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Thematische Bibliographien / Pedagogical roles / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Pedagogical roles“

Autor: Grafiati

Veröffentlicht am 29. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Sorin, Cristea. "The Pedagogical Profession." Journal of Educational Theory and Practice DIDACTICA PRO... 20, no. 5 (123) (2020): 57–60. https://doi.org/10.5281/zenodo.4256638.

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The pedagogical profession is defined from a historical and conceptual, theoretical and practical perspective. It is analyzed in the current context, at the level of: a) sphere of reference, which is extended to the scale of the whole society, outlined formally and non-formally within the education system and process; b) general functions – to carry out organized activities and unorganized influences, with formative purposes, with positive and/or negative impact; c) basic structure, necessary for the exercising of the “pedagogical profession”, which can be identified and perf

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Olimovich, Aripov Shokirjon. "PEDAGOGICAL OPPORTUNITIES FOR FORMING SOCIAL ROLES IN TEENAGE STUDENTS." International Journal of Pedagogics 4, no. 12 (2024): 154–57. https://doi.org/10.37547/ijp/volume04issue12-32.

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This article discusses the ways, means, and influencing factors of forming social roles in adolescent students based on a gender approach. The article also emphasizes that biological factors form the basis of the distribution of social roles.

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Dulibskyy, Andriy. "Sports selection in football as a long-term pedagogical process." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(187) (February 28, 2025): 73–81. https://doi.org/10.31392/udu-nc.series15.2025.02(187).14.

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For the purpose of purposeful and effective sports selection of gifted football youth, it is necessary to comprehensively and scientifically think over the system of long-term specialized education and sports training of football players of various playing roles. The purpose of the work is to study the features of the sports selection of football players of different roles in the process of long-term pedagogical search. The study presents the pedagogical aspects of the sports selection of players of different roles in the system of long-term specialized education and sports training in footbal

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Gorbuleva, M. S., I. V. Melik-Gaykazyan, and N. A. Pervushina. "Educational Environment of Pedagogical University: Integration of Communication Formats." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 10 (2021): 137–42. http://dx.doi.org/10.31992/0869-3617-2021-30-10-137-142.

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From the standpoint of pedagogical bioethics, approaches to organise the educational environment of a pedagogical university are proposed for the effective acquisition of teaching experience by future educators. The design of the educational environment should provide an understanding of the ethical boundaries of various communication formats and an experience of performing communicative roles. The variety of these formats and roles corresponds to the variety of loci in the modern educational space.

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Halytska, Mayya, and Nataliia Rekun. "Polyvariance of the teaching roles within the esp course." Pedagogical Process: Theory and Practice, no. 4 (2018): 57–63. http://dx.doi.org/10.28925/2078-1687.2018.4.5763.

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The article focuses on the results of the analysis of the various psychological and pedagogical roles of the English for Specific Purposes/ESP teacher which are actualized in the process of professional training within the ESP course. It has been specified that the level of methodological competence of the ESP teacher is determined, in particular, by the ability to choose behavior patterns and combine roles that are appropriate in a particular educational situation. Due to the psychological theories of interaction the range of teaching roles has been determined in the context of pedagogical in

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Rodrick, Beiler Ingrid, and Joke Dewilde. "Pedagogical Translanguaging in Adult Basic Education." LESLLA Symposium Proceedings 17, no. 1 (2023): 5–21. https://doi.org/10.5281/zenodo.8075594.

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Pedagogical translanguaging has gained prominence as a critical and inclusive approach to education across various ages and contexts, but its potential has been less explored in adult basic education (ABE). In this article, we report on a study conducted at an ABE center in Norway in three linguistically diverse classes, in order to explore the dynamics of pedagogical translanguaging among adult students with limited formal education from a variety of national, ethnic and linguistic backgrounds. The study followed an ethnographic monitoring design, involving collaboration with five teachers, i

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Wahyuni, Sri. "Effective Teaching Practices in Higher Education during Covid-19 Pandemic: Lecturers and Students’ Lens." NOBEL: Journal of Literature and Language Teaching 14, no. 1 (2023): 28–44. http://dx.doi.org/10.15642/nobel.2023.14.1.28-44.

