2004/04-34.pdf.
Pełny tekst źródłaCORDEIRO, RENATA MAIA. "THE DEVELOPMENT OF TEMPORALITY IN THE SCHOOLS OF INFANTILE EDUCATION: A LOOK AT THE MATERIALS AND PEDAGOGICAL RESOURCES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31996@1.
Pełny tekst źródłaCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
Este estudo propõe uma análise sobre quais práticas pedagógicas e recursos estão sendo utilizados nas salas de atividades da Educação Infantil na construção de noções temporais pelas crianças. Tem como objetivo investigar os materiais didáticos que favorecem o desenvolvimento da temporalidade pela criança na sala de atividades. Assim, é tomado como objeto de estudo o ambiente escolar e os materiais didáticos relativos à construção das perspectivas temporais das crianças da Educação Infantil de escolas públicas do município do Rio de Janeiro. Considerando que o tempo é uma criação humana, podemos constatar que a reversibilidade temporal é uma construção (PIAGET, 2002), e que as crianças não nascem com perspectivas temporais prontas, mas estas devem ser apresentadas e formadas ao longo de suas vidas. E a escola, nesse contexto, possui um papel essencial. Através da observação das salas de atividades, dos recursos e materiais didáticos presentes nas unidades de Educação Infantil e da entrevista com as/os professores, este estudo adentrou no universo da construção das noções temporais, considerada elemento principal para a compreensão da organização espaço-temporal do mundo em que vivemos e da causalidade histórica. Concluímos que ainda são escassos os materiais e as atividades voltadas para o desenvolvimento temporal, entretanto quando há um trabalho mediado e consciente do educador, as crianças realizam inferências, apresentam uma linguagem temporal mais adequada e conseguem estabelecer ordenações (ideia de sequência), e relações entre o antes e o depois, ou entre o passado e o presente.
This study proposes an analysis about which children are using pedagogical practices and resources in the classrooms of Early Childhood Education in the construction of temporal notions. It has as objective to investigate the didactic materials that favor the development of temporality by the child in the activity room. Thus, the school environment and the didactic materials related to the construction of the temporal perspectives of children in the public schools of the city of Rio de Janeiro are taken as the object of study. Considering that time is a human creation, we can see that temporal reversibility is a construction (Piaget, 2002), and that children are not born with ready temporal perspectives, but these must be presented and formed throughout their lives. Moreover, the school, in this context, plays an essential role. Through the observation of the classrooms, resources and didactic materials present in two early childhood classrooms from different schools, and the interview with the teachers, this study entered into the universe of the construction of the temporal notions, considered the main element for the understanding of the space-time organization of the world in which we live and historical causality. We conclude that there is still a shortage of materials and activities focused on temporal development, but when there is a mediated and conscious work, children make inferences, present a more adequate temporal language, and manage to establish order of events (the idea of sequencing), as well as relations between the before and after, and between the past and the present.
Silberberg, Ross Allen. "The architectural design studio as a method of inquiry : a pedagogical model for the development of architectural knowledge". Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/14010.
Pełny tekst źródłaIncludes bibliographical references (leaves 106-108).
This thesis is concerned with the systematic investigation and application of knowledge within the architectural design studio. The thesis takes, as a point of departure in the development of architectural epistemology, a model of knowledge developed by Yehuda Elkana, in A Programmatic At tempt at an Anthropology of Knowledge, Science and Cultures. Sociology of the Sciences, Everett Mendelson and Yehuda Elkana (eds.) (D. Reidel Publishing Co., 1981). It is generally accepted that the design process can be characterized in a variety of ways with respect to the development and implementation of architectural knowledge. However, it is my contention that the design process, particularly [but not exclusively] within an academic setting, is best characterized as a form of critical inquiry about architecture, leading to the development of a form of architectural knowledge-contextually dependant and conventional in nature--which can be examined, tested and modified. Therefore, the goal of the design studio is two-fold. It is to help students develop a body of architectural knowledge that they can take with them beyond the individual studio. Additionally, it is to help students develop a working method to examine new material, as well as re-examine old . If we assume this position about the design studio, namely that of a method of inquiry, is correct, then it should hold true for the instructor as well. With this position in mind, the design studio becomes an investigation into such questions as "what is architectural knowledge?" and "how should it be taught?"; which can be examined, tested, and modified in the design studio process.
by Ross Allen Silberberg.
M.S.
Szabó, Zsolt. "Dr. Gusztáv Höna : his performance and pedagogical career and contributions to the development of the Hungarian trombone school". Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3201.
Pełny tekst źródłaBrundrit, Susan. "A case study of emergent environmental pedagogical content knowledge in a Fundisa for Change teacher professional development course". Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62850.
Pełny tekst źródłaMendonça, Marta. "Developing teaching and learning in Mozambican higher education : a study of the pedagogical development process at Eduardo Mondlane University". Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-93954.
Pełny tekst źródłaCady, Jo Ann Meier Sherry Lynn Blosch Lubinski Cheryl Ann. "The transition from preservice to experienced mathematics teacher the development of practices, cognitively guided beliefs, and pedagogical content knowledge /". Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088019.
Pełny tekst źródłaTitle from title page screen, viewed January 10, 2006. Dissertation Committee: Sherry L. Meier, Cheryl A. Lubinski (co-chairs), Darryl A. Pifer, Janet E. Warfield. Includes bibliographical references (leaves 258-265) and abstract. Also available in print.