Relevant bibliographies by topics / Education Pedagogiek

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education Pedagogiek'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education Pedagogiek"

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Baharuddin. "ARAH PENDIDIKAN MASA DEPAN: PERLUNYA REORIENTASI POSISI PENDIDIK DAN PESERTA DIDIK." Visipena Journal 9, no. 2 (2018): 274–86. http://dx.doi.org/10.46244/visipena.v9i2.459.

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Education is essentially an empowerment process that is freeing individuals from the confines of a centralized power structure, which is able to build a power structure that only benefits a small group of people who afflict the masses. Therefore, the desire to continue to maintain pedagogics in the narrow paradigm must be reviewed, and as soon as possible a change in orientation towards critical pedagogical or pedagogic empowerment. Critical pedagogic is an engineering thinking that seeks to perfect the pedagogics that we have known as pedagogic in a narrow paradigm, namely pedagogics which te
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Jagodzińska, Małgorzata, and Anna Strumińska-Doktór. "Outdoor education wzmocnieniem realizacji zrównoważonego rozwoju." Studia Ecologiae et Bioethicae 17, no. 4 (2019): 55–67. http://dx.doi.org/10.21697/seb.2019.17.4.06.

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Wadą edukacji w dzisiejszej szkole jest przekaz słowny oraz badania i eksperymenty w murach szkolnych. Uczniowie mają mało okazji do badania i doświadczania rzeczywistości w naturalnych warunkach. Czynny udział uczniów uaktywnia, zaciekawia i daje poczucie sprawstwa. Wspólne planowanie ekspedycji, wycieczek i gier terenowych jest czynnikiem kształtującym więzi i zaufanie w grupie. Zajęcia w plenerze pozwalają na odkrycie zainteresowań i talentów. Pedagogika Outdoor education (OE) staje się coraz bardziej popularna, w Polsce przyjmuje różne nazwy: edukacja na świeżym powietrzu, edukacja poza kl
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Kossak-Główczewski, Kazimierz. "New questions in pedagogy – multiculturalism, regional education, pedagogy of place, reinhabitation and deterritorialisation." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Rocznik Polsko-Ukraiński 17 (2015): 131–43. http://dx.doi.org/10.16926/rpu.2015.17.09.

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Duhn, Iris. "Places for Pedagogies, Pedagogies for Places." Contemporary Issues in Early Childhood 13, no. 2 (2012): 99–107. http://dx.doi.org/10.2304/ciec.2012.13.2.99.

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Stępkowski, Dariusz. "Dlaczego konieczna jest filozoficzna pedagogika ogólna. Rozważania w kontekście eseju J.F. Herbarta O ciemnej stronie pedagogiki." Kwartalnik Pedagogiczny, no. 1 (March 20, 2017): 79–90. http://dx.doi.org/10.5604/01.3001.0009.8115.

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The author of the paper tries to show that general pedagogy has its philosophical distinction, e.g., comparing to philosophy of education. Johann Friedrich Herbart’s essay On the Dark Side of Pedagogy is an important point of reference in the analysis. Starting from the essay, the author justifies the necessity of an approach to general pedagogy with its most important goal, i.e., defining the basic pedagogical thought. The thought is “basic” as it combines theoretical and practical knowledge on education and has to be defined over and over again, and not because without it education cannot be
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SILVA, Vívian Parreira da, and Aida Victoria Garcia MONTRONE. "Educação como Fundamento da Vida: Algumas Reflexões sobre Educação das Relações Étnico-raciais desde o nosso Contexto Afrodiaspórico." INTERRITÓRIOS 6, no. 12 (2020): 1. http://dx.doi.org/10.33052/inter.v6i12.248987.

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RESUMOO objetivo deste artigo é dialogar experiências para ampliarmos nossas compreensões em educação, tendo como enfoque ações e reflexões fundamentadas no antirracismo e na decolonialidade. Ao buscarmos novas pedagogias, epistemologias e caminhos de construir conhecimentos, nos deparamos com os limites e amarras que a colonialidade nos coloca. Ainda temos a naturalização do pensamento eurocêntrico, o que provoca uma blindagem na capacidade de compreendermos e reconhecermos a nossa diversidade cultural enquanto potências educativas. A partir de algumas reflexões tecidas em diálogo com autoras
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Djumaniyazovna, Maryambibi Abdullayeva. "ISSUES OF SPIRITUAL EDUCATION IN PRESCHOOL EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (2021): 116–21. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-22.