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This article investigates lecturers’ and students’ perspectives on effective teaching practices in Islamic higher education during the Covid -19 pandemic. The pandemic caused the movement of teaching and learning modes from face to face into online/distance teaching and learning. The different modes of teaching and learning processes may raise a different perspective on effective teaching and learning practices, especially in Islamic higher education. Thirteen English lecturers and 262 English students from the third, fifth, and seventh semesters participated in this survey research. Questionn

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Sipon, Merhayati, Zaidatol Akmaliah Lope Pihie, Fadzilah Abdul Rahman, and Umi Kalthom Abdul Manaf. "Teacher’s Entrepreneurial Pedagogical Content Knowledge Roles in Human Resource Development." International Journal Of Management and Applied Research 2, no. 1 (2015): 35–44. http://dx.doi.org/10.18646/2056.21.15-003.

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Coppola, Nancy Walters, Starr Roxanne Hiltz, and Naomi G. Rotter. "Becoming a Virtual Professor: Pedagogical Roles and Asynchronous Learning Networks." Journal of Management Information Systems 18, no. 4 (2002): 169–89. http://dx.doi.org/10.1080/07421222.2002.11045703.

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Bennett, Cole. "Translingualism in Three University Roles: Pedagogical Postures and Critical Cautions." Journal of Academic Writing 10, no. 1 (2020): 195–202. http://dx.doi.org/10.18552/joaw.v10i1.643.

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This essay offers and develops some useful parameters toward the ongoing conversations on multilingual and multi-dialectic writing students in Europe and the United States, two settings with oft-competing views of writers’ varied language backgrounds. I present a synchronic snapshot of writing pedagogy as it relates to translingualism at this temporal moment. Specifically, I seek to link three different university roles—classroom teachers, writing center directors, and WAC directors—to certain translingual postures and their consequential applications. By introducing and elaborating upon the l

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Mara, Elena-Lucia, and Lucia-Larissa Morar. "The Learning Community – Roles, Effectiveness, Impact." International conference KNOWLEDGE-BASED ORGANIZATION 31, no. 2 (2025): 165–73. https://doi.org/10.2478/kbo-2025-0064.

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Abstract Creating a learning community enables individuals to align around common goals, fostering collaboration, mutual learning, and accelerated progress. Such communities link educators across schools, encouraging the exchange of ideas and outcomes while building trust through dialogue and reflection. This collective learning process relies on setting goals, tracking progress, and learning from both successes and failures. Unlike traditional pedagogy, adult education operates on principles tailored to the unique needs of adult learners, emphasizing contextual, critical, and logical thinking

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Adhikari, Bal Ram. "Literature in the Language Classroom: Roles and Pedagogy." Journal of NELTA Gandaki 1 (June 14, 2019): 1–10. http://dx.doi.org/10.3126/jong.v1i0.24453.

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The present article is theoretical in nature with its prime focus on the pedagogical dimension of literature in the language classroom in general and the ESL/EFL classroom in particular. It draws on some of the key publications in the field and my experience in English language education as a teacher and material developer. Moreover, I have drawn some evidence from B. Ed. and M. Ed. English courses offered to prospective teachers, and their class observation. Divided into three sections, the article begins with a checkered history of literature in mainstream language teaching methods while the

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Efilti, Pelin, and Koray Gelmez. "Celebrating the variety, fighting the confusion: An integrative review of the design teacher’s pedagogical roles." Art, Design & Communication in Higher Education 20, no. 2 (2021): 243–87. http://dx.doi.org/10.1386/adch_00041_1.

