Bibliografias temáticas / Pedagogy

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Literatura científica selecionada sobre o tema "Pedagogy"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 30 de julho de 2024

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Artigos de revistas sobre o assunto "Pedagogy"

Syabarrudin, Agus, Imamudin Imamudin e Marlina Saptariana. "CRITICAL PEDAGOGY IN THE DIGITAL ERA". JURNAL EDUSCIENCE 10, n.º 1 (15 de abril de 2023): 159–64. http://dx.doi.org/10.36987/jes.v10i1.3917.

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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. e Dadang Juandi. "MODEL PENGEMBANGAN DESAIN DIDAKTIS SUBJECT SPECIFIC PEDAGOGY BIDANG MATEMATIKA MELALUI PROGRAM PENDIDIKAN PROFESI GURU". Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 19, n.º 2 (1 de outubro de 2014): 141. http://dx.doi.org/10.18269/jpmipa.v19i2.454.

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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, n.º 9 (24 de novembro de 2017): 872. http://dx.doi.org/10.3390/proceedings1090872.

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Suchánková, Eliška, e Renáta Matušů. "Spiritualita pedagogů tradičních a alternativních škol". Sociální pedagogika / Social Education 8, n.º 2 (15 de novembro de 2020): 29–43. http://dx.doi.org/10.7441/soced.2020.08.02.02.

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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 e Araci ASINELLI-LUZ. "Pedagogia, Pedagogos e a extensão universitária (Pedagogy, Pedagogues and university extension)". emancipacao 16, n.º 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, n.º 4 (dezembro de 2006): 393–406. http://dx.doi.org/10.1177/0047117806069401.

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Ndona, Yakobus, Liber Siagian e Sampitmo Habeahan. "Pedagogi Yesus Dalam Perspektif Progresifisme Pendidikan". Jurnal Christian Humaniora 5, n.º 1 (30 de maio de 2021): 25–46. http://dx.doi.org/10.46965/jch.v5i1.614.

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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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Waliyadin, Waliyadin, Zaharil Anasy e Desi Nahartini. "EXPLORING TEACHER EDUCATORS’ UNDERSTANDING OF CRITICAL PEDAGOGY AND ITS IMPLEMENTATION IN THE ENGLISH READING CLASS". IJEE (Indonesian Journal of English Education) 10, n.º 1 (27 de julho de 2023): 182–206. http://dx.doi.org/10.15408/ijee.v10i1.31894.

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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, n.º 48 (15 de abril de 2018): 115–32. http://dx.doi.org/10.14746/se.2018.48.8.

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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, n.º 1 (19 de abril de 2024): 87–93. http://dx.doi.org/10.54254/2753-7048/46/20230622.

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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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Mais fontes

Teses / dissertações sobre o assunto "Pedagogy"

Gaskell, Kate Matilda. "Basil Bernstein's theory of pedagogic transmission : pedagogy, curriculum and ageing". Thesis, University of Dundee, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424323.

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Walldén, Hillström Kristina. "I samspel med surfplattor : Om barns digitala kompetenser och tillträde till digitala aktiviteter i förskolan". Licentiate thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-246563.

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Turkmen, Nadire, e Fana Karadzhova. "Matematiska interaktioner i förskolan : En observationsstudie om barn och förskollärarnas användande av matematiska begrepp i vardagliga situationer". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-401836.

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Mallen, Cheryl Ann. "Rethinking pedagogy for the times: a change infusion pedagogy". University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00004789/.

