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Статті в журналах з теми "Pedagogic register"
Martin, James. "Pedagogic discourse: Marshalling register variation." Revista signos 54, no. 107 (December 2021): 771–98. http://dx.doi.org/10.4067/s0718-09342021000300771.
Повний текст джерелаIrianti, Leni. "THE INFLUENCE OF SYSTEMIC FUNCTIONAL LINGUISTICS ON TEACHING FUNCTIONAL TEXTS IN A WRITING CLASS." ELTR Journal 3, no. 1 (February 17, 2020): 36–45. http://dx.doi.org/10.37147/eltr.v3i1.58.
Повний текст джерелаIrianti, Leni. "THE INFLUENCE OF SYSTEMIC FUNCTIONAL LINGUISTICS ON TEACHING FUNCTIONAL TEXTS IN A WRITING CLASS." ELTR Journal 3, no. 1 (February 17, 2020): 36–45. http://dx.doi.org/10.37147/eltr.v3i1.58.
Повний текст джерелаMaeng, Seungho, and Chan-Jong Kim. "Variations in science teaching modalities and students' pedagogic subject positioning through the discourse register and language code." Science Education 95, no. 3 (November 16, 2010): 431–57. http://dx.doi.org/10.1002/sce.20429.
Повний текст джерелаAmundrud, Thomas. "Multimodal knowledge building in a Japanese secondary English as a foreign language class." Multimodality & Society 2, no. 1 (March 2022): 64–85. http://dx.doi.org/10.1177/26349795221081300.
Повний текст джерелаSari, Lisna Sulinar. "KESIAPAN PENDIDIK PAUD DALAM MENGAJAR ANAK USIA DINI DI KOTA BANDUNG." Jurnal Ilmiah Mimbar Demokrasi 18, no. 1 (October 1, 2018): 73–90. http://dx.doi.org/10.21009/jimd.v18i1.9254.
Повний текст джерелаMontes, César Silva. "The world-system of academic capitalism: Process of consolidation of the entrepeneurial university." education policy analysis archives 17 (December 15, 2009): 24. http://dx.doi.org/10.14507/epaa.v17n24.2009.
Повний текст джерелаNurlaelawati, Iyen, Wawan Gunawan, and Nenden Sri Lengkanawati. "Enhancing student participation in learning to write a recount text: Learning from EFL pre-service teachers in implementing R2L pedagogy." Indonesian Journal of Applied Linguistics 12, no. 2 (September 30, 2022): 374–84. http://dx.doi.org/10.17509/ijal.v12i2.51086.
Повний текст джерелаLe Foll, Elen. "Register variation in school EFL textbooks." Register in L1 and L2 Language Development 3, no. 2 (November 23, 2021): 207–46. http://dx.doi.org/10.1075/rs.20009.lef.
Повний текст джерелаBozeman, Kenneth. "The Case for Acoustic Registers." Journal of Singing 79, no. 2 (October 25, 2022): 181–87. http://dx.doi.org/10.53830/txtb1962.
Повний текст джерелаДисертації з теми "Pedagogic register"
Malavazi, Maria Marcia Sigrist. "A construção de um projeto politico pedagogico : registro e analise de uma experiencia." [s.n.], 1995. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251452.
Повний текст джерелаDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Mestrado
Marques, Amanda Cristina Teagno Lopes. "A construção de práticas de registro e documentação no cotidiano do trabalho pedagógico da educação infantil." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-07042011-141501/.
