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Journal articles on the topic 'Educative teaching'
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1
Shin, Minsun. "“The edTPA took away from my student teaching experience”: The impact of the edTPA on student teaching experiences." Contemporary Issues in Early Childhood 20, no. 3 (November 25, 2018): 309–12. http://dx.doi.org/10.1177/1463949118813740.
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This colloquium brings forward the “inside” voices of early childhood student teachers in order to critically examine the impact of the edTPA (Educative Teacher Performance Assessment) on student teaching experiences, especially the “educative” function that the edTPA claims.
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Rahmawati, Fitra Awalia, Ifa Rodifah Nur, and Muhammad Taqiyuddin. "Creative Language Games for Enjoyable Arabic Teaching l al-Al’ab al-Lughawiyyah al-Ibda'iyyah li Ta’lim al-Lughah al-'Arabiyyah al-Mumti'ah." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 13, no. 1 (February 4, 2021): 108–28. http://dx.doi.org/10.24042/albayan.v13i1.6917.
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Arabic teaching has the aim in the mastery of four skills; listening, speaking, reading, and writing. Considering to the languages teaching nowadays, educative games are commonly used as inseparable method from their curriculum. This method also had been practiced in Arabic teaching by some teachers. For this context, some rules need to be curricularly formulated. This critical point had not been elaborated curricularly. In this research, Library research model highlighted several studies of Arabic learning practices through game methods; then analyzed it with analytical and descriptive critical discourse methods to formulating the good, proper, and ideal ‘educative game’ in Arabic teaching. This study concluded the language game which emphasized some aspects such as 1) teacher competency, 2) facilities and infrastructure, 3) environmental conditions and situations. These three prerequisites are important in carrying out language teaching through ’curricular’ language games. Thus, educative language games can be formulated curricularly, which can be a simply contribution for practicing Arabic teaching through ‘educative games’.
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Glassman, Michael, and Min Ju Kang. "Teaching and learning through open source educative processes." Teaching and Teacher Education 60 (November 2016): 281–90. http://dx.doi.org/10.1016/j.tate.2016.09.002.
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Hikmah, Badiatul. "MENINGKATKAN MOTIVASI BELAJAR BACA TULIS AL QUR’AN DENGAN METODE QUANTUM TEACHING." JIE (Journal of Islamic Education) 4, no. 1 (August 21, 2019): 64. http://dx.doi.org/10.29062/jie.v4i1.112.
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Studi this gets beginning of its low motivate and Reading and Writing studying achievement Al Qur’an (BTQ) educative participant SDN Watuagung. It happens because of learning method that applied by reducing paying attention participant trend is taught. Its implication make passive educative participant, causes low spirit their the capturer image be learning always chanted, pall, and achievement that is reached for really lets down, evenless if concerned by participant grasp is taught with tutorial material. To settle about problem in Al Qur'an Reading and Writing learning (BTQ) upon, therefore found one method which can increase participant studying enthusiasm is taught, involving alae educative participant active, and can increase ability and participant studying achievement is taught, which is method Quantum Teaching. One that differentiate this method with method conventional are principle study to become participant belonging is taught, educative participant as sentral studies, participant educativing to empower VAK'S potency (Visual, Auditorial and Kinestetik) to build and gives based science mean its experience correspond to konstruktivis humanistis's paradigm, be educator just personation “fasilitator and condition provider” so learning process can happen. Participant motivation teaches to be said increases, evident gets to increase participant studying motivation is taught because the importance for variation, appreciation, aspiration or aspiration have can increase motivation or studying spirit in get learning In Other Words educative participant will be motivated for studying more energetic be, most more if propped by method Quantum Teaching one that “notabene” can make easy educative participant in accept study material insignificantly and feeling secure deep accept that study, learned achievement to be said worked up if get with attention been proven, and oldster response and environmentally momentous society in increasing achievement studies educative participant, as difficult as whatever a material or study material, will easy feel if did by pleasing and situation taste that agreeable.
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Abad Robles, Manuel Tomás. "Propuesta de enseñanza del Tenis de Mesa en Educación Primaria y Secundaria (Proposal to the table tennis teaching in primary and secondary school)." Retos, no. 13 (March 28, 2015): 33–38. http://dx.doi.org/10.47197/retos.v0i13.35025.
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El Tenis de Mesa es un deporte que cada vez se practica más en todo el mundo, tanto en el campo federativo y competitivo como en el educativo y recreativo. La utilización, cada vez más frecuente, del Tenis de Mesa como contenido en las clases de Educación Física en centros de enseñanza Primaria y Secundaria, hace que cobre especial importancia su adecuada enseñanza, puesto que a través de su práctica se puede formar a la persona en los distintos ámbitos: motor, afectivo, cognitivo y social. Enseñanza que, en nuestra opinión, debe partir de las características del deporte y de sus potencialidades educativas, aunque como es bien sabido, el deporte puede ser, o no, educativo, dependiendo de la utilización que hagamos del mismo. Por lo que, y siguiendo a Tabernero, Márquez, y Llanos (2002), la figura clave de la iniciación deportiva va a ser el técnico/profesor. Por este motivo, abogamos por una práctica educativa del Tenis de Mesa.Abstract: The table tennis is a sport which is practised increasingly in the world, so much in the federative and competitive fields as educative and recreative ones. The frequent use of the table tennis as content in the physical education lessons makes that its suitable teaching receives special importance, because with its practice we can educate people in different fields: motor, affective, cognitive and social. We think that this teaching must begin from characteristics of the sport and its educational possibilities, even though, as it is known, sport can be, or not, educative, depending on the use that we made of it. Following to Tabernero, Márquez, y Llanos (2002), the main person will be the coach/teacher in the sports initiation. For this reason we defend an educational practice of the table tennis.
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Genet-Verney, Rafaèle, Ricardo Marín-Viadel, and Antonio Fernández-Morillas. "An urban walk as a teaching strategy and investigative instrument in art education." Visual Inquiry 8, no. 3 (December 1, 2019): 215–29. http://dx.doi.org/10.1386/vi_00006_1.
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Abstract This article explores interactions among three topics: the city, visual arts and education, all interconnected through an urban and artistic practice of walking. This reflection is carried out in three fields of thought: education, investigation and artistic creation. On an educative level, one questions how a path through the city can be a strategy for art education learning. In the research field, thanks to analysis of artistic and urbanism methodologies applied to the city, research is carried out using walking maps as tools of art and urban planning investigation. On an artistic level, aesthetic results are desired from the investigation as a result of teaching practice designed to be a creative reflection on the city. We analysed current tendencies in art education through the use of the walking path around the city and investigation using maps. We present the three educative experiences validating the use of urban walks as pedagogic strategies and instruments of investigation.
