Relevant bibliographies by topics / Pedagody

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  2. Dissertations / Theses
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Academic literature on the topic 'Pedagody'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Pedagody"

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Maluleke, Hlanganani Maggie, and Abraham Tlhalefang Motlhabane. "Teachers Beliefs and Practices Influencing Curriculum Policy Implementation: Pedagody and Curriculum." International Journal of Pedagogy and Curriculum 22, no. 3 (2015): 13–25. http://dx.doi.org/10.18848/2327-7963/cgp/v22i03/48885.

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Suchánková, Eliška, and Renáta Matušů. "Spiritualita pedagogů tradičních a alternativních škol." Sociální pedagogika / Social Education 8, no. 2 (November 15, 2020): 29–43. http://dx.doi.org/10.7441/soced.2020.08.02.02.

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Studie se zaměřuje na spiritualitu pedagoga jako významnou dimenzi osobnosti člověka, který vstupuje do edukačního procesu a ovlivňuje jej. Představuje výsledky výzkumu, jehož cílem bylo prostřednictvím dotazníkového šetření zjistit míru spirituality u pedagogů základních škol (N = 192), rozdíly v míře spirituality mezi pedagogy tradičních a alternativních škol a souvislost spirituality s empatií. Ukazuje se, že míra spirituality pedagogů alternativních škol je významně vyšší v dimenzích ekospiritualita, etický entuziasmus, sounáležitost, mystika, svědomitá starostlivost a latentní monoteismus než míra spirituality pedagogů tradičních škol. Bylo zjištěno, že celková míra spirituality pozitivně koreluje s mírou empatie a že je spiritualita pedagogů významným prediktorem jejich empatie.
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Malinauskas, Romualdas. "Pedagogų parengtis atlikti socialinius vaidmenis." Acta Paedagogica Vilnensia 5 (January 17, 2016): 75–82. http://dx.doi.org/10.15388/actpaed.1998.05.9434.

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Lietuvos švietimo reformos sąlygomis mokyklos laukia profesionalių, pasirengusių bendrauti ir bendradarbiauti mokytojų. Kuriant Lietuvoje mokymo sistemą, būtina ugdyti mokytojo poreikį nuolat mokytis ir įkvėpti kitus. Šiame straipsnyje analizuojama, kokius socialinius (profesinius) vaidmenis tobulai atlikti yra svarbiausia. Parengti pedagogą šių laikų visuomenei yra naujas ir sudėtingas uždavinys. Taip pat labai svarbūs ne egoistiniai, o altruistiniai jo socialinio aktyvumo motyvai. Tyrimo objektas – pedagogų parengtis atlikti socialinius vaidmenis. Darbo tikslas -atskleisti pedagogq parengties atlikti socialinius vaidmenis ypatumus.
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Tovkanets, Ganna. "Moral values in pedagogical activity." Lubelski Rocznik Pedagogiczny 37, no. 3 (April 19, 2019): 237. http://dx.doi.org/10.17951/lrp.2018.37.3.237-244.

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<p>W artykule jest rozpatrywany problem moralności w działalności pedagogicznej. Ustalono, że walory moralne zajmują centralne miejsce w systemie poradnictwa pedagogicznego. Zawierają one wewnętrzny impuls motywacji duchowej pedagoga i występują w relacjach z otaczającymi ludźmi. Głównym narzędziem świadomości moralnej pedagoga jest jego sumienie, które kształtuje się w trakcie samopoznania i jest poczuciem odpowiedzialności przed ludźmi i światem; to poczucie sprawiedliwości, ponieważ pedagodzy powinni obiektywnie traktować uczniów. Walory pedagogiczne są bodźcem do prowadzenia społecznej i zawodowej działalności pedagoga, są humanistyczne w swej istocie, ponieważ skupiają szeroką gamę wszystkich duchowych walorów społeczeństwa. Moralny autorytet pedagoga ma moralny status wśród grupy uczniów i kolegów z pracy – za jego pomocą nauczyciel reguluje zachowanie wychowanków, oddziałuje na ich światopogląd. Podkreśla się, iż duchowość pedagoga ujawnia się w: posiadaniu bogactw kulturowych, które ludzkość zgromadziła; emocjonalnym i zmysłowym wyrażeniu jego osobowości; kulturze pedagogicznego komunikowania się i takcie pedagogicznym. Pedagog może zrealizować swój potencjał jako: fachowiec z przedmiotu, osiągając przy tym głębię wiedzy z konkretnych dyscyplin; metodyk, wykazując swój twórczy potencjał i nieprzeciętność przy podejmowaniu decyzji metodycznych; badacz, pojmując i analizując koncepcje naukowe. Moralność działalności pedagogicznej determinuje moralną świadomość, moralne wizje, moralne relacje, moralną działalność pedagoga. Można założyć, że istota moralności jako zjawiska społeczno-duchowego polega na tym, że ogarnia ona branżę duchową, gdzie ustala się ją jako zestaw standardów, idealnych wzorców zachowania, które stanowią kodeks stosownego, moralnie pozytywnego zachowania, a także branżę społeczną, gdzie moralne normy i zasady ujawniają się w relacjach i działalności ludzi.</p>
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Kidwell, Tabitha. "Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies." Register Journal 10, no. 2 (December 1, 2017): 221. http://dx.doi.org/10.18326/rgt.v10i2.221-233.

