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Thematische Bibliographien / Concept-specific pedagogical content knowledge / Bücher

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Bücher zum Thema „Concept-specific pedagogical content knowledge“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Estévez Cuervo, Hernando Arturo, ed. Teaching to discern. Universidad de La Salle. Ediciones Unisalle, 2019. http://dx.doi.org/10.19052/9789585486782.

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The issue of academic environments involves both research and practice. It gathers theoretical and practical pieces of knowledge for a permanent analysis and evaluation of pedagogy, content, and accomplishments in the educational field. Moreover, educational practices no longer occur within the boundaries of a specific field; in a globalized world, those practices must overcome their traditional boundaries in order to expand to different disciplines and to different ways of understanding pedagogy. In our time, knowledge travels; ideas and experiences are shared in educational platforms worldwi

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Barsch, Sebastian, ed. Geschichtsdidaktische Perspektive auf die 'Vormoderne'. Universitätsverlag Kiel | Kiel University Publishing, 2021. http://dx.doi.org/10.38072/2703-0784/v1.

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Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history.

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Ivanova, Svetlana. Organizational and methodological foundations of dissertation preparation. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1914747.

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The educational and methodological manual reveals the nature of pedagogical knowledge in the light of comparing the specifics of natural-scientific and humanitarian types of cognition, reveals milestones of methodological ideas about scientific cognition and modern features of dissertation research on pedagogy. As a specific methodological aid, the material on the choice of the research topic, tasks and organization of literature analysis on the topic is offered. The main part is presented with recommendations for the design of all the headings of the section "General characteristics of the wo

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Bizyuk, Aleksandr. Fundamentals of abnormal psychology. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/974663.

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The textbook is a Supplement to the course of lectures given at the faculties of psychology, where one of the sections of this discipline is clinical psychology. This publication has been updated to reflect the 11th International classification of diseases, changes in which also affect the classification aspects of mental disorders. In order to implement the principle of consistency in mastering knowledge of pathopsychology, the material is given in the context of General and clinical psychology, which facilitates the holistic assimilation of the specifics of this science and understandi

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Fiori, Emiliano, and Michele Trizio. Proceedings of the 24th International Congress of Byzantine Studies Plenary Sessions. Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-590-2.

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The present volume collects most of the contributions to the plenary sessions held at the 24th International Congress of Byzantine Studies, and incisively reflects the ever increasing broadening of the very concept of ‘Byzantine Studies’. Indeed, a particularly salient characteristic of the papers presented here is their strong focus on interdisciplinarity and their breadth of scope, both in terms of methodology and content. The cross-pollination between different fields of Byzantine Studies is also a major point of the volume. Archaeology and art history have pride of place; it is especially

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Fiori, Emiliano, and Michele Trizio. Proceedings of the 24th International Congress of Byzantine Studies Plenary Sessions. Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-590-2.

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The present volume collects most of the contributions to the plenary sessions held at the 24th International Congress of Byzantine Studies, and incisively reflects the ever increasing broadening of the very concept of ‘Byzantine Studies’. Indeed, a particularly salient characteristic of the papers presented here is their strong focus on interdisciplinarity and their breadth of scope, both in terms of methodology and content. The cross-pollination between different fields of Byzantine Studies is also a major point of the volume. Archaeology and art history have pride of place; it is especially

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Elatskov, Aleksey. General Geopolitics: Theoretical and Methodological Issues in Geographical Interpretation. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2033550.

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This text is dedicated to the development of the general theory of geopolitics as a scientific discipline. The author discusses what geopolitics is, as well as its content and methodology, and investigates the principles of geopolitical zoning and modelling, the content and essence of geopolitical relations, geographical and geopolitical spaces, geopolitical thinking and geopolitical idealised models. Activity-geospatial and geo-adaptation approaches are utilised while considering geopolitical phenomena. The first focuses attention on the geopolitical relations existing between political activ

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Tyutkova, Irina, Ismail Baykhanov, and Yulia Laamarti, eds. INTERNATIONAL BEST PRACTISES OF PEDAGOGICAL ACTIVITY: EXPERIENCE, RISKS, PROSPECTS. EurAsian Scientific Editions, 2022. http://dx.doi.org/10.56948/ugdg6356.

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The modernisation of contemporary Russian higher pedagogical education places special demands on training of a competent specialist having outspoken professional position, well-formed readiness to adapt to the labour market, capable of self-development and educating learners in the conditions of rapidly changing reality. The formation of such personality is possible in the educational space of a university, being characterised by the unity of learners’ classroom and extracurricular activities, coordinated interaction of all participants of pedagogical process aimed at solving the common goal a

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Belamarić, Josip, Dražen Pejković, and Ana Šverko. Istraživanja u urbanističkom planiranju : pedagoška bilježnica vol. 2 = Urban Planning Research : Pedagogical Notebook Vol. 2. Edited by Hrvoje Bartulović, Saša Begović, Dražen Pejković, Ana Šverko, and Ivana Vlaić. University of Split, Faculty of Civil Engineering, Architecture and Geodesy, 2020. http://dx.doi.org/10.31534/9789536116850.

