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Journal articles on the topic 'A pedagogical model'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

В., В. Деміденко. "ЕКСПЕРИМЕНТАЛЬНА ПЕРЕВІРКА ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНИХ УМОВ РОЗВИТКУ ПРОФЕСІЙНО-ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ ВИКЛАДАЧІВ КОЛЕДЖУ". Засоби навчальної та науково-дослідної роботи, № 49 (16 липня 2018): 37–48. https://doi.org/10.5281/zenodo.1312958.

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According to the analysis of the data received in the due course of the variable pedagogic experiment it has been discovered that the implementation of the proposed organizational pedagogic conditions (development and implementation of individual programmes of teachers’ professional-pedagogics competence development; creation of the stimulated professional-pedagogic environment of a college) has facilitated substantial statistically meaningful positive changes on the levels of teachers’ professional-pedagogics competence development components. In the work of teachers-beginners the

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2

Tjoumas, Renee. "A Pedagogical Model." Public & Access Services Quarterly 1, no. 2 (1995): 51–75. http://dx.doi.org/10.1300/j119v01n02_04.

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3

Holland, Charlotte, Carmel Mulcahy, Frida Besong, and Miriam Judge. "Ethical-Values Pedagogical Model." Journal of Teacher Education for Sustainability 14, no. 2 (2012): 41–53. http://dx.doi.org/10.2478/v10099-012-0008-6.

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Abstract This paper presents a pedagogical model that emerged during the design of an online Masters programme developed with the support of funding from the Erasmus multilateral programme. The authors are experienced in both the development and implementation of online learning, particularly values-based learning approaches in higher education, and are deeply committed to building alternate theoretical models that stimulate thinking about values-based learning within an online context. This pedagogical model thus represents an alternative theoretical resource for thinking about the role of et

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4

Caro Piñeres, Manuel, Darsana P. Josyula, and Jovani Alberto Jiménez Builes. "Multi-level pedagogical model for the personalization of pedagogical strategies in intelligent tutoring systems." DYNA 82, no. 194 (2015): 185–93. http://dx.doi.org/10.15446/dyna.v82n194.49279.

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Pedagogic strategies are action plans designed to manage issues related to sequencing and content organization, specifying learning activities, and deciding how to deliver content and activities in teaching processes. In this paper, we present an approach to personalization of pedagogical strategies in Intelligent Tutoring Systems using pedagogical knowledge rules in a Web environment. The adaptation of pedagogical strategies is made based on a multilevel pedagogical model. An Intelligent Tutoring Systems called FUNPRO was developed to validate the multilevel pedagogical model. The results of

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Ali, Abarkan, Saaidi Abderrahim, and Ben Yakhlef Majid. "Learning games creation: IMIE model." International Journal of Electrical and Computer Engineering (IJECE) 11, no. 5 (2021): 4373–80. https://doi.org/10.11591/ijece.v11i5.pp4373-4380.

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In this article, we propose a new model for the learning games design, which aims to enrich and solve the problems of existing models. From the work carried out around the models of educational games, we carefully identify a series of steps to follow, taking into account the simplicity, ease of adaptation and the integration of several factors interest such as the integration of a set sub-models treated pedagogically define the pedagogical side in the game, also the distribution of the intervening necessary for each of the stages to ensure better collaboration between them, for the purpose to

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Novitskaya, Victoria A., and Anastasia A. Arkhipova. "Regional Model of Teachers’ Continuous Professional Education in St. Petersburg." Journal of Pedagogical Innovations, no. 4 (December 31, 2022): 37–46. http://dx.doi.org/10.15293/1812-9463.2204.04.

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The article reveals approaches to the creation of a regional continuous pedagogical education model, highlights the factors affecting the quality of this process, proposes the mechanics of the implementation of the continuous pedagogical education process from entering the system of teacher training to postgraduate support from a specialist. The text of the article describes key projects that reveal the stages of the continuous pedagogical education process. The specifics of their implementation are shown in the example of St. Petersburg. Methods for identifying and supporting pedagogically gi

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Beall, Ron, and Leslie W. Perttula. "Conjoint Analysis: A Pedagogical Model." Journal of Marketing Education 13, no. 3 (1991): 76–82. http://dx.doi.org/10.1177/027347539101300309.