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KISLINSKAYA, Yulia Viktorovna. "THE METODS OF TEACHING IN DESIGN. TOWARDS THE CHANGES." Urban construction and architecture 5, no. 2 (April 15, 2015): 28–33. http://dx.doi.org/10.17673/vestnik.2015.02.5.
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The article views the new (innovative) methods and the problems of teaching in design in the Russian educative system. The general description of teaching methods is given and the methodological problems in contemporary design-education are defined, conceptual and terminological meaning of innovation in educational process is specified. The comparative analysis of two methods developed and tested in some russian universities of architecture is done, their base principles and the common points are noted and the differences between them as well as their attitude towards traditional education system of design in Russia are viewed. The conclusions about the possibility of these methods application in practice are proposed.
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Chung, Simmee. "Education Is Ceremony: Thinking With Stories of Indigenous Youth and Families." LEARNing Landscapes 11, no. 2 (July 4, 2018): 93–108. http://dx.doi.org/10.36510/learnland.v11i2.949.
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This research with three Indigenous youth and their families is an intergenerational narrative inquiry around experiences of belonging and identity making. Pulling forward teachings from Indigenous Elder Francis Whiskeyjack, a metaphor of “education as ceremony” is juxtaposed with the ceremonies of “schooling” (Greene, 2001). Thinking with stories lived and told by the youth and their families, I retell stories as a teacher, mother, and now, teacher educator. Experiencing personal and practical shifts to my teaching and learning, I reconsider the ceremonies of “schooling.” This study offers possibilities for how educators might co-compose more relational and educative (Dewey, 1938) experiences in schools.
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Cogo, Ana Luísa Petersen, Eva Néri Rubim Pedro, Denise Tolfo Silveira, Ana Paula Scheffer Schell da Silva, Rosa Helena Kreutz Alves, and Vanessa Menezes Catalan. "Development and use of digital educative objects in nursing teaching." Revista Latino-Americana de Enfermagem 15, no. 4 (August 2007): 699–701. http://dx.doi.org/10.1590/s0104-11692007000400028.
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This paper describes a development project of digital learning objects in nursing, and the evaluation of their use by teachers and undergraduate nursing students. The strategies for their development were composed of the following stages: conceptual modeling, development of instructional materials, implementation in a virtual learning environment, and evaluation. This is an ongoing study and preliminary results demonstrate that teachers and students evaluated the design and the content of the nursing digital learning objects satisfactorily, but demonstrate difficulties in using them. The results point to the impact of innovation through the consolidation of the use of educational technologies integrated to the teaching of nursing, as well as a support program for teachers.
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Bradbury, Leslie Upson. "Educative mentoring: Promoting reform-based science teaching through mentoring relationships." Science Education 94, no. 6 (March 1, 2010): 1049–71. http://dx.doi.org/10.1002/sce.20393.
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Laici, Chiara, and Lorenza Orlandini. "“Avanguardie Educative”: paths of innovation for schools." Research on Education and Media 8, no. 1 (June 1, 2016): 53–61. http://dx.doi.org/10.1515/rem-2016-0007.
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Abstract This article presents “Avanguardie Educative” (http://avanguardieeducative.indire.it/), a cultural movement founded to gather the most significant experiences of organizational and educational innovation in Italian schools and encourage transformation of the traditional lecture-based school model. With the aim of supporting an innovation process that has emerged from bottom -up reasoning, INDIRE (National Institute for Documentation, Innovation and Educational Research) and 22 founder member schools (advanced schools) have produced a manifesto based on seven pillars that inspired the “Gallery of 12 Ideas” -experiences of innovation re-elaborated by researchers based on experience gained in certain Italian schools, which, some time ago, began to gradually change the organization, school time and space for teaching in ways that would encourage pupils to take an active role in teaching -learning processes. The Avanguardie Educative movement currently includes 416 schools that are trying out the ideas, with support from the advanced schools and INDIRE, aided by a blended coaching process designed to build a professional community of practice.
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Gislason, Neil. "Placing Education: The School as Architectural Space." Paideusis 16, no. 3 (October 22, 2020): 5–14. http://dx.doi.org/10.7202/1072485ar.
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School architecture is a vital part of the learning environment: An educational facility should actively support learning processes which are grounded on an applied, multidisciplinary curriculum. This paper argues, accordingly, that a school should provide flexible educative spaces which properly enable multiple forms of teaching and learning. Support for this thesis is drawn from spatial theory, John Dewey’s writing on educative spaces, architectural writing and ecological design theory. It is finally posited that we need move beyond certain industrial-era assumptions about learning, in order to lay the conceptual foundation for a dynamic notion of architecture for education.
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Faisal, Faisal, Damaiwaty Ray, Naeklan Simbolon, and Stelly Martha Lova. "STRENGTHENING TEACHER COMPETENCY IN UTILIZING EDUCATIVE DEVICES IN PAUD SEROJA DESA ARA PAYUNG." Journal of Community Research and Service 2, no. 2 (May 9, 2019): 219. http://dx.doi.org/10.24114/jcrs.v2i2.13151.
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AbstractThis mentoring program aims to improve teacher competency in utilizing educational teaching aids (APE) at the PAUD Seroja Desa Ara Payung. The stages of activities carried out through the mentoring program include: (1) mentoring the preparation of the Learning Implementation Plan (RPP) in PAUD, (2) mentoring on how to make educational teaching aids in PAUD, (3) mentoring how to use teaching aids in PAUD learning, (4) simulation in the form of lesson study on the use of educational teaching aids in PAUD, (5) open class/real teaching using educational teaching aids in PAUD learning, (6) monitoring and evaluation, and (7) follow-up. Based on the stages of the activities carried out, teacher competency can be improved in terms of formulation of the lesson plan, the making of educational teaching aids, and their effective use in learning in PAUD. Specific targets and outcomes generated through the mentoring program include: (1) the module for making educational teaching aids in PAUD learning, (2) educational teaching aids based on themes in PAUD learning, (3) teachers using educational teaching aids that will documented in the form of learning videos, (4) scientific publications in online ISSN journals and mass media. The method of implementing assistance is carried out through several stages, including (1) preparation, (2) implementation, (3) monitoring and evaluation, and (4) follow-up. With the method used, it is able to improve teacher competencies related to the use of educational teaching aids in the learning process effectively in PAUD.Keywords: Educative Teaching Aids, Teacher Competence, PAUD.
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SCHMITT, François. "LES INCIDENCES DE L’INTÉGRATION EUROPÉENNE DE LA SLOVAQUIE SUR LES PROGRAMMES SCOLAIRES SLOVAQUES D’ENSEIGNEMENT DES LANGUES ÉTRANGÈRES." FRANCISOLA 1, no. 2 (March 1, 2017): 122. http://dx.doi.org/10.17509/francisola.v1i2.5550.
