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Dissertations / Theses on the topic 'Higher artistic and pedagogical education'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Andrianopoulou, M. "Aural education and its pedagogical conceptualisation in higher music education." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10043813/.

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‘Aural training’ has been a part of Western tertiary formal music education from the latter’s beginnings in the 19th century. Traditionally, it focuses on pitch and rhythm, and features the practices of solfège and dictation, which can be traced back to the work of Guido d’ Arezzo in the 11th century. Guido’s system, as well as later uses of solfège and dictation in 19th-century European and American schools and choirs, aimed to aid and facilitate musical learning for both children and adults. More recently, however, empirical research has shown music teachers and students to be often negati

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Akopian, T. V., and T. V. Anpilohova. "Pedagogical innovation of teaching foreign languages in higher education." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18492.

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Kethro, Philippa. "Pedagogical ways-of-knowing in the design studio." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004338.

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This research addresses the effect of pedagogical ways-of-knowing in higher education design programmes such as Graphic Design, Interior Design, Fashion, and Industrial Design. One problematic aspect of design studio pedagogy is communication between teachers and students about the aesthetic visual meaning of the students’ designed objects. This problematic issue involves ambiguous and divergent ways-of-knowing the design meaning of these objects. The research focus is on the design teacher role in design studio interactions, and regards pedagogical ways-of-knowing as the ways in which teacher

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Radwan, Dana Mireille. "Technical, Artistic, and Pedagogical Analysis of Mark Morris' L'Allegro, il Penseroso ed il Moderato." Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10285872.

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<p> This thesis analyzes Mark Morris' choreography for pedagogical purposes. It explores Morris' technique and style by investigating one of his most acclaimed works: <i>L'Allegro, il Penseroso ed il Moderato</i>. Because this evening length piece offers a large selection of sections, a total of thirty-two, it provides many possibilities to investigate Morris' musicality, creative process, and style. The musical aspect of Morris' work is examined by focusing on how he often molds the dance to the musical score involving specific rhythms, canons and counterpoints. Analysis of his creative proce

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Ryskulova, Chynarkul. "Faculty Perspectives on Independent Accreditation of Pedagogical Programs in Kyrgyzstan." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554899148722784.

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Piazza, Lisa M. "Exploring the Artistic Identity/Identities of Art Majors Engaged in Artistic Undergraduate Research." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6928.

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In western societies, the persona of the artist has largely been associated with prevailing myths of the creative individual including the artist as genius and outsider. In my inquiry I endeavored to understand what it means to be an artist from the perspective of budding “creatives”. In this study I explored the process of becoming an artist that is how college students construct and navigate an artistic self (selves), and the factors that influenced this process. My purpose in this multiple text narrative inquiry was to discover how undergraduate art majors construct and navigate their arti

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Wolfe, Joanna Lynn. "Pedagogical uses of annotations and annotation technologies /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008469.

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Horton, Michelle N. 9828594. "Assessing the Needs of Online Pedagogical Skill Development in Higher Education." NSUWorks, 2017. http://nsuworks.nova.edu/fse_etd/137.

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The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online l

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Moreman, Eiland Sarah Elizabeth. "Meandering into college teaching| An autoethnography of developing pedagogical content knowledge through writing over time." Thesis, The University of Alabama, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162707.

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<p> I conducted this autoethnographic research study to explore how I as a freshman orientation instructor meandered into college teaching through writing, which I used to develop my pedagogical content knowledge. Focusing my research as college faculty development, I reached back in the past and also in the present to select particular experiences to portray as vignettes, thus creating a kaleidoscopic lens. This kaleidoscopic lens serves to provide insight into my perspective of how my teaching philosophy based on the use of writing prompts developed. By connecting the personal experiences

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Vasileiou, Ismini. "A pedagogical evaluation of Computing Flexible Learning Degrees in Higher Education." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15399/.

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This study explores the understanding of academics, and students around Flexible Learning degrees in relation to pedagogy, and the implications of these perspectives for the design of effective Flexible Learning curriculum. It adopted an evaluation research methodology to investigate the Flexible Learning degrees in Computing offered at the Institution where I work during the years 2008-2010. Using open ended questionnaires, interviews and a reflective journal, data were gathered on participant perspectives on the following key areas of research interest: concepts of Flexible Learning; the Fle

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Al, Ibrahim Amal Abdullah. "The pedagogical affordances of a social networking site in higher education." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17474.