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It is difficult, but crucial, to understand the roles of design studio teachers to facilitate the learning processes and improve the teaching approaches. In this respect, the roles of design studio teachers in design education literature are seen rather dispersed. In this study, an integrative literature review of studies was conducted by examining pedagogical roles of design teachers within the frame of the learning processes (cognition, affection and psychomotor). This systematic review aims at wrapping up the literature on the design teacher’s pedagogical role and scrutinizing and mapping t

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Jayanti, Rowi, Yovitha Yuliejantiningsih, and Muhammad Prayito. "The Influence of The Role of Teacher Leaders on Teachers' Pedagogical Competence in Public Elementary Schools in Margadana District, Tegal City." Dinasti International Journal of Education Management And Social Science 6, no. 4 (2025): 3339–46. https://doi.org/10.38035/dijemss.v6i4.4487.

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This study examines the contribution of driving teachers in improving the pedagogical capabilities of educators in elementary schools in the Margadana District, Tegal City. The research focuses on analyzing pedagogical competence, which encompasses aspects of design, implementation, assessment, and evaluation of the learning process. The research background is grounded in indications of low teacher pedagogical competence, identified through initial observations and supported by Teacher Performance Assessment (PKG) data in 2024.The study employed a correlational quantitative approach with a sam

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Bryant, Peter, Donna Lanclos, and David White. "Precarious Voices: The Shared Hopes and Dreams of those Teaching and Supporting Learning in Digital Contexts." EDEN Conference Proceedings, no. 1 (June 16, 2019): 325–34. http://dx.doi.org/10.38069/edenconf-2019-ac-0035.

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University staff in learning technology related roles are critical to the capability of the institution to effectively enhance the student experience, deliver an engaged curriculum and achieve significant pedagogical change. However, their perceptions of identity, precarity, status and capability and the locations and roles they are located in within many institutions can challenge that capability. Drawing on data gathered about the hopes and dreams of over two hundred learning technology related staff at three workshops held in the United Kingdom, Australia and Germany, this paper will explor

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Thamae, Lipolelo, and Lihotetso Gloria Matee. "Critical Literacy Sustainability: What Pedagogical Practices? Whose Role?" Discourse and Communication for Sustainable Education 15, no. 2 (2024): 115–30. https://doi.org/10.2478/dcse-2024-0020.

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Abstract In today’s fast-changing world, it is essential to equip English as a Second Language learners with strong literacy skills, empowering them to critically assess information, adjust to technological shifts, and engage in global discussions. However, what remains questionable is the suitable pedagogical practices and the teachers’ and the learners’ roles in sustaining literacy in an education system: this study explored pedagogical practices and investigated both stakeholders’ roles in sustaining literacy among ESL learning. The study employed a mixed-methods approach, drawing on two th

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Sorin, Cristea. "Professional Branding." Journal of Educational Theory and Practice DIDACTICA PRO... 23, no. 1 (137) (2023): 53–56. https://doi.org/10.5281/zenodo.7664416.

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The phrase professional branding is used in various formulas and approaches, identifiable at management, marketing, political science, communication theory, applied ethics, and social psychology level. The definition of PB at operational pedagogical concept level concerns the extended sphere of reference between personal image and professional image; the main function, the correct/predictable/credible representation of the socio-professional path; the basic structure, which involves the link between pedagogical activities concerning school and professional orientation, career counsel

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Ng, Chiew Hong, and Yin Ling Cheung. "Gender roles and equality through popular Asian drama series: critical interpretations and pedagogical implications." Journal of Pedagogy 13, no. 1 (2022): 31–47. http://dx.doi.org/10.2478/jped-2022-0002.

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Abstract The paper draws on two drama series in Asia and demonstrates that studying issues related to gender roles and equality through popular historical Asian drama series is both challenging and fruitful. The present study not only illustrates the complexity involved in studying gender roles and gender equality, but also suggests several teaching pedagogies. Looking at gender roles and equality from a historical perspective and employing a comparative analysis of the past and present can help students assess whether gender roles and equality have remained the same or evolved in the Asian co

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Sorin, Cristea. "Mentorship in Education." Journal of Educational Theory and Practice DIDACTICA PRO... 23, no. 4 (140) (2023): 58–60. https://doi.org/10.5281/zenodo.8296681.