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RÉSUMÉ. L’influence du contexte national et de la politique linguistique educative de l’Etat sur l’enseignement des langues etrangeres est particulierement marquee. En Europe, les politiques linguistiques educatives ont aujourd’hui tendance a se conformer aux orientations du Conseil de l’Europe et de l’Union europeenne qui ont mis en place des politiques linguistiques educatives en phase avec les evolutions recentes de la mondialisation. Cette incidence des politiques linguistiques educatives europeennes est particulierement visible dans les modifications apportees au programme d’enseignement public des langues etrangeres slovaque de 2007 par rapport a celui de 1997. Mots-clés : conseil de l’Europe, enseignement des langues etrangeres, politique linguistique educative, Union europeenne. ABSTRACT. Domestic political situation and domestic linguistic educational policy widely influence foreign languages teaching. Nowadays linguistic educational policies in Europe tend to comply with the Council of Europe and the European Union political guidelines. These institutions have set up linguistic educational policies in line with recent evolutions of globalisation. The modifications made to the Slovak curriculum of foreign languages between 1997 and 2007 clearly show how deep can be the influence of the European linguistic educational policy on domestic linguistic educational policies Keywords: council of Europe, European Union, foreign languages teaching, linguistic educational policy.
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English, Andrea. "Listening as a Teacher: Educative Listening, Interruptions and Reflective Practice." Paideusis 18, no. 1 (October 16, 2020): 69–79. http://dx.doi.org/10.7202/1072340ar.
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In this inquiry, I ask what is distinctive about listening as a teacher. I develop the meaning of educative listening as a mode of listening to interruptions in a way that promotes students’ thinking and learning. Interruptions in a teacher’s listening are defined as any unexpected response from a student to the material presented — for example, a challenging viewpoint, a difficult question, or a confusing reply — that opens up possibilities for cultivating learning. To begin, I draw upon Dewey to examine the connections between listening and learning in teacher-student interaction. In the second section, I explicate the implications of Dewey’s theory of learning for a theory of listening in reflective teaching. Here, I contend that reflective teaching entails educative listening. In the final section, I inquire into how teacher education can productively address the connections between learning to listen and learning to teach reflectively.
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Goldsworthy, David. "Teaching gamelan in Australia: Some perspectives on cross-cultural music education." International Journal of Music Education os-30, no. 1 (November 1997): 3–14. http://dx.doi.org/10.1177/025576149703000102.
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Indonesian percussion orchestras (gamelan) have found a place in several Australian education institutions. Their presence and usage confronts music educators and students alike with a whole range of cross-cultural issues – social, ethical, pedagogical, and musical. Javanese gamelan is an ideal medium for introducing students to broader aspects of Indonesian society as well as to the musical principles and procedures of another culture. The educative value of gamelan studies also extends to musical insights and skills of a more general application in a student's music education. This paper examines some approaches to teaching gamelan in Australia, and discusses problems faced by students of this tradition in a cross-cultural situation.
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Tri Wahyuni, Parliani, Cau Kim Jiu, Kharisma Pratama, Tutur Kardiatun, and Sukartina. "Intervention Supportive Educative System Based on Self Care and Family Centered Nursing Model to Family Support in Teaching Cough Ethics and Correct Sputum Disposal of TBC Patients at Sanggau Ledo Health Center, Bengkayang District." Britain International of Exact Sciences (BIoEx) Journal 2, no. 3 (September 14, 2020): 627–34. http://dx.doi.org/10.33258/bioex.v2i3.301.
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Tuberculosis is an infectious disease that attacks the lungs characterized by granuloma formation and causes tissue necrosis, a direct infectious disease caused by the TBC germ (mycobacterium tuberculosis). Problems that often arise in tuberculosis sufferers are about knowledge, activities and psychosocial family support. Purpose: this study was to determine a supportive educative system intervention based on self-care and family centered nursing models for family support in teaching cough and sputum disposal properly. Methods: The research design used was quantitative with a Quasi Experimental design pre-test post-test without control group. The sample in this study was 20 samples taken before and after the intervention. Results: based on the bivariate analysis of knowledge, activity, and family support with the Wilcoxon test, it shows that in the intervention group after education, this self-care based system affects people with tuberculosis, the variable knowledge with p value 0,000, activity (behavior) with p value 0,000 and family support p. value 0.050, which means p value <α 0.050, this study shows that there is a difference in scores of supportive educative system interventions based on self-care and family centered nursing models on family support in teaching cough and sputum disposal properly. Suggestion: This study recommends that poly pulmonary health services provide a supportive educative system intervention based on self-care and family centered nursing models for family support in teaching cough and sputum disposal in TBC patients.
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Estrems, Manuel, Fernando Cerdán, Diego García, Horacio T. Sánchez, and Patricio Franco. "The Application of PDAs and Smartphones in the Classroom as Instruments for Improvement of Learning Monitoring." Materials Science Forum 625 (August 2009): 113–21. http://dx.doi.org/10.4028/www.scientific.net/msf.625.113.
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The skill of students in the use of new technologies could provoke serious problems of lower attention toward studied contents in the classroom. Nevertheless, many advantages can be also highlighted from an educational point of view: high ability for the search of technical information, quicker exchange of information by keyboard interface, good communication resources for group works, etc. In this sense, the quality of teaching action can be remarkably improved by the application of educational platforms based on electronic devices such as PDA and Smartphones, as proved by the project of educative innovation that was carried out by the authors of this work. With the purpose of promoting the philosophy of continuous improvement into the teaching/learning process, these authors created a platform dedicated to facilitate the interactive communication between teacher and students inside the classroom, as a useful educative tool to provide a feedback about learning level achieved by students. The new technology is oriented to assist to the teacher by means of introduction of the Shewhart Cycle –or also named PDCA (Plan, Do, Check, Act) Cycle–, avoiding the waste of sheet and significant time losses during the educative practice. The results obtained regarding the course “Quality Engineering” that belongs to degree of Industrial Engineering are shown in this work, although similar benefits could be achieved for other courses contained in technical teachings.
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Whittaker, Andrea, Raymond L. Pecheone, and Kendyll Stansbury. "Fulfilling our educative mission: A response to edTPA critique." education policy analysis archives 26 (March 5, 2018): 30. http://dx.doi.org/10.14507/epaa.26.3720.
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Stanford Center for Assessment, Learning, and Equity (SCALE) provides a commentary on the manuscripts in this special issue, responding to criticisms of edTPA as an assessment that narrows the curriculum, heavily relies on students’ academic writing skills, and creates additional burdens for teacher candidates. The commentary highlights how edTPA is intended to strengthen teacher candidates’ teaching and provides suggestions for educative implementation that could improve teacher education programs.