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Ussainova, G. М., and V. I. Kazarenkov. "PEDAGOGICAL DESIGN: CONCEPT, PRINCIPLES, MODELS." МАТЕМАТИКАНЫ, ФИЗИКАНЫ ЖӘНЕ ИНФОРМАТИКАНЫ ОҚЫТУДЫҢ ӨЗЕКТІ МӘСЕЛЕЛЕРІ 2, no. 2 (2023): 9–15. http://dx.doi.org/10.52081/mpimet.2023.v02.i2.012.

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The article describes the issues of developing the learning process through digital technologies. The concept of" pedagogical design" is analyzed, the definitions given to this term are differentiated, and the basic principles are described. Several samples of foreign models necessary for the development of pedagogical design are given. In particular, the specific features and effectiveness of the ADDIE model in education are analyzed. A model of pedagogical design of a course consisting of 4 modules based on the ADDIE model is shown. Also, the pedagogical designer classifies the tasks to be s

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К., А. Юр'єва. "ЕКСПЕРИМЕНТАЛЬНА ПЕРЕВІРКА МОДЕЛІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ НА ЗАСАДАХ ПОРІВНЯЛЬНОЇ ЕТНОПЕДАГОГІКИ". Засоби навчальної та науково-дослідної роботи, № 47 (30 червня 2017): 112–35. https://doi.org/10.5281/zenodo.821343.

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There have been experimentally verified model of future primary school teachers’ professional preparation on the grounds of comparative ethnic pedagogics and pedagogical conditions of its implementation, to which there have been reffered: 1) constructing the contents of the ethnic-pedagogical preparation on the basis of comparative-contrastive acquaintance of future primary school teachers with cultures of different peoples and their realization in the process of studying the course of comparative ethnic pedagogics and integration into the program of other subjects of the curriculum for prepar

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10

Abarkan, Ali, Abderrahim Saaidi, and Majid Ben Yakhlef. "Learning games creation: IMIE model." International Journal of Electrical and Computer Engineering (IJECE) 11, no. 5 (2021): 4373. http://dx.doi.org/10.11591/ijece.v11i5.pp4373-4380.

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In this article, we propose a new model for the learning games design, which aims to enrich and solve the problems of existing models. From the work carried out around the models of educational games, we carefully identify a series of steps to follow, taking into account the simplicity, ease of adaptation and the integration of several factors interest such as the integration of a set sub-models treated pedagogically define the pedagogical side in the game, also the distribution of the intervening necessary for each of the stages to ensure better collaboration between them, for the purpose to

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11

Sunu, Sunu. "KOMPETENSI PEDAGOGIK GURU DALAM MENGIMPLEMENTASIKAN MODEL PEMBELAJARAN FIKIH DI MAN II PAMEKASAN." Al-Ulum Jurnal Pemikiran dan Penelitian ke Islaman 6, no. 2 (2019): 71–80. http://dx.doi.org/10.31102/alulum.6.2.2019.71-80.

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The teacher is one component in the learning process. The teacher has a very important role in determining the quality of learning. Therefore, the teacher must think about and plan for improving the quality of education in every learning activity because the teacher is the key that will determine whether or not educational goals are achieved. For that quality education must be accompanied by qualified teachers so that if we expect quality education, but without improving the quality of teachers it is an illusion. With regard to the context of the above research, the author has conducted resear

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12

Roberts, George, and Richard Huggins. "Pedagogical Pragmatism." Proceedings of the International Conference on Networked Learning 4 (April 5, 2004): 650–57. http://dx.doi.org/10.54337/nlc.v4.9575.

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In this paper we put forward three inventories of good design practice. We then overlay these with a model, which we call pedagogical pragmatism, that uses a metaphor of the body: stance, face and posture, to articulate the principles we believe need to be attended to by a designer for learning. In respect of stance, the designer must first attend to the channel of communication then the relationships between the people involved before dealing with the content or subject of the course. In respect of face, the designer should address their own beliefs about learning because it is with these bel

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Varijan, Jasna P., and Noushad P. P. "Designing Ecosophic Generations: An Experiment with Eco Pedagogical Model." Journal of Advances and Scholarly Researches in Allied Education 15, no. 4 (2018): 94–98. http://dx.doi.org/10.29070/15/57328.