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[Abstract]: This doctoral dissertation research reports on the exploration of higher education academics’ pedagogical responses to complex societal postindustrialchange. The topic arises from a deep personal interest in processes of societal change and the need for such processes to be in the professional practices ofacademics. The research problem that guides the study is: In what way(s) and to what extent can University instructors be assisted to incorporate change-basedconcepts in their pedagogical practices through application of a conceptual framework for change infusion?In response to the problem, a change infusion model (CIM) arises from an analysis of authoritative literature on change. Change infusion is an educational process that utilises key concepts from theories of change to provide ameaningful context for pedagogical practice in times where pervasive societal transformation is the norm. Gay’s (1995) multiple stages of infusion are of particular importance in the CIM. The generation of the theoretical definition of infusion in the CIM provides practising academics with an explanatory system that enables them to infuse significant elements of change into pedagogicalpractices. In essence, the CIM purports to guide instructors to move beyond teaching about change to teaching for change.The research design includes the cognitive-constructivist theoretical foundations, with particular reference to Dewey (1933), Piaget (1951), Lewin (1951), Schön (1983, 1987), Calderhead (1988), and Patton (2002). Ofparticular importance is the analysis of opinions concerning pedagogical practice of a small number of University practitioners after engaging with theCIM during each of the three stages of trials. The trials utilize the cognitiveconstructivist quality of reflection as a means to link theory to practice.The conclusions from the research support a conceptual model, such as the CIM, for use to teach for change. As a result of the Stage 3 trial research in particular, the conceptual model from the beginning point of the study isrefined, thereby hopefully providing a useful tool for academics in a wide range of contexts and disciplines to respond in meaningful ways to the process ofmajor change that impinge upon them and their work.

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Ingram, Andrew C. "Pedagogy regained : shaping pedagogy and self in autopoietic unity". Thesis, London South Bank University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646861.

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This thesis is premised on the indivisible unity of pedagogy and self and predicated on researching, in Frederic Jameson’s words, “pedagogy as autoreferentiality”: writing about the practices of pedagogy is writing about the practices of self, and writing about the practices of self is writing about the practices of pedagogy. The writing, it is argued, becomes a reflexive shaping tool which is instrumental in the reconstitution of pedagogic self, and writing of, and from, the self is poiesis and the mode of (re-)production. An ideological infrastructure for an autopoietic construct of pedagogy is contextualised in the systems thinking of Fritjof Capra, and in the ethical and political ecology of postformal critical pedagogy and complex critical ontology reviewed in key texts by Henry Giroux and Joe Kincheloe. The study centres on the recovery of pedagogic selfhood through debating, as Kincheloe espouses, ‘critical’ questions on ethics and aesthetics, morality and politics, emotions and ‘gut feelings’, and these form the structuring themes for a theorisation of autopoietic pedagogy. Using activity theory, this theorisation proposes a working hypothesis of learning as a particular form of human activity in which meta-experience – the experiencing of experience – and identity formation ‘couple’ with the wider structuring forces of social systems. It finds that the normal flow of information intended to produce teacher learning is an insufficient explanation of expert teacher activity and that the ‘retroviral’ notion of i-learning, characterised as instinct, intuition, insight, and accessed through critical introspection, opens up a relatively young and unturned field of educational enquiry dubbed here as autochthonology. The paper argues for autochthonography as a genre of self-expression, combining the elenctic and exegetical, which represents a synthesis of thinking, in the Deweyan sense, as an aesthetic activity and Lebesgue’s practical philosophy of thinking in front of one’s students.

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Emma, Lundvall, e Aziz Aziz. "" Det gäller att se möjligheterna för att skapa en inkluderande undervisning" : - en studie om pedagogers arbete för att skapa en inkluderande undervisning för elever på grundsärskolan". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38104.

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Ekengren, Stina, e Cornejo Sofia Kouva. "IKT som pedagogiskt verktyg i förskolan : En enkätstudie om pedagogers inställning till IKT i förskolans verksamhet". Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29035.