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This article will focus on the necessary aspects of the coverage of preschool educational institutions for children aged 2 to 6-7 years, the most important indicator of which is the characteristic of the effectiveness of preschool education. If a child goes to school without preschool education, his educational activities in primary classes will not be effective enough. That is, educational adaptation-the adaptation of the child proceeds poorly, his ability to enter into social relations, communication, mental activity is poorly manifested. In most cases, the child has a state of physical and
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LUIS PEREIRA, CARLOS, and EDSON RODRIGUES DOS SANTOS. "EDUCAÇÃO DO CAMPO: A IMPORTÂNCIA DO PROFISSIONAL PEDAGOGO NAS EDUCAÇÃO DO CAMPO." Revista SODEBRAS 14, no. 157 (2019): 22–27. http://dx.doi.org/10.29367/issn.1809-3957.14.2019.157.22.

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Qvarsell, Birgitta. "Pedagogik blir pedagogik och didaktik vid Stockholms universitet." Pedagogisk forskning i Sverige 23, no. 5 (2018): 84–98. http://dx.doi.org/10.15626/pfs23.5.05.

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This article is primarily based on my experiences as professor of Education during the last years of 1990 and first years of 2000, being appointed professor in 1992 and becoming emerita in 2005. With a background in psychology and a licentiate thesis in this discipline I had to tackle the question of the relationship between psychology and education in 1969 when I left psychology for education as academic subject. During the period which I overview a number of new positions as professor, appointed as well as promoted, were important as were adjunct professors, recruited to bridge the gap betwe
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Heidemann, Kai A. "Pedagogies of Solidarity." Comparative Sociology 19, no. 3 (2020): 335–62. http://dx.doi.org/10.1163/15691330-bja10014.

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Abstract Sociological scholarship on social movements has shed important light on the role of knowledge production for processes of collective action and mobilization. However, much of this research overlooks the question of how movement-based knowledge emerges from within institutionalized settings of formal education. Drawing on a qualitative case study, this article examines the repertoire of knowledge-building practices mobilized from within a state-based system of adult education in francophone Belgium. Building on social movement theory, it is shown how formalized sites of adult educatio
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Dissertations / Theses on the topic "Education Pedagogiek"

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Marklund, Tove. "Som att laga mat! : designprocessen + pedagogisk teori = pedagogiskt verktyg." Thesis, Konstfack, Institutionen för Bildpedagogik (BI), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-3278.

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Design beskrivs ofta som form och funktion med utgångspunkt i givna förutsättningar. Jag benämner dessa förutsättningar begränsningar som ger ett motstånd. En parallell till matlagning kan dras för att beskriva designprocessen. Råvarorna är det givna materialet som av kocken med hjälp av kokkärl och verktyg kombinerar ihop till en rätt. Resultatet är förhoppningsvis men inte alltid gott däremot ofta överraskande. Det är bland annat detta överraskningsmoment, förvåningen över både process och resultat som har en så stor attraktionskraft i skapande. Kan begränsningar i material vara ett verktyg
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Langmann, Elisabet. "Toleransens pedagogik : en pedagogisk-filosofisk studie av tolerans som en fråga för undervisning." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-30753.

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Focusing on a lived and practiced tolerance, this thesis sets out to explore questions concerning education for tolerance, and, specifically, how teachers and educators can prepare students to become tolerating subjects in their everyday encounters with others. Taking its point of departure in real and fictional classroom situations, the overall purpose of the study is to explore the ethical and transformative potential inherent in education for tolerance. The theoretical frame of the study is deconstruction and the philosophical writings of JacquesDerrida. The purpose of the thesis is accompl
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Saarela, H. (Heli). "Pedagoginen johtaminen varhaiskasvatuksessa:”pedagogisen työn johtaminen tulisi olla päiväkodin johtajan ydintehtävä”." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805312321.

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Tutkimus ”Pedagoginen johtaminen varhaiskasvatuksessa” perehtyy varhaiskasvatuksen kontekstissa toteutettavaan pedagogiseen johtamiseen ja sen käytänteisiin. Pedagogista johtajuutta toteuttavat päiväkodin johtajat osana johtamisen kontekstia. Tutkimus on laadullinen fenomenografinen tutkimus. Tutkimuskysymykset ovat: 1) Millainen käsitys päiväkodin johtajilla on pedagogisesta johtamisesta? 2) Millaisia johtamisen keinoja toteutettu pedagoginen johtaminen pitää sisällään? Tutkimuksessa ollaan kiinnostuttu erityisesti johtajien käsityksistä ja konkreettisista käytänteistä osana pedagogista johta
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Vichnevskaia, Larissa. "Förundrans pedagogiska potential i förskolans undervisning : En hermeneutisk studie av förundran som pedagogiskt verktyg." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38612.