Повний текст джерелаThe subject of this doctoral research is the register of practices and the documentation as a component of Preschool pedagogical culture. This research is aimed to answer the following questions: How the register of practices and the documentation have been built in the daily Preschool pedagogical work; and what is the relationship between pedagogical documentation and the development of a pedagogy for childhood in the context of an ongoing political-pedagogical project? The general purpose of this research is to analyze the possibilities associated with the introduction of register of practices and documentation in the Preschool as components of the ongoing political-pedagogical project. The specific purposes are: a) to identify and to analyze register and documentation experiences as a component of the organizational culture of Preschool institutions; b) to comprehend the possibilities resulting from registering as an organizational culture and as a pedagogical culture for Preschool; c) to deeply think about the development process of a registering culture in the Preschool; d) to indicate elements to be considered in the Preschool public policies. The methodological procedure consists of collective case study (STAKE, 1994, 1999), or multiple case studies (YIN, 2005). For the production of these case studies, four municipal preschools that develop register of practices and documentation as part of their collective project were analyzed (three among them located at Sao Paulo and one at Bologna). The analysis was based on the conception of child as a person, subject of rights and producer of culture, and childhood as a social category (QVORTRUP, 1993; SARMENTO, 2007; CORSARO, 2002). In the child education area, we started from the acknowledgement of the daycares/creches and preschools social function, achieved through a political-pedagogical project capable of attributing identity to this educational phase, and based on the promotion of several learning and developing experiences, considering the specificities of the child in its early ages (KRAMER, 1986, 1997). We also started from the concept of pedagogical documentation as a revival, listening and re-elaboration activity of the experience by the use of the narration of a path and making clear the prerequisites from the options taken (PASQUALE, 2002; OLIVEIRA-FORMOSINHO, AZEVEDO, 2002; BENZONI, 2001, among others), activity that is related to planning, assessing, and rebuilding the political-pedagogical project. As results, we point out the historical feature of the register of practices and documentation built by different institutional collectives in their interactions with the challenges faced by the subjects; therefore, the pedagogical documentation is related to the institutional political-pedagogical project, and assumes different formats, being impossible to assert that there is a unique way to perform it, since it is posture or concept. The register and pedagogical documentation enable memory formation and authorship, reflection about practices, pedagogical work visibility, communication and nearness to families, which can become stronger whenever the activity is developed by institutional collectives. Finally, register and documentation must be considered as inherent features of a childhood pedagogical project, and this should be recognized, treasured and incited by public policies taking into consideration the actual needs of each context.
Martins, Sónia Monteiro Ferreira. "Para uma pedagogia do oral no ensino do Português e do Espanhol no Ensino Básico e Secundário." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/9283.
Повний текст джерелаO presente relatório apresenta-se como o resultado de uma contínua e sistemática autorreflexão da minha prática de ensino supervisionada, ao longo do ano letivo de 2011-2012, na Escola Secundária com Terceiro Ciclo Jorge Peixinho de Montijo, que contemplou o ciclo da observação de aulas e o ciclo da planificação e execução de aulas. Por outro lado, incide também sobre a minha participação em reuniões, em atividades da escola e em ações de formação promovidas pela mesma. Sendo o tema deste relatório Para uma pedagogia do oral no ensino do português e do espanhol no ensino básico e secundário, trabalhei com os alunos todas as competências relacionando-as umas com as outras, mas numa das unidades didáticas, em cada uma das disciplinas, a oralidade esteve mais evidente no meu trabalho com os discentes. A minha prática pedagógica desenvolveu-se, relativamente à disciplina de português, na turma B do 7º ano de escolaridade e, no que diz respeito à disciplina de espanhol, no grupo 10º EF (que é a junção dos alunos de duas turmas que optaram pela disciplina de espanhol). O principal objetivo do meu relatório é analisar a importância da oralidade nas aulas de português e de espanhol e refletir sobre os vários registos de língua, as várias práticas de linguagem diversificada de acordo com o contexto e a situação comunicativa, sendo estas atividades complementadas com o exercício da escrita.
Vasconcelos, Emerson Adriano Gomes. "Magdalena Lébeis e o registro sistemático de um processo pedagógico: algumas análises." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/27/27158/tde-07032013-151843/.
Повний текст джерелаMagdalena Lébeis systematically recorded in six notebooks the content of 1006 singing lessons that she took with Vera Janacópulos between 1937 and 1955. This paper presents the first volume of the manuscripts Cadernos de Aulas de Canto de Magdalena Lébeis. It proposes an initial analysis of how Lébeis as well as Janacópulos approached the technical and interpretive elements in the study of singing which is thoroughly described in Lébeis\'s account. Besides her manuscripts we have also made use of a considerable literature on vocal pedagogy and especially the concepts expressed by Richard Miller. We also sought to contextualize Lébeis career development within the social and musical scene that was revolving in São Paulo back then. It has been opted for a non-systematic analysis because we understand that a different one would require appropriate and diverse arguments and that would belong to another project.
Mothersole, Peter John Michael. "Modelling physics teachers' pedagogical content knowledge through purposeful relationships between semiotic registers : KEPLER - "Knowledge Environment for Physics Learning and Evaluation of Relationships"." Thesis, University of Northampton, 2005. http://nectar.northampton.ac.uk/3003/.
