Добірка наукової літератури з теми "Field education pedagogy"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Field education pedagogy".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Field education pedagogy"
Tinning, Richard. "Pedagogy, Sport Pedagogy, and the Field of Kinesiology." Quest 60, no. 3 (August 2008): 405–24. http://dx.doi.org/10.1080/00336297.2008.10483589.
Повний текст джерелаRomanovna, Ablaeva Diana. "Problems And Solutions In The Field Of Pedagogy." American Journal of Management and Economics Innovations 3, no. 05 (May 31, 2021): 75–79. http://dx.doi.org/10.37547/tajmei/volume03issue05-12.
Повний текст джерелаNottingham, Paula McIver. "Re-evaluating work-based learning pedagogy." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 129–40. http://dx.doi.org/10.1108/heswbl-11-2015-0057.
Повний текст джерелаWayne, Julianne, Marion Bogo, and Miriam Raskin. "FIELD EDUCATION AS THE SIGNATURE PEDAGOGY OF SOCIAL WORK EDUCATION." Journal of Social Work Education 46, no. 3 (September 16, 2010): 327–39. http://dx.doi.org/10.5175/jswe.2010.200900043.
Повний текст джерелаLyter, Sharon C. "Potential of Field Education as Signature Pedagogy: The Field Director Role." Journal of Social Work Education 48, no. 1 (January 2012): 179–88. http://dx.doi.org/10.5175/jswe.2012.201000005.
Повний текст джерелаTouriñán López, José Manuel. "The arts-education relationship, from the point of view or pedagogy, is not primarily to do professional artistic education. Educating "with" the arts means educating " throught" the arts and educating "for" an art." Revista Boletín Redipe 12, no. 3 (March 1, 2023): 18–63. http://dx.doi.org/10.36260/rbr.v12i3.1941.
Повний текст джерелаRastrygina, Alla. "CHOIR CONDUCTING PEDAGOGY IN THE SCIENTIFIC DISCOURSE OF MODERN PROFESSIONAL ART EDUCATION." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 61–66. http://dx.doi.org/10.36550/2415-7988-2022-1-204-61-66.
Повний текст джерелаŽogla, Irēna. "Science of Pedagogy: Theory of Educational Discipline and Practice." Journal of Teacher Education for Sustainability 20, no. 2 (December 1, 2018): 31–43. http://dx.doi.org/10.2478/jtes-2018-0013.
Повний текст джерелаLungu, Viorelia, and Nicolae Silistraru. "Conceptual Approaches of Prospective Pedagogy." International Journal of Emerging Technologies in Learning (iJET) 16, no. 18 (September 20, 2021): 69. http://dx.doi.org/10.3991/ijet.v16i18.25169.
Повний текст джерелаŚliwerski, Bogusław. "Ponadczasowa doniosłość pedagogiki porównawczej Bogdana Nawroczyńskiego." Studia Edukacyjne, no. 47 (March 15, 2018): 21–32. http://dx.doi.org/10.14746/se.2018.47.2.
Повний текст джерелаДисертації з теми "Field education pedagogy"
Cilingir, Feyza. "Outdoor Education Perspectives : International Insights within the Field." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-151371.
Повний текст джерелаCarlberg, Lovisa, and Emelie Entoft. ""...boys should always be prioritized before girls..." : A Minor Field Study of gender awareness in Gambian schools." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-369410.
Повний текст джерелаJohansson, Simon. "Educating for sustainable peace: A field study of the Zapatista educational projects in Chiapas." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22201.
Повний текст джерелаAllmeroth, Theresa Wall. "The influence of No Child Left Behind on assessment, curriculum and pedagogy from voices in the field." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3221403.
Повний текст джерелаDowney, Annie L. "The State of the Field of Critical Information Literacy in Higher Education." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799537/.
Повний текст джерелаCullen, Ann. "Developing 21st Century Business Leaders through Practice| The Organizational Dynamics and Role of Librarians and Other Facilitators of Experiential Field-Based Learning In U.S. MBA Education." Thesis, Simmons College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602667.