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The aim of this study is to investigate the pedagogical potential of wonder as teaching tool in preschool. The focus of research is on teaching in preschool in the light of the revised preschool curriculum of 2018 and the concept of wonder in classical and contemporary philosophical texts on educational importance of wonder. The purpose of this approach is to create an understanding of wonder, its impact and positive force in the teaching process. How does wonder relate to preschool teaching? How is teaching in preschool interpreted in current preschool discourse? And how can classical philoso
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Ståhlkrantz, Katarina. "Pedagogiskt ledarskap - konturer av ett svårfångat begrepp." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13508.

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Svenska rektorer har ett nationellt uppdrag att vara pedagogisk ledare och chef. Det pedagogiska ledarskapet betonas dock allt mer, som en av de viktigaste delarna i en skolledares uppdrag. Pedagogiskt ledarskap kan betyda att vara ledare för en pedagogisk verksamhet, men det kan också innebära att utöva ett ledarskap som är pedagogiskt. Pedagogiskt ledarskap kan ses i relation till skolans mål i läroplanen och det kan vara allt från rektors pedagogiska och metodiska utövanden till en medveten grundsyn som genomsyrar allt det som rektor gör. Begreppet är otydligt och svårtolkat. I syfte att id
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Eriksson, Inger. "Lärares pedagogiska handlingar : En studie av lärares uppfattningarav att vara pedagogisk i klassrumsarbetet." Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-1201.

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This study concerns teachers' conceptions of what it means to be pedagogical. The work has itsstarting point in van Manen's work concerning pedagogical tact. By using this concept vanManen tries to describe teachers' tacit and intuitive skills to decide what to do or what not to do in any given situation. This study is based largely on the assumption that van Marten's concept is too narrow and perhaps invalid in certain contexts. The study was conducted as a phenomenographical study with the help of video-stimulated-recall-interviews. Four aspects of the phenomena were identified:: The pedagog
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Svedberg, Mari, and Gabriella Enderberg. "Pedagogen, leken och läroplanen : en intervjustudie med pedagoger i förskolan." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7922.

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Examensarbetet handlade om att ta reda på hur pedagoger beskriver betydelsen av barns lek, samt hur man implementerar läroplanens delar om lek i verksamheten. Syftet med studien var att få reda på hur pedagogerna beskriver delaktighet och betydelse av barns lek. Samt om de aktivt arbetar med läroplanen för förskolan (Utbildningsdepartementet, 1998) när det gäller leken och pedagogen. Den teoretiska utgångspunkten i arbete är det sociokulturella perspektivet som handlar om lärande genom samspel och interaktion med andra människor. Studien bygger på intervjuer med sex pedagoger. Metoden som
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Hägglund, Susanne, and Sofia Blomgren. "Att stödja barns motoriska utveckling i förskolan." Thesis, Mid Sweden University, Mid Sweden University, Mid Sweden University, Faculty of Educational Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-10443.

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<p>Den motoriska utvecklingen är en viktig del i barns utveckling.  För att den ska bli så bra som möjligt måste de lära känna sin kropp för att kunna utvecklas. Därför måste det finnas tillgångar till olika men samtidigt bra möjligheter för lek och lärande. Läroplanen för förskolan (Lpfö98, s.5) tar upp att verksamheten ska vara stimulerande och utmanande för barnens lärande och det är en del av pedagogernas uppgifter. Syftet med denna undersökning är att se hur pedagogerna arbetar med att stimulera barns grovmotorik till största delen i den vardagliga verksamheten, medan finmotoriken inte är
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Magnusson, Christina. "Diagnosens värde i den pedagogiska planeringen för koncentrationsstörda barn i skolan." Thesis, Karlstad University, Karlstad University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-745.

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<p>In my composition, I have choosen to examine the question: What value does the diagnoses have for the teacher when it comes to organizing the work with children troubled by apprehensive disabilities?</p><p>The method I used to examine my question was qualitative interview.</p><p>The teachers’ I have interviewed are either pre-schoolteachers or schoolteachers.</p><p>Most of the teachers speak highly of using methods like Komet or SET in the work with the pupils troubled by deficits in their ability to concentrate.</p><p>During my investigation, I have learned that the teachers think that met
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Brändefalk, Marika. "Barnlitteraturens pedagogiska funktion : Pedagoger om barnlitteraturens roll i förskolan." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4310.

