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Journal articles on the topic 'Fundamentals of Pedagogy'

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Published: 28 May 2022

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1

Arslanova, Nafisa Jaxbaralievna, and Kizlarhon Anvarovna Isamova. "THEORETICAL FUNDAMENTALS OF MUSIC EDUCATION METHODOLOGY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 12 (December 1, 2021): 119–23. http://dx.doi.org/10.37547/pedagogics-crjp-02-12-24.

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Any science consists of a conclusion, a summary, a system of reliable and generalized knowledge about the objective laws of nature, society and the development of thought. The existence of a special understanding is an indispensable condition for the separation and normative activity of any science. Upbringing, education and teaching are the basic concepts of pedagogy as a science.
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Campbell, Elena Stephenson. "Fundamentals of the Pedagogy of a Teaching Artist." Teaching Artist Journal 15, no. 2 (April 3, 2017): 85–89. http://dx.doi.org/10.1080/15411796.2017.1332943.

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Munjee, Tara. "“Contacting” the Fundamentals: A New Paradigm for Pedagogy." Journal of Dance Education 12, no. 2 (April 2012): 62–65. http://dx.doi.org/10.1080/15290824.2012.648555.

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Vafina, Elena Minkhaerovna, and Regina Al’fretovna Galimshina. "THE COURSE “FUNDAMENTALS OF INFORMATION CULTURE” AS A CONDITION FOR A PEDAGOGUE-PROFESSIONAL’S DEVELOPMENT." Pedagogy. Issues of Theory and Practice, no. 1 (March 2019): 46–51. http://dx.doi.org/10.30853/pedagogy.2019.1.10.

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Coelho, Allan Da Silva. "Legitimation theological of suffering as pedagogy: critical in Veena Das." Educação 40, no. 1 (May 31, 2017): 41. http://dx.doi.org/10.15448/1981-2582.2017.1.22628.

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understand the relationship that the Indian anthropologist Veena Das articulates between pedagogy and theodicies in social legitimacy of human suffering. How the theological legitimacy of suffering constitute pedagogic fundamentals of practices that educate the body and administer the sense of living in the framework of the capitalist ethos? For Das, a theodicy, as necessary suffering, displaced from the religious to the secular uses pain and suffering as a basis for Pedagogy. In Modernity, pain and suffering are played in the symbolic universe, the configuration and adherence to modern apitalist ethos, indicating the “way of being” normal as acceptance of a moral sense to the suffering and subordination in the face of laws and institutions. It is pedagogy for subalternizar, but not always resign. Sometimes in dispute of meanings, prepares a form of resistance facing the absurdity non-sense of pain.
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Koziar, M. "THEORETICAL FUNDAMENTALS OF THE INTEGRATIVE MANUAL ON EXTREME PROFESSIONAL PEDAGOGY." Pedagogy of the formation of a creative person in higher and secondary schools 1, no. 77 (2021): 146–50. http://dx.doi.org/10.32840/1992-5786.2021.77-1.26.

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Musaio, Marisa. "Rethinking the fundamentals and practices of intercultural education in era of insecurity." Bordón. Revista de Pedagogía 73, no. 1 (March 18, 2021): 97–110. http://dx.doi.org/10.13042/bordon.2021.86114.

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INTRODUCTION. In a globalized and multicultural world, one is increasingly challenged by encounters and relationships with the other. Intercultural pedagogy develops its reflections around these problems, while continuously updating its meanings and purposes. METHOD. Starting from a reinterpretation of the pedagogical foundations of the relationship between identity and otherness, this contribution proposes to outline the role and purpose of an intercultural pedagogy in relation to the framework of insecurity that characterizes multicultural society today. RESULTS. The interplay between the theoretical analysis of intercultural pedagogy and the various manifestations of risk, especially as regards the condition of vulnerability experienced by refugees and migrants, allows us to outline new educational goals for an authentic relationship with others. DISCUSSION. As a result of the above observations, the need for a continuous interpretation of intercultural education in relation to the constantly changing scenarios emerges. In addition, the training of educational and pedagogical professionals that make use of intercultural mediation to prevent conflict and upgrade living conditions and encourage a better education for the new wave of immigrants becomes crucial.
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Islamov, Islomkhoja Azimkhojaevich. "FUNDAMENTALS OF PROMOTION OF SPORTS AND COMPETITIONS AND PHYSICAL TRAINING AMONG SCHOOL STUDENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (June 24, 2021): 85–89. http://dx.doi.org/10.37547/pedagogy-crjp-02-06-17.

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The article analyzes the importance of sports training, competition regulations, the preparation of regulations, compliance with medical hygiene and safety requirements in the preparation of competition venues, coverage of competitions, medical care and the importance of physical education in student development.
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Кохан, Д. М. "ДУХОВНО-ІНТЕЛЕКТУАЛЬНЕ ВИХОВАННЯ МАЙБУТНІХ ЛІКАРІВ У ПРОЦЕСІ ВИВЧЕННЯ ПСИХОЛОГО-ПЕДАГОГІЧНИХ ДИСЦИПЛІН." Spiritual-intellectual upbringing and teaching of youth in the 21st century, no. 3 (2021): 81–83. http://dx.doi.org/10.34142//2708-4809.siuty.2021.16.

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The article analyzes the programs of primary disciplines «Fundamentals of Pedagogy» and «Correctional Pedagogy», which are taught to students of KhNMU. Based on the analysis of these courses, the spiritual and intellectual education of the future doctor during practical classes, which would combine the best features of a true professional, is revealed
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Perig, Alexander V., Eduard P. Gribkov, Pavlo A. Gavrish, Anatoliy V. Zavdoveev, Denys Yu Mikhieienko, Oleg V. Subotin, Oleksii V. Razzhyvin, et al. "ENGINEERING PEDAGOGY COURSE MAPPING." Acta Metallurgica Slovaca 28, no. 1 (March 15, 2022): 49–67. http://dx.doi.org/10.36547/ams.28.1.1411.

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Graduate students of technical universities have practical difficulties with learning and successful instructional implementation of the fundamentals of engineering didactics. The paper is focused on the formulation of a thought-provoking curriculum with computational assignments for the course of “Technical University Pedagogic and Methodological Foundations of Engineering Education” (TUPMFEE) for graduate and Ph.D. students. The paper uses computational modelling of behavioral processes in socio-educational systems. The TUPMFEE-curriculum teaches future engineers to apply computational techniques to modeling of socio-technical phenomena. The author-formulated and a computer modeling-supported metaphor for the psycho-educational effects of high social pressure impact on student learning dynamics was allegorically visualized using mechanical rolling stress distribution for the nonlinear social process of student knowledge acquisition during instructor-enhanced education with description of some successive forgetting of the previously acquired instructional material upon the studied course completion. The author-proposed TUPMFEE-course successfully triggers graduate students’ interest in both social, mechanical and computer sciences.
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Quintero-López, Irma, and Alba Antonieta Martínez-Tejeda. "Bioethics in Hospital Pedagogy." Mexican Bioethics Review ICSA 2, no. 3 (July 5, 2020): 1–5. http://dx.doi.org/10.29057/mbr.v2i3.5879.