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Syftet med studien är att undersöka pedagogernas inställning till användningen av IKT som pedagogiskt verktyg i förskolans verksamhet, både i lärande syfte gällande barnen men även synliggöra förskollärarnas uppfattningar om vilka hinder och möjligheter som kan uppstå. För att ta reda på detta användes en enkät som kvantitativ analysmetod med hjälp av sajten Survey Monkey. Enkätfrågorna skapades utifrån frågeställningarna och bestod av 22 stycken frågor, enkäten skickades ut i tre olika Facebookgrupper och sammanlagt valde 93 personer att delta. Resultatet delades upp i kategorierna: IKT en del av samhället och framtiden, barns lärande är oändligt, resurser utgör hinder och stora möjligheter med IKT. Det framkom att IKT användandet ses som en nödvändighet och en viktig del att kunna för barnen både nu och i framtiden. Lärandet är också en viktig aspekt där matematik, digitala verktyg, samspel och språk är ämnen som respondenterna såg i användandet av IKT. Hinder som uppstår i IKT användandet är brist på tid, dålig ekonomi och brist på kunskap och utveckling. Möjligheter som uppstår med IKT användningen är oändliga eftersom det finns förutsättningar till att skapa aktiviteter som innefattar läroplansmålen som förskolan ska arbeta för. Denna studie tydliggör pedagogers synsätt på IKT med fokus på barns lärande och det ges en inblick om och hur de använder IKT i förskolans verksamhet.

Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07

Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.

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Deniz, Rina. "”Alltså man kan typ rätta sig själv med båda språken” : Tvåspråkiga elever resonerar kring sina språk och språkens nytta i skolan". Thesis, Södertörns högskola, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2917.

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The purpose of the essay is to study and create understanding to the bilingual students' perspective on their linguistic skills and the use of them as resources in a scholastic context. A qualitative method has been used to collect empirical data, based on the experiences and perspectives of the students. Bilingualism is defined and past research, which has shown how their bilingualism has influenced them, has been linked with this study. Definition of mother tongue and the meaning of mother tongue tuition for student immigrants' development have been discussed. This research has shown that the students feel their bilingualism is a natural occurrence. A feeling of importance for their mother tongue is expressed, considering the aspect to preserve their cultural fellowship. They look at bilingualism as an opportunity for development and learning and not as an obstacle. Despite the positive attitudes towards their linguistic situation they feel that they have been forced to overlook this competence in scholastic context. Another problem though, is that the mother tongue tuition is experienced as a separate occurrence outside the syllabus of the school, instead of being a part of it.

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Adiguzel, Funda. "Konflikthantering i förskolan : En undersökning hur pedagoger ser och hanterar barns konflikter". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-335903.

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Syftet med forskningsarbetet är att undersöka pedagogernas syn på konflikthantering samt hur barns konflikter förebyggs i förskoleverksamheten. För att uppnå ett trovärdigt resultat har kvalitativa samtalsintervjuer i samband med barnobservationer använts som metod för undersökningen. Genom datainsamlingen kan det konstateras att konflikter tillhör förskolans vardag och kan vara både stora och små. Konflikter kan uppstå av många olika anledningar och något som pedagoger är överens om är att konflikter uppstår främst i samband med missförstånd mellan barnen. De menar att missförstånd har en central plats i barns konflikter och barn kan missförstå varandra både verbalt och icke verbalt beroende på situationen. Pedagoger har ett stort ansvar vid arbete med barns konflikter och konflikthantering, det kan vara konstruktivt eller destruktivt beroende på hur det hanteras. Det kan även handla om öppna och dolda konflikter. En slutsats som kan dras är att Vygotskij´s sociokulturella teori genomsyrar i pedagogernas arbete med att hantera och förebygga barns konflikter. I teorin ligger kommunikationen centralt och det har en stor betydelse vid detta studieområde, utan kommunikation kan konflikter inte hanteras. Det kräver att pedagoger stöttar och vägleder barns lärande utifrån den proximala utvecklingszonen. Genom pedagogens närvaro, delaktighet och vägledande arbetssätt kan barns lärande vidareutvecklas. Det är en god förutsättning för pedagoger att ha barns utvecklingszon som utgångspunkt vid lärande av konflikthantering. Konflikter och konflikthantering ses som ett lärandetillfälle för både barn och pedagog. Barn som lär sig att behärska sig, blir både tålmodiga, lyhörda och även mer empatiska. De värnar om varandra ännu mer och lär sig att vara en bra kompis. Så småningom ökar de sina sociala färdigheter och använder prosociala handlingar gentemot varandra. Även pedagoger tar lärdom för vidare arbete med konfliktsituationer. De reflekterar och ifrågasätter sitt handlande och bearbetar sina brister för att göra bättre ifrån sig. Det är ett bra sätt att utvecklas inom sin pedagogiska roll.