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<p>AbstractReading books to children is often an integral part in preschool activities. The purpose of thisstudy is to investigate how educators think about the educational function of literature inpreschool activities. I have in my study used qualitative interviews with active educators andobservations to answer my questions about why the educator reads to the children, how theeducator thinks about the choice of literature and if the literature can contribute to thechildrens development and if so, how. The knowledge- and research background presentsliterature and previous research done on the
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Books on the topic "Education Pedagogiek"

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Achter, V. van. Pedagogiek en politiek. Academia Press, 2013.

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Bosman, R. E. Handelingstheorie en pedagogiek: Een onderzoek naar de grondslagen van de pedagogiek. Acco, 1987.

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Latham, E. A. Transculturele pedagogiek: De twee maten nagemeten : een pedagogiek van mensenrechten, waarom? Slootweg & Tromp Meesters, 1988.

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Thoomes, Daniel Theodoor. Bronteksten historische pedagogiek: Introducties, literatuurverwijzingen en internetbronnen. Hogeschool Rotterdam, 2000.

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Levering, B. Waarden in opvoeding & opvoedingswetenschap: Pleidooi voor een uitdagende pedagogiek. Acco, 1988.

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Hilvoorde, Ivo van. Grenswachters van de pedagogiek: Demarcatie en disciplinevorming in de ontwikkeling van de Nederlandse academische pedagogiek (1900-1970). HBUitgevers, 2002.

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Gudjons, Herbert. Pädagogisches Grundwissen: Überblick - Kompendium - Studienbuch. 8th ed. Klinkhardt, 2003.

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Essen, Mineke van. Historische pedagogiek: Verlichting, romantiek en ontwikkelingen in Nedereland na 1800. Intro, 1999.

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Oenen, Saskia van. Meesterschap en moederschap: Teksten van Jan Ligthart en tijdgenoten als onderwerp van vrouwenstudies-pedagogiek. Acco, 1990.

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Paul, Nash. Kyoyuk padŭn saram. Chimmundang, 1995.

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Book chapters on the topic "Education Pedagogiek"

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Jickling, Bob. "On Education." In Wild Pedagogies. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90176-3_4.

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Jones, Stephanie, and James F. Woglom. "Teacher Education." In On Mutant Pedagogies. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-744-3_3.

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Keegan, Helen. "Emerging Pedagogies." In Current Perspectives in Media Education. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137300218_9.

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Brezinka, Wolfgang. "Practical Pedagogics." In Philosophy and Education. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2586-4_6.

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Mayo, Cris, and Nelson M. Rodriguez. "Wanting More: Queer Theory and Education." In Queer Pedagogies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27066-7_1.

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Thomas, Glyn, and Brendon Munge. "Outdoor Fieldwork Pedagogies." In Encyclopedia of Teacher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_358-1.

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Hung, WanJu, and Lindsey M. McDougle. "Community-Engaged Pedagogies." In Undergraduate Public Affairs Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003227120-5.

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Waite, Duncan, Lejf Moos, Ciaran Sugrue, and Cungang Liu. "Framing Education for the Future: A Conceptual Synthesis of the Major Social Institutional Forces Affecting Education." In Global Pedagogies. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3617-9_4.

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Winzer, Margaret, and Kas Mazurek. "Global Agendas in Special Education: A Critique." In Global Pedagogies. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3617-9_7.

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Bestley, Russ. "Art Attacks: Punk Methods and Design Education." In Punk Pedagogies. Routledge, 2017. http://dx.doi.org/10.4324/9781315276250-2.

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Conference papers on the topic "Education Pedagogiek"

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Rudnytska-Yuriichuk, Iryna. "Main Principles of Using Audiovisual Method in Teaching the Native Language to Children of Pre-School Age in the Ukrainian Diaspora of The USA and Canada." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/29.

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In the national educational system of the Ukrainian diaspora of the USA and Canada the pre-school period covers the first stages of extra-familiar education, where establishing of child’s consciousness and connecting to spiritual values of the Ukrainian nation are taking place. Efficiency of this process depends on multiple factors. A significant role among them is played by didactic provision of educational-instructional process in pre-school educational institutions of various kinds whose main aim is to form national consciousness of the pupils through acquiring the Ukrainian language, as we
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Magauova, Akmaral, Zhamilya Makhambetova, and Svetlana Lukashova. "Comparative Analysis of Educational Programs for Training Social Pedagogues on the Example of Universities in Kazakhstan, Lithuania and Germany." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.031.