Повний текст джерелаThis exploratory study identified the types of experiential field-based learning (FBL) courses included in the top 20 U.S. two-year MBA programs identified by the 2015 U.S. News & World Report ranking. The foci of FBL courses are consulting projects in which students work outside the classroom to develop recommendations for solving a real business problem posed by a company or organization. This research analyzed the organizational structure of these courses and in particular, how business librarians, faculty, career services professionals, and other expert advisors supported the student teams in these courses. The research utilized a mixed methods approach, which began with an online survey of business librarians from the 20 programs, and continued with interviews, website analysis, and the development and analysis of six in-depth case studies. Theoretical support for this research drew from the field of sociology, with a dual focus on role theory and the concept of “jurisdictional claim” posed by Abbott’s 1988 theory of professions.
This research informs new ways to conceptualize the design of FBL courses and the structure of embedded librarianship support with social network models that represent the engagement levels of various roles. Beyond the opportunity to work on real business projects, some additional benefits to students of FBL identified were practicing teamwork and learning from the field of consulting to apply to this work. The diverse roles that provided team support also helped the students learn how to make effective use of knowledge experts. Constraints to this pedagogy included working within an academic timeframe and having access to enough individuals with the right expertise to provide the customized attention required. Other factors included contending with project sponsors that changed their project focus, adapting roles and infrastructure to support FBL, and adequately communicating learning outcomes to all stakeholders.
Lilja, Camilla, and Emma Fridell. "About Fijian teachers approach to implement pedagogical strategies in health education : A Minor Field Study with an ethnographic approach." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-37900.
Повний текст джерелаZoppei, Emerson. "A educação não escolar no Brasil." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18082015-135957/.
Повний текст джерелаIt is easy to see that the types of education called \"non-school\" have been gaining recognition in recent decades. Academic research supports accompanies this movement. Gohn (2010), Garcia (2009) and Park and Fernandes (2007) claim that there is a \"field of knowledge\" of non-formal education growing in Brazil. However, when you analyze the available research, there are few articles that deal with this topic from a historical perspective. Recently, some efforts has been made to study this historical perspective, including the work of Garcia (2009) and Machado (2014), in particular for nonformal and social education, respectively. This paper is concerned with the universe of non-school education, which includes the universe of non-formal education, extraescolar education, not school education, social education and informal education. Although there are differences in these terms, in this paper, I refere to them as non-school education because they are types of education that take place outside of school. What I propose is to investigate this field (Bourdieu) and for that, we seek evidence that it has already been done or reserched. It is proposed here, outlining its contours, identifying its actors, disputes and struggles for recognition, and also contributing to the construction of the history of nonschool education in Brazil. For this paper, I analyzed the production of dissertations and theses available in the \"Banco de Teses da CAPES\", which shows the environment for this field, outlining the scope of different types of education present in Brazilian social and educational reality. Interviews were conducted with some Brazilian researchers to verify their efforts, strategies and strengths to consolidate their position in this field and show how the research directly emphasizes certain issues, accompanied by the reading of it. With all this material, it is possible to say that there is a field of non-school education being created in Brazil, because there are spaces made for different people, there is significant literature available on the topic and there is an effort to promote a relative autonomy outside the field of education.
Mattos, Beatriz Helena Oliveira de Melo. "Agricultural education and educational practices for coexisting with the semi-arid region: semi-arid region: The Dom Fragoso agricultural family school." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5426.