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The purpose of this article is to analyze the fundamentals of hospital pedagogy and its relationship to bioethics. The hospitalization of a girl or boy implies a traumatic and distressing experience, in which they associates the pain and discomfort of environments outside their daily life, making it a difficult situation to face, in addition to it, several of them are of school age (Murillo, 2017); so an intervention that considers the needs of patients for the continuation of their physical, psychic and social development becomes inescapable. In this sense, pedagogy arises as an opportunity to make up for the educational training of girls and boys during their stay in the hospital, it is worth mentioning that this has as its purpose the socio-educational care of individuals who are in a situation of chronic illness, regardless of their social, cultural or economic status, so classes in the hospital can generate a reduction of anxiety in the face of the unknown, besides it helps to forget their illness and generate new relationships. In this sense, bioethics allows to development the skills to make decisions in the face of dilemmatic situations.
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Apoyev, Bayram Fati. "FUNDAMENTALS IDEAS WITH THE GENERAL THEORETICAL PEDAGOGY IN POETRY OF NIZAMI GANJAVI." Theoretical & Applied Science 24, no. 04 (April 30, 2015): 185–87. http://dx.doi.org/10.15863/tas.2015.04.24.33.

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Ткачук, Вікторія, Вадим Щокін, and Віталій Тронь. "The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy." Педагогіка вищої та середньої школи 51 (December 13, 2018): 136–46. http://dx.doi.org/10.31812/pedag.v51i0.3663.

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Tkachuk V.V., Shchokin V.P. and Tron V.V. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobileICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.
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Musaio, Marisa. "Pedagogy and Personalism: Fundamental References of Education between Emergencies and Search for Meaning." Paedagogia Christiana 47, no. 1 (August 16, 2021): 15–35. http://dx.doi.org/10.12775/pch.2021.001.

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Due to the problematic issues of the times into which it is projected, pedagogical reflection is at risk of losing its particularity as a theory called to preserve the perennial fundamentals of the person and education. Exerting the theoretical references of pedagogical anthropology inspired by personalism and its recovery in a hermeneutic perspective, the article outlines the specificity of pedagogy and its intrinsic relationship with the concept of the person. From the investigation emerges a ‘pedagogy of the person’ committed, especially in the contemporary context, to outlining the main ‘thematic nuclei’ to guide education: person, educability, interpretation and search for truth.
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Fizeshi, Oktaviia. "The Peculiarities of Preparation of Masters for Teaching of the Pedagogical Disciplines in the Institutions of Higher Pedagogical Education." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 103–17. http://dx.doi.org/10.18662/rrem/12.4/336.

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The prerequisite for ensuring the professional training of masters in the specialty "The Primary Education" in Ukraine is the formation of their professional competence to teach in the higher education institutions. After all, in addition to qualifying as a primary school teacher, they are also qualified as the teacher of pedagogy. Accordingly, the preparation of the modern primary school teacher requires the organization of the educational process in higher education on a scientific humanistic basis which provides purposeful systematic provision of psychological and pedagogical training of scientific and pedagogical staff for the higher education institutions of different levels of accreditation for their interaction with students. This article summarizes the author's experience of studying the teaching methods of the disciplines "Fundamentals of Pedagogy", "Didactics", "Theory and Methods of Education", "Socio-pedagogical Fundamentals of Educational Management" and "History of Pedagogy". In particular, theoretical and aspects of students' methodical activity are revealed: active listening, participation in dialogue and discussion during lectures, observation of pedagogical classes from different sections (basics of pedagogy, didactics, theory of education, history of pedagogy), development of the text of lectures on separate topics, micro-teaching and analysis of pedagogical situations, their modeling, execution of creative tasks, production of visual material. Preparation of the masters for teaching of pedagogical disciplines in the institutions of higher pedagogical education facilitates their mastery of the basic concepts and categories of pedagogy, historical aspects of the formation of pedagogy as a science, current trends in education; the content of pedagogical disciplines in the institutions of higher pedagogical education; features of the education process, its regularities and principles, the methods and organizational forms, etc. Also, in the process of studying the methodology of teaching pedagogical disciplines, the masters have the ability to prepare curricula for disciplines; to plan and conduct various types of training (lectures, seminars and practical classes); to control and diagnose students' educational achievements; to organize various types of cognitive work with students, etc.
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Shostachuk, T. V. "Strengthening theoretical fundamentals of cultural pedagogy in the Republic of Poland since 1989." Pedagogical sciences reality and perspectives, no. 82 (2021): 181–85. http://dx.doi.org/10.31392/npu-nc.series5.2021.82.37.

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Gan, Roman, and Viktorya Pitulei. "PSYCHOLOGICAL AND PEDAGOGICAL FORMATION OF A STUDENT’S VITAL COMPETENCE ІN PRACTICAL CLASSES FROM THE DISCIPLINE «FUNDAMENTALS OF PSYCHOLOGY. FUNDAMENTALS OF PEDAGOGY»." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (June 25, 2020): 28–31. http://dx.doi.org/10.25264/2415-7384-2020-11-28-31.

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18

Kenzheshev, K. "FORMATION OF TEACHING KYRGYZ LITERATURE IN NATIONAL PEDAGOGY." Herald of KSUCTA n a N Isanov, no. 2-2021 (June 24, 2021): 211–16. http://dx.doi.org/10.35803/1694-5298.2021.2.211-216.

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The article examines the fundamentals of folk pedagogy of the Kyrgyz people, formed before the emergence of secondary schools. The role of literature in the upbringing of the younger generation of the Kyrgyz people has long been recognised. It was organized at a high level in the process of growing up in accordance with the content of socio-social conditions. The formation of the first methods and techniques of teaching young people ethno-pedagogical basis is defined. Particular attention is paid to the problem of combining ethno-pedagogical education with the study of Kyrgyz fiction in addressing the contradictions of life and mastering the social and personal competence of their time by young people. The article discusses the benefits that young people gain from ethno-pedagogical education in their personal lives.
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Degtyarev, A. V., and D. I. Degtyareva. "The Development of Emotional Intelligence, Psychological Boundaries of the Personality and Self-Attitude Among Future Psychologists (on the Example of Students of the Faculty of Legal Psychology, MSUPE)." Psychology and Law 9, no. 3 (2019): 57–71. http://dx.doi.org/10.17759/psylaw.2019090305.