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Sigvardsson, Ann-Sofie, e Christine Jansson. "Har ni pratat idag? : En kvalitativ studie om diskurser kring vardagssamtal som pedagogisk resurs för barns samtalsfärdigheter". Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36482.

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Syftet med studien är att undersöka hur pedagoger anser att de samtalar med barn i vardagen, vilket besvaras med forskningsfrågorna: Vilka variationer av yttranden framträder när pedagogerna diskuterar kring hur de samtalar med barn i vardagen? Hur beskriver pedagogerna vilka villkor som finns för att vardagssamtal ska kunna möjliggöra utveckling av barns samtalsfärdigheter? Studien utgår från socialkonstrutionisktisk teoribildning samt diskurspsykologi som metodologisk utgångpunkt. För insamling av material användes ett fokusgruppssamtal med fem medverkande pedagoger. De variationer som tydligast synliggjordes i resultatet är tidens betydelse och roll spelar roll. Resultatet visar att genom pedagogernas yttranden kring tidens betydelse är det rimligt att dra slutsatsen att tiden konstruerar villkoren för barn att lära och utveckla samtalskompetenser. Genom pedagogernas yttranden kring roll spelar roll är det rimligt att dra slutsatsen att pedagogerna intar roller som konstruerar villkoren för barn att lära och utveckla samtalskompetenser.

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Livros sobre o assunto "Pedagogy"

Monchinski, Tony. Engaged Pedagogy, Enraged Pedagogy. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-448-5.

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Ryndak, Valentina. Pedagogy. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25026.

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Turbovskoy, Yaokv. Pedagogy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1168573.

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In the monograph, in accordance with the program, it is revealed how and thanks to what a graduate of a pedagogical college can become a real professional teacher. At the same time, it highlights not only the necessary theoretical foundations that ensure high professional efficiency of pedagogical activity, but also the necessary methods, the possession of which will ensure the possibility of achieving educational results and-no less important-the possibility of creative self-realization. For students of pedagogical specialties, as well as all those interested in pedagogy.

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Rodríguez, Luis Rivero, e Abraham Yrivarren Valverde. Pedagogia de la resistencia: Pedagogy of resistance. Editado por Ludeña Urquizo, Wiley, 1955- editor, Aravena Mori Alejandro contributor, Belaúnde M. Pedro contributor, Benítez Solano contributor, Bucci Angelo contributor, Cooper Llosa Frederick contributor e Pontificia Universidad Católica del Perú. Facultad de Arquitectura y Urbanismo. Lima, Peru: Pontificia Universidad Católica del Perú, 2011.

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Smith, Brenda. Choral pedagogy. San Diego: Plural Publishing, 2013.

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Macrine, Sheila, Peter McLaren e Dave Hill, eds. Revolutionizing Pedagogy. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230104709.

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Henderson, Emily F. Gender Pedagogy. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137428493.

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Mike, Sharples. Practical Pedagogy. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429485534.

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Skidmore, David, e Kyoko Murakami, eds. Dialogic Pedagogy. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096220.

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Boronski, Tomas. Critical Pedagogy. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315101811.

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Capítulos de livros sobre o assunto "Pedagogy"

Monchinski, Tony. "Engaged Pedagogy, Enraged Pedagogy". In Engaged Pedagogy, Enraged Pedagogy, 137–47. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-448-5_7.

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Ergas, Oren. "Pedagogy and Meta-pedagogy". In Reconstructing 'Education' through Mindful Attention, 123–45. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58782-4_5.

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Vilaseca, Stephen Luis. "Pedagogy". In Anarchist Socialism in Early Twentieth-Century Spain, 185–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44677-2_12.

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Bradley, Ben. "Pedagogy". In Encyclopedia of Critical Psychology, 1338–41. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_213.

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Winterbottom, Daniel. "Pedagogy". In Design-Build, 14–106. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315679372-2.