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14

Litvak, R. A., and Ya V. Kirillova. "UNIVERSAL MODEL OF SOCIO-PEDAGOGICAL ACTIVITY." Современная высшая школа инновационный аспект, no. 4 (2019): 81–86. http://dx.doi.org/10.7442/2071-9620-2019-11-4-81-86.

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15

Natalia N., Popova. "Factor Dynamic Model of Pedagogical Monitoring." Scholarly Notes of Transbaikal State University 16, no. 1 (2021): 13–19. http://dx.doi.org/10.21209/2658-7114-2021-16-1-13-19.

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The article examines the topical problems of scientific validity and practice-oriented monitoring in education in the context of increasing requirements for individualization, diversification and differentiation of education. Based on the data of psychological and pedagogical diagnostics, a dynamic factor model of pedagogical monitoring has been developed. For this, the essential characteristics of pedagogical monitoring as a continuous, dynamic and multifactorial technology for supporting students have been determined. Representative representation of the monitoring results was carried out on

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16

Gushchin, Yan Denisovich, Roman Vladimirovich Maslov, and Vasiliy Alexandrovich Friauf. "Epistemological Foundations of Kantianism Pedagogical Model." Manuskript, no. 7 (March 2021): 1393–97. http://dx.doi.org/10.30853/mns210267.

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17

Acero, Simeón Suárez, Raúl Quincho Apumayta, Vilma Inga Choque, et al. "Pedagogical Model to Increase Research Competency." Revista de Gestão Social e Ambiental 18, no. 11 (2024): e09904. http://dx.doi.org/10.24857/rgsa.v18n11-165.

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Objective: The purpose of this research is to propose a pedagogical model (hereinafter PM) to increase research competence (hereinafter IC) in higher education students, answering the question. What is the relevant PM to increase the IC of these students? Theoretical framework: Training should be based on competencies, incorporate situated learning and teaching, promote interdisciplinarity, develop complex thinking and apply a critical-reflective approach. Also considered relevant are the socio-critical approach, the dialogue of knowledge and training based on previous experiences, in addition

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18

Petzold, Ruth. "Toward a pedagogical model for ELT." World Englishes 21, no. 3 (2002): 422–26. http://dx.doi.org/10.1111/1467-971x.00259.

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19

García-Herrero, Victor, and Antonio Sillero. "Pedagogical view of model metabolic cycles." Biochemistry and Molecular Biology Education 43, no. 6 (2015): 468–75. http://dx.doi.org/10.1002/bmb.20920.

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20

Fominykh, M. "The basic directions of the perfection of the educational process of students at pedagogical universities." Bulletin of Science and Practice 466, no. 6(7) (2016): 396–99. https://doi.org/10.5281/zenodo.55935.

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The issue of improving the basic training of students in pedagogical higher education institutions vocational educational institution is discussed in this article. The basic positions of continuing pedagogical education are presented. Qualities that make the future teacher competitive in the contemporary economic conditions and training system capable of ensuring their development is suitable is discussed. It is suggested that the education system is a reflection of the processes taking place in the organization of labour, and also clarifies that in the conditions of modern society and ed

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21

qizi, Kenjayeva Fayyoza Sherbobo. "Shaping A Competitive Pedagogical Personality in the 21st Century: An Integrated Model of Psychological and Pedagogical Abilities." International Journal of Pedagogics 5, no. 4 (2025): 264–65. https://doi.org/10.37547/ijp/volume05issue04-69.

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This article explores the pressing issue of shaping a competitive pedagogical personality in the context of the 21st-century global education system. The author argues for the necessity of integrating pedagogical and psychological competencies to develop highly qualified and adaptive professionals. The modern educator is portrayed not merely as a transmitter of knowledge but as a motivational leader with emotional resilience and the ability to thrive in diverse educational environments.The paper analyzes innovative approaches, international practices, and proposes a conceptual integrative mode

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22

Stenina, T. L. "Formation of Design Culture of Students in the Context of Sociocultural Approach to Modernization." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 1 (2013): 75–79. http://dx.doi.org/10.18500/2304-9790-2013-2-1-75-79.