Повний текст джерелаLopes, Daiane Monique Pagani. "Vivências de ateliê : pensando as práticas de acompanhamento, registro e avaliação na educação infantil." Universidade Federal do Pampa, 2018. http://dspace.unipampa.edu.br:8080/jspui/handle/riu/3479.
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O presente Relatório Crítico-Reflexivo objetiva investigar, analisar e problematizar os métodos de registro e acompanhamento das crianças na educação infantil visando proporcionar qualificação das práticas avaliativas dos professores. Um diagnóstico inicial foi realizado por meio de entrevistas com professores de uma escola municipal de educação Infantil. Para promoção de dados para análise foi realizada uma pesquisa intervencionista (DAMIANI; XAVIER; GIL, 2006). A intervenção consistiu em quatro eixos: formação (através de um curso), prática (aplicação de um projeto de trabalho envolvendo o Mini Ateliê inspirado na Abordagem Pedagógica de Reggio Emilia para educação infantil),reflexão (através de um seminário para socializar as práticas desenvolvidas) e sistematização (através da escrita de um relato de experiência para publicação em um livro). Os dados coletados apontam para o protagonismo infantil frente a construção do conhecimento, a importância do uso de registros na avaliação na educação infantil, a arte como linguagem potencializadora para construção de conhecimentos para a criança e a necessidade de ressignificação do papel do professor. Esse estudo sugere que a atitude de pesquisa e busca pela formação permanente é caráter intrínseco ao exercício da docência.
Questo Rapporto Critico Riflessivo ha lo scopo di indagare, analizzare e problematizzare i metodi di registrazione e monitoraggio dei bambini nell'educazione dei bambini al fine di fornire una qualifica delle pratiche valutative degli insegnanti. Una diagnosi iniziale è stata fatta attraverso interviste con gli insegnanti di una scuola municipale i educazione della prima infanzia. Promuovere dati per l'analisi, un interventista (DAMIANI; XAVIER; GIL, 2006). L'intervento consisteva in quattro assi: la formazione (attraverso un corso), la pratica (applicazione di un progetto di lavoro che coinvolgeva la riflessione ispirata al Mini Atelier (attraverso un seminario per socializzare le pratiche sviluppate) e la sistematizzazione (scrivendo una relazione di esperienza per la pubblicazione in un libro). I dati raccolti indicano il protagonismo dei bambini nella costruzione della conoscenza, l'importanza dell'uso dei registri nella valutazione dell'educazione dei bambini, l'arte come un linguaggio potenziale per la costruzione della conoscenza per il bambino e la necessità di ridefinire il ruolo dell'insegnante. Questo studio suggerisce che l'attitudine alla ricerca e alla ricerca di una formazione permanente è intrinseca all'esercizio dell'insegnamento.
Landell, Ulrika. "”Pedagogen ska lära ut en konstform…och som regissör måste jag tänka pedagogiskt” : en studie av teaterlärares arbete med en teaterföreställning." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147325.
Повний текст джерелаDias, Maria Júlia de Oliveira. "Percursos da formação do professor para uso da documentação pedagógica como registro histórico." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21636.