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ENGLISH ABSTRACT Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén’s (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual knowledge, with a focus on the teacher as the transmitter of knowledge. The pedagogy of preparation portrays culture as skills, and aims to help students develop the sociocultural, pragmatic, and strategic competence necessary for interactions with native speakers. The pedagogy of encounter takes an intercultural approach, with an affective orientation, and aims to help students develop tolerance, empathy, and an awareness of their own and others’ perspectives, and the emergent nature of culture. Using these three pedagogies as a conceptual framework, this paper reviews scholarship in support and critique of each type of cultural teaching. Because each of these three pedagogies continues to be used in various contexts worldwide, a clear understanding of the beliefs systems underpinning the belief systems of teachers and learners is essential. Keywords: Culture; Language Teaching; Methodologies. INDONESIAN ABSTRACTBudaya merupakan bagian integral dari studi bahasa, namun khalayak belum mengemukakan argumen teoritis yang koheren untuk bagaimana budaya dapat atau harus digabungkan dalam pendidikan bahasa. Dalam upaya memperbaiki situasi ini, makalah ini mengulas literatur tentang ajaran budaya, dengan mengacu pada identifikasi tiga pedagogi Larzén (2005) yang digunakan untuk mengajarkan tentang budaya di dalam kelas bahasa: melalui pedagogi informasi, pedagogi persiapan, dan pedagogi perjumpaan Pedagogi informasi mengambil orientasi kognitif, membingkai budaya sebagai pengetahuan faktual, dengan fokus pada guru sebagai pemancar pengetahuan. Pedagogi persiapan menggambarkan budaya sebagai keterampilan, dan bertujuan untuk membantu siswa mengembangkan kompetensi sosiokultural, pragmatis, dan strategis yang diperlukan untuk interaksi dengan penutur asli. Pedagogi pertemuan mengambil pendekatan antar budaya, dengan orientasi afektif, dan bertujuan untuk membantu siswa mengembangkan toleransi, empati, dan kesadaran akan perspektif mereka sendiri dan orang lain, dan sifat budaya yang muncul. Dengan menggunakan ketiga pedagogi ini sebagai kerangka konseptual, makalah ini mengulas pustaka untuk mendukung dan mengkritik setiap jenis pengajaran budaya. Karena masing-masing dari ketiga pedagogi ini terus digunakan dalam berbagai konteks di seluruh dunia, pemahaman yang jelas tentang sistem kepercayaan yang mendasari sistem kepercayaan guru dan pelajar sangat penting.Kata kunci: Budaya; Pengajaran Bahasa; Metodologi.
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Khasri, M. Rodinal Khair. "Liberating People; Critical Pedagogy on the Revolutionary Thought of Hassan Hanafi." Nadwa 1, no. 1 (August 29, 2019): 1. http://dx.doi.org/10.21580/nw.2019.1.1.3914.