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The article proves the urgency and shows the results of theoretical development and practical implementation of the pedagogical concept of formation of design culture of students, which are given within the framework of social and pedagogical environment of higher education institution. The concept contains the model of pedagogical process of formation of design culture of students and the author’s pedagogical technology. The triad of the conditions providing positive dynamics of formation of design culture of students (pedagogical interaction, social design, pedagogical technology) is defined

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23

Aldoshina, M. I. "Model practices of psychological and pedagogical classes and features of their pedagogical support." Vestnik of Minin University 12, no. 1 (2024): 1. http://dx.doi.org/10.26795/2307-1281-2024-12-1-1.

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Introduction. In modern domestic research on Russian psychological and pedagogical classes and ways of pre-professional career guidance of high school students who are inclined to teaching, there is a historical correlation between the emergence of pedagogical classes in Russian education (2nd half of the 19th century) and the formation of a system of vocational and pedagogical education. The existing educational practice of continuous professional and pedagogical development of a graduate is carried out within the framework of several models organized on the basis of schools, universities and

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24

Konopleva, Irina V., and Anna R. Sibireva. "NONLINEAR MATHEMATICAL MODEL OF PEDAGOGICAL SYSTEM FUNCTIONING." Volga Region Pedagogical Search 34, no. 4 (2020): 93–98. http://dx.doi.org/10.33065/2307-1052-2020-4-34-93-98.

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The purpose of this article is to study the crisis in pedagogical systems from the point of view of an internal observer. The aim of the work is to build and investigate a mathematical model describing the course of crises in pedagogical systems. When building the model, a synergetic methodology, system and process approaches are used. For the mathematical analysis of various social phenomena, systems of differential equations are used to investigate the dynamics of the process. The paper considers a system of nonlinear differential equations in three-dimensional space that describes the funct

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Belova, Tatyana I. "МОДЕЛЬ ФОРМИРОВАНИЯ ЦИФРОВОЙ КУЛЬТУРЫ БУДУЩИХ ПЕДАГОГОВ". Professional Education in Russia and Abroad 206 (2024): 71–77. http://dx.doi.org/10.54509/22203036_2024_2_71.

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The article provides an analysis of existing concepts for the formation of a digital culture of future teachers and examines the author’s structural and content model of the process of forming a digital culture for the personality of future teachers, revealing all the components of the model, the use of which makes it possible to increase the effi ciency of the pedagogical process. The model includes the following components: purpose, principles, components of digital culture, stages of formation, pedagogical conditions and endoand exofactors infl uencing the formation of digital culture, resu

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Mejía Mercado, Elfa Luz, and Zilath Romero González. "Pedagogical models and their application to pedagogical strategies for citizenship education." Revista Perspectivas 7, no. 1 (2021): 56–65. http://dx.doi.org/10.22463/25909215.3352.

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The following article aims to carry out a documentary review of the pedagogical models in order to establish one that adapts to the needs of current education, specifically the citizenship training of individuals. With a qualitative methodology, the article has first a theoretical part that focuses on the different pedagogical models, followed by an argumentative part in which we propose the experimental constructivist model as the basis of strategies for the formation of current citizens. It concludes with the analysis of the model mentioned as the proper way of educating to encourage more th

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OMOTADE, AWODUN ADEBISI, and J. O. BABALOLA. "Pedagogical repertoire of a model language Teacher." International Journal for Innovation Education and Research 3, no. 5 (2015): 82–90. http://dx.doi.org/10.31686/ijier.vol3.iss5.362.

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This paper examines the expected traits of a language teacher especially in a multilingual society. The peculiar linguistic attributes are scrupulously considered as each letter of the word TEACHER is used to bring out the required linguistic pedagogical culture. The common occurrence of students’ mass failure in English language as witnessed in the various competitive examinations and the rapid decline in the quality of teachers in charge of the subject in schools bring to the fore the concern for its pedagogical appraisal especially in the area of teachers’ preparation for the sensitive job.

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Orea C., D. P., and A. Medrano V. "PITAHAYA (HYLOCEREUS UNDATUS) ACCLIMATIZATION: A PEDAGOGICAL MODEL." Acta Horticulturae, no. 748 (August 2007): 195–98. http://dx.doi.org/10.17660/actahortic.2007.748.24.