Повний текст джерелаEsta tese apresenta uma pesquisa qualitativa sobre os processos educativos gerados na busca pela convivÃncia com o semiÃrido brasileiro- SAB. A proposta de convivÃncia com o SAB aponta o fracasso da lÃgica de combate à seca, como meio de fixar e integrar o SAB no contexto da NaÃÃo. Nela, o processo de rejeiÃÃo ao ecossistema presente na lÃgica do combate à seca, vem a ser substituÃdo por uma postura crÃtica de compreensÃo, com base numa relaÃÃo de respeito Ãs coisas, pelo que elas sÃo, pelo que possuem de intrÃnseco e que tenta e quer aprender e apreender a sua lÃgica interna. Portanto, parte-se do pressuposto de que Ã, alÃm de possÃvel, conveniente e pertinente conviver com a seca e com o SAB, atravÃs de vivÃncias e de prÃticas solidÃrias de educaÃÃo. E, embora haja o reconhecimento de que a proposta de convivÃncia nÃo esteja pronta, existe uma ideia do conjunto dos elementos que a compÃem e do sentido que compreende a proposta, cujo elemento fundante reside na unidade entre humanidade e natureza, explicitando a centralidade da relaÃÃo com a natureza como elemento organizador da vida social e de todo a sociabilidade no SAB. A educaÃÃo à considerada o elemento central e estruturante da proposta de convivÃncia com o SAB, em funÃÃo do seu alcance e poder de difusÃo ideolÃgico e cultural, que permite trabalhar a mudanÃa de leitura de mundo, de valores e de ideias de representaÃÃo social da natureza dominante. Paulo Freire nos lembra que se a educaÃÃo nÃo pode tudo, porÃm sem ela nÃo dà para pensar uma nova sociedade justa e equÃnime. E, se a escola ainda reproduz uma visÃo do SAB, apresentando-o como lugar inviÃvel, com precÃrias condiÃÃes de vida, ressaltando os preconceitos e os estereÃtipos em torno dele e de quem nele vive, ela Ã, tambÃm, um espaÃo privilegiado e lÃcus de construÃÃo do conhecimento. Pelo alcance que possui, pode propiciar uma reflexÃo no e sobre o universo escolar, que viabilize um novo diÃlogo sobre a relaÃÃo humanidade-natureza, tecendo, junto, o fio do novo paradigma para aprender, reaprender a viver e conviver no SAB. A pesquisa objetivou compreender como o projeto polÃtico pedagÃgico da Escola FamÃlia AgrÃcola Dom Fragoso, localizada no municÃpio de IndependÃncia, relaciona e incorpora os princÃpios e os fundamentos da proposta de convivÃncia com o semiÃrido da ArticulaÃÃo no SemiÃrido Brasileiro â ASA, na contextualizaÃÃo dos seus processos e prÃticas educativas. A experiÃncia educativa da Escola vem promovendo a ampliaÃÃo do espaÃo pÃblico para o debate polÃtico sobre a convivÃncia com o semiÃrido e a contextualizaÃÃo da educaÃÃo dentro dos princÃpios da pedagogia da convivÃncia com o SAB. A anÃlise dos resultados nos revela que os/as estudantes da EFA Dom Fragoso levam os saberes sobre a convivÃncia como uma dÃdiva a ser transportada, que, ao migrar, se espalha, vai para as escolas pÃblicas do campo, da cidade, vai para as comunidades, invade os sindicatos rurais, ocupa novos espaÃos e participa como um dos protagonistas da grande rede de relaÃÃes e de sociabilidade presentes, atualmente, no SAB. O semiÃrido pode ser interpretado como o lugar de todos nÃs, humanos e nÃo humanos, que habitamos o planeta Terra. A sua singularidade pode ser lida como uma metÃfora para se pensar um mundo novo, uma terra prometida e uma humanidade nova cujo trabalho da educaÃÃo e da pedagogia da convivÃncia nos leva a crer num futuro para esse forte, adorÃvel e velho planeta, desde que se consagre a celebraÃÃo do Contrato Natural.
This thesis presents a qualitative research about the educational processes generated on the search for coexistence with Brazilian semiarid â SAB. The proposal of coexisting with SAB points out the failure of the fighting dry climate logic as a way of fixating and integrating SAB in the context of the nation. In it, the process of rejection to the present ecosystem on the fighting dry climate logic gets replaced by a critical stand of comprehension, based on a relation of respect for things for what they are, for what they have of intrinsic that attempts to capture its internal logic. Therefore, it is assumed that it is possible, convenient and pertinent to live with dry climate and SAB, through experiences and solidarity practices of education. And, even thought it is recognized that the proposal of coexistence is not ready, there is an idea of the set of elements that compose it and of the meaning that conceive the proposal, which founding element lies on unity between mankind and nature, showing the centrality of the relation with nature as element that organizes social life and all sociability at SAB. Education is considerer the main and structuring element of the proposal of coexisting with SAB, because of its reach and power of ideological and cultural diffusion, which allows working the change of reading of the world, of values and of ideas of social representation of the dominant nature. Paulo Freire reminds us that education canât do everything, however, without it, a new fair and unanimous society cannot be conceived. And if school stills reproduces a vision of SAB, presenting