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Abramo, Joseph Michael, and Mark Robin Campbell. "What cooperating music teachers say about educative mentoring: A focus study research project." Research Studies in Music Education 41, no. 2 (June 13, 2018): 171–88. http://dx.doi.org/10.1177/1321103x18773106.
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In this study, we examine and provide a framework for “educative mentoring” by investigating five cooperating music teachers’ experiences and strategies of serving as mentors to student teachers. Data collection included a survey, focus groups, and individual interviews. The themes that arose suggest that cooperating teachers use narratives and wait for educative moments to emerge rather than preparing them ahead of time when mentoring. Cooperating teachers also wanted more guidance from the teacher education programs they serve. From this, we suggest that educative mentoring for the cooperating teachers was structured by the negotiation of three dialectical relationships: reflecting versus modeling; emergence versus purposefulness; and learning to teach in specific contexts versus preparation that transfers to teaching music in all settings. These findings may inform music teacher education practice and research by providing a framework for how cooperating teachers support novice teachers’ educational growth and providing cooperating teachers with the guidance they may desire from universities.
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Griol, David, and Zoraida Callejas. "Teaching and Learning Abstract Concepts by Means of Social Virtual Worlds." International Journal of Virtual and Augmented Reality 1, no. 1 (January 2017): 29–42. http://dx.doi.org/10.4018/ijvar.2017010103.
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Social Virtual Worlds are increasingly being used in education, as their flexibility can be exploited in order to create heterogeneous groups from all over the world who can collaborate synchronously in different virtual spaces. In this paper, the authors describe the potential of virtual worlds as an educative tool to teach and learn abstract concepts by means of programmable 3D objects. They describe the main experiences carried out recently in the application of these technologies in transnational educational activities that combine the Moodle learning resources and programmable 3D objects in the Second Life virtual world.
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Darragh, Janine Julianna, Gina Mikel Petrie, and Stan Pichinevskiy. "Failing Forward: Educative Curriculum Materials, an English Teaching App, and a Revolution." International Journal of Designs for Learning 12, no. 2 (June 16, 2021): 137–48. http://dx.doi.org/10.14434/ijdl.v12i2.31161.
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Educative Curriculum Materials (ECMs) are teaching materials that have the dual function of providing learning activities to students and providing professional development to the teachers that use them. Answering a call for professional development opportunities, and with input from English teachers in rural Nicaraguan schools, the designers created a set of ECMs aligned with the Nicaraguan Ministry of Education Curriculum. When physically bringing the completed materials to educators in rural Nicaraguan schools became impossible, it was determined that the delivery system had to change. With support from a team of undergraduate computer science students, the ECMs were transferred to a digital delivery system, the new format allowing for even more English teaching and learning support. This paper shares how a revolution in Nicaragua and failed project ultimately led to the creation of the English teaching app Reaching for English.
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Ward, Ian. "The educative ambition of Law and Literature." Legal Studies 13, no. 3 (November 1993): 323–31. http://dx.doi.org/10.1111/j.1748-121x.1993.tb00489.x.
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In 1979, Allen Smith suggested that there was to be a ‘coming renaissance’ in Law and Literature as a teaching discipline. In fact, Law and Literature had already arrived. In 1973, James Boyd White had publishedhis The Legal Imagination, and had geared it primarily to the teaching and study of law. Of the many intriguing characteristics of the Law and Literature movement, one of the most exciting and most valuable, is the fact that, unlike many other theoretical approaches to the problems of law, the ambition of Law and Literature is firstly educative, and only then, secondly, social and political. Moreover this secondary ambition, has tended, in two senses, to be appended to the educational ambition. In one sense, it is additional in that the political manifesto is supposed to emerge from the educational force of literature. In a second sense, it is additional because politics was certainly not such a ranking ambition in the earliest days of the Law and Literature movement, and it is no concidence that the politicization of Law and Literature has come about as its star has risen, whilst that of Critical Legal Studies has declined
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Dugan, Omur. "Teaching Olympism: European Olympic Committees Mobile Quiz Application." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 5 (November 16, 2017): 34–40. http://dx.doi.org/10.18844/prosoc.v4i5.2670.
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The European Olympic Committee is a non-governmental not-for-profit organization whose objective is to propagate the fundamental principles of Olympism at European level.Olympism refers to the philosophy of the Olympic Games. Olympism seeks to create a way of life by blending sport with culture, education and international co-operation. It is based on the joy of effort, the educational value of good example, social responsibility and respect for universal fundamental ethical principles. The goal of the Olympism is to contribute to building a peaceful and better world by educating youth through sport practices with Olympism and its values. To contribute to this important aim; Olympic Culture and Legacy Commission of European Olympic Committees has been working on educational materials such as; books, leaflets, informative Power Point presentations etc. All prepared materials are sent to member countries of EOC to be used in different sport related educative environments. It is seen that, initially, the National Olympic Committees are responsible of spreading, promoting and using them. There is no specific feedback on how the guide books, leaflets etc. has an impact on young people on learning Olympism and its values. As technology grows, education materials are in need to change too. Especially young people and children who are very likely to use smartphones, tablets etc. are growing in numbers massively. As a matter of this change, Olympic Education had to have a new era in changing the way of teaching Olympism and its values. The EOC launched a mobile quiz application about Olympism and its values in February 2017, by the work of its Olympic Culture and Legacy Commission. This paper will focus on what Olympic Education is, how it is evolved through technology and discuss the newly launched ‘Olympism Quiz Mobile Application’ for young athletes.
Keywords: Olympism; Olympic education; mobile application; mobile quiz; sport education;
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Leibrandt, Isabella Monika. "The Confrontation With the Stranger and Intercultural Considerations in the Travel Report." International Journal of Curriculum Development and Learning Measurement 1, no. 2 (July 2020): 66–78. http://dx.doi.org/10.4018/ijcdlm.2020070105.
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This article draws on a teaching experience in the form of a literary conversation in a German as a foreign language class and presents didactic approaches to the travel report The Walk from Rostock to Syracuse by F.C. Delius. As it thematises the motif of the educative journey as a longing for education and freedom, the work is analyzed in a close relation to the genre of the Bildungsreise based on classical models such as the Italian journey of Seume and Goethe. The literary educative journey leads the learners into a wider contextual knowledge as traveling in times of the German separation. As educative aspects of the reading, strangeness and aesthetic experience are taken into reflection by adopting different didactic methods such as the focus and integration method. In order to reach an adequate reading comprehension, learners are challenged by coping with the intertextuality and hybridity of the text.
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Lin, Shu-Fen, Sang-Chong Lieu, Sufen Chen, Mao-Tsai Huang, and Wen-Hua Chang. "Affording Explicit-Reflective Science Teaching by Using an Educative Teachers’ Guide." International Journal of Science Education 34, no. 7 (May 2012): 999–1026. http://dx.doi.org/10.1080/09500693.2012.661484.