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Mentoring in education represents the pedagogical activity involved in the methodical guidance of future teachers, especially beginning teachers, in the education process. It is integrated into the system of initial and continuous training of teachers at all levels and educational disciplines; organized in relation to the current status and roles of the teacher; oriented towards pedagogical practice, carried out concentrically, at the level of high school, non-university and university studies; curriculum created and developed by teacher-mentors, selected and validated at the level of educatio

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Kaur, Amrita, Wei Zou, Ziyu An, Yuhao Ma, Kehan Lu, and Qingqing Zhou. "Transforming teaching assistant roles into co-creators of instruction." International Journal for Students as Partners 8, no. 2 (2024): 107–16. http://dx.doi.org/10.15173/ijsap.v8i2.5555.

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This case study explores the implementation of a collaborative initiative that transformed the traditional role of teaching assistants (TAs) into student-faculty partners in two psychology courses. The objective of the collaboration was to leverage the insights and contributions of undergraduate students as co-creators of instruction for students’ engagement and meaningful learning experience. The case study highlights the processes, impacts, and challenges of these partnerships, revealing opportunities for student partners to develop pedagogical and assessment literacy, enhance communication

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KRYSHTANOVYCH, Svitlana, and Liudmyla SAMSONIUK. "New pedagogical roles of a teacher in the higher education system." Humanities science current issues 2, no. 40 (2021): 200–205. http://dx.doi.org/10.24919/2308-4863/40-2-33.

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Maria-Monica, Popescu-Mitroi, and Mazilescu Crisanta Alina. "New perspectives on roles of the mentor-teacher for pedagogical practice." Procedia - Social and Behavioral Sciences 15 (2011): 2078–82. http://dx.doi.org/10.1016/j.sbspro.2011.04.057.

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Atkinson, Kim, and Lexie Biegun. "An Uncertain Tale: Alternative Conceptualizations of Pedagogical Leadership." Journal of Childhood Studies 42, no. 4 (2018): 61–68. http://dx.doi.org/10.18357/jcs.v42i4.18104.

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This article draws on the experiences of twoeducators to reimagine traditional framingsof pedagogical leadership. In the field of earlychildhood education, pedagogical leadershipcarries conflicting conceptualizations and isoften associated with an “expert” who willdictate indicators of quality, suggesting certaintyand fixed ways of practicing. Educators are oftenreluctant to take on leadership roles that seemantithetical to their collaborative caring practices.In our work together in the Investigating QualityProject and in using pedagogical narration as atool for generating critical dialogue,

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Ibragimova, Saule. "ENSURING THE SOCIALIZATION OF HIGH-CLASS STUDENTS AS A PEDAGOGICAL PROBLEM." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 06 (2023): 108–11. http://dx.doi.org/10.37547/pedagogics-crjp-04-06-18.

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Kovalchuk, Vasyl, Artem Androsenko, Oleksandr Derevyanchuk, Natalііa Volkova, and Yaroslav Piven. "Development of pedagogical skills of students of technology and pedagogical specialties using STEM technologies." Edelweiss Applied Science and Technology 8, no. 4 (2024): 498–506. http://dx.doi.org/10.55214/25768484.v8i4.1125.

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The purpose of the research is to theoretically substantiate the issue of incorporating STEM technologies in the educational process of higher education as a means of developing pedagogical skills of students of technology and pedagogical specialities. Additionally, the study aims and to assess the extent of knowledge regarding STEM education among future teachers and their preparedness to effectively integrate STEM projects into their professional practice. We used various methods, including analyzing the existing theoretical works of Ukrainian and foreign authors related to our research topi

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Kamalova, Sayyora Rustamovna. "CLASSIFICATION TECHNOLOGY IN HIGHER EDUCATION." International Journal of Academic Pedagogical Research (IJAPR) 5, no. 6 (2021): 12–13. https://doi.org/10.5281/zenodo.4913738.

