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Journal articles on the topic 'Leisure Pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Chernikov, Ivan A. "Pedagogy of leisure as a direction in modern socio-cultural education and upbringing." Tambov University Review. Series: Humanities, no. 188 (2020): 132–38. http://dx.doi.org/10.20310/1810-0201-2020-25-188-132-138.

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We make attempt to understand the scientific status of leisure pedagogy and its relationship with other scientific and pedagogical directions, primarily with the theory, methods and organization of socio-cultural activities. It is shown that the source for identifying the specifics of leisure pedagogy are leisure studies conducted by domestic and foreign scientists from the positions of sociology and cultural studies of leisure. Based on the analysis of recent scientific publications (N.I. Bocharova, A.F. Volovik, V.P. Krestyanov, G.A. Oparin, O.G. Tikhonova, N.V. Sharkovskaya et al.) we give

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Denysenko, A., O. Mkrtichian, S. Biletska, and A. Kovtun. "Leisure pedagogy – the key to develop professional competences." New Collegium 2, no. 100 (2020): 66–71. http://dx.doi.org/10.30837/nc.2020.2.66.

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The article deals with issues related to the definition of professional and leisure competencies, the need to create a leisure environment in a higher education institution as an important factor in the formation of professional competencies of future educators. The content and methods, essence and technologies, functions and role of leisure activities for self-realization of personality research of scientists (I. Biletska, I. Boichev, V. Bochelyuk, N. Huziy, N. Maksimvska, B. Naboka, I. Petrova, I. Sidor, O. Tadeusz, B. Titov) are described in the article. The purpose of the study

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Ringskou, Lea, and David Thore Gravesen. "Med viden skal skole- og fritidspædagogik bygges." Forskning i Pædagogers Profession og Uddannelse 4, no. 1 (2020): 13. http://dx.doi.org/10.7146/fppu.v4i1.119212.

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ResuméMed reformen af pædagoguddannelsen i 2014 blev der oprettet en skole- og fritidsspecialisering, som dækker pædagogens arbejde med aldersgruppen 6-18 år inden for skole, SFO, klub og ungdomsklub. Eftersom specialiseringen, der ifølge bekendtgørelse og studieordninger (bl.a.) skal baseres på videnskab og forskning, kun har eksisteret i fem år, mangler der i skrivende stund en kortlægning af dens forskningsbaserede vidensgrundlag. Formålet med artiklen er at præsentere resultaterne af det review vi har foretaget af den forskningsbaserede litteratur, der findes om pædagogers arbejde på felte

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Khoruzhyi, Grygorii. "Pedagogy of free time: social and philosophical analysis." Osvitolohiya, no. 6 (2017): 31–37. http://dx.doi.org/10.28925/2226-3012.2017.6.3137.

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The author examines the concept of free time and such features as recreation, development of personality, fulfilling of needs, communication, transfer of experience. The attention is focused to the development of children and youth. In this connection the appearance and becoming of pedagogy of free time are investigated, in particular in Germany and Austria, and training for this area. It is an interesting reflection about sociocultural animation in France, Switzerland and some countries of Latin America. In the article the experience in implementation of «diversity concept» in the USA and Ger

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Daly, Beth, and L. L. Morton. "The End of Leisure: Are Preferred Leisure Activities Contraindicated for Education-Related Stress/Anxiety Reduction?" Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/471838.

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Teacher stress is an increasing problem not only for practicing teachers but for student teachers as well. It leads to professional teachers leaving the profession, and future teachers enduring much stress and anxiety throughout teacher education programs. To further explore effects of stress, teacher candidates were surveyed with respect to (1) the role of their leisure preferences and (2) their stress levels related to Pedagogy, Evaluation, Class Management, and Interpersonal Relations. In Study One (n=216), a profile of leisure preferences was comprised, and findings from the relationship b

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Lundgren, Berit Willén, and Peter Karlsudd. "SPECIAL NEEDS EDUCATION PERSPECTIVES IN THE PRACTICE OF LEISURE-TIME CENTRES." Problems of Education in the 21st Century 62, no. 1 (2014): 51–61. http://dx.doi.org/10.33225/pec/14.62.51.

