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Journal articles on the topic 'Department of Pedagogy'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Malinauskienė, Daiva. "THE ŠIAULIAI UNIVERSITY EDUCATION DEPARTMENT THROUGH FIFTY YEARS: BETWEEN STABILITY AND CHANGE." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 4, no. 2 (2012): 47–53. http://dx.doi.org/10.48127/spvk-epmq/12.4.47a.

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The Department of Education is a division of Šiauliai University with deep pedagogical and scientific traditions, the history of which began in 1962. At that time, the former Department of Pedagogy and Psychology was divided into two departments and a separate Department of Pedagogy was established. In 2001, after significant changes in the system of educational sciences, the Department of Pedagogy was renamed the Department of Education as an independent and innovative institutional research unit.

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Zinovieva, Maria P. "Interaction Between School and University: Experience of the Department of Childhood Pedagogy based at Gymnasium no. 7." Siberian Pedagogical Journal, no. 6 (December 17, 2023): 175–85. http://dx.doi.org/10.15293/1813-4718.2306.16.

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The article identifies the main trends of pedagogical education, including the relevance of school-based university departments. The study underlines the significant role of school-based university department in providing interaction between schools and universities, primarily in organizing lifelong learning in the field of pedagogy, and enhancing practice-oriented pedagogical education. The purpose of the study is to analyze and justify the activity content of the school-based Department of Childhood Pedagogy in the areas of university-and-school interaction. Methodology and methods of the st

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Ostapenko, А. "ORGANIZATIONAL-PEDAGOGICAL ACTIVITY OF I. P. LVOV." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (10) (2019): 41–44. http://dx.doi.org/10.17721/2415-3699.2019.10.11.

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Аrticle described the activities of I. P. Lvov as the head of the department of pedagogy of the Chernigov Pedagogical Institute. It were studied the handwritten labor of a teacher in conducting state examinations, analyzed the annual reports of the Department of Pedagogy, compiled by I. P. Lvov during the 1950-1951,1951-1952,1952-1953 school year, the plans of the department and the lesson plan with students of the 2nd year, Ukrainian and Russian departments of the Faculty of Humanities. A personal qualities of the teacher were analyzed in the several archival documents. It showed that I. P. L

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Shakurova, Marina V., Emma V. Panicheva, and Anastasia A. Reushenko. "Portraying pedagogic experience: Faculty of History-Pedagogy of Voronezh State Pedagogic Institute." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (2022): 23–29. http://dx.doi.org/10.34216/2073-1426-2021-27-4-23-29.

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The article illustrates the possibility of using the portraiture method to describe a complex structured object – a faculty in the dynamics of its formation and development to the stage of reprofiling. The description of the Historical-Pedagogic Faculty of Voronezh State Pedagogic Institute is proposed. Stratification (changes in status, structure, areas of activity) and self-identification (assessment of certain types of activity by its participants) were used as aspects of portraiture.The self-identification aspect is revealed, first of all, through the author's position: Emma V. Panicheva i

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NEVOLINA, V. V., E. A. GANAEVA, V. G. GLADKIKH, and T. A. MAGDINA. "THE ROLE OF THE DEPARTMENT OF PEDAGOGY IN THE DEVELOPMENT OF THE SCIENTIFIC AND EDUCATIONAL SPACE OF THE UNIVERSITY." PRIMO ASPECTU, no. 4(56) (December 2023): 97–102. http://dx.doi.org/10.35211/2500-2635-2023-4-56-97-102.

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The article analyzes and reveals the role, significance and main directions of work of the Department of Pedagogy in the development of the scientific and educational space of the university. The peculiarity of the department's participation in the formation of the pedagogical skills of newly hired young university teachers is presented. A description is given of the innovative events carried out by the Department of General and Professional Pedagogy of Orenburg State University as part of the Pedagogy Week dedicated to Higher School Teacher's Day.

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Башкір, Ольга Іванівна. "СТАНОВЛЕННЯ КАФЕДРИ ПЕДАГОГІКИ НА ХАРКІВЩИНІ У 20-ТІ РОКИ XX СТОРІЧЧЯ". Педагогіка та психологія, № 50 (5 листопада 2015): 148–56. https://doi.org/10.5281/zenodo.33303.