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<em>Pedagogical games are characterized by the style of play as follows: by subject; plot; business, imitation, dramatized games. All pedagogical games used in the system of higher, secondary special and vocational education are, in essence, business games. Because they are usually developed within a specific learning discipline: roles and plots are present, different situations are imitated. That is, business games used in the system of higher and secondary special vocational education include all components of pedagogical games.</em>

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Panis, Aliona. "Pedagogical ethics and pedagogy of ethics - two educational entities." Univers Pedagogic, no. 3(71) (November 2021): 10–16. http://dx.doi.org/10.52387/1811-5470.2021.3.02.

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This article analyzes some meanings of pedagogical ethics and pedagogy of ethics, concepts that are in a relationship of complementarity. At the same time, the roles and hypostases of the teacher are highlighted in the context of professional efficiency and relationships with the learner, as well as some methods of professional development.

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Taylan, Rukiye Didem, and João Pedro Da Ponte. "Investigating Pedagogical Content Knowledge-in-Action." Journal of Research in Mathematics Education 5, no. 3 (2016): 212. http://dx.doi.org/10.17583/redimat.2016.2227.

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Abstract: This paper investigates the pedagogical content knowledge (PCK) of a teacher educator who teaches 5th-grade mathematics in a school in the context of a university-school partnership project. PCK is analyzed in a qualitative way through video-taped classroom episodes with focus on interactions between the teacher and the students as well as the teacher’s reflections and pedagogical reasoning on the interactions. The analyses indicate examples of PCK development during teaching, especially refinement in the domain of knowledge of instructional strategies and representations. This knowl

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Kim, Yanghee, and Amy L. Baylor. "Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations." International Journal of Artificial Intelligence in Education 26, no. 1 (2015): 160–69. http://dx.doi.org/10.1007/s40593-015-0055-y.

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Castelli, Darla M., and Latrice Sales Mitchell. "Chapter 7: Selective Integration: Roles for Public Health, Kinesiology, and Physical Education." Journal of Teaching in Physical Education 40, no. 3 (2021): 402–11. http://dx.doi.org/10.1123/jtpe.2020-0245.

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The authors explore the priorities for American physical education in the 21st century and reconsider the role of physical education teacher education. Purpose: This chapter will discuss the potential intersection of kinesiology, physical education, and public health with the assumption that their selective integration has the potential to stimulate the development of innovative pedagogical practices and new program designs. Method: A narrative summary of published works was used to support the rationale for reciprocal selective integration to increase the impact of physical education, kinesio

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Yorgancıoglu, Derya, and Sevinç Tunalı. "Changing pedagogic identities of tutors and students in the design studio: Case study of desk and peer critiques." Art, Design & Communication in Higher Education 19, no. 1 (2020): 19–32. http://dx.doi.org/10.1386/adch_00011_1.

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This article explores the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique. It aims to identify the ways that pedagogical roles of the tutor and the student change due to the nature of their communication and the degree of their engagement in learning processes. The inquiry is based on the findings of a qualitative case study involving tutors, students and graduates from a bachelor of architecture degree programme. Data were gathered via focus group and in-depth interv

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Sofwan, Muhammad, Akhmad Habibi, and Mohd Faiz Mohd Yaakob. "TPACK’s Roles in Predicting Technology Integration during Teaching Practicum: Structural Equation Modeling." Education Sciences 13, no. 5 (2023): 448. http://dx.doi.org/10.3390/educsci13050448.

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The current study aims to report the role of technological pedagogical and content knowledge (TPACK) in the integration of technology by preservice teachers during teaching practicum. As this study employed a survey as its methodological approach, instruments measuring TPACK and the integration of technology during teaching practicum were developed based on prior studies and validated through content validity and a pilot study. The main data (n. 1333) were analyzed through the partial least squares structural equation model (PLS-SEM), supported by importance performance map analysis (IPMA). Th

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Kulikova, Tatyana I. ""DIGITAL" TEACHER: NEW ROLES, FUNCTIONS AND COMPETENCES." Russian Journal of Education and Psychology 15, no. 4 (2024): 482–97. http://dx.doi.org/10.12731/2658-4034-2024-15-4-560.