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This study carried out at Linnaeus University in the spring of 2012 where students in a special needs education module problematised the teacher’s mission with the focus on being able to face differences among children in a pedagogical activity. The aim of the study was to make visible how the teaching and learning of values and attitudes can be promoted in educational practice, as well as to examine student views on including values for leisure-time centre work as stated in the target documents. In the study the students were required to observe activities primarily from the perspective of sp

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Dahl, Marianne, and Peter Karlsudd. "LEISURE-TIME TEACHERS IN A CHANGED PROFESSION." Problems of Education in the 21st Century 68, no. 1 (2015): 22–35. http://dx.doi.org/10.33225/pec/15.68.22.

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This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought. In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time

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Galles, Gary M., Philip E. Graves, and Robert L. Sexton. "Leisure and the Production Possibility Frontier: A Two-Step Pedagogy." American Economist 64, no. 1 (2018): 123–30. http://dx.doi.org/10.1177/0569434518810425.

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The production possibility frontier (PPF) is a workhorse of economics principles texts, providing useful insights. However, its assumption of a given amount of labor can confuse students, who know that their willingness to supply labor is a variable, not given. That is, some will realize that there are actually many potential guns-butter trade-offs, one for each level of leisure chosen. That unexamined issue can undermine student buy-in to the concepts, and with it, the usefulness of the PPF and economic tools related to it and its “fixed amount of resources” assumption, such as the supply cur

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9

Elkington, Sam. "Ways of seeing degrees of leisure: from practice to pedagogy." Leisure Studies 32, no. 4 (2013): 447–61. http://dx.doi.org/10.1080/02614367.2012.684151.

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Hjalmarsson, Maria. "The Presence of Pedagogy and Care in Leisure-time Centres’ Local Documents: Leisure-time Teachers’ Documented Reflections." Australasian Journal of Early Childhood 43, no. 4 (2018): 57–63. http://dx.doi.org/10.23965/ajec.43.4.07.

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MANY COUNTRIES OFFER younger school children school-age child care. However, the governance, organisation and practical activities and its relation to education and care differs within and between countries. In Scandinavia, the concept of Educare acknowledges the need for emotional, social and intellectual aspects of the holistic view of learning. The Swedish leisure-time centres (LTC) designed for younger school children have, by tradition, an identity that strongly relates to aspects of care. This study aims to gain knowledge of leisure-time teachers’ (LTT) reflections on how pedagogy and ca

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Romaniuk, Inna. "Training Social Educators to Organize Cultural and Leisure Activities: British and Ukrainian Experience." Comparative Professional Pedagogy 8, no. 4 (2018): 47–53. http://dx.doi.org/10.2478/rpp-2018-0053.

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Abstract The article analyzes the process of training social educators how to organize cultural and leisure activities. It was specified that analysis and thorough study of British experience was a fundamental source required to define relevant strategies and areas to solve the problem of training social educators to organize cultural and leisure activities. The article reveals the peculiarities of social educators’ scientific training, examines the ways of supporting and developing these specialists in the UK and Ukraine. It was noted that conceptual foundations of these specialists’ training

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Sigvardsson, Anna. "Poesiintresserade unga i Sverige." Educare - vetenskapliga skrifter, no. 2 (April 1, 2017): 145–68. http://dx.doi.org/10.24834/educare.2017.2.7.