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Stanulis, Randi N., Lindsay J. Wexler, Stacey Pylman, Amy Guenther, Scott Farver, Amy Ward, Amy Croel-Perrien, and Kristen White. "Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes." Journal of Teacher Education 70, no. 5 (May 4, 2018): 567–80. http://dx.doi.org/10.1177/0022487118773996.
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Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. We report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although we introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped us craft the definitions we present in our findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.
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Graman, Tomas. "Education for Humanization: Applying Paulo Freire's Pedagogy to Learning a Second Language." Harvard Educational Review 58, no. 4 (December 1, 1988): 433–49. http://dx.doi.org/10.17763/haer.58.4.0126051676j2000k.
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In this article, Tomas Graman shares his experiences of working with critical pedagogy in teaching English as a Second Language (ESL). He argues that second-language learning can be both transformative and genuinely educative. By sharing his experiences of working with critical pedagogy in teaching ESL, Graman provides powerful insights into the constructive processes made possible when education is based on real human needs and concerns. Graman believes that the critical pedagogy of Paulo Freire, which is based upon a generative and empowering definition of learning, is particularly appropriate for learning a second language. The author concludes with a call for reconceptualizing education in general, and specifically second-language learning, as a humanizing activity.
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Fernández-Enríquez, Roger, and Laura Delgado-Martín. "Augmented Reality as a Didactic Resource for Teaching Mathematics." Applied Sciences 10, no. 7 (April 8, 2020): 2560. http://dx.doi.org/10.3390/app10072560.
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This paper is an example of how to use new technologies to produce didactic innovative resources that ease the teaching and learning process of mathematics. This paper is focused on augmented reality technology with the aim of achieving the creation of didactic resources related to the polyhedra taught in a course of compulsory secondary education in Spain. First, we introduce the basis of this technology and present the theoretical framework in which we make an exhaustive analysis that justifies its usage with educative purposes. Secondly, we explain how to build the polyhedra in augmented reality using the Unity game engine and the Vuforia software development kit (SDK), which enables the use of augmented reality. Using both tools, we create an augmented reality application and some augmented reality notes with the purpose of helping in the process of visualization and comprehension of the three-dimensional geometry related to polyhedra. Finally, we design an innovative, didactic proposal for teaching the polyhedra in the third course of compulsory Secondary Education in Spain, using the resources created with the augmented reality technology.
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López-Carril, Samuel, Miguel Villamón Herrera, and Vicente Añó Sanz. "Interculturalidad e inclusión en Educación Física: innovación educativa Erasmus in Schools (Interculturality and inclusion in Physical Education: educative innovation Erasmus in Schools)." Retos, no. 34 (January 28, 2018): 393–94. http://dx.doi.org/10.47197/retos.v0i34.58748.
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Se describe la propuesta de innovación educativa Erasmus in Schools realizada en las clases de Educación Física y Lengua Extranjera: Inglés. a través de una unidad didáctica de 12 sesiones para dos grupos de 4º de la ESO. El objetivo principal de la innovación, fue mejorar la convivencia escolar en las aulas y lograr la inclusión del alumnado inmigrado. Para ello, la innovación educativa siguió la tipología de distribución del alumnado conocida como ‘inclusion’, que incorpora la participación de otros miembros de la comunidad educativa en las clases. Así, estudiantes con beca Erasmus+ y voluntarios de la asociación Erasmus Student Network, compartieron su diversidad y experiencias con los estudiantes locales, incorporándose durante las clases al equipo docente. Los resultados indican un aumento de la participación y motivación de todo el alumnado en las clases de EF. Se percibió una disminución de los conflictos relacionados con el origen étnico y el género de los alumnos. Los erasmus que participaron en esta experiencia, se sintieron más incluidos en la sociedad de acogida. Se concluye que la puesta en práctica de la innovación educativa Erasmus in Schools, favorece la inclusión del alumnado inmigrado en las clases de EF.Abstract. It is described the educative innovation proposal Erasmus in Schools, which took place during the Physical Education and Foreign Language: English, lessons, through a didactic unit of 12 sessions for two groups of 4rth grade of a Spanish Secondary School. The main goal was to improve the coexistence and to achieve the inclusion of the foreign students. To do so, the educative innovation was based on a type of distribution named ‘inclusion’, which includes the participation of other members of the educative community in the classes. Thus, students with the Erasmus+ scholarship and volunteers of the Erasmus Student Network association shared their cultural diversity and experiences with the local students, involving themselves to the teaching team during the lessons. The results show a growth of the participation and motivation of all the students during the Physical Education lessons. Furthermore, it was perceived a decrease of the conflicts related with the ethnic origin and gender of the students. The Erasmus students that participated in this experience felt themselves more included into the host society. It is concluded that the implementation of the educative innovation Erasmus in Schools fosters the inclusion of the foreign students during the Physical Education classes.
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Hadijah, Sitti, Marhamah Marhamah, and Shalawati Shalawati. "INTERACTIVE AND EDUCATIVE LEARNING MEDIA IN ENGLISH LANGUAGE TEACHING AT SENIOR HIGH SCHOOLS." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (December 30, 2020): 304–15. http://dx.doi.org/10.35445/alishlah.v12i2.202.
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This research aims to describe senior high school students’ perspectives about the use of learning media in English language teaching context and to investigate the sorts of interactive and educative learning media in English language teaching. This research worked on descriptive research design, both qualitative and quantitative data were collected through a questionnaire. This study involved 171 senior high school students who voluntary filled in the questionnaire. The research findings reveal that the use of learning media to support learning process needs to be improved since the media used needs to be adjusted with the current trend of learning that is technology-based learning media. In addition, Powerpoint slides, video, film, online or traditional games were found as interactive and educative learning media from the students’ perspectives. The students are excited when the teachers are presenting media in their learning process, even though it only simply presented through Powerpoint. In other words, learning media has an essential role to support effective learning atmosphere for the students.
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Almada, C. N., M. S. Vasconcelos, C. Nunes de Almada, F. W. P. Maia,, E. F. Mota, and D. Fernandes de Melo. "Krebs Roulette: Educative Game as Strategy of learning-teaching process in Biochemistry." Revista de Ensino de Bioquímica 8, no. 2 (May 18, 2010): 20. http://dx.doi.org/10.16923/reb.v8i2.224.
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LIÑÁN DURÁN, Lina Marcela. "MODOS DE INTERACCIÓN EN EL DISCURSO INSTITUCIONAL EDUCATIVO SOBRE LAS TIC." Signa: Revista de la Asociación Española de Semiótica 29 (April 8, 2020): 203. http://dx.doi.org/10.5944/signa.vol29.2020.27198.