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<pre>The researcher observed the dimension of critical pedagogy in the context of Hassan Hanafi revolutionary thought. He was very good founding the fundamental thought in theology of liberation named Left Islam. This research used a literature study and historical-factual method to analyze the dimension of critical pedagogy on Hassan Hanafi revolutionary thought. The result of this research was new understanding about critical pedagogy dimension on Hassan Hanafi thought. <em>First.</em> Dehumanization in the context of education is inseparable from the influence of Western cultural imperialism. <em>Second,</em> The critical pedagogy found in Hassan Hanafi's thoughts is a pedagogy that aims to eliminate the destructive nature caused by the one-dimensional view that results in educational disorientation from the true educational goal of liberating people.</pre><p> </p><p><strong>Abstrak</strong></p><pre>Artikel ini mempresentasikan hasil penelitian terhadap pemikiran revolusioner Hassan Hanafi sehingga ditemukan dimensi pedagogi kritisnya. Hassan Hanafi merupakan sosok pemikir Islam yang sangat baik di dalam membangun pemikiran-pemikiran fundamental di dalam konteks teologi pembebasan, serta yang paling terkenal ia sebut dengan istilah “Kiri Islam”. Penelitian ini termasuk dalam klasifikasi studi literatur dengan metode historis-faktual di dalam menganalisis dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. Hasil penelitian ini adalah pemahaman baru tentang dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. <em>Pertama,</em> dehumanisasi dalam konteks pendidikan adalah akibat dari pengaruh imperialisme budaya Barat.<em> Kedua</em>, pedagogi kritis Hasan Hanafi fokus pada upaya membangkitkan kesadaran eksistensial di tengah beragam permasalahan yang terjadi di masyarakat. Pedagogi kritis yang ditemukan di dalam pemikiran Hassan Hanafi merupakan pedagogi yang bertujuan untuk menghilangkan hal yang bersifat destruktif yang disebabkan oleh pandangan berdimensi-satu yang mengakibatkan disorientasi pendidikan dari tujuan pendidikan yang sesungguhnya yaitu memerdekakan manusia.</pre><p> </p>
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Handayani, Wuri. "Pedagogi Estetik Berbasis Kearifan Lokal melalui Kriya Nusantara Batik Cianjur." Journal of Urban Society's Arts 5, no. 2 (March 6, 2019): 59–65. http://dx.doi.org/10.24821/jousa.v5i2.2086.

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ABSTRAKJawa Barat memiliki keanekaragaman seni dan budaya, salah satunya ialah kriya nusantara berupa batik yang ada di Kabupaten Cianjur. Motif batik Cianjur disesuaikan dengan keadaan alam dan kearifan lokal yang ada dan hal ini menjadi pendukung bagi Kabupaten Cianjur sebagai salah satu destinasi wisata di Jawa Barat. Motif batik Cianjur selain memiliki nilai estetik juga memiliki nilai pendidikan, sehingga bisa dijadikan sebagai media pedagogi estetik bagi masyarakat,. Penelitian ini menggunakan pendekatan kualitatif, metode studi kasus, dengan tujuan untuk mendapatkan gambaran komprehensif mengenai proses pedagogi estetik melalui kriya nusantara batik Cianjur.Kata kunci: pedagogi estetik, kriya nusantara, batik Cianjur ABSTRACTLocal Wisdom-based Aesthetic Pedagogy through Indonesian Archipelago Craft: Cianjur Batik. West Java is rich of arts and cultural diversity, among others, the Indonesian archipelago craft of batik in Cianjur Regency. The Cianjur batik motif is adapted to prevailing natural condition and local genius that support Cianjur Regency as a tourist-destination in West Java. The Cianjur batik motif has both aesthetic and education values so that it can be used as an aesthetic pedagogy media for society. This study employs qualitative approach and case-study method in order to obtain a comprehensive description of aesthetic pedagogy through the Indonesian archipelago craft of Cianjur batik.Keywords: aesthetic pedagogy, Indonesian archipelago craft, Cianjur batik
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Mau, Marthen. "Panggilan Timotius Menurut 2 Timotius 2:2 Dan Implikasinya Bagi Kompetensi Guru Agama Kristen." CARAKA: Jurnal Teologi Biblika dan Praktika 1, no. 2 (October 12, 2020): 180–98. http://dx.doi.org/10.46348/car.v1i2.20.