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Poetry reading is since 2011 part of the core content in the subject of Swedish at both primary and secondary level. However, to date there is little research on poetry pedagogy that may provide guidance to teachers and poetry reading pedagogy for secondary students is an especially understudied area. Early research has developed knowledge on poetry reception in class but little is known about how secondary students read and use poetry in their spare time. Knowledge of the leisure uses of poetry could have implications for pedagogy. The aim of this study is to map and develop knowledge of how

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Edginton, Christopher R., and Ming-kai Chin. "World Leisure leaders support the Global Forum on Physical Education Pedagogy 2010." World Leisure Journal 53, no. 2 (2011): 155–57. http://dx.doi.org/10.1080/04419057.2011.580557.

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Silva Piovani, Verónica Gabriela, and Franklin Castillo Retamal. "Tempo livre, ócio, lazer e recreação nos projetos pedagógicos de quatro cursos de educação física do Brasil, Chile e Uruguai." Caderno de Educação Física e Esporte 17, no. 1 (2019): 189–97. http://dx.doi.org/10.36453/2318-5104.2019.v17.n1.p189.

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Objetivo: analisar e comparar a presença da área de lazer e recreação nos Projetos pedagógicos (PP) e nas ementas das disciplinas de cursos de EF do Brasil, Chile e Uruguai. Métodos: Análise documental dos PP de quatro cursos de Educação Física de uma universidade do Brasil (estado do Paraná), uma do Chile (região de Maule) e uma do Uruguai (departamento de Rivera). Os PP dos cursos foram obtidos através dos websites das universidades. Resultados: Nos PP dos cursos de Licenciatura em EF (Brasil), Pedagogia em EF (Chile) e Licenciatura em EF - Opção práticas educativas (Uruguai), evidenciou-se

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

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

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Santos, Sueyla Ferreira da Silva dos, Ismael Forte Freitas Júnior, Ana Maria Alvarenga, Silvio Aparecido Fonseca, Jair Sindra Virtuoso Junior, and Thiago Ferreira de Sousa. "Prevalência e fatores associados à prática de atividades físicas no lazer: inquérito repetido em estudantes universitários." Brazilian Journal of Kinanthropometry and Human Performance 18, no. 5 (2016): 577. http://dx.doi.org/10.5007/1980-0037.2016v18n5p577.

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DOI: http://dx.doi.org/10.5007/1980-0037.2016v18n5p577 The practice of leisure physical activity represents a behavior that must be monitored in different population groups. The objectives of this study were i) to compare the prevalence of leisure-time physical activity in university students along the survey years in three separate years; ii) to analyze the factors associated with practice of leisure time physical activity in each survey. Three surveys in a college institution in northeastern Brazil in 2010, 2012 and 2014 were carried out. The dependent variable was practice of leisure-time p

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Pálsdóttir, Kolbrún. "Integrated learning in schools: an Icelandic case study." Journal of Professional Capital and Community 2, no. 4 (2017): 215–28. http://dx.doi.org/10.1108/jpcc-04-2017-0008.

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Purpose The purpose of this paper is to explore the integration of school and leisure activities and to inform professional practice by exploring the opportunities and challenges that arise when school-day teachers and leisure-care personnel set out to build a collaborative network. Design/methodology/approach This paper presents a multiple case study of five Reykjavik elementary schools that participated in a project called “The Day of the Child.” Data were gathered using semi-structured interviews and focus groups with school leaders, leisure-time center coordinators, teachers, and leisure-c

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Boström, Lena, and Gunnar Berg. "Läroplansimplementering och korstryck i fritidshemmets arbete." Educare - vetenskapliga skrifter, no. 2 (November 27, 2018): 107–31. http://dx.doi.org/10.24834/educare.2018.2.6.

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In Swedish leisure-time-centers, there is a daily activity for about half a million children. It is characterized by a complexity including, for example, changes in steering documents, lack of an accentuated pedagogy and a changing profession. Against this background, this study focuses on leisure-time-teachers' perceptions of curriculum implementation and possible impact in the leisure-time-center education practice. The empirical data consists of individual interviews, focus groups and field studies. In the study, theories of curriculum didactics and organizational theory are combined. As an

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Karlsudd, Peter. "Looking for Special Education in the Swedish After-School Leisure Program Construction and Testing of an Analysis Model." Education Sciences 10, no. 12 (2020): 359. http://dx.doi.org/10.3390/educsci10120359.