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Resumen: La integración de las tecnologías de la información y lacomunicación (TIC) en el campo educativo es una problemática actualsobre la que indagamos desde una perspectiva semiótica. Nos cuestionamossobre el uso pedagógico de las TIC, interrogando el sentido que construyecada una de las instancias participantes. Nos centramos en el discursoinstitucional que enmarca la práctica con el fin de identificar la manera enque los establecimientos conciben los procesos de enseñanza-aprendizajeen la era digital y cómo configuran los modos de interacción entre losactores educativos. Buscamos así comprender las dinámicas educativasactuales y posicionarnos frente a ellas. Abstract: The integration of the information and communicationtechnologies (ICT) into the educational field is a matter of currentquestioning that we address from the semiotical perspective. We inquiryabout the pedagogic use of the ICT, we examine the sense that each of theparticipating instances build. We focused on the institutional discourse thatframes the practice in order to identify the way in which the establishments conceive the processes of teaching-learning within the digital era and how they configure the modes of interaction between the educative actors. We aim to understand the current educative dynamics and to take a position to it.
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Pérez, Máximo. "La creatividad en la docencia universitaria / Creativity in Teaching at the University." Cuaderno de Pedagogia Universitaria 10, no. 19 (July 19, 2014): 2–6. http://dx.doi.org/10.29197/cpu.v10i19.180.
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La creatividad es necesaria en las personas de todas las áreas disciplinares, por lo que es una competencia a ser desarrollada durante la vida universitaria. La creatividad debe ser integrada a todos los niveles del proceso educativo, siendo la docencia universitaria clave para su desarrollo en los estudiantes. En este artículo se expone su significado desde la perspectiva académica y se busca justificar su importancia en la docencia.AbstractCreativity is necessary for people of all the areas of knowledge, which means it is a competence that should be developed all along the university life. Creativity should be integrated throughout all levels of the educative process, and university teaching is key for its development among the students. This article presents its meaning from the academic perspective, and intends to account for its importance in teaching.
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Coanca, Mariana. "Connecting the English Class to the Internet of Things." European Scientific Journal, ESJ 14, no. 8 (March 31, 2018): 30. http://dx.doi.org/10.19044/esj.2018.v14n8p30.
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It goes without saying that the World Wide Web drives learners/students to become more autonomous as it offers an array of tools that cater for students’ diverse needs and learning styles. This paper connects the teaching and learning English for Specific Purposes to the ecosystem of the Internet of Things. More precisely, we explore the concept of Internet of Things and its characteristics and address seminal questions about its role in education. After analyzing the findings, we focus on the educative value of digital technologies to our practice as language educators. Drawing on our experience of teaching with web-based tools, we showcase a lesson plan that increased students’ motivation, interaction and engagement. The paper concludes that teaching will definitely become more and more dependent on technology but policy makers need to consider proactively the use of digital technologies as pedagogical tools and to collaborate extensively with educators and technology experts/developers to create innovative strategies for education.
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Rostekova, Maria. "In search of an adequate educational policy for foreign language teaching in Slovakia." XLinguae 12, no. 1XL (January 2019): 66–81. http://dx.doi.org/10.18355/xl.2019.12.01xl.06.
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Meretukova, Z. K., A. R. Chinazirova, N. S. Blyagoz, N. K. Kuprina, and B. K. Dzhabatyrova. "Environmental Education in the Teaching and Learning Process in the Context of Enhancing the Educative Learning Function." KnE Social Sciences 3, no. 16 (April 25, 2019): 26. http://dx.doi.org/10.18502/kss.v3i16.4471.
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Ponomarevskyi, Stanislav. "TEACHING AND EDUCATING STRATEGIES IN UKRAINIAN SCHOOLING ABROAD." Aesthetics and Ethics of Pedagogical Action, no. 13 (March 9, 2016): 183–98. http://dx.doi.org/10.33989/2226-4051.2016.13.171556.
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Organization and content specificities as well as the basic principles of some teaching and educative strategies useful for Ukrainian schooling activity overseas (Sunday and Saturday Ukrainian schools, schools providing Ukrainian study courses, bilingual schools, etc.) that is functioning in the countries with Ukrainian ethnical component are analyzed in the article. On the base of sources and special literature studying, it was clarified that implementing aspects of pedagogical strategies in the domain of Ukrainian studies are out of scientific interest of the national and foreign researchers. Thus, the objective of this article is to outline the range of basic strategies which could become practical for coordination of the youth teaching and educating in Ukrainian schools abroad.Nowadays life requires of teachers to improve and understand their competent responsibility, as a teacher should be a person able to actively affect the progress of those, who are taught and educated. Educational paradigm of the XXI century must rely on the dominant when the talented individual’s activity as a teacher and creator is to move beyond the course and become the medium as well as transmitter of the world and national values. Pedagogical activity due to these terms will logically result in teacher’s awareness, directed to the balanced achievements of their students, the ability to use their skills formed, to understand the national originality, especially being surrounded by different ethnical and cultural conditions of another country.In any country, where Ukrainian studies are promoted, the implementation of teaching and educating strategies in educational affiliations has its own peculiarities. There is the necessity to widely use Ukrainian study components during teaching and educating process, because they are important for national self-identification formation of the students. This is the basic purpose of Ukrainian institutions’ activity abroad. For this reason, a teacher should accurately choose efficient as well as aim- appropriate teaching and educating strategies out of those, which are ‘programmed’ to realize the purpose mentioned above.Therefore, the basic opportunities of realization, teaching and educating requirements and goals due to multilingual and multicultural availability were outlined in the article. Specific examples of practical strategies implementing in national schools abroad were given. In particular, the attention was drawn to potential of using strategies integrated with individually oriented, programmed, differentiated teaching as well as scouts education strategies and some other.The peculiarities of curricula usage in pedagogical practice regarding to Ukrainian schooling abroad were also reviewed.
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Yulanda, Nita Arisanti, and Mita Mita. "SUPPORTIVE EDUCATIVE TERHADAP PENGETAHUAN SELF CARE DAN SELF EFFICACY PASIEN PENYAKIT PARU OBSTRUKTIF KRONIK." Jurnal Ilmu Kesehatan 8, no. 2 (May 8, 2020): 129. http://dx.doi.org/10.32831/jik.v8i2.251.