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Background. The development of digital technologies is one of the priority tasks of modern education, a crucial step in improving the quality of learning and teaching and transforming the role of the teacher in the conditions of digitalisation of education. The purpose of the research presented in the article is to describe the qualitative changes in the professional activity of teachers and to consider the "digital" roles and digital competence of teachers based on the data of questionnaire survey of teachers working in profile psycho-pedagogical classes in the city of Tula and Tula region. M

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Khadka, Dambar Bahadur, and Krishna Kanta Parajuli. "Teachers' Perspectives on Revitalizing Paurasty Culture in Mathematics Classrooms." Journal of Deukhuri Multiple Campus 3, no. 4 (2025): 1–14. https://doi.org/10.3126/jdmc.v3i4.80173.

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This article explores the pedagogical roles of Paurasty cultural patterns in mathematics classrooms in Nepal. The Paurasty cultural patterns are also related to Hinduism, a major religion in Nepal, with more than 80 percent of the population following Paurasty/Hindu culture. The objective of the study was to check the pedagogical roles of Paurasty culture in mathematics classrooms in Nepal. This quantitative study conducted with teachers from 78 schools in Rukum West explored the pedagogical role of Paurasty cultural patterns in mathematics classrooms. The Likert scale-based data collected thr

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Fetisov, Alexander Sergeevich, and Julia Valeryevna Kudinova. "Challenges and prospects for preparing future educators for camp counselor roles at children’s summer camps." Pedagogy. Theory & Practice 9, no. 10 (2024): 966–72. http://dx.doi.org/10.30853/ped20240122.

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The research aims to identify the challenges and prospects for preparing future educators for camp counselor roles at children’s summer camps. The article explores the relevance of children’s summer camps in the educational landscape of the Russian Federation and the significance of counselor training as a central component of the summer camp organization system. The work emphasizes the importance of preparing future teachers for their summer camp counselor practice. The article presents the long-standing experience of training future counselors at Voronezh State Pedagogical University. The sc

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Miller, Elizabeth Ellis, Cameron Mozafari, Justin Lohr, and Jessica Enoch. "Thinking about Feeling: The Roles of Emotion in Reflective Writing." College Composition & Communication 74, no. 3 (2023): 485–521. http://dx.doi.org/10.58680/ccc202332364.

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Drawing from a qualitative study, we share findings that demonstrate how students articulate and express emotion in reflection. As they reflect on their writing identities, processes and products, peer and instructor feedback, and assess their work, the students in our study routinely discuss their emotions. Our essay closes with pedagogical strategies for helping students reflect on their thinking and feeling about writing.

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Lucero, Edgar, and Andrea Margarita Cortés-Ibañez. "Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program." Profile: Issues in Teachers' Professional Development 23, no. 2 (2021): 183–98. http://dx.doi.org/10.15446/profile.v23n2.89212.

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The research study shows how pedagogical practicum is conceived, and how student-teachers are constructed as language teachers, within the discourses spoken in the initial meetings and institutional documents of pedagogical practicum in an English language teaching undergraduate program in Bogota, Colombia. The discourses were analyzed under the principles of ethnography of communication and linguistic ethnography. This study affords insights into a contributory conception of pedagogical practicum and into an institutional image and a teacher’s figure of student-teachers. Pedagogical practicum

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Pandey, Dinesh Kumar. "Exploring the Lived Experiences of ELT Teachers: Nepali Teachers' Voices." Lumbini Journal of Language and Literature 4, no. 1 (2024): 29–39. https://doi.org/10.3126/ljll.v4i1.73851.

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This study explores the experiences of Nepali English language teachers teaching English in Nepal, with a special focus on the challenges and transformations they face as learners and educators. Drawing on interviews with four high school teachers from institutional schools in the Kathmandu Valley, the research employs a transformational theoretical framework to transcribe, code, and thematically analyze data. The findings highlight persistent traditional teacher roles and reveal critical challenges, including discriminatory policies, multilingual classroom dynamics, and inadequate pedagogical

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Lytle, Rebecca K., and Gayle E. Hutchinson. "Adapted Physical Educators: The Multiple Roles of Consultants." Adapted Physical Activity Quarterly 21, no. 1 (2004): 34–49. http://dx.doi.org/10.1123/apaq.21.1.34.