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How the Swedish after-school leisure program pedagogy relates to special education is rarely the subject of research. The problematization of the special education concept in the after-school leisure centers will be the starting point of this analysis model. This has been constructed with the aim of investigating how actors in the Swedish after-school leisure activities define how special education is being actualized in after school programs. The premises for the study regard the after-school leisure program mission; namely, to complement, compensate, and teach. In order to validate the analy

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Awah, Isang U. "Strategies to Motivate Children to Engage in Leisure Reading: Qualitative Insights from Nigerian Children." Journal of Language Teaching and Research 12, no. 1 (2021): 1. http://dx.doi.org/10.17507/jltr.1201.01.

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Some research done in the Western world indicates that children’s reading engagement is affected by certain factors and that children can be impacted in such a way that they will choose to engage in leisure reading. This paper, which arises from a study that explored the reading habits of a group of 9-12-year-olds in a book club in Nigeria, examines the factors that affected the reading engagement of the participants and suggests evidence-based strategies that could motivate children to engage in leisure reading. Through an interpretivist theoretical perspective, the study gathered data using

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Šiaučiulienė, Rūta. "Vaikų vasaros laisvalaikio socialinės, edukacinės, kultūrinės prasmės (teorinis aspektas)." Laisvalaikio tyrimai 1, no. 1 (2013): 1–7. http://dx.doi.org/10.33607/elt.v1i1.184.

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Research background. Children’s summer leisure as non-formal cultural education (learning) environment in Europe and the United States is equally important as learning in a formal, institutionalized (school) environment. In these countries there is interest in children’s weekend, festive, school (including summer) vacation, leisure time. Lithuania is the opposite – a formal interest in school, leisure, entertainment and children’s informal cultural environment (after all, one of these environments is summer leisure environment) has not been almost studied. Children’s summer vacation became imp

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Shyber, Oksana. "RECREATIONAL AND LEISURE PRACTICES AS A SUBJECT OF PEDAGOGICAL CULTUROLOGY." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 205–11. http://dx.doi.org/10.31499/2307-4906.2.2021.236694.

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The article reveals the essence of recreational and leisure practices as a subject of pedagogical culturology. It was found that recreational and leisure practices are means of forming a creative personality of the digital age, which determines the need for lifelong learning, development of soft skills, and models of 4K competence. Emphasis is placed on the fact that today recreational and leisure practices become factors of the pedagogical process, as they are integral components of innovation processes in various spheres of modern society and, in particular, in education, because they reliev

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Xiao, Ya, and Jie Hu. "The Moderation Examination of ICT Use on the Association Between Chinese Mainland Students’ Socioeconomic Status and Reading Achievement." International Journal of Emerging Technologies in Learning (iJET) 14, no. 15 (2019): 107. http://dx.doi.org/10.3991/ijet.v14i15.10494.

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This study explores the moderation effect of the information and communication technology (ICT) on the association between students’ socioeconomic status and their reading achievement. In total, 9,596 samples of 15 years old from 268 schools in mainland China are drawn from the latest wave of the public database -- Program for International Student Assessment (PISA) 2015. This study applies the moderation model in multiple regression analysis to respectively analyze the moderation effect of 2 composite variables of students’ ICT use, i.e., ICT use for schoolwork and ICT use for leisure. Two si

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Hemphill, Dennis. "Putting it into Words: Experience-Based Writing and Pedagogy." Journal of Hospitality Leisure Sport and Tourism 3, no. 2 (2004): 15–24. http://dx.doi.org/10.3794/johlste.32.72.