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Biddulph, Mary, David Lambert e David Balderstone. "Pedagogy". In Learning to Teach Geography in the Secondary School, 64–96. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Learning to teach subjects in the secondary school: Routledge, 2020. http://dx.doi.org/10.4324/9780429426780-4.

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Hadland, Cheryl. "Pedagogy". In Creating an Eco-Friendly Early Years Setting, 33–42. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429445842-4.

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Carlsson, Andreas. "Pedagogy". In Becoming a Better Sports Coach, 133–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195153-5.

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Choo, Suzanne S. "Pedagogy". In Teaching Ethics through Literature, 87–111. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Citizenship, character and values education: Routledge, 2021. http://dx.doi.org/10.4324/9780429292101-5.

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Rousell, David. "Pedagogy". In Immersive Cartography and Post-Qualitative Inquiry, 62–78. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367816445-5.

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Trabalhos de conferências sobre o assunto "Pedagogy"

Dahnoun, Naim. "Pedagogy for Engineering and Digital Pedagogy". In 2020 9th Mediterranean Conference on Embedded Computing (MECO). IEEE, 2020. http://dx.doi.org/10.1109/meco49872.2020.9134311.

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Borisova, Simona, Radka Telekova e Dana Kollarova. "MUTUAL INSPIRATION OF THE TEACHER AND THE FOREST PEDAGOGUE IN SHAPING THE PUPIL?S AWARENESS OF NATURE PROTECTION". In 22nd International Multidisciplinary Scientific GeoConference 2022. STEF92 Technology, 2022. http://dx.doi.org/10.5593/sgem2022v/3.2/s14.45.

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Schools in many countries implement environmental education to different extents. School as an institution has a significant role in shaping pupil?s attitudes and behaviour towards nature and the environment. School's cooperation with a forest pedagogue is oriented towards the activities of forest pedagogy, the application of which to education in the conditions of Slovak schools represents one of the possibilities of forming pupils' relationship with nature and awareness of forestry. The aim of the research is to find out and show the possibilities of improving the cooperation of forest pedagogue and teacher so that the activities of the forest pedagogy lead to the formation of pupils' relationship with nature and their awareness of the functioning of the forest ecosystem. The main method of data collection is interviews with teachers and forest educators. The results show that the cooperation of experts � teacher and forest pedagogue can significantly improve the application of forest pedagogy methods and thus increase the quality of achieving the goals of forest pedagogy.

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Cazan, Carmen Manuela. "Equilibrium Pedagogy". In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.40.

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Sanders, Kate, Jonas Boustedt, Anna Eckerdal, Robert McCartney e Carol Zander. "Folk Pedagogy". In ICER '17: International Computing Education Research Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3105726.3106192.

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Gonzales, Laura, Rebecca Zantjer e Howard Fooksman. "Portable pedagogy". In SIGDOC '15: The 33rd ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2775441.2775490.

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Fatimah, Fatimah. "Pandemic Pedagogy". In Annual Civic Education Conference (ACEC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.021.

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Cabrinha, Mark. "Synthetic Pedagogy". In ACADIA 2006: Synthetic Landscapes. ACADIA, 2006. http://dx.doi.org/10.52842/conf.acadia.2006.148.

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Ouatu-Lascar, Miruna. "DisCritical Pedagogy: How DisCrit Can Inform Critical Pedagogy". In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892479.

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Clancy, Michael J., e Marcia C. Linn. "Patterns and pedagogy". In The proceedings of the thirtieth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/299649.299673.

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Wrightsman, Bruce, e Michael Everts. "Pedagogy of Practice". In AIA/ACSA Intersections Conference. ACSA Press, 2015. http://dx.doi.org/10.35483/acsa.aia.inter.15.21.

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The day-to-day practice of architecture must navigate within a system of contexts often replete with competing values dictated through external forces by clients and patrons to effectively execute the work. This requires the process of design and construction to respond to constant tactile adjustments made by the demands of clients, codes, budgets, etc. to address the landscape of contingency. Every project, decisions are made about quality of materials versus reality of budget and time constraints or owner-prescribed values and requirements versus site and building code constraints. Engaging these conflicts defines the profession of architecture.