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Pendahuluan: Supportive educative system merupakan praktik keperawatan dengan tujuan memberikan pendidikan dan dukungan agar pasien PPOK mampu melakukan perawatan diri secara mandiri Tujuan penelitian ini menganalisis pengaruh supportive educative terhadap pengetahuan perawatan diri (self care) dan self efficacy. Metodologi : Penelitian ini menggunakan desain quasy eksperimental pre-post test control group desaign. Besar sampel sejumlah 32 pasien yang terdiri dari 16 pasien PPOK di Rumah Sakit Umum Daerah Soedarso – Pontianak dan 16 pasien PPOK Rumah Sakit Umum Daerah Abdul Aziz - Singkawang. Variabel penelitian ini meliputi : supportive educative, pengetahuan self care, self efficacy. Pengumpulan data menggunakan kuesioner dianalisis menggunakan paired t-test dan regresi linier sederhana. Hasil : Hasil uji paired t test terdapat perbedaan secara signifikan pada kelompok intervensi yaitu pengetahuan self car dan self efficacy, sedangkan pada kelompok kontrol tidak signifikan. Hasil uji regresi supportive educative berpengaruh terhadap variabel pengetahuan self care (nilai R square 0,409), dan tidak signifikan pada self efficacy (nilai R square 0,000). Diskusi : Metode teaching dan guiding pada program supportive educative mampu berdampak pada aspek pola nutrisi terutama memperbaiki kebiasaan makan, sebaliknya pada self efficacy lansia tidak karena lebih cenderung berfokus pada penerimaan dan penolakan terhadap kemampuannya seiring dengan kemunduran fisik dan intelektual.
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Neuman, Susan B., Ashley Pinkham, and Tanya Kaefer. "Supporting Vocabulary Teaching and Learning in Prekindergarten: The Role of Educative Curriculum Materials." Early Education and Development 26, no. 7 (March 18, 2015): 988–1011. http://dx.doi.org/10.1080/10409289.2015.1004517.
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Buxton, Cory A., Martha Allexsaht-Snider, Regina Suriel, Shakhnoza Kayumova, Youn-jeng Choi, Bobette Bouton, and Melissa Baker. "Using Educative Assessments to Support Science Teaching for Middle School English-language Learners." Journal of Science Teacher Education 24, no. 2 (April 11, 2013): 347–66. http://dx.doi.org/10.1007/s10972-012-9329-5.
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Benner, Dietrich. "Allgemeine Pädagogik und Sonderpädagogik. Űberlegungen zum Verhältnis von Inklusion und Exklusion aus der Sicht Dreiser Kausalitäten in Erziehungs- und Bildungsprozessen." Men Disability Society 42, no. 4 (December 31, 2018): 5–14. http://dx.doi.org/10.5604/01.3001.0013.0280.
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The author considers the relationship between exclusion and inclusion from the perspective of three kinds of causality in educational processes. His considerations are divided into four parts. The first one indicates the place occupied by special education as part of general science of education. The second part explains the difference between education as extrinsic pedagogical interaction and intrinsic self-educative process. On this basis, the third part discusses three types of causes characterizing the processes of teaching and learning and refers them to special education’s field. The fourth and last part contains guidelines for such an understanding of special education, in which the opposition between inclusion and exclusion is avoided.
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Davis, Elizabeth, Annemarie Sullivan Palincsar, Anna Maria Arias, Amber Schultz Bismack, Loren Marulis, and Stefanie Iwashyna. "Designing Educative Curriculum Materials: A Theoretically and Empirically Driven Process." Harvard Educational Review 84, no. 1 (March 13, 2014): 24–52. http://dx.doi.org/10.17763/haer.84.1.g48488u230616264.
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In this article, the authors argue for a design process in the development of educative curriculum materials that is theoretically and empirically driven. Using a designbased research approach, they describe their design process for incorporating educative features intended to promote teacher learning into existing, high-quality curriculum materials. The process entails analyzing a set of curriculum materials, characterizing students’ opportunities to learn through teachers’ enactment of the curriculum materials, and assessing students’ learning outcomes. The authors then describe ways in which both theoretical perspectives and empirical data guided their design, development, and refinement process for educative features to enhance the curriculum materials, and give examples of the resulting features. Given the current policy environment in which there are heightened expectations for science teaching at the elementary level, the authors argue that testing and refining processes for developing curricular supports for teachers is of paramount importance. While the illustrations provided focus on science curriculum materials and instruction, the authors argue that the principles and processes applied generalize to the design of educative features across subject-matter areas.
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Hartfield, Perry. "Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science." Higher Learning Research Communications 3, no. 4 (November 22, 2013): 59. http://dx.doi.org/10.18870/hlrc.v3i4.169.
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<p>Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.</p>
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Valencia Medina, Elvia, Adriana Lourdes Robles Altamirano, and Felix Chenche Muñoz. "Liderazgo Educativo en el desarrollo comunitario / Educative leadership in community development." Ciencia Unemi 8, no. 13 (June 11, 2015): 39. http://dx.doi.org/10.29076/issn.2528-7737vol8iss13.2015pp39-46p.
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El presente artículo es producto de la investigación etnográfica conjunta de docentes y estudiantes de la Universidad Estatal de Milagro, UNEMI, involucrados en el área de Investigación Formativa y Vinculación, iniciada desde la gestión docente al impartir la Asignatura Antropología Cultural, que permitió al aplicar técnicas dialógicas evidenciar la problemática que afectaba a la Ciudadela Huancavilca, sector sureste del cantón Milagro, provincia del Guayas, Ecuador, como es el caso de: apatía por la participación, inexistencia de organización, desunión y desconfianza hacia todo aquel que tenía la intención de liderar acciones ciudadanas. La intervención de la Universidad Estatal de Milagro fue pertinente, analizada la situación se consideró oportuno formar brigadas con los estudiantes, en las cuales se integró a personas de la comunidad mencionada, en el proyecto se aplicó la técnica Observación participante. En el proceso, al trabajar en equipo y en acciones de recreación, deportes, rescate del patrimonio cultural, protección del medio ambiente, emprendimiento educativo-productivo se restauró la confianza; al término del proyecto, se incrementó de 30% a 90% la participación comunitaria, se logró motivar y capacitar, para mejorar las potencialidades y conocimientos de los integrantes de la comunidad.Palabras Clave: Liderazgo educativo, desarrollo comunitario, brigadas, participación, formación ciudadana, trabajo cooperativo. This paper is the result of joint ethnographic research by faculty and students at the Public University of Milagro (UNEMI), involved in the area of Formative Research and Bonding. This initiative by the teaching staff on the Cultural Anthropology course, applied dialogic techniques to highlight the problems affecting the Huancavilca Citadel in the southeastern part of the canton of Milagro, province of Guayas, Ecuador: apathy regarding participation, lack of organization, disunity and distrust of anyone who intended to lead citizen action. The Public University of Milagro activity involved first analyzing the situation and then forming brigades with students, with community participation as observers. In the process, workingin teams and recreational activities, sports, cultural preservation, environmental protection, educational and productive enterprise confidence was restored; at the end of the project increased from 30% to 90% community participation was achieved motivating and training, to enhance the potential and skills of community members.