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AbstractTimothy receive God’s calling through Paul for pastoral ministry in Ephesus. Because there was no minister in that church. In 2 Timothy 2:2 Paul Gave assignments to Timothy to entrust the teachings he got from Paul to the faithful people who are able to teach the congregation. In the present time, the Christian religion teacher are given trust to hold the spiritual formation for student in the formal education institution. The religion teacher are given the task to hold the spiritual formation of the student as a form of implementing their competence of religion teacher are pedagody, personality, social, professional, and spiritual. This research is a qualitative research by applying the historical of grammatical method or exegetical methods on the text 2 Timothy 2: 2. Based on the exegetical method, it can be concluded that Christian religion teachers should be trustworthy, capable of teaching, dare to rebuke the wrongs, have loyalty, have integrity, and have spiritual qualities.Keywords: Calling Timothy; 2 Timothy 2:2; Teacher competencesAbstrakTimotius menerima panggilan Tuhan melalui Paulus untuk pelayanan pengembalaan di Efesus. Oleh karena saat itu di jemaat Efesus belum ada pelayan Tuhan. Menurut 2 Timotius 2:2 Paulus memberikan tugas kepada Timotius untuk memberikan kepercayaan kepada orang-orang yang dapat dipercayai dan sanggup mengajar orang lain di jemaat Efesus. Pada masa sekarang guru pendidikan agama Kristen menerima kepercayaan untuk melaksanakan pembinaan rohani peserta didik Kristen di lembaga pendidikan formal. Guru pendidikan agama Kristen diberikan tugas untuk melaksanakan pembinaan kerohanian kepada peserta didik sebagai bentuk mengimplementasikan kompetensi-kompetensi yang dimilikinya. Kompetensi yang dimiliki oleh guru pendidikan agama Kristen adalah pedagogik, kepribadian, sosial, profesional, dan spiritual. Penelitian ini merupakan penelitian kualitatif dengan menerapkan tipe metode historikal gramatikal atau eksegesis pada teks 2 Timotius 2:2. Berdasarkan metode eksegesis dapat disimpulkan bahwa guru pendidikan agama Kristen dapat dipercayai, cakap mengajar, berani untuk menegur yang salah, memiliki kesetiaan, memiliki integritas, dan memiliki kualitas rohani.Kata Kunci: Panggilan Timotius; 2 Timotius 2:2; Kompetensi guru
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Tacoh, Yuliana T. B. "PERSPEKTIF MAHASISWA TERHADAP PENDEKATAN PEDAGOGI SPIRITUAL DALAM PEMBELAJARAN DARING." Perspektif Ilmu Pendidikan 34, no. 2 (October 27, 2020): 67–80. http://dx.doi.org/10.21009/pip.342.1.