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In recent times, higher educational institutions have faced a challenge from the radical demands of their students. With the spread of students’ use of Web 2.0 applications, educational institutions also need to move with this trend and adopt Web 2.0 applications in education. As a contribution to the field of innovation in higher education, this study explores the pedagogical affordances of a social networking site (SNS) in higher education in Saudi Arabia. A case study methodology informed by Design-Based Research DBR approach was used. This approach was characterized by iterations of design

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Le, Grange Lesly L. L. "Pedagogical practices in a higher education context : case studies in environmental and science education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/19380.

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Thesis (PhD) -- Stellenbosch University, 2001.<br>Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.<br>ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation of post-apartheid teacher education. I examine two case studies of my own professional practice. The first case study involves in-service education work that I performed with teachers in a local community, Grassy Park. The second case study represents work I performed with students in a pre-service education programme at the University of Stellenbosc

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Biggam, John. "Preparing for e-Learning in Higher Education : drivers, barriers and pedagogical issues." Thesis, Glasgow Caledonian University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487630.

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Dalagna, Gilvano. "Desired artistic outcomes in music performance: a mentoring program for higher education and music industries." Doctoral thesis, Universidade de Aveiro, 2017. http://hdl.handle.net/10773/18611.

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Doutoramento em Música<br>Esta tese explora os resultados artísticos desejados que os estudantes do ensino superior em música buscam concretizar no âmbito das indústrias da música. Os resultados artísticos desejados tem sido reconhecidos como uma conceptualização artística que desempenha um papel importante para o reconhecimento social e artístico do performer. Apesar desta perspetiva ser amplamente mencionada na literatura, vários estudos sugerem que os alunos do ensino superior em música não tem sido encorajados a explorar os seus próprios resultados artísticos desejados. Esta falta d

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Agsebat, H. B. "An investigation into student and teacher attitudes towards pedagogical translation at Benghazi University." Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/9624/.

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This study investigates the attitudes of university lecturers and undergraduate students in regards to translation as a university subject and its role in enhancing students' English as foreign language at Benghazi University. The study examines the skills and linguistic aspects that lecturers and students believe are developed through pedagogical translation. A student survey was implemented on 400 students to measure their attitudes. In addition, a semi-structured interview was conducted on 6 university lectures. A mixed-methods approach was adopted using both quantitative and qualitative re

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Lavadia, Linda. "Technological, Pedagogical, and Content Knowledge (TPACK)| An Educational Landscape for Tertiary Science Faculty." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10280318.

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<p> Earlier studies concluded that technology’s strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators’ reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers’ (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods res

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Kuo, Shih Chih. "Teaching by discussion a case study of four professors' perspectives and pedagogical practices /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342203.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from home page (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0505. Adviser: Jerome C. Harste.

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Cesarano, Alessandro. "Language Educators’ Perceptions of Their Use of Social Media for Pedagogical Purposes." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7132.

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Technology has changed the way we communicate, teach, and learn. Today’s generation of college students has never known what it is like to be without a cell phone or a computer. Social media is an integral part of their lives. As technology evolves, so do students’ expectations for a learning experience. This experience goes beyond the traditional classroom boundaries’ constrains. Understanding how to take advantage of the pedagogical potential of new technologies is therefore essential for language educators. Broadly speaking, there is much discussion about the integration of social media in

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Bibi, Shaista. "Exploring teachers’ technological, pedagogical and content knowledge in higher education: A mental resource perspective." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14609.

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The complex nature of the relationships between teachers’ intentions of how to teach and their actions in classrooms - in terms of why variations occur - is usually seen as an important issue. This study involved the investigation of university teachers’ technology integration decisions through exploring their Technological Pedagogical and Content Knowledge (TPACK). The study employed the mental resource perspective as a theoretical basis to view university teachers’ TPACK. In order to consider why teachers’ practices within classrooms are sometimes different to their ideas at the time of plan

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Messenger, Hazel Susan. "The creation of transformative learning cultures in higher education." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10926.

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This research claims that transformative as opposed to informative learning cultures in higher education are capable of promoting student identity development alongside subject development. It makes a significant pedagogical, conceptual, methodological and contextual contribution to contemporary discussions regarding the nature and purpose of higher education in the 21st century. Transformative learning cultures, based on the pedagogical values of the teachers involved, create an identity workspace where student development is encouraged. This workspace reflects the active demonstration of emp

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Bir, Elizabeth A. "Teaching matters pedagogical ideologies and success in the basic writing classroom /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1510Bir/umi-uncg-1510.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Mar. 11, 2008). Directed by Nancy A. Myers; submitted to the Dept. of English. Includes bibliographical references (p. 176-186).