it as an unviable place with precarious live conditions, highlighting the prejudice and stereotypes around it and those who live in it, it also is a privileged place and locus of construction of knowledge. By the reach that it possesses, it could propitiate a reflection at and about the scholar universe, which makes possible a new dialogue about the relation mankind-nature, weaving along the thread of the new paradigm to learn, relearn to live and coexist at SAB. The research objectified to understand how the political pedagogical project of FamÃlia AgrÃcola Dom Fragoso School, located on the city of IndependÃncia, related and incorporates the principles and fundaments of the proposal of coexisting with semiarid from the Articulation at Brazilian Semiarid â ASA, in the contextualization of its processes and educational practices. The educational experience of the school have been promoting the enlargement of the public space for political debate about the coexistence with semiarid and the contextualization of education according to the principles of pedagogy of the coexistence with SAB. The analysis of the results shows us that the students of EFA Dom Fragoso carry the knowledge about the coexistence as a gift to be carried that, as it migrates, it spreads to the public schools of the country, of the city, goes to communities, invades rural syndicates, occupies new spaces and participates as a main character of the large net of relations and of sociability that are present currently on SAB. The semiarid may be interpreted as the place for us all, human and nonhuman, that inhabit planet Earth. Its uniqueness may be read as a metaphor to think a new world, a promised land and a new mankind, whose work of education and of pedagogy of the coexistence leads us to believing in a future for this strong, lovely and old planet, as long as it is sanctified the celebration of the Natural Contract.
Ortega-Fraile, Ofelia 1973. "Educação para a participação em questões ambientais em ciência e tecnologia com foco nas geociências : caminhos em direção a uma educação CTS crítica com base no lugar." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/287751.
Повний текст джерелаTese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências
Made available in DSpace on 2018-08-27T05:00:24Z (GMT). No. of bitstreams: 1 Ortega-Fraile_Ofelia_D.pdf: 5534768 bytes, checksum: 53da75c7be97b00fefe12d17379bb225 (MD5) Previous issue date: 2015
Resumo: A pesquisa em educação científica tem percorrido diferentes tendências. Entre elas, os trabalhos sobre processos educativos com enfoque em Ciência, Tecnologia e Sociedade (CTS) tem ganhado protagonismo no contexto brasileiro e os pesquisadores convergem ao respeito do potencial que esse enfoque tem na educação para a cidadania. No entanto, são incipientes as análises com foco na educação para a participação, havendo apenas algumas pesquisas sobre a estratégia didática dos Casos Simulados CTS, que são jogos de papéis organizados em torno de conflitos e controvérsias científicas. A pesquisa foi realizada sobre um processo de pesquisa-ação na Escola Estadual Ana Rita Godinho Pousa (Campinas-SP) no âmbito do projeto de pesquisa colaborativa escola-universidade "Ribeirão Anhumas na Escola". As análises foram realizadas a partir de diversas fontes de dados: entrevistas, depoimentos, mapas e produções textuais de estudantes, trabalhos acadêmicos, teses e dissertações de pesquisadores e professores envolvidos no projeto. Nesta pesquisa buscou-se analisar mais concretamente os processos de participação ocorridos durante o projeto, tendo como referência a pedagogia crítica do lugar/ambiente no ensino de Geociências. A educação para a participação foi abordada em três âmbitos do projeto: a) A implementação da estratégia didática dos Casos Simulados com problemas reais locais; b) A formação de um grupo de alunos como Monitores Ambientais que deviam potencializar as relações escola-comunidade; c) A participação de professores, estudantes e pesquisadores na coprodução de conhecimentos docentes e conhecimentos sobre o lugar/ambiente da escola. Estas dimensões articularam-se com o objetivo de recuperar uma "praça" atravessada pelo Ribeirão Anhumas que foi adotada pela escola. A área adotada e o rio sofriam degradação social e ambiental. Partiu-se da premissa de que mudanças sobre a percepção do espaço e sua ressignificação poderiam orientar as análises da dimensão educativa e da dimensão participativa do processo. Para tal, foram utilizadas categorias freirianas, analisadas as práticas pedagógicas e as produções dos estudantes buscando a ressignificação do rio e da praça. Identificou-se o potencial dos trabalhos de campo, práticas pedagógicas do ensino de Geociências, no processo de problematização crítica do lugar e como complemento aos Casos Simulados organizados em torno de problemas reais, locais, atuais e históricos. Também foram utilizados referenciais teóricos em diversos campos de estudo para uma compreensão mais profunda dos processos de educação para a participação em C&T e sobre questões ambientais: na educação CTS, no Ensino de Geociências e Ensino de Ciências, nos Estudos Sociais em Ciência e Tecnologia e na área de Política que trata sobre democracia participativa