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Cook, Daniel Thomas. "Exchange Value as Pedagogy in Children's Leisure: Moral Panics in Children's Culture at Century's End." Leisure Sciences 23, no. 2 (2001): 81–98. http://dx.doi.org/10.1080/014904001300181684.

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Breunig, Mary C. "Sustaining schoolyard pedagogy through community academic partnerships." Leisure/Loisir 41, no. 3 (2017): 467–90. http://dx.doi.org/10.1080/14927713.2017.1366279.

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Henry, Jacob. "Directions for volunteer tourism and radical pedagogy." Tourism Geographies 21, no. 4 (2019): 561–64. http://dx.doi.org/10.1080/14616688.2019.1567577.

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Sigala, Marianna. "The Evolution of Internet Pedagogy: Benefits for Tourism and Hospitality Education." Journal of Hospitality Leisure Sport and Tourism 1, no. 1 (2002): 27–42. http://dx.doi.org/10.3794/johlste.12.4.

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Gravesen, David Thore, and Lea Ringskou. "On the move from pedagogy to timeagogy? Or how time constitutes the work of pedagogues in the Danish Primary School and Leisure-time Center." International Journal for Research on Extended Education 5, no. 2-2017 (2018): 164–77. http://dx.doi.org/10.3224/ijree.v5i2.04.

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This article analyzes the work of pedagogues in the Danish Primary School and Leisuretime Center. With a reform in 2014, schooldays are prolonged and hours for leisure-time pedagogy in the afternoons have become fewer. Time pressure and a focus on effectiveness have become crucial, and core pedagogical ideas are seemingly changing. On the basis of qualitative data material and sociological theories our analysis suggests a new concept: timeagogy. Timeagogy is a rising phenomenon deriving from the tense relationship between societal acceleration and renewed pedagogical demands on the one hand, a

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Kalinina, Elvira S. "„Free reading”: the content of the concept and its interpretation in the scientific literature." Science and School, no. 4, 2020 (2020): 109–16. http://dx.doi.org/10.31862/1819-463x-2020-4-109-116.

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The article considers the interpretation of the definition of „free reading” in humanitarian research (sociology of reading, psychology of reading, pedagogy, methodology of teaching literature, library science, cultural studies). The aim of the article is to differentiate the concept of „free reading” from other concepts. In order to achieve the result different interpretations of its content are analyzed and the type variety of reading is considered. The interrelation of the concepts of „free reading”, „leisure reading”, „independent reading”, „extra-curricular reading”, „reading for oneself”

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Isidori, Emanuele, and Jerzy Kosiewicz. "A Pioneer of Italian Sports Pedagogy and Philosophy." Physical Culture and Sport. Studies and Research 74, no. 1 (2017): 61–73. http://dx.doi.org/10.1515/pcssr-2017-0012.

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AbstractThe biography we present here in this issue of our journal refers to the story of Italian scholar, educationist, and philosopher, Emanuele Isidori, Vice-Rector for International Relations and Cooperation and head of the Laboratory of General and Sport Pedagogy of the Foro Italico University of Rome in Italy. The biography of Emanuele tells us the story of a pioneer both in sports pedagogy and sports philosophy in his home country of Italy, where the idealist tradition and some prejudices regarding sport and its science seem to have hindered the development process of the two subjects f

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Klepar, Maria, and Inna Chervinska. "Some Aspects of the Students’ Musical Leisure as the Way of Outlook Position Forming in the Conditions of the Eastern Carpathians." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (2014): 105–8. http://dx.doi.org/10.15330/jpnu.1.2-3.105-108.

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The main problem resolution for the upbringing of the youth in complicated modernsocial-economic conditions of the Eastern Carpathians needs the universal scientificcomprehension of history theory and practice of national pedagogy, the recognition of the mainsubject roles in educational extension, the institutions for young personality socialization withinthe leasure occupies the main place. The meaningful leasure organization and using it inhumanistic education has the main practical meaning.