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<em>On the basis of the analysis of historical and pedagogical references the prerequisites and the peculiarities of the development of the Pedagogy Department in Kharkiv National University named after G.S.Skovorody at the beginning of the 20<sup>th</sup> century have been discovered. New social requirements created conditions for teachers training. These teachers were able to carry out educational reforms of primary and secondary education. The history of pedagogical education is closely related to Kharkiv region. 1920s were famous for opening a number of educational institutions in Kharkov,

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Рrotanskaya, Elena Sergeevna. "90 years of psychological and pedagogical training of personnel in the university of culture." Vestnik of Saint Petersburg State University of Culture, no. 1 (54) (2023): 31–38. http://dx.doi.org/10.30725/2619-0303-2023-1-31-38.

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The article highlights the main milestones in the history of the Department of Psychology and Pedagogy, formed at the first institute of out-of-school education in Russia, which even today trains cadres of cultural figures for Russia and other countries. The author, who has headed this department for almost 30 years, shares her memories, thoughts about the role of the department of pedagogy and psychology in the training of humanitarian specialists, about those who worked at the department, whose research, initiatives, communication style shaped the traditions of the department, influenced num

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Золотухіна, Світлана Трохимівна. "НАПРЯМИ РОБОТИ КАФЕДРИ ПЕДАГОГІКИ: ДОСВІД І ПЕРСПЕКТИВИ". Педагогіка та психологія, № 50 (5 листопада 2015): 182–90. https://doi.org/10.5281/zenodo.33317.

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<em>The article deals with the experience and work prospects of the Department of General Pedagogy and Pedagogy of Higher School of Kharkiv H.S. Skovoroda National Pedagogical University. On the basis of the analysis of the historical and pedagogical literature the roots of the creation of the Pedagogy Department at Kharkiv University are characterized, information about the department heads is given. The author provides valuable information on the history of the appearance of the class “Pedagogy of Higher School” in Kharkiv, which was initiated by Prof. A.I. Zilbershteyn in the 50

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Штефан, Людмила. "SCIENTIFIC SCHOOLS OF THE DEPARTMENT OF HISTORY OF PEDAGOGY AND COMPARATIVE PEDAGOGY." New Collegium, no. 1 (March 2, 2020): 86–90. http://dx.doi.org/10.30837/nc.2020.1.86.

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Vericheva, Olga N., Yuri V. Rumyantsev, Natalya I. Mamontova, and Alina A. Smirnova. "Strategies for social mobility of young handicapped and disabled people in education, health care, culture, employment and recruitment." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 2 (2021): 192–95. http://dx.doi.org/10.34216/2073-1426-2021-27-2-192-195.

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On April 28, 2021, the Institute of Pedagogy and Psychology of Kostroma State University hosted an interregional scientific and practical conference with international participation “Strategies for social mobility of young handicapped and disabled people in education, health care, culture, employment and recruitment. The scientific meeting was held within the framework of the business programme of the V regional championship in professional skills among disabled people and invalids “Abilympix-2021ˮ in Kostroma Region. This has already been the third scientific meeting organised by the Institut

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Shapovalova, O. E., and N. V. Shklyar. "Department of a University and Social Sphere of the Region." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 5 (2019): 155–60. http://dx.doi.org/10.31992/0869-3617-2019-28-5-155-160.

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One of the main structural units of the University is the Department. Its quality largely determines the image of the institution of higher education, its attractiveness for potential students. Special importance is given to the profiling, graduating Department, organizing research work and practical training of students. In this regard, this article summarizes the five-year experience of one of the departments of the regional University in the aspect of optimization and meeting the social demands to education. The leading method of research is a systematic analysis of the main activities of t

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Raab, Jennifer, and Lindsay Keazer. "Developing My Culturally Relevant Pedagogy." Mathematics Teacher: Learning and Teaching PK-12 118, no. 6 (2025): 472–75. https://doi.org/10.5951/mtlt.2024.0186.

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Ostapenko, A. "MANAGEMENT ACTIVITY OF IP LVOV IN THE POSITION OF HEAD OF THE DEPARTMENT OF PEDAGOGY OF THE CHERNIGIV PEDAGOGICAL INSTITUTE (1952–1958)." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (12) (2020): 39–43. http://dx.doi.org/10.17721/2415-3699.2020.12.09.