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Dalam masa pandemi sekarang ini, semua kegiatan pembelajaran dilaksanakan dalam bentuk daring atau tatap maya dengan bantuan gawai dan jaringan internet. Pada masa seperti ini, apakah pendekatan pedagogi spiritual dapat terjadi dan dirasakan oleh mahasiswa? Pedagogi spiritual adalah pendekatan pembelajaran yang berparadigma spiritual. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan perspektif mahasiswa tentang pedagogi spiritual dalam pembelajaran daring. Penelitian ini merupakan penelitian deskriptif kualitatif. Data dikumpulkan melalui wawancara terstruktur yang dilakukan terhadap subjek penelitian menggunakan media komunikasi whatsapp. Partisipan dalam penelitian ini adalah mahasiswa Universitas Kristen Satya Wacana (UKSW), Salatiga yang berjumlah 15 orang dari berbagai program studi. Data hasil wawancara dikumpulkan dan dikategorikan menurut pedoman wawancara yang ada yang disarikan dari komponen karakteristik kelas yang melakukan pembelajaran dengan paradigma spiritual. Hasil penelitian menunjukkan bahwa pedagogi spiritual pada pembelajaran daring dialami secara berbeda oleh mahasiswa. Sebagian besar mahasiswa memiliki perspektif tidak merasakan dan mengalami pedagogi spiritual dalam pembelajaran daring yang disebabkan oleh berbagai faktor yang terlibat dalam pembelajaran daring tersebut. Ada juga mahasiswa yang memiliki perspektif mengalami dan merasakan pedagogi spiritual dalam pembelajaran daring, sehingga dapat memberi gambaran nilai spiritual dosen yang mendasari pembelajaran tersebut. Praktik pedagogi spiritual dalam pembelajaran daring terus dicarikan bentuk yang sesuai kondisi dan kebutuhan mahasiswa.In the current pandemic era, all learning activities are carried out online with the help of electronic devices and internet networks. At times like this, can a spiritual pedagogical approach occur and be felt by students? Spiritual pedagogy is an approach to learning which put forward spiritual paradigm. This study aims to determine and describe student perspectives on spiritual pedagogy in online learning. This research is a qualitative descriptive study. Data was collected through structured interviews conducted on participants using WhatsApp communication media. Participants in this research were 15 Universitas Kristen Satya Wacana (UKSW) students in Salatiga from various study programs. Interview data were analyzed according to the existing interview guidelines which were extracted from the characteristic components of a class conducting learning with a spiritual paradigm. The results showed that the spiritual pedagogy of online learning was experienced differently by students. Most students have the perspective of not feeling and experiencing spiritual pedagogy in online learning which is caused by various factors involved in online learning. There are also students who have the perspective of feeling and experiencing spiritual pedagogy in online learning. So that it can give an idea of ​​the spiritual value of the teacher that underlies the learning. Spiritual pedagogical practice in online learning continues to look for forms that suit the conditions and needs of students.
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Ndona, Yakobus, Liber Siagian, and Sampitmo Habeahan. "Pedagogi Yesus Dalam Perspektif Progresifisme Pendidikan." Jurnal Christian Humaniora 5, no. 1 (May 30, 2021): 25–46. http://dx.doi.org/10.46965/jch.v5i1.614.

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AbstractJesus Christ is not only a founder of Christianity. Jesus is from pedagogical perspective including an educational figures with the power of charisma who until now has influenced to the world of Christianity. The charisma pedagogy of Jesus appears in authoritative teaching, the charismatic, delivery of messianic expectations and a distinctive educational pattern. A study of a gospels, reveals that the pedagogy of Jesus was not oriented toward the inculcation of religious laws as done by the Jewish rabbis. Jesus education focused on renewing the heart based on the value of the kingdom of God. Jesus did not build a formal class but made Himself and the environment around Him as a learning laboratory. This pattern shows that the pedagogy of Jesus has both parallel and contradiction with the various educational which developing in the world of education. This paper examines the richness of Jesus pedagogy as seem from a progressivism perspective of an education. The philosophical hermeneutic analysis found the substance, pattern and objective value of Jesus education. Then, through reflection and heuristics, we find contextual values that have implications for the world of Christian education and is an inspiration for educational activists today.Key words : Jesus, Pedagogy, Progressivism AbstrakYesus Kristus tidak hanya seorang pendiri kristianitas. Yesus, dari perspektif pedagogik termasuk tokoh pendidikan dengan kekuatan kharisma yang sampai sekarang berpengaruh pada dunia kekristenan. Kharisma pedagogi Yesus tampak dalam pengajaran yang otoritatif, berkharisma, penyampaian harapan-harapan mesianik, dan pola pendidikan yang khas. Telah terhadap kitab-kitab Injil memperlihatkan bahwa pedagogi Yesus tidak berorientasi pada penanaman hukum-hukum agama seperti yang dilakukan para rabi Yahudi. Pendidikan Yesus terfokus pada pembaharuan hati yang berlandaskan pada nilai-nilai kerajaan Allah. Yesus tidak membangun kelas-kelas formal, tetapi menjadikan diri-Nya dan lingkungan sekitar sebagai laboratorium belajar. Pola ini memperlihatkan bahwa pedagogi Yesus memiliki paralel sekaligus kontradiksi dengan berbagai aliran pendidikan yang sekarang berkembang dalam dunia pendidikan. Tulisan ini mengkaji kekayaan pedagogi Yesus yang dilihat dari perspektif progresifisme pendidikan.Analisa hermeneutika falsafati menemukan substansi, pola dan nilai objektif pendidikan Yesus, kemudian lewat gerak refleksi dan heuristika menemukan nilai kontektual yang berimplikasi bagi dunia pendidikan Kristen, dan inspirasi bagi para penggiat pendidikan dewasa ini. Kata kunci: Pedagogi, Progresifisme, Yesus,
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Dissertations / Theses on the topic "Pedagody"

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Srėbalienė, Dovilė. "Mokyklos bendruomenės narių (mokytojų ir socialinių pedagogų) požiūris į socialinio pedagogo funkcijas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_125829-91110.