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29

Fermoso, Paciano. "The phenomenological model of social pedagogical research." Educar 14 (February 1, 1988): 121. http://dx.doi.org/10.5565/rev/educar.541.

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30

Tosunoglu, Cigdem Han, and Serhat Irez. "A pedagogical model for teaching socioscientific issues." Journal of Higher Education and Science 9, no. 3 (2019): 384. http://dx.doi.org/10.5961/jhes.2019.340.

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31

Eskridge, Brent, and Dwight E. Neuenschwander. "A pedagogical model of primordial helium synthesis." American Journal of Physics 64, no. 12 (1996): 1517–24. http://dx.doi.org/10.1119/1.18415.

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Marta-Lazo, Carmen, Sara Osuna-Acedo, and Javier Gil-Quintana. "sMOOC: A pedagogical model for social inclusion." Heliyon 5, no. 3 (2019): e01326. http://dx.doi.org/10.1016/j.heliyon.2019.e01326.

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Avramova-Todorova, Gergana. "ARTPEDAGOGICAL VARIATION OF A POPULAR GAME MODEL." Education and Technologies Journal 12, no. 2 (2021): 420–23. http://dx.doi.org/10.26883/2010.212.3597.

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The purpose of this article is to present an experimental art pedagogical variation of a popular game model. The creative techniques used in the model aim to stimulate children’s creativity and creative imagination. A connection is sought between the figurative perception of the artistic image and the development of logical and associative thinking in children. The game model is expected to assist as a pedagogical resource in the learning process. The proposed author’s art pedagogical pedagogical model seeks to influence children’s creative perception. Its application is possible in the contex

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Priymak, Sergiy, and Anatolii Ratov. "MODELING OF PEDAGOGICAL ACTIVITIES." Academic Notes Series Pedagogical Science 1, no. 203 (2022): 24–28. http://dx.doi.org/10.36550/2415-7988-2022-1-203-24-28.

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The purpose of the work is to characterize the models of pedagogical activity management in the training of specialists in the field of knowledge 01 Education / Pedagogy. Research methods. To obtain the most significant research results and their interpretation, the following methods were used: theoretical analysis and synthesis, systematization, generalization of information presented in scientific sources of information. The optimal solution to the problem of introducing an activity model into meaningful vocational training can be determined by transferring the goals of the activity to the m

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Sh.D., Khaitova, and Normurodov S. "THEORETICAL MODEL OF STUDENT INDEPENDENT LEARNING ACTIVATION BASED ON MOBILE TECHNOLOGIES." International Journal of Advance Scientific Research 03, no. 06 (2023): 257–61. http://dx.doi.org/10.37547/ijasr-03-06-44.

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This article presents the theoretical and functional structure of the activation of the requirements of independent learning through the design of educational activities on the example of general professional disciplines. It also shows the pedagogical process, the pedagogical system and its stages, algorithms of educational activities, didactic materials needed to activate the independent learning of students.

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Gluzman, Aleksandr, Nataliia Gorbunova, and Alina Gluzman. "Conceptual model of the national pedagogical university education." SHS Web of Conferences 87 (2020): 00092. http://dx.doi.org/10.1051/shsconf/20208700092.

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The article substantiates a conceptual model of pedagogical university education, which is relevant due to socio-economic phenomena occurring in society. The creation of a systemic concept of pedagogical university education provides an opportunity for the development and implementation of technologies for specialists’ professional and pedagogical training at the university.

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Nazira Hoosen, Nozuko Makhuvha, and Natasha Munsamy. "The enactment of critical digital pedagogical (CDP) practices through pedagogical reasoning." Independent Journal of Teaching and Learning 19, no. 2 (2024): 30–49. http://dx.doi.org/10.17159/97569m49.

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Abstract This study examines the influence of educator beliefs and pedagogic awareness apropos of their teaching practices due to the invisible nature of pedagogical reasoning especially when facilitating in online teaching environments. The research question focuses on the role of pedagogical reasoning in the enactment of critical digital pedagogy (CDP) at a Centre for Learning, Teaching and Development (CLTD) mandated to support academics. A transformative learning theory lens and the model for pedagogical reasoning and action was employed as the theoretical analytical framework. This study

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Khoruzha, Liudmyla, and Maria Bratco. "Model of pedagogical education of the modern university." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 7–13. http://dx.doi.org/10.28925/1609-8595.2018.3-4.713.