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Sims, Meredith Erin. "HOW DOES BACKGROUND AND TRAINING AFFECT DANCE PEDAGOGY IN HIGHER EDUCATION?" UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_theses/2.

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Dance faculty in higher education have various backgrounds and training ranging from professional dance careers to doctoral degrees in dance. This study sought to examine the ways background and training impact faculty members‟ pedagogical approach to a dance technique class in a higher education dance department. This study examined the pedagogical knowledge, content knowledge, and pedagogical content knowledge of participants through qualitative methods including interviews, observations, and document analysis. Six major themes emerged from the data: desire to teach, teaching focus, challeng

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Vogel, Michael. "Addressing pedagogical solitude : a realist evaluation of organisation development at a German higher education institution." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021593/.

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To establish a culture of collegial exchange about teaching and learning among its academic staff, a German higher education institution is running a seemingly quite successful organisation development (OD) programme, comprising professional learning communities, conferences and other interventions. But how fit for purpose is the programme? A formative realist evaluation is conducted to establish whether and why the programme works for whom and in what circumstances. On the basis of Coleman’s (1987; 1990) social macro-micro-macro scheme, a programme theory is developed and generalised as a fra

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Warner, Racquel Sydonie. "An alternative pedagogical approach to traditional teaching in Higher Education in the UAE : student engagement." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24300.

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Low student achievement and decreasing student engagement have provoked a call for pedagogical change in the UAE. In an attempt to address these challenges an intervention was introduced that consisted of an alternate pedagogical approach in the form of standards-focused project-based learning which is an active-learning approach where students drive their own learning through the completion of a project(s) that promotes inquiry, standards alignment, and collaborative research. This action research study sought to analyse the effectiveness of this alternate approach by answering two research q

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Loveless, Jerry C. L. "The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses| Faculty Member Perspectives and Potential Barriers." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1540707.

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<p> Previous research has identified student engagement as an important antecedent to student learning in higher education. Although student engagement is viewed as important for learning, a significant number of college students still report frequently feeling bored in their courses. The use of music as a pedagogical tool is believed to be beneficial for promoting student engagement and student learning in higher education sociology courses, yet it has been suggested that sociology faculty members do not commonly incorporate the technique into their courses. The purpose of this comparative in

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Belliveau, Cynthia. "A New Look at Dewey’s Cooking Lab: a Pedagogical Model for Interdisciplinary Learning in Contemporary Higher Education." ScholarWorks @ UVM, 2007. http://scholarworks.uvm.edu/graddis/20.

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This dissertation examines the link between cooking and learning. It first examines John Dewey’s pedagogical philosophy in which he asserts that the kitchen laboratory was an ideal learning environment to teach and learn about a broad range of subjects, an illustration of Dewey’s philosophical notions about true experiential education. Second, there is an examination of a Home Economic Department and its historical role in teaching cooking which introduces the issues of cooking and learning in the post secondary, higher education context. Finally to determine whether Dewey’s kitchen-ba

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Xakaza-Kumalo, Sheila. "Pedagogical issues arising from the introduction of educational technology at two South African universities of technology : a comparative study." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2644.

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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2017.<br>Educational technology can improve teaching and learning in universities of technology in developing countries. Due to various factors, there is no readymade “one-size-fits-all” solution for facilitating the successful implementation of educational technology. Tedre, Apiola and Cronjé (2011) identified 100 educational, socioeconomic and technical attributes that can influence the successful integration of educational technology in developing regions. While exploring the issues arising from technology int

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Kaowiwattanakul, Sukanya. "Development of critical thinking in the L2 literature classroom in Thai higher education : conceptions and pedagogical practices." Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494691.

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An ethnographic case study was conducted to explore teachers' conceptions and expectations of critical thinking, to identify how teachers' pedagogical practices promote students' critical thinking skills and to what extent they are successful, and lastly to examine Thai students' capacity to think critically in L2 literature course and their awareness of their own capacity. Three kinds of research methods were employed: interview, observation, and document analysis. The findings from the lecturers' interview reveal that all of the interviewees positively respond to the importance of critical t

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Josteus, Petter. "Varför väljer elever det estetiska programmets musikinriktning? : En studie över musikestetelevers tankar kring sitt gymnasieval." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28674.

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Hosek, Vicki Ann. "Locating the Critical Component in Technological Pedagogical and Content Knowledge (TPACK)| An Examination of How Graduate Students Recruit TPACK and Critical Digital Literacy into Classroom Practices." Thesis, Illinois State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978267.