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Roller, Sarah A. "Noticing and Wondering: A Language Structure to Support Mentoring Conversations." Mathematics Teacher Educator 7, no. 2 (March 2019): 44–56. http://dx.doi.org/10.5951/mathteaceduc.7.2.0044.
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Teachers and mathematics teacher education scholars have identified field experiences and quality mentoring as influential components of math teacher preparation and development. Yet, quality mentoring is a complex and demanding practice. Providing educative feedback to novices, particularly that which encourages reflection versus evaluation, can be challenging work for mentors. To study the potential of an intervention for providing professional development for mentors, I worked with pairs of mentors and prospective teachers (PSTs) offering Smith's (2009) noticing and wondering language as a way of structuring mentoring conversations that maintain both descriptive and interpretive analytic stances. Analysis of before and after conversations provided evidence of how mentor-PST pairs adopted noticing and wondering language, and in particular illuminated the ways in which the language structure might support interpretive mentoring conversations for studying teaching. The results suggest that mathematics teacher educators may want to consider what makes wondering challenging work and how to best support wondering in educative mentoring conversations.
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Carvalho, Josiane das Graças, and Lourdes Helena Da Silva. "ALTERNANCE IN THE FORMATION OF COUNTRYSIDE EDUCATORS: LOOKING FOR MARKERS IN THE ACADEMIC PRODUCTIONS AND SOCIAL REPRESENTATIONS OF EDUCATION STUDENTS." Revista Tempos e Espaços em Educação 11, no. 26 (June 28, 2018): 339–50. http://dx.doi.org/10.20952/revtee.v11i26.7270.
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The Education in the Countryside is part of a national movement that, starred by collective individuals of the countryside, has conquered several social, political and academic accomplishments. Among them, the Program of Support to Higher Education in Countryside Teaching – PROCAMPO, which has its origins in the fights and claims of social movements, allowed the creation of 42 new courses of Education in Rural Teaching in different Brazilian Higher Education Institutions. These courses work under Alternance training, between Time-School and Time-Community, contributing to the expansion, in our society, of the Formation by Alternance in the Higher Education, particularly in the Rural Education Graduation Courses, constituting a very recent phenomenon in the Brazilian Universities. Aiming to find a better comprehension about this educative phenomenon, the present paper has the purpose of presenting an overview of the national academic production about the alternance in the courses of formation of countryside educators, analyzing the social representations of alternance built by Rural Education students of the Federal University of Viçosa, looking for advance makers, challenges and perspectives in this pedagogical dynamic in the Higher Educaction.
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Dudley, Dean, Victoria Goodyear, and David Baxter. "Quality and Health-Optimizing Physical Education: Using Assessment at the Health and Education Nexus." Journal of Teaching in Physical Education 35, no. 4 (October 2016): 324–36. http://dx.doi.org/10.1123/jtpe.2016-0075.
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Background:The United Nations Educational, Cultural and Scientific Organization (UNESCO) recognizes quality physical education (QPE) must, along with physical, social and affective educative goals, seek to improve the health status of youth (UNESCO, 2015). Health-Optimizing Physical Education (HOPE) is a model of physical education (PE) that seeks this goal but is creating much debate in the discipline (Sallis et al., 2012).Purpose:The aim of this paper is to present a conceptual assessment framework for QPE and HOPE on which future assessment protocols may be based that serve both health and educative goals.Methods/Data analysis:Policy and literature pertaining to QPE and HOPE were reviewed and compared for similarities and differences. This was followed by an analysis of literature on assessment in the health and education disciplines. These analyses provided the authors with the insight to propose a new model of assessment for HOPE models to implement QPE.Results:Many similarities exist in the policy of QPE and the published literature on HOPE. However, the measurement model of assessment can often circumvent two important assessment functions for education settings that need to be addressed in a wider QPE and Models-Based Practice (MBP) context. Conclusions: HOPE models were established using an interventionist mindset and are therefore well suited to integrating well-defined MBP pedagogies as appropriate ‘intervening’ strategies by using a clinical approach to teaching and assessment. To date, they have lacked an assessment framework that has been capable of addressing both the health and educative goals that both HOPE and MBP seek to achieve. This paper provides new insight by reimagining the role MBPs and assessment practices have to play in the health and education nexus.
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Rosbiono, Momo. "ANALISIS KEBUTUHAN GURU KIMIA TERHADAP MATERIAL KURIKULUM MODEL “ATK” DAN POLA EDUKASI “ADIR”." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 16, no. 1 (April 7, 2011): 185. http://dx.doi.org/10.18269/jpmipa.v16i1.280.
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This research initiated from the problems there are low quality of chemistry teacher comprehend in academic knowledge. The main goals of this research was to comprehend what model of ”Curriculum Materials” (CM) and “Amalgamation Teacher Knowledge” (ATK) educative framework were needed by chemistry teacher?. The research conducted by using descriptive method which express phenomenon are there him. The subject of this research were the Candidate of Chemistry Teachers which out-going in program of Profession Training and Education (PTE) at Department of Chemistry Education, Faculty of Mathematics and Science Education, Indonesia University of Education and Chemistry Teachers from Group Discussion of Chemistry Teacher (GDCT) at Karawang. The data were collected through questionnaires and analysis form of teacher academic needs. The data analysis technique worked through qualitative and quantitative techniques. Based on the empirical and theoretical analysis the research findings which resulted were: (1) The CM with ATK model was relevance with academic chemistry teacher needs, this model illustrated the integration of essential concepts of curriculum, chemistry subject matter, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher through “key formulas”; (2) the CM structure that relevance for chemistry teacher academic needs was included the objectives formulation, subject matter description, questions, training tasks, and answer keys; (3) the CM content that relevance for chemistry teacher academic needs was included the essential concepts of curriculum, chemistry content, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher; (4) the educative framework that effectively for using CM was guidance and training through the mechanism of “absorbing, doing, interacting, and reflecting” (ADIR).Key words: curriculum material, ATK model, ADIR mechanism.
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Britzman, Deborah. "Cultural Myths in the Making of a Teacher: Biography and Social Structure in Teacher Education." Harvard Educational Review 56, no. 4 (December 1, 1986): 442–57. http://dx.doi.org/10.17763/haer.56.4.mv28227614l44u66.
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Deborah Britzman believes that recent theoretical discussions of the role of education in the reproduction of the social system, while illuminative, need to be grounded in descriptions of particular aspects of the educative process. The author addresses this need by drawing on her experiences as a teacher/educator to offer an analysis of the reproductive mechanisms at work in teacher education. She describes the way in which teachers' personal histories interact with common myths of our culture to maintain current teaching practices. By becoming conscious of these mechanisms, Britzman argues, student teachers can gain a critical perspective and, hence, control of the social mechanisms which otherwise tend to control them.