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The article shows I. P. Lvov, сhairman of the Department for pedagogy of Chernihiv Pedagogical Institute. I. P. Lvov worked as the Head of the Department of Pedagogy from 1952 to 1958. He developed didactic materials on pedagogy, logic and psychology. The curriculum for the second semester was analyzed, where the main tasks were students' educational work, advanced training of teachers and realization of рublic works under the teachers. At the faculty meeting, the lecturers approved the Individual work plans of the members of the department, monitoring the lectures and pedagogical lessons from

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Griniuk, Marija. "Performance Pedagogy: Performing Fluxus Pedagogy in a Contemporary Lithuanian Context." Acta Paedagogica Vilnensia 44 (September 1, 2020): 152–63. http://dx.doi.org/10.15388/actpaed.44.11.

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Educators practice performance pedagogy as the method where an educator/facilitator is seen as a performer or actor (Pineau 1994, p. 4). This paper presents an analysis of the historical roots of performance pedagogies in Fluxus pedagogies and performance pedagogy practices within participatory art events in Lithuania as exemplified by festivals AN88 (1988) and AN89 (1989). The case of my research rests on the contemporary implementation of performance pedagogy techniques during the course The Temporary Department of Time, Space, and Action for BA students at the Vilnius Academy of Arts in Lit

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Матејевић, Марина, та Марија Ђорђевић. "СТУДИЈСКИ ПРОГРАМИ ОСНОВНИХ АКАДЕМСКИХ СТУДИЈА ПЕДАГОГИЈЕ НА ФИЛОЗОФСКОМ ФАКУЛТЕТУ У НИШУ ОД 2000. ДО 2021. ГОДИНЕ". ГОДИШЊАК ЗА ПЕДАГОГИЈУ 6, № 2 (2021): 7–21. http://dx.doi.org/10.46630/gped.2.2021.1.

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The paper analyzes six study programs of the Department of Pedagogy from its establishment until this year, 2021. The technique of content analysis of available program documents was used. The basic units of analysis were: study program (within it: subjects, electives, accreditation, ECTS, professional practice), purpose, goal and outcomes of the program. The results of the analysis show unequivocal progress in the development of the program since the establishment of the Department until today. In each new program, new subjects were added in accordance with the needs and development of the ed

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Titova, Galina Yu, and Svetlana V. Shalyapina. "The Department as a Subject of professional self-determination of pedagogical university students." Siberian Pedagogical Journal, no. 1 (March 4, 2022): 115–23. http://dx.doi.org/10.15293/1813-4718.2301.12.

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Introduction, problem statement. In modern conditions of changes in the labor market and the system of vocational education, the process of professional self-determination of young people and the resources for its activation, intensification, and optimization are of particular relevance. The authors consider the subjects of the university system of promoting the professional self-determination of students, within which a significant place is determined by the Department of Social Pedagogy. The purpose is to analyze and substantiate the significance of the subject position of the Department of

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Lazarev, Maxim. "The curriculum on the discipline "Ethnopedagogy and ethnopsychology"." World perception in the 21-st century 2, no. 2 (2019): 24–31. https://doi.org/10.5281/zenodo.6501069.

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The curriculum for the discipline is intended for 3rd year students of the full-time department of the Faculty of Psychology, direction 540600 “pedagogy”, degree (qualification) - bachelor of pedagogy. This course is developed in accordance with the State educational standard of higher professional education

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Mohammadi, Younes, Peter Vinnervik, and Davood Khodadad. "The Possible Impact of Department Teaching Culture on Teaching Styles of New Teachers: A Case Study of a Swedish University Department Focused on Engineering Education." Education Sciences 14, no. 6 (2024): 631. http://dx.doi.org/10.3390/educsci14060631.

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Understanding the influence of teaching culture (tradition) within academic departments is crucial for new teachers navigating the complex landscape of higher education. This paper investigates the possible impact of the department’s teaching culture on the pedagogical approaches of new teachers, forming their teaching style, concentrating on insights gathered from interviews with experienced colleagues in a Swedish university department with a focus on engineering education. By exploring the department’s teaching traditions and identifying potential challenges faced by new teachers, this stud

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Banevičiūtė, Birutė, and Jolita Kudinovienė. "Arts Teacher Education in Lithuanian University of Educational Sciences." Pedagogika 114, no. 2 (2014): 141–53. http://dx.doi.org/10.15823/p.2014.012.