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The purpose of this study was to describe the experiences and roles adapted physical educators engaged in during consultation interactions. Participants included 4 females and 2 males with experience teaching (range of 3-21 years) in the field of adapted physical education. Data collection included a demographic data sheet, two individual in-depth interviews, interview notes, document analysis, and field observations. Results indicate that participants experienced and made meaning for five distinct roles, including advocate, educator, courier, supporter/helper, and resource coordinator. These

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Muñoz Carril, Pablo César, Mercedes González Sanmamed, and Nuria Hernández Sellés. "Pedagogical roles and competencies of university teachers practicing in the e-learning environment." International Review of Research in Open and Distributed Learning 14, no. 3 (2013): 462. http://dx.doi.org/10.19173/irrodl.v14i3.1477.

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<p>Identifying the roles and competencies of faculty performing in virtual environments is crucial to higher education institutions in order to build a common frame for teaching and training initiatives. One of the goals of this study is to identify and systematize faculty’s roles through a review of the most representative surveys. There has also been an effort to identify competencies associated to every role, with an emphasis on those of the pedagogical scope, by means of a focus group. Furthermore, a cross-sectional survey with 166 faculty participants has been conducted in order to

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Hudyma, Nataliia, Nataliia Mieliekiestseva, Olha Kovalchuk, Iryna Dorozh, and Viktoriia Pavelko. "TRAINING FUTURE PRIMARY EDUCATORS FOR PROFESSIONAL ROLES WITHIN THE «NEW UKRAINIAN SCHOOL» FRAMEWORK." Conhecimento & Diversidade 16, no. 43 (2024): 71–92. https://doi.org/10.18316/rcd.v16i43.11824.

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In the context of the reform of the education system in Ukraine, the preparation of future primary school teachers is gaining special significance. The New Ukrainian School (NUS) concept requires teachers to adopt new approaches and methods that meet modern educational standards. The study aims to analyse and identify critical aspects of the preparation of future primary school teachers in the context of NUS. The study used theoretical methods of analysis and synthesis, induction and deduction, and classification and systematisation of data. The study results showed that integrating modern ped

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Souto-Manning, Mariana. "Challenging Ethnocentric Literacy Practices: (Re)Positioning Home Literacies in a Head Start Classroom." Research in the Teaching of English 45, no. 2 (2010): 150–78. http://dx.doi.org/10.58680/rte201012744.

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In what ways can teachers incorporate young people’s home and community literacy practices into classrooms when such practices vastly differ from the teachers’ literacy experiences? How can teacher education curriculum and teaching influence teachers’ pedagogical practices? How can children’s roles be pedagogically reframed and become meaningful strengths in classrooms? Grounded in these interrelated research questions, this article documents some of the influences of Freirean culture circle as an approach to inservice teacher education on the ways in which two Head Start teachers and a teache

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Семененко, І. Є. "Аналіз теоретичних підходів до визначення поняття «педагогічний супровід»". Педагогіка та психологія : збірник наукових праць, № 49 (25 червня 2015): 34–43. https://doi.org/10.5281/zenodo.18970.

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This article analyzes the theoretical approaches to the definition of "pedagogical support". This article discusses the different types of pedagogical support, relationship with the concept of “pedagogical support” and “pedagogical maintenance” is defined, the task of pedagogical support is described. Features of pedagogical support of international students during their training in Ukrainian universities are also highlighted. Attention is drawn to the need to implement the learning process in a specially organized supportive educational environment with

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Prasetyo, Dodi Erwin. "The Digital Game for the Learning of Reading Skill." PAROLE: Journal of Linguistics and Education 12, no. 1 (2022): 50–59. http://dx.doi.org/10.14710/parole.v12i1.50-59.