Abstract: Research in science education has gone through differents directions, among them work on educational processes with a emphasis on Science, Technology and Society (STS) has gained prominence in the Brazil and researchers concur that this approach has potential in citizenship education. However, analyses focusing on education for participation are scarce, with only some research on the teaching strategy Casos simulados CTS, which are role-playing games organized around conflicts and scientific controversies. The survey was conducted on a process of action research in the state school Ana Rita Godinho Pousa (Campinas-SP) within the collaborative research project school-university Ribeirão Anhumas na Escola. Analyses were performed from multiple data sources: interviews, statements, maps and written samples of students, academic papers, theses and dissertations of researchers and teachers involved in the project. In this research we analyze more specifically the participation processes happened during the project, with reference to the critical pedagogy of place/environment in Geoscience Education. Education for participation was addressed in three design dimensions: a) the implementation of the teaching strategy of Simulated Cases with local real problems; b) The formation of a group of students as Environmental Educators which should enhance the school-community relations; c) The participation of teachers, students and researchers in the coproduction of knowledge and teaching about the place/school environment. These dimensions are articulated in the purpose of the recovery of a "square" crossed by the Ribeirão Anhumas that had been adopted by the school. The area adopted and the river suffered social and environmental degradation. We started from the premise that changes on the perception of space and its redefinition could guide the analysis of the educational dimension and participatory dimension of the process. To do this, we used freirian categories and analyzed the pedagogical practices and the productions of students seeking to reframe the river and the square. We identified the potential of Fieldwork, pedagogical practices of Geoscience Education, the critical questioning process of the place and in adition to role playing games organized around real problems and current and historical sites. We also sought theoretical references in various academics fields for a better understanding of educational processes for participation in S&T and environmental issues: the STS education in Geosciences Education and Science Education in Social Studies in Science and Technology and Policy area that deals with participatory democracy
Doutorado
Ensino e Historia de Ciencias da Terra
Doutora em Ciências
Книги з теми "Field education pedagogy"
Schleicher, Antonia Yétúndé Fọlárìn. The pedagogy of African languages: An emerging field. Columbus: National East Asian Languages Resource Center, Ohio State University, 2000.
Знайти повний текст джерелаBasil Bernstein: The thinker and the field. New York, N.Y: Routledge, 2013.
Знайти повний текст джерелаIvanovskaya, Ol'ga, Ol'ga Eleckaya, and Irina Prischepova. Text pedagogy and psycholinguistics. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1845986.
Повний текст джерелаKashlev, Sergey, A. Poznyak, and T. Krasnova. Pedagogy: theory and practice of the pedagogical process. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1514399.
Повний текст джерелаBulgakova, Irina, and T. Dyagileva. Philosophy of education. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1859641.
Повний текст джерелаDanchenko, Sergey. The Beginnings of Security Pedagogy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1371146.
Повний текст джерелаG, Adams Natalie, ed. Learning to teach: A critical approach to field experiences. Mahwah, N.J: L. Erlbaum Associates, 1998.
Знайти повний текст джерелаIrina, Sergeevna. Preschool education. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1039882.
Повний текст джерелаNazarova, Nataliya, and Gennadiy Penin. Special pedagogy:Volume 1: History of special pedagogy. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1078993.
Повний текст джерелаSnapshots of school leadership in the twenty-first century: Perils and promises of leading for social justice, school improvement, and democratic community : the UCEA Voices From the Field Project. Charlotte, N.C: Information Age Pub., 2012.
Знайти повний текст джерелаЧастини книг з теми "Field education pedagogy"
Dreyfus, Shoshana J., Sally Humphrey, Ahmar Mahboob, and J. R. Martin. "Field Building and Deconstruction of Written Texts." In Genre Pedagogy in Higher Education, 226–39. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-31000-2_9.
Повний текст джерелаCourey, Susan J., and Pam LePage. "Culturally Responsive Pedagogy and Human Rights." In Human Rights in the Field of Comparative Education, 97–108. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-152-8_7.