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The article deals with the problem of increasing the effectiveness of training specialists in pedagogy and psychology of deviant behavior in the formation of career-oriented competencies. The article describes the experience of implementation of the discipline "Fundamentals of vocational guidance" at the faculty of legal psychology of msppu. The subjects of lectures and seminars, as well as the means of competence formation are presented. The features of the concept of discipline are practice-oriented, taking into account the current state of career guidance in our country and the specifics of assistance in professional self-determination of adolescents and young men with deviant behavior, the emphasis on active and interactive methods of career guidance. Special attention is paid to the formation, evaluation and correction of the personal professional plan of adolescents and young men. The content and methods of training in the discipline "Fundamentals of vocational guidance" correlate with the competencies of the specialist defined by the State educational standard of higher education in the specialty 44.05.01 — Pedagogy and psychology of deviant behavior.
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Sedankina, T. E. "Presentation of the author’s course «Spiritually-oriented Pedagogy and Psychology»." Minbar. Islamic Studies 13, no. 4 (December 27, 2020): 980–98. http://dx.doi.org/10.31162/2618-9569-2020-13-4-980-998.

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This article presents a general description of the author’s course «Spiritually-oriented Pedagogy and Psychology», intended for undergraduates, postgraduates and doctoral students in «Theology», «Philosophy», «Psychology»; for educators and psychologists teaching in universities, that implement the «Theology» training direction; for school teachers leading the courses of «The Fundamentals of Religious Culture and Secular Ethics», as well as for the members of the Association of Psychological Assistance to Muslims who work with religiously oriented clients. The article also reveals the reasons of the course creation, its goals and objectives, specifies the course structure and provides the results of its approbation.
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Obara, Stephanie, Beth Perry, Katherine J. Janzen, and Margaret Edwards. "Using arts-based pedagogy to enrich nursing education." Teaching and Learning in Nursing 17, no. 1 (January 2022): 113–20. http://dx.doi.org/10.1016/j.teln.2021.09.003.

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Shadrinа, L. G., E. I. Andrianova, and I. V. Stolyarova. "Professionally-oriented Master Students Training under the Educational Module “Pedagogical Monitoring of Children Going through Pre-school Educational Program”." Психологическая наука и образование 20, no. 5 (2015): 153–63. http://dx.doi.org/10.17759/pse.2015200514.

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The article discusses the content of the module «fundamentals of modern system of preschool education», which is one of the modules of the basic professional educational programs of the magistracy in the direction of training «psychology training» (Teacher). The content of the module developed depending on educational outcomes, formulated in accordance with the labor Standard functions of a teacher. The article reveals the innovation of the module is determined by its practical orientation, provides the educational outcomes of the module. The authors introduce the results of testing module, which was conducted in three universities of the Russian Federation. Methodical aspects of implementation of the module «Fundamentals of modern system of preschool education» is considered by the example of discipline «Fundamentals of preschool pedagogy».
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Tsybulko, Olga. "OUTLOOK FUNDAMENTALS OF THE TERM “SPIRITUALITY” INTERPRETATION BY THE UKRAINIAN EDUCATORS (THE SECOND HALF OF THE XIX CENTURY)." Educational Discourse: collection of scientific papers, no. 16(9) (October 4, 2019): 84–95. http://dx.doi.org/10.33930/ed.2019.5007.16(9)-7.

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The article deals with the ideological principles of interpretation of the term “spirituality” by Ukrainian educators of the second half of the nineteenth century. Particular attention is paid to the fundamental concepts of “spirituality” in pedagogy. The article reveals the peculiarities of the national definition of the term “spirituality”.
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Tripathi, Dr Richa. "REJUVENATING PEDAGOGY FOR ENGLISH LANGUAGE TEACHING: FIVE INDISPENSABLE FUNDAMENTALS FOR ENGLISH LANGUAGE COMPETENCE IN INDIA." International Journal of Engineering Applied Sciences and Technology 5, no. 1 (May 31, 2020): 441–49. http://dx.doi.org/10.33564/ijeast.2020.v05i01.076.

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Semenovska, L., and L. Savenko. "THEORETICAL FUNDAMENTALS OF FUTURE UKRAINIAN AND LITERATURE TEACHER TRAINING FOR ETHNOCULTURAL ACTIVITY." Aesthetics and Ethics of Pedagogical Action, no. 24 (December 26, 2021): 44–53. http://dx.doi.org/10.33989/2226-4051.2021.24.255896.

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Topical issues of future Ukrainian and literature teachers’ preparations for the ethnocultural activity in general secondary educational institutions, in particular, the introduction of active, personal, cultural approaches in the process of professional training are considered in the article. The implementation of the active approach in the process of training future teachers of the Ukrainian language and literature ensures the development of future teachers’ personal traits and qualities. It influences the formation of their attitude, interests, values, professional positions, etc. The peculiarity of the active approach in the process of preparing future Ukrainian and literature teachers for ethnocultural activity in general secondary educational institutions is primarily in the mastering of the integrative system of knowledge of Ukrainian history, culturology, ethnography, Ukrainian studies, general pedagogy (ethno-pedagogy), general and social psychology, the Ukrainian language and literature and methods of their teaching. The competent approach is aimed at developing the creative potential of the individual both a teacher and a graduate, and also contributes to the formation of the necessary skills, abilities, experience, and behavioral patterns of personality in the learning process. A teacher acts as an organizer of an educational activity and a student is an active independent and creative personality. The organization of the educational process in the context of a personal approach in higher educational institutions involves focusing on the student’s personality, goals, motives, preferences, as well as creating the necessary conditions and taking into consideration the individual experience. In addition, such activity provides the mutual development of a student’s and a teacher’s personalities in the process of their joint activity to promote mutual respect, mutual understanding, increasing the authority of a teacher. The application of the cultural approach contributes to the formation of the basic Ukrainian and literature teacher’s culture. Such a combination of the scientific approaches ensures the organization of the optimal educational process aimed at mastering the content of pedagogical culture, as well as the formation of the teacher’s ethnocultural outlook.
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Welch, Susan. "Nursing caps to feminist pedagogy: transformation of nursing education." Teaching and Learning in Nursing 6, no. 3 (July 2011): 102–8. http://dx.doi.org/10.1016/j.teln.2010.12.002.

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Belknap, Ruth Ann. "Teaching Social Justice Using a Pedagogy of Engagement." Nurse Educator 33, no. 1 (January 2008): 9–12. http://dx.doi.org/10.1097/01.nne.0000299499.24905.39.