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Abstract. In the context of integration of national education systems into a single global educational space, the competency-based paradigm of education serves as the main for training competitive strategy specialists. The transition to competency-based educational standards of higher education involves the formation of students' professional competences for successful professional activity. The aim of the research is to study and analyse the experience of development of professional competences in the training of social pedagogues in Kazakhstan, Lithuania, and Germany. In this paper, the stud
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O'Leary, Phil, and Ann Ledwith. "Researching Recognition of Prior Learning; the significance of assessor’s values and beliefs within the Totally Pedagogised Society." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2492.

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This research is exploring the values and beliefs of academic assessors around Recognition of Prior Learning (RPL) in order to better understand their mindset and provide a foundation for best practice informed by all actors. An interpretative research design and random stratified sampling allowed for 31 interviews with assessors in an institute of technology setting in Ireland. Bernstein’s theories of classification and framing of knowledge and the related ideas of power and control provided the conceptual framework for analysis of the data. The notion of assessors as actors within the totall
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Filipski, Tatiana. "The valorization of students museum education within the school – museum – family – community interconnectivity during the pandemic crisis." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p262-267.

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The article reflects on the pandemic crisis impact on museal education of students and touches the problem of collaboration of educational institution with museum, family and community in this period, which is difficult for the entire society. In this context were developed and signed multiple collaboration contracts in the view of museum education process optimisation and educational institution-museum-family-community interoperability, building an online oriented museum education methodology, in which were actively and sistematically involved pupils, students, proffesors, school managers, pr
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López-Íñiguez, Guadalupe, and Tuula Jääskeläinen. "How about equality and equity in higher music education? A theoretical framework for researching quality of music teaching and learning." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5417.

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While quality development has an important role in higher education in Finland, its connection with equality and equity in teaching and learning music is not often mentioned. Most of the discussions about equality in education have focused on how to equalize access to and participation in education, but there are disagreements about what the very concepts of equality and equity mean in education. When striving to achieve equality in higher music education, the use of learner-centered pedagogies may promote an engaging and satisfying learning experience. We illustrate a more holistic approach i
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Kiel, Ewald, and Sabine Weiss. "Session 12: Inclusive Education | The Pedagogic Signature of Special Needs Educationc." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0042.

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Gorobeț, Evelina. "Pedagogical Conditions for optimizing the process of teaching and learning Foreign Languages Online." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p133-140.

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The rapid development of new technologies and the proliferation of information resources are the basic characteristics of our contemporary society. Multimedia applications, telecommunications, portable and wireless electronic devices, social networks, educational software, Web 2.0 tools, and others, radically redefine the way people exchange information, as well as how to teach, learn and accumulate new knowledge. Online education introduces new terms (E-learning, distance learning, digital resources, software, zoom, etc.) and imposes new pedagogical conditions in the development of the educat
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Barber, Wendy, and William Walters. "PHYSICAL EDUCATION TEACHER EDUCATION: BUILDING INCLUSIVE PRACTICES AND PEDAGOGIES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2190.

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Hadjerrouit, Said. "Using a Learner-Centered Approach to Teach ICT in Secondary Schools: An Exploratory Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3225.

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Despite the importance of ICT (Information and Communication Technology) as a school subject in secondary education, there is a lack of an integrated ICT pedagogy that is elucidated within a broad framework of educational practice. The focus is still on technicalities and reproduction of knowledge rather than conceptual understanding of ICT. To realize the potential inherent in ICT, there is a need for innovative ICT pedagogies in secondary education. The purpose of this work is to involve student teachers in applying and evaluating a learner-centered ICT teaching method in their teaching prac
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Meirosu, Ionela. "Family – a positive factor contributing to online preschool teaching." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p259-261.

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The article addresses the need for family involvement in the activity of online teaching at the level of preschool education, the family being the primary factor that contributes to the continuity of education at this age level. The world we live in is increasingly complex and brings major changes in the education and development of human beings. Educational practices from face-to-face interaction to the online environment have generated o number of reflections on the level of training of all actors involved in education.
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Reports on the topic "Education Pedagogiek"

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Kopyilova, N. A. Distance learning course «Pedagogics of higher education (postgraduate training program)». OFERNIO, 2021. http://dx.doi.org/10.12731/ofernio.2021.24858.

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Gutierrez Zepeda, Paulina. Exploring Relationships Between Entrepreneurship Education and Students’ Entrepreneurial Intentions: A Mixed Method Study of Entrepreneurial Pedagogies at Chilean Universities. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2629.

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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only
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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and poten
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