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The article actualizes the problem of pedagogical education in accordance with the new conceptual principles of its development; there is an attempt to describe a model of educational and scientific complex for higher pedagogical education on the example of the Borys Grinchenko Kyiv University. The activity of the complex corresponds to the principles of integrity, continuity, regularity, openness, variability of professional training forms. Management of such a complex has an adaptive character and is determined by the purposefulness, consistency, resource availability, the interaction of con

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Kucheriavyi, Oleksandr. "VALUE-SEMANTIC BASIS OF IVAN ZIAZIUN’S CONCEPTUAL MODEL OF PEDAGOGICAL EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 18 (September 9, 2018): 22–30. http://dx.doi.org/10.33989/2226-4051.2018.18.176313.

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The article reveals the value-semantic basis of I. A. Ziaziun’s conceptualvision of ways to update national pedagogical education. The emphasis is placed on the personal component in the system of teachers' professional characteristics distinguished by the scientists, which the future teacher gains at various levels of professional training (they meet certain qualitative changes in his professional consciousness, self-awareness and activities). The value-content essence of the levels of readiness for pedagogical action determined by I. A. Ziaziun in the context of its significance for society

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Fetisov, Alexandr S., and Yulia V. Kudinova. "A Retrospective of Specialized Psychological and Pedagogical Classes and Technology of their Practical Implementation in a Pedagogical University." Siberian Pedagogical Journal, no. 2 (April 22, 2024): 64–73. http://dx.doi.org/10.15293/1813-4718.2402.06.

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The article provides a historical overview of the development of psychological and pedagogical classes, as well as the current state of the network of psychological and pedagogical classes in the Russian Federation. The importance of psychological and pedagogical classes in the system of pre-professional pedagogical training is shown. The purpose of the article is to analyze the retrospective of specialized psychological and pedagogical and to show the technology of their practical implementation in a pedagogical university. The main methods of this article are: content analysis of the concept

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Väätäjä, Janne Olavi, and Heli Ruokamo. "Conceptualizing dimensions and a model for digital pedagogy." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199539. http://dx.doi.org/10.1177/1834490921995395.

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The global COVID-19 pandemic has caused a rising interest in the use of digital pedagogies and the need to teach remotely. This article aims to conceptualize the dimensions described below and offer a model for digital pedagogy to provide tools for using digital technologies in teaching. The model for digital pedagogy is discussed in terms of three dimensions: 1) pedagogical orientation; 2) pedagogical practices; and 3) the digital pedagogical competencies it provides for the teacher. This study examines how the dimensions of digital pedagogy are presented in the current research literature. T

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Naida, R. H. "JUSTIFICATION OF THE PEDAGOGICAL MODEL OF METHODICAL TRAINING OF FUTURE EDUCATORS IN PEDAGOGICAL COLLEGES." Innovate Pedagogy 2, no. 51 (2022): 97–102. http://dx.doi.org/10.32782/2663-6085/2022/51.2.19.

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43

Холопова, Е. С., and С. С. Котова. "Model of pedagogical support for the formation of professional and pedagogical identity of students." Vocational education and labour market, no. 4(51) (December 2, 2022): 162–68. http://dx.doi.org/10.52944/port.2022.51.4.007.

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Представленная в статье модель педагогического сопровождения является результатом первого, теоретического, этапа исследования, посвященного изучению специфики формирования профессиональной идентичности у будущих педагогов профессионального образования. The model of pedagogical support presented in the article is the result of the first, theoretical, stage of research which is aimed at studying the specifics of the formation of professional identity among future teachers of vocational education.

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Ong, Kevin Clyde A., and Ruel T. Bonganciso. "Pedagogical well-being of teachers in different modalities: Input to HyFlex pedagogical wellness model." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 15, no. 2 (2024): 76–93. https://doi.org/10.46223/hcmcoujs.soci.en.15.2.3022.2025.