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Eugene McManus, Thomas. "Dreams, visions, and values in fundamental business education." Journal of Management Development 33, no. 1 (February 4, 2014): 32–47. http://dx.doi.org/10.1108/jmd-11-2013-0134.

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Purpose – The purpose of this paper is to explore the concept of a pedagogy of aspiration – a focus on dreams, visions, and values in fundamental business education. The paper focusses on issues of motivation and creativity in a global and multi-cultural milieu. Business education is often viewed as fundamentally about rational and analytical thinking, but creativity and innovation are also central. Due to information technology and globalization, they may be even more fundamental to business success than ever before. Both educators and managers can benefit from thinking about creativity and innovation in this context, since both are responding to the same business trends, and developing the same people. Design/methodology/approach – Since business fundamentals should reflect business realities, global trends in information and communications technology and mass migration brought on by information and communications technology are explored, and their relevance to the imagination and creativity is developed. Educational innovations in motivation and aspirational capacity are explained, and their relevance to fundamental business education is postulated. Findings – Tapping into the imagination is a source of motivation and creativity. What would appear to be very minimal social-psychological interventions have had significant positive effects on educational achievement. Those same techniques may be useful in teaching the fundamentals of business, and may have the added benefit instilling of a holistic and ethical perspective on the part of students. Originality/value – The paper brings together threads of research in globalization, information and communications technology, the imagination and creativity, and motivation from a psychological and anthropological standpoint, and suggests applying that research in teaching the fundamentals of business and business ethics.
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Kvetsko, Olga Ya. "Pedagogical Fundamentals of Methods of Teaching Choreographic Disciplines." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (December 28, 2020): 145–52. http://dx.doi.org/10.52534/msu-pp.6(2).2020.145-152.

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The study of art disciplines has its specific features and, in some ways, differs from other educational subjects. Choreographic disciplines are closely related to pedagogy and psychology and form an integral part of the development of the future leader of the amateur choreographic team, teacher of choreographic disciplines, choreographer, dancer. The study explores the problem of development of didactic fundamentals at teaching choreographic disciplines by means of which not only skill of future teachers, but also performing skill of dancers develops. The purpose of this study is to investigate the influence of pedagogical foundations on the process of teaching choreographic disciplines and creative choreographic work on the development of adolescents. According to the results of the study, different approaches to the problem of becoming the future leader of an amateur choreographic group, a teacher of choreographic disciplines, a choreographer, an artist of a dance ensemble are described. The study covered the essence of pedagogical fundamentals of methods of teaching choreographic disciplines that motivate students to professional self-improvement; the study also argued the need for the development of internal motivation for professional growth in future teachers of choreography. Studying the influence of creative choreographic work on the development of adolescents' personality, the results of empirical research on the relevance of the needs of students of the Professional College of Culture and Arts (city of Kalush) in professional self-improvement, motives of professional self-improvement, and analysis of professional competence. The practical significance of this study lies in the research of the fundamentals of pedagogical methods of choreographic disciplines to further improve this process, as well as to improve the skills of teachers
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Rogge, Mary Madeline. "Transforming Pathophysiology Instruction Through Narrative Pedagogy and Socratic Questioning." Nurse Educator 26, no. 2 (March 2001): 66–69. http://dx.doi.org/10.1097/00006223-200103000-00010.

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S. K. Abildina, Zh. B. Asetova, G. K. Aikinbayeva, and A. Sh. Mutaliyeva. "POTENTIAL OF PEDAGOGICAL DISCIPLINES IN THE FORMATION OF SPIRITUAL CULTURE OF FUTURE PRIMARY SCHOOL TEACHERS." Bulletin of Toraighyrov University. Pedagogics series, no. 4.2021 (December 29, 2021): 467–82. http://dx.doi.org/10.48081/mmjw3964.

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"This article substantiates the formation of the spiritual culture of future primary school teachers as an urgent socio-pedagogical problem. The article presents the scientific views of domestic and foreign scientists on the formation of the spiritual culture of the future teacher. In addition, the authors reveal the potential of pedagogical disciplines, the study of which in different degrees is aimed at forming the spiritual culture of future primary school teachers in the higher education system. The authors of the article emphasize that the content of the disciplines «Introduction to the teaching profession», «Pedagogy», «History of pedagogy and education», «Fundamentals of pedagogical skills», «Ethnopedagogics» contributes to the development of personal qualities of teachers, professional duty and social responsibility in education of the younger generation. In this process, the role of the elective course «Fundamentals of the spiritual culture of primary school teachers» is determined. It also provides specific examples of realizing the potential of academic disciplines in the formation of the spiritual culture of future primary school teachers. As a result of the analysis of the content of pedagogical disciplines, the authors identified components that contribute to the development of the spiritual culture of future primary school teachers. Moreover, the authors of the article reveal the possibilities of using in the classroom such methods as strategies for critical thinking, dialogical learning, Case study technology, reflective techniques, creative tasks, active lectures."
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Lewko, Agnieszka. "Taming disability. Working with parents of children after specialist diagnosis." Problemy Opiekuńczo-Wychowawcze 568, no. 3 (May 31, 2018): 16–23. http://dx.doi.org/10.5604/01.3001.0011.8294.

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This article discusses the subject of effective working with parents of children with disabilities. It describes the fundamentals of proper relationships, the stages of taming disability, and negative parental attitudes in the context of their aptitude for engagement. It also includes conclusions from selected research reports and the goals of working with parents. Its task is to approximate the specifics of the situation of parents with children with disabilities, to more effectively support them, to select the content of pedagogy, and indirectly to allow optimal development of the child.
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Woodworth, Julie A. "Escape Room Teaching Pedagogy in the Didactic Learning Environment for Nursing." Nurse Educator 46, no. 1 (May 27, 2020): 39–42. http://dx.doi.org/10.1097/nne.0000000000000847.

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Урженко, Наталья, Natalia Urzhenko, Ольга Угольникова, Olga Ugolnikova, Елена Шварцкопф, and Elena Shvartskopf. "Modeling of the Fundamentals of the Educational Process: Traditional and Innovative Aspects." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 3, no. 1 (March 29, 2019): 15–20. http://dx.doi.org/10.21603/2542-1840-2019-3-1-15-20.