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Simpson, Tim. "Materialist pedagogy: The function of themed environments in post-socialist consumption in Macao." Tourist Studies 9, no. 1 (2009): 60–80. http://dx.doi.org/10.1177/1468797609360586.

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Pickworth, James, Margaret Shaw, and Joachim Berth. "The Introductory Course in Hospitality Management: A Kolb Approach to Course Pedagogy." Journal of Hospitality & Tourism Education 9, no. 3 (1997): 36–38. http://dx.doi.org/10.1080/10963758.1997.10685326.

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Haglund, Björn. "Report on the Leisure-time Pedagogy Network at the NERA Congress March 23–25 2017 in Copenhagen, Denmark." International Journal for Research on Extended Education 5, no. 1 (2017): 101–3. http://dx.doi.org/10.3224/ijree.v5i1.06.

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Polistina, Kim. "Outdoor Leisure and the Sustainability Agenda: Critical Pedagogy on Neo-liberalism and the Employment Obsession in Higher Education." Tourism Recreation Research 32, no. 2 (2007): 57–66. http://dx.doi.org/10.1080/02508281.2007.11081277.

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Aitchison, Cara. "PATRIARCHAL PARADIGMS AND THE POLITICS OF PEDAGOGY: A FRAMEWORK FOR A FEMINIST ANALYSIS OF LEISURE AND TOURISM STUDIES." World Leisure & Recreation 38, no. 4 (1996): 38–40. http://dx.doi.org/10.1080/10261133.1996.9674043.

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Smith, Kristin, Donna Jeffery, and Kim Collins. "Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University." Somatechnics 10, no. 1 (2020): 73–94. http://dx.doi.org/10.3366/soma.2020.0301.

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Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed

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Lysakova, Iryna. "DIALOGIC DISCOURSE IN MUSEUM PEDAGOGY OF UKRAINE AND SPAIN." Aesthetics and Ethics of Pedagogical Action, no. 16 (September 9, 2017): 94–105. http://dx.doi.org/10.33989/2226-4051.2017.16.175985.

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Fragmentation of scientific research and insufficient understanding of the background on which the modern museum pedagogy should be based slows down its development. In practice, a museum does not always become an intermediary between an exhibit and a visitor that can provide their cognitive and emotional contact. Forms of such contact are varied. The article presents several results of the analysis of work of Ukrainian and Spanish museum organizations from the point of view of innovative experience of socio-cultural activity. The article also studies the dialogic discourse as the basis of the

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Jamal, Tazim, and E. Melanie Watt. "Climate change pedagogy and performative action: toward community-based destination governance." Journal of Sustainable Tourism 19, no. 4-5 (2011): 571–88. http://dx.doi.org/10.1080/09669582.2011.575227.

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Prince, Solène. "From Sustainability to the Anthropocene: Reflections on a Pedagogy of Tourism Research for Planetary Attachment." Journal of Teaching in Travel & Tourism 20, no. 3 (2020): 173–89. http://dx.doi.org/10.1080/15313220.2020.1797608.

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Smith, Ruth Annette. "Pandemic and Post-Pandemic Digital Pedagogy in Hospitality Education for Generations Z, Alpha, and Beyond." Journal of Hospitality & Tourism Research 45, no. 5 (2021): 915–19. http://dx.doi.org/10.1177/10963480211000818.

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Hayes, Stu, and Hazel Tucker. "Using synchronous hybrid pedagogy to nurture a community of inquiry: Insights from a tourism Master's programme." Journal of Hospitality, Leisure, Sport & Tourism Education 29 (November 2021): 100339. http://dx.doi.org/10.1016/j.jhlste.2021.100339.

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Khaikin, V. L., and D. V. Grigoriev. "Child-adult Creating Community as an Institution of Education." Psychological-Educational Studies 6, no. 2 (2014): 75–80. http://dx.doi.org/10.17759/psyedu.2014060206.