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The article analyses arts teacher education in Lithuanian University of Educational Sciences, the only university in Lithuania which prepares teachers of four arts subjects – dance, music, theater and visual arts both on bachelor and master’s level. Analyzing this phenomenon input of Arts Education Department of the university is revealed through scientific and pedagogical activities which are closely connected with arts teacher education programmes implemented by the department. Since 1993 when Arts Education Department was founded it went through various changes which led from general univer

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Abdellah, Antar. "Translation pedagogy the missing component in Translation studies in the Arab world." International Journal of research in Educational Sciences 4, no. 1 (2020): 87–108. http://dx.doi.org/10.29009/ijres.4.1.2.

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This article discusses the pedagogical role of translation and its relationship with methods of teaching foreign languages. Translation in education has a long history in foreign language pedagogy. Translation was the only method -along with grammar- that was employed in foreign language classrooms. This long-established relation between language pedagogy and translation was then attacked after the 18th century and translation was accused of hindering good language use. It was claimed to impede the process of understanding and linguistic thinking. However, translation regained its status withi

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Nowak-Kluczyński, Konrad. "Poznan University Pedagogy at “Secret” University of the Western Lands in Warsaw (1940-1945)." Lubelski Rocznik Pedagogiczny 40, no. 3 (2021): 307–28. http://dx.doi.org/10.17951/lrp.2021.40.3.307-328.

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During the Second World War, besides the fact that Poznan University stayed closed, Poznan University pedagogy was continuing its didactic, research and organizational activities under the „Secret” University of the Western Lands (UZZ) in Warsaw, which was set up in 1940-1945. In the UZZ structure, there was the Department of Humanistic Studies with a pedagogy section.

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Dormus, Katarzyna. "The Pedagogical College at the Jagiellonian University (1921–1952): Origins, Founders, Significance." Nauki o Wychowaniu. Studia Interdyscyplinarne 11, no. 2 (2020): 138–54. http://dx.doi.org/10.18778/2450-4491.11.11.

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The establishment and the activities of the Pedagogical College at the Jagiellonian University was an important event in the history of Polish pedagogy because this fact accelerated the process of its developing as a standalone academic discipline, with Krakow becoming an important centre of pedagogical thought. The process of developing an appropriate curriculum for training secondary school teachers, which combined practice and theory, took place in this College. In 1926, the Pedagogical College opened a Department of Pedagogy and saw the launch of the first Master’s programme in pedagogy.

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Agita, Baltgalve. "Chinese Language and Culture Pedagogy at the University of Latvia." Journal of Chinese Language Teaching in Europe 欧洲中文教育 1 (March 27, 2024): 65–94. http://dx.doi.org/10.61637/cltcee.2024.1.6.

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The article gives a detailed analysis of Chinese language and culture studies at the Department of Asian Studies of the University of Latvia from the foundation of the department in 1991 and the enrolment of first students in 1993 up to the year 2023. The textis divided in six chapters: institutional history; students and graduates; local teaching staff; guest lecturers and Chinese-speaking language teachers; academic mobility; and research and international cooperation. This is the first in-depth introduction to Latvian Sinology studies in the English language, and its special value lies in t

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Malinkovskaya, Augusta V., and Margarita A. Bukrinskaya. "A Scholar Knows No Boundary in Time: An Interview with Avgusta Malinkovskaya." Contemporary Musicology, no. 3 (2022): 5–42. http://dx.doi.org/10.56620/2587-9731-2022-3-005-042.

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Avgusta V. Malinkovskaya, Doctor of Pedagogy, is Professor at the Department of Pedagogy and Methodology, Gnesin Russian Academy of Music. She did her graduate and post-graduate studies at Gnesin State Musical and Pedagogical Institute and was a student of Prof. Elena F. Gnesina. In 1966, she began teaching at the Department of Special Piano and the Department of Pedagogy and Teaching Methodology. In 2010–2015, she headed the Department of Teaching Methodology and Pedagogical Practice. For many decades, Prof. Malinkovskaya has been actively engaged in creativity, teaching and research. She sup

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Shevtsova, Larysa, and Olga Valenkevych. "CRITICAL THINKING DEVELOPMENT THROUGH MUSEUM PEDAGOGY." Psychological and Pedagogical Problems of Modern School, no. 2(12) (October 30, 2024): 30–37. http://dx.doi.org/10.31499/2706-6258.2(12).2024.315003.