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<p> The objectives of this study were to gain an understanding of how practicing teachers believe they are prepared to meaningfully and critically integrate technology into their classroom practices; and to understand how practicing teachers recruited those beliefs into their teaching practices. This included gaining an understanding of what they believed led to their engagement in the critical dimensions of technology use in their teaching practices. This mixed-methods study contained two phases. In Phase 1, 58 graduate students in a College of Education completed a newly developed Critical T

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Osuji, Marynnachebem Veronica. "Fostering Multiculturalism in Higher Education : A case study of university teacher’s perception and pedagogical strategies for fostering multicultural education in Sweden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-147297.

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Education should empower all students to attain their maximum potentials as learners. Equally, it makes them socially acquainted and dynamic people in local, national, and international situations. Multicultural education (MCE) emphasizes the essential need to set up institutions to promote the transformation of society in general and the elimination of misconceptions, prejudice, oppression, and injustice. This study analyses university teachers’ perceptions of and pedagogical strategies for fostering multicultural education in Swedish higher education as well as how individual teachers’ backg

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Kuykendall, Sue A. Morgan William Woodrow Strickland Ron L. "The subject of feminist literary practices radical pedagogical alternatives (teaching subjects/reading novels) /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411040.

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Thesis (D.A.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 23, 2006. Dissertation Committee: William Morgan, Ronald Strickland (co-chairs), Victoria Harris, Thomas Foster, Anne Rosenthal. Includes bibliographical references (leaves 228-242) and abstract. Also available in print.

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Baird, Deborah Kezerian. "A Study of the Pedagogical and Structural Elements Being Incorporated into the Design of Hybrid Courses for Higher Education." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4710.

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This descriptive study sought to understand the instructional potential of a new course design for teaching adults in higher education. Increasingly referred to as a hybrid course format, it entails dividing a course into both online and face-to-face sessions that are separately calendared. A primary focus of the study was to identify teaching principles that are recommended by established adult education models and to describe how they have been incorporated by hybrid course designers. Also studied was how combining the online and face-to-face instructional modes provides structural opportuni

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Yamashita, Miki. "Japanese International Graduate Students in U.S. Higher Education Classrooms: An Investigation of their Pedagogical and Epistemological Challenges and Supports." PDXScholar, 2009. http://pdxscholar.library.pdx.edu/open_access_etds/3338.

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International students have long been an important part of the U.S. higher education community, but generally they have received inadequate attention in the classroom. Also, American teaching and learning strategies have not taken full advantage of international diversity. The purpose of this narrative study was to qualitatively understand the experiences of Japanese graduate students in U.S. higher education classrooms. The study highlights the challenges that Japanese graduate students faced due to cultural differences, pedagogical differences, and language problems and provides a number of

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Ramey, James M., and Bethany Flora. "Computer-based Pedagogical Tools, Conceptual Reasoning Ability, and Statistical Understanding: A Literature Review." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3025.

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Hamond, Luciana Fernandes. "The pedagogical use of technology-mediated feedback in a higher education piano studio : an exploratory action case study." Thesis, University College London (University of London), 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715422.

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Nordstrom, Karen Lynn. "Pedagogical Praxis Models in Sustainability Education: A Focus on Food Systems and Environment." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/390.

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As societies embrace notions of sustainability, there is an increasing interest in how to best educate students about these concepts. The field of sustainability education (SE) is an approach that has been developed to address this concern. SE frameworks seek to integrate into curricular contents and formats within campus learning environments, in order to systematically improve upon approaches and services developed to support student learning and development. My research offers insight into the relationships between the philosophical principles and praxes of sustainability education, with th

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carloni, giovanna. "Fostering Transformative Digital Pedagogical Practices through Open Education in ETPs: a Framework for Digitally-Enhanced Content-Specific Embedded Literacy in Virtual Mobility." Doctoral thesis, Urbino, 2019. http://hdl.handle.net/11576/2672648.

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Van, Cleave Thomas Jacob. "Short-Term International Service-Learning: Faculty Perceptions of and Pedagogical Strategies for the Design and Implementation of Successful Learning Experiences." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1055.

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Faculty-led short-term international service-learning (STISL) experiences are thought to have great potential in developing students' global citizenship through combining study abroad and community service pedagogies. However, thorough investigation of the pedagogical strategies employed in STISL courses to achieve such outcomes has yet to be conducted. This qualitative narrative inquiry of STISL faculty at 7 different institutions across multiple academic disciplines and country service sites sought to fill that void. Data reveal a new conceptualization of STISL teaching, learning, and servic

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Mendonça, Marta. "Developing teaching and learning in Mozambican higher education : a study of the pedagogical development process at Eduardo Mondlane University." Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-93954.