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This research deals with the understanding and exploring experiences of teachers’ health and pedagogical well-being in online learning, modular, and limited in-person instruction. It determines the perceptions and realizations of teachers about the current approach that is being adopted in education. It utilized a transcendental phenomenological approach as the study is focused on the appearance of things. Interview guide questions were utilized to facilitate the flow of discussions with the participants Teachers’ pedagogical well-being is vital in achieving educational goals both in the class

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Martinez Bastida, Juan Pablo, Андрей Григорьевич Чухрай, and Елена Владимировна Гавриленко. "MODELS AND METHODS FOR IMPLEMENTING PEDAGOGICAL INTERVENTIONS IN MODEL-TRACING COGNITIVE TUTORS." Radioelectronic and Computer Systems, no. 1 (January 10, 2017): 36–43. http://dx.doi.org/10.32620/reks.2017.1.04.

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This paper presents some models and methods for generating pedagogical interventions in model-tracing cognitive tutors. They use Bayesian networks for assessment and making decisions, this feature allows managing uncertainty reasoning based on a formal foundation. This technique combines the rigorous probabilistic formalisms with a graphical representation and efficient inference mechanisms. It is explained how Bayesian networks are employed as an inference engine to assess the degree of learning of the relevant knowledge components in the learning domain and determine the proper pedagogical i

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Yun, Hange, Qiaoping Zhang, Yiru Chen, and Wing Nam Chau. "Incorporating Mathematics into STEAM Project-based Learning Activity: A Pedagogical Model." Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 34, no. 4 (2024): 889–910. https://doi.org/10.29275/jerm.2024.34.4.889.

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O’g’li, Umirov Ilhom Iskandar. "PEDAGOGICAL ESSENCE AND MODEL OF TECHNOLOGICAL COMPETENCE DEVELOPMENT IN FUTURE ENGINEERS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 10 (2022): 7–14. http://dx.doi.org/10.37547/pedagogics-crjp-03-10-02.

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Pedagogical factors of development of technological competence of students of higher educational institutions with the help of electronic educational tools are considered in this article. The components of the didactic support system for electronic educational tools are highlighted. The model of the advantages of organizing education based on electronic educational tools and the main problems of organizing the educational process with the help of electronic educational tools are shown.

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HOLOVKO, Nataliya. "THEORETICAL FOUNDATION OF THE TEACHER'S CREATIVITY MODEL AT A HIGHER EDUCATION INSTITUTION." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (18) (2023): 11–14. http://dx.doi.org/10.17721/2415-3699.2023.18.02.

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B a c k g r o u n d . This article is dedicated to the problems of pedagogical creativity of a lecturer as a part of his professional activity. We have examined the concept of pedagogical creativity, analyzed levels of pedagogical creativity and the conditions of professional formation of a teacher. The features of pedagogical creativity are outlined, in particular, innovation, originality, non-standardisation of the process and result of pedagogical activity, going beyond the generally known in pedagogical science and practice. An important prerequisite for the development of a future teacher

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Tsekhmister, Yaroslav, Viznіuk Inessa, Humeniuk Vasyl, Yefremova Oksana, and Dolynnyi Serhii. "Modern changes in the model of professional and pedagogical training of medicines in the context of European integration processes." International journal of health sciences 6, no. 2 (2022): 972–86. http://dx.doi.org/10.53730/ijhs.v6n2.9440.

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Modern conditions of social development cause rethinking of the essence and goals of education, as a result of which the views on the professional activity of a specialist in the medical sphere and requirements to his personal qualities change. modernization of pedagogical conditions of future medical workers' professionalism formation is a requirement of modernity providing formation of competence and outlook professional characteristics of a future specialist, abilities to implement and improve his activity n Modernization of pedagogical conditions of future medical workers' professionalism

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Sumina, Ekaterina, and Oksana Dobrynina. "The level of pedagogical culture as the basis of professional activity of the head of the internal Affairs body of the Russian Federation." Applied psychology and pedagogy 5, no. 2 (2020): 200–209. http://dx.doi.org/10.12737/2500-0543-2020-200-209.

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the article deals with the management activities of the head of the internal affairs bodies of the Russian Federation. The main professionally important qualities of the head influencing his professional activity are highlighted. An ideal model of the pedagogically cultural personality of the head of the internal affairs body of the Russian Federation is proposed, which is a set of those properties that must be formed by the head. This model consists of a number of subsystems that are the main dialectically interconnected and interdependent structural elements; pedagogical skills, active life

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