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This article is devoted to the theoretical foundations of the formation of critical thinking skills in secondary school students in the museum environment. The article analyses the work of the children’s department of the National Museum of Prague (Czech Republic) in terms of activities aimed at developing critical thinking. The analysis of activities within the museum allows us to conclude that such work is effective. The article analyses the development of critical thinking through the use of appropriate tasks, interactivity, and creativity. The purpose of the article is to provide recommend

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��, A. Rytov, ��, Yuliya Fedorova, ��, and O. Nevskaya. "Instructional Design of Information Educational Environment in the System of Moscow Education Department." Standards and Monitoring in Education 4, no. 6 (2016): 44–49. http://dx.doi.org/10.12737/23694.

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Galina, Benjamin J. "Whither critique in the world language department?" Arts and Humanities in Higher Education 16, no. 3 (2016): 305–19. http://dx.doi.org/10.1177/1474022216652769.

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Language departments have long confronted a disciplinary divide between the study of literature and language. This divide in tenure lines and course content has engendered a similarly deep-seated divide in pedagogical practices. In world language departments, critique often seems confined, for reasons both epistemological and historic, to literature courses. Conversely, in language courses, instructors commonly utilize corrective feedback to train students to think like disciplinary experts. Is it possible then to define a signature pedagogy of the world language department? This article seeks

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Bhattarai, Lok Nath. "Students’ Perception on ICT Integrated Mathematics Classes." Interdisciplinary Research in Education 5, no. 1-2 (2021): 27–38. http://dx.doi.org/10.3126/ire.v5i1-2.34732.

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This paper presents a model for the perception of students relating the ICT integrated pedagogy into practice. The objective of this paper is to analyze the perception of students towards the practice of ICT integrated pedagogy in diverse Mathematics classes. Eighty Mathematics students who were selected randomly from the Department of Mathematics Education, TU, Kathmandu, were the participants. The opinionnaire form was used as a major tool. As the design was quantitative, data was analyzed using percentile, weighted mean, and chi-square test. The findings of the study revealed that the

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Voskrekasenko, O. A., and S. V. Sergeeva. "DEPARTMENT OF PEDAGOGY AND PSYCHOLOGY: CONTINUITY, SUCCESSION, STRATEGIC ORIENTATIONS OF DEVELOPMENT." Современные наукоемкие технологии (Modern High Technologies), no. 10 2020 (2020): 148–52. http://dx.doi.org/10.17513/snt.38270.

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Sinagatullin, Ilgiz, and Guzel Akhmedzianova. "Folk Pedagogy as an Important Means of Developing Prospective Primary School Teachers' Multicultural Competence." ARPHA Proceedings 1 (November 5, 2019): 645–51. https://doi.org/10.3897/ap.1.e0612.

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Folk pedagogy is an important means of developing multicultural competence of future primary school teachers. In 2018-2019, at the Department of Pedagogy and Methods of Pre-School and Primary Education of the Birsk Branch of Bashkir State University (Republic of Bashkortostan), we conducted a research study aimed at the theoretical justification and experimental verification of pedagogical conditions that promote the effective development of the prospective primary school teacher's multicultural competence on the basis of using the means of folk pedagogy. Taking into consideration the multieth

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Wagh, Anurekha Chari. "Bringing Back the ‘Classroom’: Feminist Pedagogy in a Sociology Classroom." Society and Culture in South Asia 8, no. 1 (2021): 7–29. http://dx.doi.org/10.1177/23938617211047630.

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The article interlinks sociology and classrooms through the lens of teaching gender studies. It argues that to address the challenges of teaching gender studies to students of sociology at a university department, of a state university, it has to be placed within the complex terrain of classrooms. It states that while there is a discussion on the challenges of framing feminist pedagogy and teaching gender studies in India, there is inadequate engagement with the issue of; one, the changing nature of the classroom and its relevance and impact in the structuring of the disciplinary theories, met

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Артемьева and Svetlana Artemyeva. "Problems Related to Creation of Scientific Schools in Pedagogy." Socio-Humanitarian Research and Technology 2, no. 3 (2013): 3–8. http://dx.doi.org/10.12737/1664.