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This thesis analyses the implementation of a student-centred learning approach at the Eduardo Mondlane University (UEM), in the context of the current curricular reform. The main objective of the thesis is to gain understanding of the implementation of a student-centred learning approach and how the innovation is related to the acquisition of teachers’ pedagogical competence at the above mentioned university. A sociocultural approach and more specifically Cultural Historical Activity Theory is used as a theoretical framework given that it provides a view of learning as a context based social a

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Mudehwe, Florence Rutendo. "Dialogic pedagogical innovation for liberating learning practices: a case of one programme in a higher education institution in South Africa." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019737.

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The past two to three decades have seen unprecedented expansion in enrolments in Universities across the world. Increased participation rates in Higher Education, however, has not been matched by a corresponding increase in success rates as reflected in students' poor retention rates and unsatisfactory outcomes. One strand of explanation claims that students, for a variety of reasons, come to university `unprepared' and suffer an articulation gap in the transition between high school and university; the other explanation seeks to move away from the deficit perspective and puts emphasis on the

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Njai, Samuel. "Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study ofStudents and their Learning Experiences in a Collaborative Learning Space." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585.

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Njai, Samuel. "Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study ofStudents and their Learning Experiences in a Collaborative Learning Space." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585.

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Lin, Shaojuan. "Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/283.

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Previous research indicates that former schooling is an important factor to shape teachers' beliefs about teaching; teachers change the way they teach when their beliefs about foreign language teaching change. However, little research has discovered direct evidence concerning the processes that effect change in teacher beliefs. This study investigated the relationship between teachers' pedagogical paradigms and practices in Chinese language classrooms. Specifically, a qualitative analysis of educated teachers born in China examined how early pedagogical frames were formed, and then transformed

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Nunes, Zigmar Borges. "Ensino superior: percepção do docente de enfermagem quanto à formação pedagógica." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-30112011-092334/.

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Esta pesquisa teve como objetivo identificar a percepção dos docentes de Ensino Superior em Enfermagem de uma universidade privada do interior do estado de São Paulo quanto à formação pedagógica. Trata-se de um estudo descritivo, de natureza qualitativa. A participação foi espontânea, após conhecimento da proposta do estudo e consentimento por meio de assinatura do Termo de Consentimento Livre e Esclarecido. A coleta de dados foi realizada nos meses de fevereiro e março de 2011, a população foi constituída por 17 docentes, dos quais 9 eram enfermeiros e 7 eram professores oriundos de outras ca

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Alvandi, Nazanin. "Literary Theory in Upper Secondary School : Should It Be Used Before Higher Education?" Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44612.

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This essay examines the use of literary theory when teaching literature before higher education. The objective isto see how and if the integration of literary theory facilitates students’ engagement with and understanding of literature. The study is conducted with the qualitative method of interviews. Four teachers, certified for upper secondary school, were deemed appropriate to interview about their current use of literary theory, as well as their attitudes towards an increased use of literary theory. Besides the data collected through interviews, this study finds its theoretical foundation

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Lewis, Scott Edwin. "An evaluation of a pedagogical reform designed for college chemistry teaching with large classes." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001472.

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Giordano, Christopher M. "Constructing Pedagogical Approaches Among Part-Time Community College Faculty Members: A Grounded Theory Research Study." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404515478.

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DAMM, DAIANI. "PEDAGOGICAL PRACTICES AND DIGITAL TECHNOLOGIES IN HIGHER EDUCATION: INITIAL TEACHER TRAINING AND INNOVATION AT FEDERAL UNIVERSITY OF MATO GROSSO DO SUL (UFMS)." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35475@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>UNIVERSIDADE FEDERAL DE MATO GROSSO DO SUL<br>O presente estudo teve como foco as práticas pedagógicas com uso de tecnologias digitais nos cursos de licenciatura da Universidade Federal de Mato Grosso do Sul. O objetivo geral da pesquisa foi identificar e analisar as características das práticas pedagógicas com o uso de tecnologias digitais, sob o ponto de vista dos projetos institucionais e das percepções dos professores e alunos desses cursos, com vistas a identificar o nível de capital tecnológico dos professores e a relação desse capita

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Biletskyi, V. S., A. Onkovych, and O. Yanyshyn. "Media education technologies in developing students' professional competence." Thesis, University of Oulu, Finland, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/43933.

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