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The Second Pedagogical Notebook is a continuation of the first ‘notebook’, dedicated to the Urban Planning Research course. The course and the notebook were created by Prof. Ivana Šverko, with the aim of offering students of architecture in Split the basics of urban planning research in a Mediterranean context. The idea behind the pedagogical notebook is to contribute to the recognition of the research phase as an essential starting point in the entire, complicated process of urban planning and design, as well as an understanding of research methodologies in specific spatial and social conditi

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Bauer, William I. Music Learning Today. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197503706.001.0001.

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Grounded in a research-based, conceptual model called Technological Pedagogical and Content Knowledge (TPACK), the essential premise of Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music is that music educators and their students can benefit through use of technology as a tool to support learning in the three musical processes—creating, performing, and responding to music. Insights on how technology can be used to advantage in both traditional and emerging learning environments are provided, and research-based pedagogical approaches that align technologies

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11

Hardt, Yvonne. Pedagogic In(ter)ventions. Edited by Mark Franko. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199314201.013.5.

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This chapter investigates how working with Yvonne Rainer’s “Continuous Project–Altered Daily” in a dance educational setting gears the attention toward the importance of context, corporeal and group knowledge, and the specific skills of reenacting the scores of performances of avant-garde dance. Thus, the chapter not only allows for a wider theorization of working with the past as a performative practice, but also rereads common interpretations of Rainer’s work that so far have predominantly focused on the anti-institutional aspects; thus the chapter focuses on revealing the productive, highly

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Osarov, Jabbor, Dostnazar Khimmataliev, Nozima Kuvatova, Shakhlo Atakhujaeva, Vera Chudakova, and Nigora Akbarova. Pedagogical competence. Pero, 2022. http://dx.doi.org/10.15350/9785002044672.

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In this manual, the general methodical principles of developmental education for students of Pedagogy and Psychology, the meaning and essence of the concept of self-development, the specific features of the formation of self-development competence in students based on the cluster of pedagogical education, the content of educational materials of education based on the competence approach, modern traditional and distance education teaching methods and technologies, socio-cultural environment, methodological aspects of the self-development process of students in the conditions of an educational c

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Gill, Denise. Melancholic Genealogies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190495008.003.0004.

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Chapter 3 analyzes the pedagogical underpinnings of affective practice and melancholic musicking in the context of music transmission (meşk). The chapter argues that as meşk works to recreate a master’s sensibility and knowledge anew in the apprentice, master musicians inculcate feeling practices and spiritual discourses alongside music techniques in lessons with students. It is observed that students, in turn, validate their authentic experiences of melancholy through religious discourse and the memorializing of their musical lineage (meşk silsilesi). Chapter 3 also introduces the concept of

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Ufimtseva, Nataliya V., Iosif A. Sternin, and Elena Yu Myagkova. Russian psycholinguistics: results and prospects (1966–2021): a research monograph. Institute of Linguistics, Russian Academy of Sciences, 2021. http://dx.doi.org/10.30982/978-5-6045633-7-3.

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The monograph reflects the problems of Russian psycholinguistics from the moment of its inception in Russia to the present day and presents its main directions that are currently developing. In addition, theoretical developments and practical results obtained in the framework of different directions and research centers are described in a concise form. The task of the book is to reflect, as far as it is possible in one edition, firstly, the history of the formation of Russian psycholinguistics; secondly, its methodology and developed methods; thirdly, the results obtained in different research

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15

Queiroz, Sabrina. Mapas Mentais - Um novo conceito. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-148-6.

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This manual was created with the main objective of providing a study option for students who have the need to grasp a large amount of content in a short time, besides allowing the teacher to pass the desired content in a more objective and visual way. The whole method developed in the research entitled "Mind Maps – A new concept" offers the student a significant means of study, and the teacher a more dynamic and effective form of teaching. Students which want to get a place at University or specific schools, for instance, need to learn a lot of content in a short time, which causes the need to

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16

Mindes, Gayle. Teaching Young Children Social Studies. Praeger, 2006. http://dx.doi.org/10.5040/9798216023340.

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By linking theory to practice with an emphasis on national and state standards, Head Start Performance Standards, No Child Left Behind, and IDEA, the authors coherently combine principles of child development and social studies content to create a solid program for preschool through grade three. The authors maintain the overriding idea throughout theTeaching Young Childrenseries—that strategies derived from knowledge of child development are used to teach content knowledge. It is this concern that makes this volume an excellent resource for teachers and parents. In addition to specific discuss

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17

Lechte, John. Philosophy of the Medium. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350299214.

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Taking the principle of the ‘disappearance of the medium’ into new territory, this book questions the pervasive influence of the principle that the ‘medium is the message’ – that the best we can hope for is a knowledge of the world that is media specific, and that it is this specificity, rather than media content, that should be made an object of study. Bold and investigative, this book argues that we have for too long focused on the technical specificities of media, when we should have been focusing on what it is that mediums do, that is, on their ‘content’ rather than their formal and techni

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