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The author examines the concept of «scientific school» in the past and at present, describes the experience of formation of the Research School «Monitoring of Education Quality» at the Department of «Pedagogy and Psychology» in «Moscow State University of Technology and Management of K. Razumovsky»

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Nowak-Kluczyński, Konrad. "Naukowa, dydaktyczna i organizacyjna działalność Ludwika Jaxy-Bykowskiego na rzecz rozwoju poznańskiej uniwersyteckiej pedagogiki." Polska Myśl Pedagogiczna 7 (November 30, 2021): 311–36. http://dx.doi.org/10.4467/24504564pmp.21.017.13947.

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The Scientific, Educational and Organizational Activities of Ludwik Jaxa-Bykowski to Develop Poznań Academic Pedagogy The work is dedicated to Ludwik Jaxa-Bykowski – a pioneer of educational psychology and experimental pedagogy in Poland. He received professors’ recognition and was liked by Poznań University students. The work is a trial to reconstruct the scientific, educational and organizational activities of Ludwik Jaxa-Bykowski in accordance with chronological order. The topics reorganization was also taken into account, considering the change of organizational structure of Poznań academi

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Payne, Ursula O. "Exercise in Pedagogy: Story of the Bones." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 300–306. http://dx.doi.org/10.1017/s2049125500001254.

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I was commissioned by Kim Nofsinger to make a dance for students at Middle Tennessee State University that explored the African American experience. The creative process integrated historical and bio-archaeological research being conducted by Dr. Shannon Chappell Hodge and Dr. Kevin E. Smith from the Department of Sociology and Anthropology. In this paper I will discuss the methodology I used to develop a creative process that involved the intersection of African American history, bio-archeological physical evidence, ritual exploration, and performance. This repertory experience represents how

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Fedotova, E., and E. Nikitina. "Research Work Organization with Master’s Degree Students «Upbringing Activity in Educational Organization»." Standards and Monitoring in Education 11, no. 4 (2023): 33–36. http://dx.doi.org/10.12737/1998-1740-2023-11-4-33-36.

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Constant progress and creative renewal are integral features of the educational process in higher education, actualizing the problem of developing future teachers’ competencies related to the theoretical justification of parenting strategies and upbringing work in educational organizations. In 2019, the Department of Pedagogy of Irkutsk State University started a master’s program «Upbringing activity in an educational organization», focused on solving the identified problems through the study of disciplines: «Design and organization of professional pedagogical activity», «Methods of educationa

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González-Vallinas, Paula, David Oterino, and José Luis San Fabián. "The Impact of Lifelong Learning Teacher Education in Secondary School Results." education policy analysis archives 14 (August 5, 2006): 19. http://dx.doi.org/10.14507/epaa.v14n19.2006.

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Studies dealing with factors which have an influence on students outcomes are reviewed, teacher variables and teacher training are among their most common findings to influence school achievement. This study analyses the variable in-service teacher training on students? academic achievement. The analysis levels are departments and schools, being department the level where the relation among variables is more significative. There are significative correlations between the in-service teacher training in their own subject and the subject pedagogy in 50% of the analysed departments. In-service tea

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Meteshkin, Kostiantyn Oleksandrovych, Olga Ihorivna Morozova, and Olena Yevhenivna Pomortseva. "The results of department educational processes reengineering in dual and digital education concepts." RADIOELECTRONIC AND COMPUTER SYSTEMS, no. 1 (February 27, 2021): 92–100. http://dx.doi.org/10.32620/reks.2021.1.08.

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The subject matter of the article is the results of department educational processes reengineering, which was conducted at the Department of Land Administration and Geographic Information Systems of O. M. Beketov National University of Urban Economy. The current article introduces the scientific community with the results of reengineering at the department, which made it possible to implement certain conceptual and fundamental provisions of the dual, digital, and cluster approaches in the development of education. The problem, which resolves the contradiction between the standardization of lea

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Hudson-Miles, Richard, and Andy Broadey. "‘Messy Democracy’: Democratic pedagogy and its discontents." Research in Education 104, no. 1 (2019): 56–76. http://dx.doi.org/10.1177/0034523719842296.