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The paper presents the specifics and products of the development of pedagogical modeling as a method of optimizing the quality of activity of a PE teacher and coach. The educational and training process in the structure of determination and visualization of traditional and innovative constructs and technologies of pedagogical activity of the trainer is determined in three traditionally allocated directions (wide, narrow, and local sense) and three innovatively allocated directions (adaptive-acmepedagogic, functional-labor, and personified-multicultural sense / approach). The presented possibilities of using pedagogical modeling in detailing the quality of the training process are determined by the situational and systematic methods of determining and solving problems of personal development by means of physical culture and sports. Refined definitions and products of pedagogical modeling in pedagogy of physical culture and sport determine the prospects of training future teachers of physical culture and coaches in the chosen sport. The bases of realization of ideas of traditional and innovative productive search define all successfully realized pedagogical conditions of modeling of bases of educational and training process. The quality of determination and realization of pedagogical conditions of modeling the basics of the training process is the object and product of the solved in the work of the task. Modern technologies of pedagogical modeling guarantee improvement of quality of productive formation of the personality of a future PE teacher and coach in specification and the solution of problems of development of the personality and system of education, physical culture and sports.
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Zori, Susan, Maureen Carroll Roller, and Erik Lyons. "Implementing the process oriented guided-inquiry learning (POGIL) pedagogy of group scenario exercises in fundamentals and Medical Surgical II nursing courses." Journal of Nursing Education and Practice 8, no. 12 (June 27, 2018): 1. http://dx.doi.org/10.5430/jnep.v8n12p1.

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Background and objective: Research with Process Oriented Guided Inquiry Learning (POGIL), an interactive learning pedagogy, has shown improvement in grades and student satisfaction in science and nursing courses. POGIL is an active teaching strategy which utilizes small groups of students to analyze case studies. The student teams participate in groups of four to problem solve topics based on the material taught. POGIL can be additional to lecture and didactic teaching methods to help with the synthesis and analysis of content taught. The object of this study was to compare final course and national standardized exam grades between POGIL and comparison groups in both Fundamentals and Medical-Surgical II nursing courses.Methods: A quantitative, comparative design was used.Results: The Fundamentals POGIL group had significantly higher scores on a standardized national exam (p = .001) than a comparison group; no significant difference in final course grades was found. The Medical-Surgical Nursing II POGIL and comparison groups had no significant differences in standardized national exam or final course grades. Students in POGIL groups were given a satisfaction survey and indicated the experience was helpful to improving grades and understanding course content.Conclusions: In classes that used POGIL, there were higher scores on a standardized national exam scores but not final course grades for students in the Fundamentals course. Using POGIL in Medical Surgical Nursing II courses revealed no difference in final course grades or on national standardized exam scores. The use of POGIL for beginning nursing students may be more helpful as these students are in the process of determining which learning strategies are most helpful as they progress through the nursing curriculum. Introducing a new pedagogy to students in their last semester of the nursing program was not as helpful possibly because students have established successful strategies for learning prior to this last semester. Future research to further explore the impact of POGIL on grades and standardized tests scores in other nursing curriculum courses such as mental health or care of the emerging family is recommended. Exploring POGIL and the impact on the development of clinical thinking and clinical practice is another line of inquiry that could be explored.
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Crow, Deborah E., and Lucy E. Bailey. "Narrative pedagogy amidst program accountability: Helping nontraditional nursing students who must repeat a course." Teaching and Learning in Nursing 10, no. 4 (October 2015): 161–68. http://dx.doi.org/10.1016/j.teln.2015.05.003.

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Gleeson, T., D. M. Allen, and G. Ferguson. "Teaching hydrogeology: a review of current practice." Hydrology and Earth System Sciences 16, no. 7 (July 18, 2012): 2159–68. http://dx.doi.org/10.5194/hess-16-2159-2012.

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Abstract. Hydrogeology is now taught in a broad spectrum of departments and institutions to students with diverse backgrounds. Successful instruction in hydrogeology thus requires a variety of pedagogical approaches depending on desired learning outcomes and the background of students. We review the pedagogical literature in hydrogeology to highlight recent advances and analyze a 2005 survey among 68 hydrogeology instructors. The literature and survey results suggest there are only ~ 15 topics that are considered crucial by most hydrogeologists and > 100 other topics that are considered crucial by some hydrogeologists. The crucial topics focus on properties of aquifers and fundamentals of groundwater flow, and should likely be part of all undergraduate hydrogeology courses. Other topics can supplement and support these crucial topics, depending on desired learning outcomes. Classroom settings continue to provide a venue for emphasizing fundamental knowledge. However, recent pedagogical advances are biased towards field and laboratory instruction with a goal of bolstering experiential learning. Field methods build on the fundamentals taught in the classroom and emphasize the collection of data, data uncertainty, and the development of vocational skills. Laboratory and computer-based exercises similarly build on theory, and offer an opportunity for data analysis and integration. The literature suggests curricula at all levels should ideally balance field, laboratory, and classroom pedagogy into an iterative and integrative whole. An integrated, iterative and balanced approach leads to greater student motivation and advancement of theoretical and vocational knowledge.
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Gleeson, T., D. M. Allen, and G. Ferguson. "Flowing with the changing needs of hydrogeology instruction." Hydrology and Earth System Sciences Discussions 9, no. 1 (January 20, 2012): 1115–40. http://dx.doi.org/10.5194/hessd-9-1115-2012.

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Abstract. Hydrogeology is now taught in a broad spectrum of departments and institutions to students with diverse backgrounds. Successful instruction in hydrogeology thus requires a variety of pedagogical approaches depending on desired learning outcomes and the diverse background of students. We review the pedagogical literature in hydrogeology to highlight recent advances and analyze a 2005 survey of 68 hydrogeology instructors. The literature and survey results suggest there are ~15 topics that are considered crucial by most hydrogeologists and >100 other topics that are considered crucial by some hydrogeologists. The crucial topics focus on properties of aquifers and fundamentals of groundwater flow, and should likely be part of all undergraduate hydrogeology courses. Other topics can supplement and support these crucial topics, depending on desired learning outcomes. Classroom settings continue to provide a venue for emphasizing fundamental knowledge. However, recent pedagogical advances are biased towards field and laboratory instruction with a goal of bolstering experiential learning. Field methods build on the fundamentals taught in the classroom and emphasize the collection of data, data uncertainty, and the development of vocational skills. Laboratory and computer-based exercises similarly build on theory, and offer an opportunity for data analysis and integration. The literature suggests curricula at all levels should ideally balance field, laboratory, and classroom pedagogy into an iterative and integrative whole. An integrated approach leads to greater student motivation and advancement of theoretical and vocational knowledge.
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Honcharuk, Valentyna, Oksana Gomotiuk, Lidia Pletenytska, Valentyna Zvozdetska, Nadiya Lanchukovska, Oksana Khapina, Anatoliy Chyzh, and Iryna Maksymchuk. "The program of pedagogical practice in the context of mastering the basics of pedagogical communication." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(125) (September 27, 2020): 43–49. http://dx.doi.org/10.31392/npu-nc.series15.2020.5(125).07.