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Relatórios de organizações sobre o assunto "Pedagogy"

Kojima, Michikazu. Japan’s pollution pedagogy. East Asia Forum, setembro de 2023. http://dx.doi.org/10.59425/eabc.1694642458.

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Seeber, Kevin. The Failed pedagogy of punishment. ACRL Press, 2016. http://dx.doi.org/10.25261/ir00000048.

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Jukes, Matthew C. H., Yasmin Sitabkhan e Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, setembro de 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.

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Cornwall, Andrea. Towards a Pedagogy for the Powerful. Institute of Development Studies, novembro de 2016. http://dx.doi.org/10.19088/1968-2016.168.

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Sweeney, Beth. Framing Transportation Planning Pedagogy for Sustainability Generalists. Portland State University Library, janeiro de 2014. http://dx.doi.org/10.15760/trec.49.

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Asadullin, R. M., e I. V. Sergienko. E-training is a specialized dictionary of "Pedagogy». OFERNIO, fevereiro de 2020. http://dx.doi.org/10.12731/ofernio.2020.24483.

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R. M., Asadullin, e Sergienko I. V. E- training is a specialized dictionary of "Pedagogy». OFERNIO, março de 2020. http://dx.doi.org/10.12731/ofernio.2020.24500.

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Gagieva, Zarina Aronovna, e Diana Olegovna Kusova. ON THE ISSUE OF HUMANISTIC PROBLEMS IN PEDAGOGY. DOI СODE, 2021. http://dx.doi.org/10.18411/doicode-2022.038.

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Paranjape, Ujjwala, e Shivali Tukdeo. Learning, Livelihood and Possibilities of Socially Just Pedagogy. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1907.2024.

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This report reflects our ongoing collaborative research and action engagements in education. Three overlapping interests are at the centre of our inquiry: (a) the relationship between education and work; (b) the transformation of small towns in Maharashtra and the changing role of education therein; and (c) vocational and skill-based programmes in small towns. Anchored in the south-western town of Sangli, Maharashtra, our work focuses on various institutional arrangements in vocational and skill-based education. By mapping the educational landscape, the report also highlights the experiences of students who traverse the domains of work and education. Scholars of diverse disciplinary persuasions have pointed out the intensification of economic and social changes that have occurred since the late 1980s in India. Driven by the imperatives of the global economy, economic liberalisation severely affected a number of domestic sectors. Agriculture and related sectors saw large-scale movement of labour towards non-agrarian livelihoods that also resulted in a consistent increase in short-term, circuitous and at times long-term migration to urban and semi-urban locales. Similarly, there have also been significant shifts that have occurred in education over the course of the past three decades, propelling a change in the social, cultural and economic realms. The desire and demand for quality education has become apparent, while state provisioning of education has gone down and privatisation has occurred at a fast pace.

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DMITRIENKO, B. Ch, O. A. KOVALEVA e E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, abril de 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.

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Currently, museum pedagogy is a very promising area, covering all types of interactions between the museum and its audience. Museum pedagogy is an interdisciplinary field of scientific knowledge, “formed at the intersection of pedagogy, psychology, museology and the relevant discipline of the museum and built on its basis specific practical activities focused on the transfer of cultural (artistic) experience in a museum environment”. The rapid development of technology has led to the so-called modification of this scientific field, we mean a new branch of pedagogical knowledge is emerging - virtual museum pedagogy. VR technologies are beginning to occupy leading positions, but it is important to note that today in art pedagogy there is no idea how to build the educational process in such a context. Thus, this area of pedagogy today requires a deep and comprehensive study. This has determined the purpose of this study. The objectives of the study follow from the goal: 1) To reveal the specifics of virtual museum pedagogy 2) To develop basic pedagogical recommendations for conducting virtual excursions using VR technologies Materials and methods. The methods of this study were analysis and synthesis. Results and discussion. The results of the study consist in the VR technologies usage in art pedagogy features identification.

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