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We sought to investigate how the pedagogical coordinator can mobilize teachers to use pedagogical documentation in favor of children in Early Childhood Education. The main goal of the research was to develop a formative process in which teachers of children from birth to age 5 reflected on the use of the register in their teaching experiences and found ways to improve their practice. The theoretical foundation was based on the writings of Imbernón (2016) regarding the concept of continuing education and to discuss the concept of pedagogical documentation and records, the inspiration was in the works of Freinet (1920), Freire (1992) and Warschauer (1993, 2001). The foundation of the methodology was supported by authors such as Passos (2016), Fiorentini (2004) and Thiollent (2016), who discuss the concepts of collaborative groups and action research. The research is linked to the professional performance of the researcher as pedagogical coordinator and its participants are nine teachers working with children from birth to age 5 of a private school in the south of the city of São Paulo. The data were produced from the realization of three reflective meetings with the teachers, in which questions were discussed regarding the use of records and pedagogical documentation. The dynamics of the meetings involved joint debates, raising hypothesis, problem identification and proposals for strategies to seek alternatives and adjustments, based on classroom records and practice. The meetings were recorded and the material produced was shared with the teachers and submitted to the analysis by the researcher. The results indicated a movement towards the constitution of a collaborative group. The teachers emphasized the lessons learned from the contact with more experienced colleagues and with materials produced in other contexts, their reports expressed the importance of documenting and giving voice to the children, so that they became aware of their experiences, their achievements and challenges. Another aspect revealed by the teachers' statements was the reflection of the practice of observation and recording that does not end with the explanation of the facts, but is reconstituted from thinking and discussion to establishing relationships and connections
Buscou-se investigar como o coordenador pedagógico pode mobilizar os professores a usar a documentação pedagógica em favor das crianças de Educação Infantil. O objetivo principal da pesquisa foi desenvolver um processo formativo em que professores de crianças de zero a cinco anos refletissem sobre o uso do registro em suas experiências docentes e encontrassem caminhos para aperfeiçoar a sua prática. A fundamentação teórica foi pautada nos escritos de Imbernón (2016) no que se refere ao conceito de formação continuada e para discutir o conceito de documentação pedagógica e de registros, a inspiração foi nas obras de Freinet (1920), Freire (1992) e Warschauer (1993, 2001). A fundamentação da metodologia foi apoiada em autores como Passos (2016), Fiorentini (2004) e Thiollent (2016), que discutem os conceitos de grupos colaborativos e pesquisa-ação. A pesquisa está vinculada à atuação profissional da pesquisadora como coordenadora pedagógica e seus participantes são nove professoras que trabalham com crianças na faixa de zero a cinco anos de uma escola particular da zona sul da cidade de São Paulo. Os dados foram produzidos a partir da realização de três encontros reflexivos com as professoras, em que foram discutidas questões referentes ao uso de registros e da documentação pedagógica. A dinâmica dos encontros envolveu discussões conjuntas, levantamento de hipóteses, identificação de problemas e propostas de estratégias para buscar alternativas e adequações, a partir dos registros e da prática da sala de aula. As reuniões foram gravadas e o material produzido foi compartilhado com as professoras e submetido à análise pela pesquisadora. Os resultados indicaram um movimento no sentido da constituição de um grupo colaborativo. As professoras destacaram as aprendizagens decorrentes do contato com colegas mais experientes e com materiais produzidos em outros contextos, seus relatos expressaram a relevância de documentar e de dar voz às crianças, para que tomassem consciência das suas experiências, de suas conquistas e desafios. Outro aspecto revelado pelas falas das professoras foi a reflexão da prática de observação e registro que não termina com a explicação dos fatos, mas se reconstitui, a partir do pensar e da discussão para estabelecer relações e conexões
Löfberg, Miriam. "Det finns för många ord liksom! : En diskursanalytisk studie om sånglärares konstruktion av benämningar rörande röstregister." Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78884.
Повний текст джерелаThe purpose of this study is to examine voice teachers’ perspective on terms regarding voice registers and their descriptions of the work with voice registers in voice education. The theoretical framework of the study is discourse analysis with a discourse psychological approach. The method for data collection was focus groups, where voice teachers from a variety of voice educations talked about their views on voice registers. The conversations were conducted via a video call and were recorded with both audio and video. After the transcription, the material was analysed with discourse analysis to distinguish various interpretative repertoires. The result shows a number of interpretative repertoires as the voice teachers describe their constructions, uses of and experiences regarding voice registers. The result shows that the voice teachers adapt the terms depending on the understanding of the pupils, which indicates an individualization based on age and level of education. In the voice teachers’ statements a contrast is evident in ways of working with register terms, that is, as something articulated or unarticulated. The result shows how some of the educators construct and argue for the use of concepts in relation to musical genres. In addition, a view is raised that the voice educator rather teachssomething in which he or she is familiar with, which clarifies yet another possible conclusion: that the voice educator teaches in the field that he or she is mastering, rather than what the pupil is most comfortable with. In the statements of the voice teachers an interpretative repertoire appears in how the voice educators' own frustration and experience of difficulties have become a driving force for their own teaching. In the discussion, the most prominent interpretative repertoires are raised from the results and discussed in relation to the theoretical perspective and previously presented relevant literature and research.
Watanabe, Adriana. "Aprendizagem escolar na sala de apoio pedagógico - SAP: uma experiência pedagógica baseada nos pressupostos construtivistas." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27042009-150326/.