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We aimed to develop pedagogical techniques among students, improve their pedagogical abilities as important components of pedagogical excellence during practical classes in the educational disciplines “Introduction into the specialty”, “Culture of professional speech and communication”, “Pedagogy”, “The content and types of professional activities in the field of physical culture and sports”, in particular: organizational, creative, perceptual abilities, emotional stabilit y, optimistic forecasting, For future physical culture teachers to learn how to introspect their skills in pedagogical interaction, we proposed such topics for creative reflection: “My pedagogical culture”, “Pedagogy: science or art”, „My memories of my favorite teacher”, “Physical culture teacher of the future” etc. The inclusion of students in personally oriented activities through the use of the latest educational technologies and the introduction of a special course in the educational process “Fundamentals for the development of pedagogical skills of future physical education teachers” made it possible to reveal the potential of each future teacher of physical education. The comprehensive observance of the above-mentioned pedagogical conditions ensured the effectiveness of the pedagogical skills development of future physical education teachers in the process of training.
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Sampaio Figueiredo, Helenara Regina, and Rui Marcos De Oliveira Barros. "Investigações a Respeito das Habilidades Matemáticas de Licenciandos em Pedagogia na Modalidade a Distância." Revista de Ensino, Educação e Ciências Humanas 17, no. 4 (February 17, 2017): 317. http://dx.doi.org/10.17921/2447-8733.2016v17n4p317-326.

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As dificuldades em Matemática de licenciandos de Pedagogia têm sido apontadas por autores, como Mandarino, Curi, Gatti e Oliveira, tanto na formação inicial quanto na atividade docente. O conhecimento do panorama educacional desses licenciandos associado ao estudo desses autores motivou a busca de respostas para a questão norteadora deste trabalho: como se configuram as habilidades matemáticas dos licenciandos em Pedagogia, na modalidade a distância, acerca dos temas “Espaço e Forma” e “Grandezas e Medidas”? A pesquisa utilizou a triangulação de coleta de dados, envolvendo quarenta e sete licenciandos, que já haviam cursado as disciplinas de formação matemática. Estes responderam, por escrito, a questões que foram elaboradas com base nos descritores de matemática para Prova Brasil do 5º ano do Ensino Fundamental - SAEB. Aponta-se que, para construir uma formação teórica consistente, o pedagogo deve possuir, no mínimo, as mesmas habilidades que deseja para os seus alunos. Palavras-chave: Pedagogia. Matemática. Prova Brasil. Educação a Distância. AbstractThe mathematics difficulties in Pedagogy teaching degree have been pointed out by authors such as Mandarino, Curi, Gatti and Oliveira both in initial training, and in teaching activity. The educational panorama knowledge of these students, associated with the study of these authors, motivated the search for answers to the guiding issue of this study: How are the mathematical skills of Pedagogy undergraduates in a distance learning mode configured, concerningthe “Space and Form” and “Quantities and Measurements” themes? The research used the Triangulation of dates with47 undergraduates, who had already attended the mathematics education disciplines. They replied in writing to various issues, which had been elaborated based on the mathematics descriptors to the “Prova Brazil” from the 5th grade of Elementary Education (SAEB). It is pointed out that for a consistent theoretical training, the pedagogue must have at least the same desirable skills as their students’. Keywords: Pedagogy. Mathematics. Prova Brasil. Distance Learning.
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MEKHED, O., S. RYABCHENKO, and M. GARIGА. "MAIN COMPONENTS OF SOCIO-PEDAGOGICAL ACTIVITY OF TEACHER OF BIOLOGY AND FUNDAMENTALS OF HEALTH." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 176–80. http://dx.doi.org/10.33989/2075-146x.2021.27.247101.

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The article substantiates the concept of socio-pedagogical activities of a biology teacher and the basics of health in the mutual unity of its components. Peculiarities of social and pedagogical activity in accordance with its purpose in the system of modern natural knowledge are determined. Emphasis is placed on the relationship between theoretical calculations and practical implementation of methods and areas of social pedagogy, which is reflected in the essential features of socio-pedagogical activities as the main means of implementing social education. The system of theoretical bases of modernization of training of the future teacher of biology and bases of health is considered by authors as formation of personal properties of students of pedagogical ZVO. In the process of socio-pedagogical activities of the teacher is socio-cultural education of the younger generation, which provides targeted impact on each individual and team in order to master the heritage of universal and national culture, implementation of social values ​​and development of positive qualities. Training in the implementation of socio-pedagogical activities in educational institutions helps future professionals to understand their belonging to a community that has its own traditions and cultural characteristics, provides socialization and personal fulfillment. The study is based on the socio-cultural paradigm of education, as the main in determining the socio-pedagogical professional trajectory of biology teachers and the basics of health
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M. Zapalska, Alina, Miсhael D. McCarty, Kim Young-McLear, and Jack White. "Design of assignments using the 21st century bloom’s revised taxonomy model for development of critical thinking skills." Problems and Perspectives in Management 16, no. 2 (June 8, 2018): 291–305. http://dx.doi.org/10.21511/ppm.16(2).2018.27.

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Studies on the development of critical thinking skills with specific curriculum materials and instructional methods are few and have been highly theoretical and far removed from practical concerns and applications. This paper contributes to the existing literature on critical thinking pedagogy by providing examples of written assignments that are designed using the 21st century Bloom’s taxonomy model to contribute to critical thinking development. The step-wise development of critical thinking skills approach is provided. The paper argues that both focus on real problems and issues and provision of clear unambiguous instructions are critical fundamentals of critical thinking skills development. The paper also illustrates how to develop critical thinking assignments by providing five examples of course assignments within business education.
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Hopson, Rodney K. M., Uhuru Hotep, Dana L. Schneider, and Ithamar Grace Turenne. "What’s Educational Leadership Without an African-Centered Perspective? Explorations and Extrapolations." Urban Education 45, no. 6 (October 25, 2010): 777–96. http://dx.doi.org/10.1177/0042085910384201.

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This article provides an overview of current issues confronting educational leaders dedicated to the fundamentals, curriculum, pedagogy, and practices of African-centered education (ACE) and its evolving nature in the 21st century. By considering and situating African-centered leadership in the discussion of educational leadership generally, and within the expanding and prescient notions of leadership for social justice specifically, the article offers useful connections to educational leadership scholars and practitioners who straddle these interdisciplinary domains of scholarship and action as an opportunity to build from the emerging literature within the extant fields of study and to push urban educational leaders and practitioners to think more critically about the direction of ACE theory, practice, and praxis.
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Pliushch, Valentyna. "Concepts of Teacher Education Development in Europe." Comparative Professional Pedagogy 8, no. 3 (September 1, 2018): 44–48. http://dx.doi.org/10.2478/rpp-2018-0040.