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The article analyzes the possibilities of education to overcome infantilism and consumer orientation of the younger generation. Even humanistic “pedagogy of relations” is being eroded in the consumer society. Nowadays, to talk about school and to build the school in which children feel only cozy, comfortable and convenient means to prepare new victims of consumerism. The authors state the need of moving from the usual methods and forms of education (formally ritualized, verbal, leisure and entertainment ones) to the creative, activity methods and forms, which cultivate the relationships of res

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Bladen, Charles, and James Kennell. "Educating the 21st Century Event Management Graduate: Pedagogy, Practice, Professionalism, and Professionalization." Event Management 18, no. 1 (2014): 5–14. http://dx.doi.org/10.3727/152599514x13883555341724.

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Dobrota, Snježana, Antonija Vrančić, and Ivana Križanac. "Attitudes of primary school teachers in Croatia toward Music as a school subject / Stališča osnovnošolskih učiteljev na Hrvaškem do glasbe kot šolskega predmeta." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 17, no. 34 (2021): 13–27. http://dx.doi.org/10.26493/2712-3987.17(34)13-27.

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The paper explores the influence of years of work experience, professional qualifications, additional music education, engaging in music activities in leisure time, and going to the theatre/classical music concerts on the attitudes of primary school teachers toward the school subject Music. The research was conducted on a sample of primary education teachers from all Croatian counties (N = 233), using a questionnaire composed of two parts: The General Data Questionnaire and Attitudes Toward Music as a School Subject. The results confirm that primary school teachers with fewer years of work exp

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Martin, Drew, and Arch G. Woodside. "Moving beyond pedagogy to andragogy: experimental learning exercises for tourism/hospitality executive training." International Journal of Culture, Tourism and Hospitality Research 3, no. 4 (2009): 283–86. http://dx.doi.org/10.1108/17506180910994497.

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Gómez-García, Melchor, Moussa Boumadan, Roberto Soto-Varela, and Ángeles Gutiérrez-García. "What are the factors that influence the use of social networks as a means to serve pedagogy?" Texto Livre: Linguagem e Tecnologia 14, no. 1 (2020): e25420. http://dx.doi.org/10.35699/1983-3652.2021.25420.

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Social networks are a key element in young people's and teenagers' leisure time. But their influence goes beyond the field of entertainment further reaching educational and training environments. These tools can support and improve student learning, but it is clear that they can also be an inconvenience or a potential danger for the youth. The purpose of this research is to describe the profiles of teachers who use social networks as resources for their teaching, both inside and outside the classroom. It also seeks to know the characteristics that influence their incorporation as learning elem

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Janicka-Panek, Teresa. "Selected International Definitions about Young Students’ Leisure Time: Theoretical and Practical Background in Poland." Comparative Professional Pedagogy 7, no. 1 (2017): 43–50. http://dx.doi.org/10.1515/rpp-2017-0006.

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AbstractTerms such as recreation, leisure, functions of spare time, physical hygiene, mental hygiene or forms of spare time are among the issues discussed in the branch of educational science. The majority of educationalists are convinced that the issue of active leisure should form part of the core curriculum and should be an objective of education in kindergarten, in early schooling and in subsequent tiers of education. Some teaching aids (textbooks, workbooks and worksheets) for young children do reflect this process. It is worthwhile making this issue the subject of educational research in

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Mudrik, Аnatolii Viktorovich. "Victimogenic Stress Factors of Socialization in a Variety of Settlement." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 15–27. http://dx.doi.org/10.15293/1813-4718.2006.02.

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The issue of stress factors and their detailed comparative description in a variety of settlement is first explored in this publication. The relevance of the stated problem is determined by the lack of research in the socio-humanitarian branches of knowledge, in social pedagogy and its important component, socio-pedagogical victimology, which studies the problems of victims of adverse socialization environment. The article describes stress factors in terms of socio-pedagogical perspective. Identified factors are grouped into several clusters: – climatic – a large amount of periods of extreme w

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