Повний текст джерелаThis investigation objectives to experiment and elaborate a proposal of collaborative intervention, along with the responsible teacher, for the Pedagogical support room in a Municipal school of Ensino Fundamental in São Paulo; to analyze critically, its directions and to discuss the results of pedagogical action applied in the training process of the assistant teacher. The development of this action-research took place during one academic semester, in the light of the theory presumption of the constructivist learning approach, using as references the Psychogenesis of the Written language, the Socio-linguistic and the Psycho-linguistic of the Portuguese language teaching. The collaborative action developed included the planning, the organization, the follow-up and assessment of the routines for alphabetization, increased the reflection over pedagogical practice and the registration as an instrument of investigation, as well as the didactical proposals to organize the teaching of reading and writing. The critical analyses of the path used allow us to realize the significant changes in the teaching and learning concept of the assistant-teacher, in the didactical organization, the teaching methodology and the understanding and formats of the assessment used. As relevant discoveries we highlight the intrinsic relationship between the literace and the knowledge theory of the approach mentioned previously, and also the methodological-didactical convergent aspects with the approach such as: planning, register of the procedure of teaching, pupils learning results analyses, and establishment of partnership and professional dialectic reflection.
Книги з теми "Pedagogic register"
Cities of words: Pedagogical letters on a register of the moral life. Cambridge, Mass: Belknap Press of Harvard University Press, 2004.
Знайти повний текст джерелаCities of Words: Pedagogical Letters on a Register of the Moral Life. Belknap Press, 2005.
Знайти повний текст джерелаCavell, Stanley. Cities of Words: Pedagogical Letters on a Register of the Moral Life. Belknap Press, 2004.
Знайти повний текст джерелаLima, Cristiane Pereira, and Léia Teixeira Lacerda. Vivências e práticas pedagógicas sobre as relações de gênero: Anos iniciais do ensino fundamental. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-235-3.
Повний текст джерелаDenison, Craig. Teaching and Conducting Diverse Populations. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.23.
Повний текст джерелаRardin, Paul. Building Sound and Skills in the Men’s Chorus at Colleges and Universities in the United States. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.26.
Повний текст джерелаMontero González, Martha Soledad, Esaú Ricardo Páez Guzmán, César Candiotto, José Molina, Yerson Y. Carrillo-Ardila, Leonardo Londoño López, Luis Alberto Verdugo Torres, et al. Filosofía, política y lenguaje en conversación con la academia. Tomo II. UPTC, 2022. http://dx.doi.org/10.19053/9789586606295.
Повний текст джерелаNovaes, Daniel. Relações de ensino: Possibilidade de (trans)formação de um aluno com transtorno do espectro autista e seu professor. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-411-1.
Повний текст джерелаЧастини книг з теми "Pedagogic register"
Bridle, Marcus, and Dan McIntyre. "Pedagogical Corpus Stylistics: Teaching Style and Register Variation to EAP Students." In Pedagogical Stylistics in the 21st Century, 75–104. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83609-2_4.
Повний текст джерелаIwasaki, Noriko. "Grammar for Reading Japanese as a Second Language: Variation of Stance Expressions Using to omou in Different Written Registers." In Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar, 157–86. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49892-2_7.
Повний текст джерелаRønsen, Astrid, and Randi Tosterud. "Training Interprofessional Teamwork in Palliative Care: A Pilot Study of Online Simulation Activity for Registered Nurses and Nursing Associates." In How Can we Use Simulation to Improve Competencies in Nursing?, 53–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_5.
Повний текст джерелаROSE, DAVID. "Designing Pedagogic Registers." In APPLIABLE LINGUISTICS AND SOCIAL SEMIOTICS. Bloomsbury Academic, 2022. http://dx.doi.org/10.5040/9781350109322.ch-6.
Повний текст джерелаOliva, Gaetano. "Capitolo III. La voce dello tradizione I registi pedagoghi. Il teatro come laboratorio." In La pedagogia teatrale, 51–110. Editore XY.IT, 2009. http://dx.doi.org/10.4000/books.xy.1680.
Повний текст джерелаSOUSA RABELO, FRANCY, and MARGARETH SANTOS FONSÊCA. "MEMÓRIAS DAS VIVÊNCIAS PELA EXTENSÃO UNIVERSITÁRIA NA FORMAÇÃO INICIAL DO PEDAGOGO EM ESPAÇO HOSPITALAR." In Formação de Professores. Editora Realize, 2023. http://dx.doi.org/10.46943/viii.conedu.2022.gt01.012.