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Abstract The article analyzes global trends in the development of teacher education with the aim to improve the education system in Ukraine and presents a comparative and pedagogical study on the concepts of teacher education development in Europe, in particular Great Britain and Germany. It was found that conceptual and methodological fundamentals of modern foreign pedagogy were constantly updated and adjusted. In West European pedagogy, the most common concepts of teacher education development are rationalistic, conservative and neohumanistic (phenomenological) ones. It was specified that rationalistic and traditional concepts of intellectual development were appropriate for the individuals who were reluctant to engage in cognitive activities and needed constant external stimuli. The phenomenological concept is humanistic-oriented and prioritizes personal learning targeted at individual self-realization and defines a learning environment to be a unique catalyst for successful learning. In Great Britain and Germany, open learning is one of the leading forms in realizing the phenomenological concept. Theoretical principles of open learning are related to the philosophy of existentialism, which emphasizes the need to create relevant conditions for learning so that students may freely realize their individual needs. Despite the fact that the concept of open learning is still under development and primarily describes the basic guidelines for education development and the issue of its practical implementation has not beet fully disclosed yet, it appears as a fundamental strategy for modern education. The main principle of open learning is individualization of the education process. Individual skills of students determine the content, methods, forms and tools of learning since the pedagogy of modern teacher education in England is based on them. It was noted that the system of distance education in Ukraine was under development too. However, it may become rather promising provided that Ukrainian educators have taken into account positive aspects of relevant foreign experience and combined the most advanced distance learning technologies with the most effective technologies and methods of traditional classroom learning. West European experience in developing higher teacher education can be implemented in Ukraine provided that the most effective traditions of the national teacher education have been preserved and, therefore, can adjust them to the modern international standards.
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Hughes, Alayna. "Maker music: Incorporating the maker and hacker community into music technology education." Journal of Music, Technology & Education 11, no. 3 (December 1, 2018): 287–300. http://dx.doi.org/10.1386/jmte.11.3.287_1.

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Music Production and Technology education has traditionally concentrated on audio engineering, studio recording techniques with the focus of preparing students for a career as a producer or engineer. While necessary to retain the fundamentals of audio and recording, music technology education could do a service to students by including topics from the maker community by encouraging technology innovation. While some topics such as synthesis, programming and electronics are taught in graduate programmes, these are still seen as ‘specialty’ topics and students in undergraduate programmes miss out on learning other technologies and career paths that could benefit them. I would argue that by not updating the topics in music technology education that this has contributed to the stale output of the music industry within changing times. By incorporating topics such as microcontrollers, interaction and programming, students could discover new ways to work with music and learn skills that will give them more career opportunities. This article will discuss the ideals of the maker and music hacking movement, current pedagogy in Music Production and Technology degree programmes in the United States and United Kingdom and European Union, and the advantages of merging invention and DIY education into the current music technology and music production pedagogy.
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Spinul, Igor, and Elena Spinul. "THEORETICAL AND METHODOLOGICAL FUNDAMENTALS OF TRAINING OF FUTURE SPECIALISTS OF MODERN BALLOT DANCES." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 128–33. http://dx.doi.org/10.36550/2415-7988-2021-1-195-128-133.

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In recent decades, modern ballroom dancing as an artistic phenomenon is spreading around the world. During the twentieth century, the society formed a clear idea of ​​ballroom dancing as a folk dance (waltz, tango, etc.) and sports competitions of ten standardized ballroom dances. However, in recent times, modern ballroom dancing is increasingly fighting for the right to recognize it as an independent phenomenon of choreographic culture, given the original system of means of expression, which distinguishes it from other types of ballroom choreography (sports and household) and stage forms of folk dance. Modern society places high demands on the professional training of future teachers in the field of culture and art. Fundamental knowledge of philosophy, pedagogy and psychology, ethics and aesthetics, other sciences help to organize the educational process with its main purpose, didactic, educational, developmental tasks, traditional and interactive methods, learning technologies and organizational forms determined by the teacher in accordance with modern requirements. put forward by the «Law of Ukraine on Higher Education» and state educational standards. The process of training a specialist in the field of ballroom dancing is based on the presence of practical training, adjustment, consolidation of movements and skills of the teacher, because without in-depth analysis of body movements in various dance performances, the idea of ​​ballroom dancing Constant quality control and the creation of individual tasks will promote self-analysis of the student, his understanding and understanding of the importance of the balance between mental activity, physical and spiritual development. In the article the author explores the specifics of teaching modern ballroom dancing in higher education; defines the essence, criteria, requirements of choreographic and performing skills as a competence. The characteristics and features of the teacher-choreographer, his personal qualities are presented.
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Silva, Marta Soares da, and Alexandra Bujokas de Siqueira. "Alfabetização midiática informacional, pedagogia social e liberdade de expressão com egresso do sistema prisional (Media and information literacy, social pedagogy and freedom of expression with egress from the prison system)." Revista Eletrônica de Educação 15 (March 24, 2021): e4742037. http://dx.doi.org/10.14244/198271994742.