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The utilization of digital video game was rarely applied for the reading skill. Consequently, there were still no research exploring the integrations of the digital game and the learning of reading skill for long periods, as the jargon of lifelong learning. Therefore, this paper aimed at enriching the perspectives of the integrations of the digital game and a reading skill, at exploring the pedagogical perspectives towards its integrations and at discussing the dilemmas the digital game for teaching and learning a reading skill. This study employed qualitative-interpretative design, while the

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Cunha, Mariana, Paula Batista, and Amândio Graça. "A construção da identidade profissional do professor cooperante de Educação Física [The construction of the Physical Education cooperating teacher’s professional identity]." Journal of Sport Pedagogy & Research 7, no. 2 (2020): 41–51. http://dx.doi.org/10.47863/jmbb7646.

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This research focuses on the construction of the supervising teaching practice professional identity of the cooperating teacher. To this end, it explored the discourses on the teaching practices and teacher education experiences; the legitimate participation in teacher education and working spaces; and the teaching perspectives that substantiate the pedagogical relationships and learning trajectories in the context of professional practice. A case study was conducted to examine the narratives of cooperating teachers, an experienced and a beginner on the supervisory roles and tasks of the pedag

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Asim, Abdullah, Nasrullah, and Tahir Yasmin. "Strengthening School Governance: Assessing the Impact of School Management Committees on School Administration in Public Schools of Pakistan." Regional Lens 4, no. 2 (2025): 58–64. https://doi.org/10.62997/rl.2025.42055.

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This study investigates the impact of School Management Committees (SMCs) on school administration in public schools across Pakistan. Using a quantitative correlational design, data were collected from 1,500 respondents, including school heads, teachers, and SMC members. The analysis explored the relationships between various SMC roles—including awareness, enrolment, teacher management, financial management, basic facilities, and pedagogical practices—and school administrative performance. Correlation results revealed significant positive associations for awareness (r = .344), teacher manageme

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Galikhanov, Mansur F., and Gulnara F. Khasanova. "Faculty Training for Online Teaching: Roles, Competences, Contents." Higher Education in Russia 28, no. 2 (2019): 51–62. http://dx.doi.org/10.31992/0869-3617-2019-28-2-51-62.

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An important trend in higher education is an increasing use of digital technologies and an expansion of online-learning formats, which poses new challenges for university faculty to master the pedagogical competences in teaching online.Universities are forced to expand their educational activities in the online environment, and to involve an increasing number of teachers in the design and delivery of online courses. However, faculty members often do not have the necessary skills and competencies, and their experience in the use of digital technology is insufficient. Meanwhile, the success of o

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Mobley, Steve D., Leonard D. Taylor, and Chayla Haynes. "(Un)seen work: the pedagogical experiences of black queer men in faculty roles." International Journal of Qualitative Studies in Education 33, no. 6 (2020): 604–20. http://dx.doi.org/10.1080/09518398.2020.1747659.

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Tang, Anne L. L., Vincent Wing Sun Tung, and Tiffany O. Cheng. "Dual roles of educational robotics in management education: Pedagogical means and learning outcomes." Education and Information Technologies 25, no. 2 (2019): 1271–83. http://dx.doi.org/10.1007/s10639-019-10015-3.

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Tolegenov, Mendibek. "SOCIO-PEDAGOGICAL FUNCTIONS IN THE MODERN EDUCATION SYSTEM." ACADEMIC RESEARCH IN MODERN SCIENCE 2, no. 22 (2023): 19–21. https://doi.org/10.5281/zenodo.8414432.

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The modern education system serves a wide range of roles and responsibilities beyond academic knowledge. These functions include fostering social skills, emotional intelligence, ethical values, and promoting inclusivity and social justice. Inclusive education aims to provide equal opportunities for all students, creating an environment where diversity is celebrated and respected. Social-emotional learning focuses on developing students' emotional intelligence, empathy, and interpersonal skills. Schools also address social issues and promote social justice by engaging students in discussion

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