Повний текст джерелаNzau, Domingos Kimpolo. "How a Specific Task Was Developed Through Multimodal Narratives." In Multimodal Narratives in Research and Teaching Practices, 80–108. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8570-1.ch004.
Повний текст джерелаJudkins, Brandy C., and Zoe Falls. "Building Academic Language Through Innovation." In Advances in Early Childhood and K-12 Education, 215–35. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch012.
Повний текст джерелаÁlvarez Torres, Jair Hernando, and María Clara Arenas Sanín. "Las fotonarrativas como imagoterapia desde los relatos digitales." In Retos de la pedagogía, la investigación y la cultura, 73–89. Editorial UNIMAR, 2022. http://dx.doi.org/10.31948/editorialunimar.168.c197.
Повний текст джерелаTorgersen, Jan Ketil, and Morten Sæther. "Er jeg musikalsk? Barnehagelærerstudenters oppfatning av egen musikalitet." In Higher Education as Context for Music Pedagogy Research, 297–321. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.119.ch12.
Повний текст джерелаТези доповідей конференцій з теми "Pedagogic register"
Sierra Morales, Mauricio Javier. "Mapa Cultura, reconstrucción virtual del patrimonio intangible." In International Conference Virtual City and Territory. Concepción: Centre de Política de Sòl i Valoracions, 2005. http://dx.doi.org/10.5821/ctv.7373.
Повний текст джерелаRamon Sampaio, Cristiane, and Fernanda Ribeiro de Freitas. "UM ESTUDO DE CASO: DIFICULDADES NO PROCESSO ENSINO-APRENDIZAGEM NA DISCIPLINA DE CIÊNCIAS APONTADAS POR DISCENTES DE UMA ESCOLA ESTADUAL EM SÃO VICENTE NO LITORAL DE SÃO PAULO." In III Congresso Brasileiro Online de Pedagogia. Congresse.me, 2022. http://dx.doi.org/10.54265/pkdc1649.
Повний текст джерелаAbreu, Elis Ribeiro de, Shirley De Jesus Carvalho, and Terezinha Fernandes. "Fórum como interface de mediação: um olhar sobre a atuação de professores formadores." In III Seminário de Educação a Distância da Região Centro-Oeste. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/seadco.2020.14692.
Повний текст джерелаSilveira Junior, Carlos Roberto da, Alex Santos Bandeira Barra, Thiago Ferraz do Nascimento, and Wendi Müller Araújo. "A identificação de conflitos em sala de aula utilizando Visualização de Informações." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/sbie.2021.218019.
Повний текст джерелаGIUSTINA, FLÁVIA PINHEIRO DELLA, EUSILÉA PIMENTA ROQUETE SEVERIANO, and LARISSA MALAQUIAS NUNES. "WEBFÓLIO COMO ESTRATÉGIA DE PLANEJAMENTO, ACOMPANHAMENTO, DESENVOLVIMENTO E INTERVENÇÃO ATIVA NO ESTÁGIO SUPERVISIONADO OBRIGATÓRIO DO CURSO DE PEDAGOGIA." In 26º CIAED Congresso Internacional ABED de Educação a Distância. Associação Brasileira de Educação a Distância - ABED, 2020. http://dx.doi.org/10.17143/ciaed.xxviciaed.2020.52478.
Повний текст джерелаTraykova, Tsveta. "STUDY OF THE RELATIONSHIP BETWEEN THE MOTOR ABILITIES OF PRESCHOOL BOYS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/118.
Повний текст джерелаAlidri, Agatha. "Using Emerging Technologies to Innovate the Teaching and Learning of History at Gulu University." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8873.
Повний текст джерелаSubandi and Ali Mustofa. "Ideological and Hegemonic Implicatures of Japanese Male Registers Used by Japanese Young Women Speakers: Gender Based Analysis and Its Implication in Pedagogical Domain." In Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - "Interdisciplinary Challenges for Humanity Education in Digital Era" (STEACH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/steach-18.2019.21.
Повний текст джерелаSaura-Mas, Sandra, Asunción Blanco-Romero, and Jaume Barrera. "Towards a transdisciplinary approach in the training of teachers: Creating procedures in learning and teaching in higher education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13037.
Повний текст джерелаBorukova, Mariana. "DYNAMICS OF DEVELOPMENT OF SOME ANTHROPOMETRIC INDICATORS IN GIRLS BASKETBALL PLAYERS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/39.
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