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This paper reflects on a recent participatory installation by the artists’ collective @.ac, entitled Messy Democracy, as a case study to raise questions concerning the ‘distribution of the sensible’ within the neoliberal art school. The project set up a quasi-autonomous artists’ space within Hanover Project gallery 9 April–3 May, 2018 at University of Central Lancashire, Preston. This exhibition functioned as a space of collective pedagogy, co-labour and ‘dissensus’ situated in relation to the wider operation of the department of Fine Art. It also sought to operate as a critical alternative to

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Patterson, Barbara A. B. "Ethnography as Pedagogy: Learning and Teaching in a Religion Department Internship Class." Teaching Theology & Religion 6, no. 1 (2003): 24–34. http://dx.doi.org/10.1111/1467-9647.00150.

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Olawale, Babawande Emmanuel. "Decolonising mathematics education: Towards a culturally relevant pedagogy." Interdisciplinary Journal of Education Research 7, no. 1 (2025): a26. https://doi.org/10.38140/ijer-2025.vol7.1.26.

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This study investigates the existence of Eurocentric biases in mathematics teacher education programmes within South African higher education, focusing on the experiences and viewpoints of mathematics lecturers, mathematics student teachers, and department heads. It seeks to fill gaps in understanding how these biases impact educational practices and how the incorporation of culturally responsive pedagogy can eliminate them. Underpinned by an interpretivist paradigm, this study employed a qualitative research approach and a case study design. A purposive sampling technique was used to se

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Kanjee, Anil, and Joanne Hardman. "An investigation of pedagogical change with novel technology in fee paying and no-fee schools during COVID-19." Journal of Education, no. 95 (October 22, 2024): 46–67. http://dx.doi.org/10.17159/2520-9868/i95a03.

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Following the reopening of schools after the national lockdown in March 2020, the Department of Basic Education (2020a) in South Africa implemented the School Reform Plan to mitigate the impact of the COVID-19 pandemic on the loss of learning and teaching in schools. To date, limited information is available on the extent to which these measures have had an impact on pedagogical practices of teachers across the different poverty quintile schools. In this paper, we report on teachers' perceptions of how novel technological tools, introduced during the pandemic, altered their pedagogy practices

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Anishchenko, V., D. Suprun, and M. Suprun. "VIKTOR SYNIOV AND MODERN PENITENTIARY SCIENCE AND PRACTICE." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2025, no. 1 (2025): 7–20. https://doi.org/10.32755/sjeducation.2025.01.007.

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The article contains a scientific and journalistic description of the biographical and scientific achievements of the outstanding Ukrainian scientist and innovator, Honorary President of the NGO “Ukrainian Association of Special Psychologists”, full member of the NAES of Ukraine, Honored Lawyer of Ukraine, Professor of the Department of Psychoсorrectional Pedagogy and Rehabilitation of Dragomanov Ukrainian State University, Doctor of Pedagogical Sciences, Professor Viktor Synov. The authors’ team of scientists are followers of Doctor of Pedagogical Sciences, Professor Viktor Synov. So they str

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Grinshkun, Vadim Valerevich. "Problems and ways of informatization technologies in education effective use." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2018): 34–47. http://dx.doi.org/10.51314/2073-2635-2018-2-34-47.

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The article describes some of the problems that are typical for the current stage of informatization of education, justifies the need to study informatization, proposes measures aimed at improving the efficiency of the development and use of information technology in education. The content of the article was approved at the joint meeting of the bureau of the department of the philosophy of education and theoretical pedagogy, the department of professional education and the general secondary education department of the Russian Academy of Education on February 27, 2018.

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Ergasheva, Barno Ziyavitdin qizi. "TECHNOLOGY OF PROFESSIONAL TRAINING OF FUTURE TEACHERS BASED ON A COMPETENCE-BASED APPROACH." GOLDEN BRAIN 2, no. 11 (2024): 101–5. https://doi.org/10.5281/zenodo.11176430.

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<em>This article will talk about the competence of students of the Department of Pedagogy in the conditions of development. The content of pedagogical quality and professional training, which should be mastered for future educators, is covered.</em>

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Stepanova, Marina A. "Psychological Aspects of Pedagogical Practice. To the 100th Anniversary of Nina F. Talyzina." Moscow University Psychology Bulletin 47, no. 2 (2024): 80–115. http://dx.doi.org/10.11621/lpj-24-16.