Повний текст джерелаRebar, Bryan M., and Larry G. Enochs. "Integrating Environmental Education Field Trip Pedagogy into Science Teacher Preparation." In The Inclusion of Environmental Education in Science Teacher Education, 111–26. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9222-9_8.
Повний текст джерелаDu Plessis, Anna Elizabeth. "The Realities Beyond the Numbers: The Policy–Pedagogy Relationship." In Out-of-Field Teaching and Education Policy, 93–109. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1948-2_4.
Повний текст джерелаMorgan, Brian. "Teacher Identity as Pedagogy: Towards a Field-Internal Conceptualisation in Bilingual and Second Language Education." In Bilingualism and Language Pedagogy, edited by Janina Brutt-Griffler and Manka M. Varghese, 80–96. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597565-005.
Повний текст джерелаSmith, Stephanie C. "Field Trips and Demonstrating Internalization." In Against Race- and Class-Based Pedagogy in Early Childhood Education, 145–52. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1007/978-1-137-48202-0_8.
Повний текст джерелаBåth, Katarina. "Insights in Trauma-Informed Pedagogy From the Field of Bibliotherapy, Literary Trauma Studies and Creative Writing." In Trauma-Informed Pedagogy in Higher Education, 131–47. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003260776-12.
Повний текст джерелаHatch, J. Amos, and Susan L. Groenke. "Issues in Critical Teacher Education: Insights from the Field." In Critical Pedagogy and Teacher Education in the Neoliberal Era, 63–82. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9588-7_5.
Повний текст джерелаBryan, Nathaniel. "Just What Are Black Critical Theory and Black Male Studies Doing in this “Nice” Field of Early Childhood Education?" In Toward A BlackBoyCrit Pedagogy, 45–65. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429287619-2.
Повний текст джерелаWaters, Lea. "Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms." In The Palgrave Handbook of Positive Education, 137–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_6.
Повний текст джерелаТези доповідей конференцій з теми "Field education pedagogy"
Udych, Z. I., and M. О. Udych. "CONSOLIDATION OF INCLUSION SPECIALISTS IN THE FIELD OF EDUCATION." In MODERN SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-259-3-14.
Повний текст джерелаCosentino, Anna Carolina. "Libertarian artistic teaching. A counter-pedagogy?" In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.99.
Повний текст джерелаHuang, Yuhao. "Establishing Critical Thinking Course for High School Students in China: A Literature Review in Pedagogy Field." In International Conference on Education. The International Institute of Knowledge Management (TIIKM), 2019. http://dx.doi.org/10.17501/24246700.2019.5107.
Повний текст джерелаPatrașcu, Dumitru. "The development of scientific thinking through museum pedagogy: perspectives and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p36-38.
Повний текст джерелаVáchová, Alena, and Jaroslava Hanušová. "KNOWLEDGE OF A SELECTED GROUP OF FACULTY OF EDUCATION AT CHARLES UNIVERSITY STUDENTS IN THE FIELD OF PREVENTION OF ADDICTIONS." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.16.
Повний текст джерелаFisher, Dara R. "Pedagogy and content evolution in cross-border higher education: Evidence from an American-Singaporean cross-border partnership." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5284.
Повний текст джерелаFalaschi, Elena. "The HTR Model for Well-Being in Educating Community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.
Повний текст джерелаGimenez Calpe, Ana. "The Lecture-Performance: Implementing Performative Pedagogy in Literature Class." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11186.
Повний текст джерелаPloj Virtič, Mateja, and Kosta Dolenc. "EVALUATING THE POTENTIALS OF ICT INTEGRATION IN TEACHING WITH THE AIM OF INTENTIONALLY DEVELOPING COMPETENCIES FOR THE 21ST CENTURY IN PUPILS." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.77.
Повний текст джерелаCsorba, Diana. "NEW COMPETENCES E-RESEARCH FOR HISTORICAL STUDY OF EDUCATION." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-015.
Повний текст джерелаЗвіти організацій з теми "Field education pedagogy"
Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.
Повний текст джерелаDMITRIENKO, B. Ch, O. A. KOVALEVA, and E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.
Повний текст джерелаEnsuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.
Повний текст джерела