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e4742037Mobilizing fundamentals of Social Pedagogy and Media and Information Literacy practices committed to promoting freedom of expression of the prison system egress, the research investigated the potential of AMI for the socialization process of those experiencing a moment of return to society outside prisoners. Therefore, the construction and analysis of empirical data were supported by the action research method. The investigation took place in the Social Inclusion Program for Graduates of the Prison System - PrEsp, in the city of Uberaba / MG, through workshops mediated with and with employees who addressed the construction of a newspaper called “Jornal do Desabafo.” The newspaper production was the dialogical path chosen to oppose the hegemonic discourse on the stage of symbolic disputes produced by media culture. At the end of the activities, evidence was collected that media literacy can be an instrument of Pedagogy to promote freedom of expression with graduates from the prison system since employees made the newspaper a tool to insert their word and regain this denied right, represented themselves as human beings and broke with stereotypes long associated with egress from the prison system.ResumoMobilizando fundamentos da Pedagogia Social e práticas de Alfabetização Midiática e Informacional (AMI), comprometidas com a promoção da liberdade de expressão do egresso do sistema prisional, a pesquisa investigou o potencial da AMI para o processo de socialização dos que estão vivenciando momento de retorno à sociedade extramuros carcerários. Para tanto, a construção e análise dos dados empíricos respaldaram-se no método de pesquisa-ação. A investigação aconteceu no Programa de Inclusão Social de Egressos do Sistema Prisional – PrEsp, do município de Uberaba/MG (Brasil), por meio de oficinas mediadas com e junto aos colaboradores que abordaram a construção de um jornal, o qual intitularam “Jornal do Desabafo”. A produção do jornal foi o caminho dialógico escolhido para contrapor o discurso hegemônico no palco de disputas simbólicas produzidas pela cultura midiática. Ao término das atividades, foram coletados indícios de que a alfabetização midiática pode ser um instrumento da Pedagogia para promoção da liberdade de expressão com egressos do sistema prisional, uma vez que os colaboradores fizeram do jornal um instrumento para inserir sua palavra e reconquistar este direito negado, representaram a si como seres humanos e romperam com estereótipos há muito associados ao egresso do sistema prisional.Palavras-chave: Pedagogia social, Liberdade de expressão, Educação não-formal.Keywords: Social pedagogy, Freedom of expression, Nonformal education.ReferencesALTHUSSER, L. Ideologia e aparelhos ideológicos de estado. Lisboa: Presença, 1970.BRASIL. Constituição da República Federativa do Brasil: promulgada em 5 de outubro de 1988. 21ª ed. atual. eampl. São Paulo: Saraiva, 1999.BRASIL. lei nº 7.210, 11 de julho de 1984. Institui a lei de execução penal. Brasília, 11 de julho de 1984. Disponível em: http://www.planalto.gov.br/ccivil/leis/L7210.htm. Acesso em: 10 Jul. 2020.BRASIL. Ministério da Justiça, Departamento Penitenciário Nacional (Depen). Sistema Nacional de Informação Penitenciária – InfoPen, 2015.FREIRE, Paulo. Pedagogia do oprimido. 17ª ed. Rio de Janeiro: Paz e Terra, 1987.FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. Rio de Janeiro: Paz e Terra, 1996.FOUCAULT, Michel. Vigiar e Punir. 32 ed. Tradução Raquel Ramalhete. Petrópolis. Vozes, 1998. 288 p.MACHADO, Evelcy Monteiro. A Pedagogia Social: Reflexões e diálogos necessários. In: NETO, João; SILVA, Roberto; Moura Rogério (Orgs.). Pedagogia Social. São Paulo: Expressão e Arte Editora, 2009.SPIVAK, Gayatri. Pode o subalterno falar? Trad. Sandra Regina Goular Almeida, Marcos Pereira Feitosa, André Pereira Feitosa. Belo Horizonte: UFMG, 2010.TRIPP, David. Pesquisa-ação: uma introdução metodológica. Educação e Pesquisa, São Paulo, v. 31, n. 3, p. 443-466, 2005.UNESCO. Um mundo e Muitas vozes – Comunicação e informação na nossa época. Rio de Janeiro: Editora da Fundação Getúlio Vargas, 1983.UNESCO. Educating for the Media and The Digital Age – adopted by the Vienna Conference. Vienna, 1999. Disponível em: https://www.mediamanual.at/en/pdf/educating_media_engl.pdf. Acesso em: 15 jun. 2019.
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Sevastianova, Olena, and Iryna Shama. "Case Testing as a Tool of Control in the Process of Future Teachers’ General Pedagogical Training." Education and Pedagogical Sciences, no. 2 (174) (2020): 45–57. http://dx.doi.org/10.12958/2227-2747-2020-2(174)-45-57.

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The expediency of using practice oriented technologies in training teachers, the potential of case technologies as a type of interactive educational technologies for solving problems of forming professional knowledge and skills of students of teaching specialties, and sources of cases (primary, secondary) have been characterized in the article. The essence and the main types of pedagogical cases appropriate to be used in the process of professional training of future teachers have been elucidated. The authors have presented the peculiarities of implementing testing as one of the types of students’ academic performance. Modern approaches to the use of case technologies in the process of assessment of the professional competence of specialists in different fields have been characterized. The practicability of using case testing as a tool to monitor the knowledge of future teachers in the process of general training has been substantiated. The primary sources for the preparation of teachers’ training case tests (a teaching situation, a piece of a scientific or fiction text, statistical materials, etc.) have been determined. The examples of case tests used in the process of studying pedagogical disciplines for 2nd and 3rd year students in the context of the modules «Pedagogy», «History of Pedagogy» and «Fundamentals of Pedagogical Excellence» have been given. The advantages and disadvantages of using case testing have been analysed in comparison with traditional testing used to determine the level and quality of general training of future teachers.
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PETRESCU, Ana-Maria Aurelia, and Luminiţa Mihaela DRĂGHICESCU. "COLLECTION: FUNDAMENTAL CONCEPTS IN PEDAGOGY, (by) Sorin Cristea (CONCEPTE FUNDAMENTALE IN PEDAGOGIE, Didactica Publishing House, Bucharest, 2017-2020)." Pro Edu. International Journal of Educational Sciences 2, no. 2 (January 26, 2020): 62–65. http://dx.doi.org/10.26520/peijes.2020.2.2.62-65.

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Giordani, Estela Maris, and Adriane Mendes. "PEDAGOGIA ONTOPSICOLOGICA NA ORIENTAÇÃO DO ESTÁGIO DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL." Nuances: estudos sobre Educação 20, no. 21 (December 1, 2011): 44–62. http://dx.doi.org/10.14572/nuances.v20i21.1091.

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Apresentamos, neste artigo, as principais conclusões que resultam da pesquisa que estamos desenvolvendo desde 2009, com o objetivo de explicitar a aplicação dos princípios teórico-metodológicos da pedagogia ontopsicológica na formação do pedagogo durante o decorrer da disciplina de estágio supervisionado dos anos iniciais do ensino fundamental. A pesquisa que estamos realizando possui o objetivo geral de explicitar esta metodologia no processo de orientação e compreender a sua pertinência e contribuição aos principais problemas encontrados na pedagogia escolar hodierna. Neste artigo, ainda, trazemos as principais discussões teóricas e empíricas elaboradas durante as investigações nestes três anos sobre esta pedagogia, aplicada na orientação do pedagogo em estágio. Compreendemos que a contribuição desse artigo é possibilitar o conhecimento da aplicação dessa pedagogia, bem como contribuir com o debate acerca das metodologias e processos formativos nas orientações dos estágios do curso de pedagogia e suas repercussões nas mudanças das práticas educativas escolares. As principais contribuições da pedagogia ontopsicológica foram: a) compreensão da pessoa do pedagogo e do aluno em sua integralidade, considerando as dimensões conscientes e inconscientes; b) a identificação do critério humano que discrimina e orienta as ações do pedagogo; c) o protagonismo responsável da pessoa do professor e do aluno nas práticas educativas; d) a aprendizagem do conhecimento como exercício do instinto de posse em relação às faculdades humanas; e) a técnica no fazer pedagogia para a criatividade humana. Explicitamos em que consiste tal pedagogia, em que contexto nasceu e, em seguida, estes princípios encontrados na pesquisa.http://dx.doi.org/10.14572/nuances.v20i21.1091
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