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Background. The article is dedicated to the 100th anniversary of the birth of Nina Fedorovna Talyzina (1923–2018) — a famous Russian (Soviet) psychologist, specialist in the field of didactics and psychology of teaching and learning, one of the students and followers of P.Y. Galperin, author of the activity theory of learning, creator of the Department of Pedagogy and Educational Psychology at the Faculty of Psychology of Lomonosov Moscow State University Objectives. The focus of the article is on the restoration of the scientific biography of N.F. Talyzina as well as on the identification of

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D'Antone, Alessandro, and Lavinia Bianchi. "Intercultural practices in group settings. Inclusion in territorial education, between action research and scientific supervision." Educazione Aperta, no. 16 / 2024 (July 20, 2024): 166–86. https://doi.org/10.5281/zenodo.12787289.

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From a pedagogical perspective, the work deals with the relationship between territorial education and group settings with adolescents. Some elements of a project (In Gioco Con Arte, created with the contribution of the Department for Family Policies in the Reggio Emilia area) will be discussed, and several aspects relating to the scientific supervision of the project will be reported. In particular, the contribution will address the intercultural variables within educational groups, as emerged in the research-action work conducted from January to November 2022. We’ll discuss the relatio

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Lamanauskas, Vincentas. "EDUCATION IN BOSNIA AND HERZEGOVINA: AN INTERVIEW WITH ANITA LUKENDA AND SLAVICA PAVLOVIČ." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 3 (2016): 129–32. http://dx.doi.org/10.48127/spvk-epmq/16.8.129.

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This year on the 20th -23rd of October the third international scientific conference Pedagogy, Education and Instruction took place in Bosnia and Herzegovina. The conference was organised by Mostar university. To say more precisely, the main conference organiser was Department of Pedagogy of Faculty of Science and Education. It is worth noticing, that Bosnia and Herzegovina is a Balkan region state, which consists of two historical regions – Bosnia and Herzegovina. Mostar in this case is basically considered the capital of Herzegovina, situated in a picturesque mountainous place near the river

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Żukiewicz, Arkadiusz. "Social Pedagogy as an offer of master’s studies in Poland after the Second World War (1945-1950)." Studia z Teorii Wychowania XII, no. 3 (36) (2021): 273–90. http://dx.doi.org/10.5604/01.3001.0015.4837.

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The article presents graduate programs (Masters level) in the field of social pedagogy offered by Helena Radlińska and her colleagues at the University of Łódz after WWII. Socio-Pedagogical studies established at the Department of Social Pedagogy at the University of Łódz were supposed to prepare educational, social, and cultural workers in time of revival of Poland after 1945. The example of the educational model created at that time can serve as an inspiration in the development of contemporary programs of education rooted in the Polish socio-pedagogical tradition.

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Getova, Katya. "12th International Autumn Scientific-Educational Forum “Modern Education and Teacher Qualification – Traditions and Innovations”." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 49, no. 6 (2022): 616–19. http://dx.doi.org/10.53656/for22.69dvan.

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In the Department for Information and In-Service Training of Teachers at Sofia University “St. Kliment Ohridski” is established long-standing tradition in holding the autumn international scientific and educational forum. The participants in the forum are mainly educators from Bulgaria and abroad. And for many of them, this event is a traditional, professional exchange of experience and innovations in the field of education and pedagogy, by means of upgrading, enriching and updating knowledge, skills and ideas. Every year, the forum follows an established trend in updating the topics in the fi

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Strejčková, Hana. "Possibilities of theatrical pedagogy in solving problems of social sphere." SHS Web of Conferences 98 (2021): 02008. http://dx.doi.org/10.1051/shsconf/20219802008.

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In my article I focus on the connection between the artistic and social spheres, the transcendence of art education into therapy and I will briefly mention the structure of art education with a focus on theatrical pedagogy in the Czech Republic. I divided the article into theatrical pedagogy in practice for younger school age, teenage and youth, adults and seniors, and the following areas: a) Theatrical pedagogy in the structure of the Czech educational system and as a part of leisure activities and Drama education as a subject for future teachers. In this part I shortly present what drama edu

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