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Magistro darbo tikslas - analizuoti mokytojų ir socialinių pedagogų požiūrį į socialinio pedagogo funkcijas ir atlikti šių požiūrių lyginamąją analizę. Tyrime dalyvavo 198 respondentai: 59 socialiniai pedagogai ir 139 mokytojai. Tyrimas buvo atliktas Telšių apskrityje. Anketinės apklausos metodu (anketa sudaryta Andriuškevičienės (2005)) tirta mokytojų ir socialinių pedagogų požiūris į socialinio pedagogo funkcijas. Tyrimo hipotezė: tikėtina, jog mokytojai socialinio pedagogo funkcijas vertina mažiau palankiai nei patys socialiniai pedagogai. Atlikus tyrimą nustatyta, jog mokytojai socialinio pedagogo funkcijas vertina teigiamai, tačiau 40,83 proc. socialinio pedagogo funkcijų vertinamos kaip nelabai svarbios ar nesvarbios. Pastebėta, jog socialiniai pedagogai savo atliekamas funkcijas vertina teigiamai, tačiau nemažą dalį sudaro neutralus ir neigiamas vertinimai. Išanalizavus duomenis pagal pasirinktą kintamąjį – darbas ugdymo klasėse – nustatyta, jog mokytojai teigiamai vertina socialinio pedagogo funkciją – individualų darbą su mokiniu, o bendradarbiavimą su institucijomis bei darbą su pedagogais, mokyklos administracija vertina nepalankiai. Nustatyta, jog nepriklausomai nuo darbo stažo, tiek mokytojai, tiek socialiniai pedagogai neigiamai vertina darbo su pedagogais, mokyklos administracija bei bendradarbiavimo su institucijomis funkcijas. Taip pat atskleista, jog mokytojai darbo su pedagogais ir mokyklos administracija funkciją laiko svarbesne (10 proc. daugiau), nei... [toliau žr. visą tekstą]
Aim – to analyze the approach to the functions of teachers and social pedagogues and to carry out the comparative analysis. The study included 198 respondents: 59 social pedagogues and 139 teachers. The study was carried out in Telsiai district. The approach of teachers and social pedagogues to the functions of social pedagogue was investigated by questionnaires (questionnaires made by Andriuskeviciene (2005)). Hypothesis: it is likely that teachers are less favourable of the social pedagogues functions than social pedagogues themselves. The study found that teachers assess the functions of social pedagogue positively, however, 40,83 percent of social pedagogue‘s functions were assessed as not very essential or insignificant. It was noted that social pedagogues assess their own functions positively, but there was a fair part of neutral and negative evaluations. After the analysis of selected variable – work in training classes – it was found that teachers are positive with the function of social pedagogue – individual work with a student, and the collaboration with institutions and work with teachers, school administration evaluate adversely. It was found that, regardless of seniority, teachers and social pedagogues assess working functions with teachers, school administration and co-operation with institutions. It also revealed that teachers work with teachers and school administration is more important (10 percent more) that the co-operation with the authorities... [to full text]
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Fjellman, Johan. "Herr pedagog : En essä om en manlig pedagogs förhållning till generaliseringar i en kvinnodominerad miljö." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19128.

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Min essä handlar om de erfarenheter jag har som manlig pedagog i förskolan och hur de har påverkat mig som manlig pedagog inom förskolan och mina självupplevda händelser som påverkat mig i min yrkesroll. Den gemensamma nämnaren i mina upplevda händelser jag beskriver är att jag möter tankar om den manliga pedagogen som en förmedlare av värden som antingen ses som goda, eller som hot. Mitt dilemma handlar om att jag som manlig pedagog får förhålla mig till generaliseringar om män som potentiella pedofiler men också generaliseringar om mannen som normskapande och auktoritär aktör i en kvinnodominerad miljö. Uppsatsens huvudsakliga syfte har varit att problematisera och synliggöra olika perspektiv på manliga pedagoger inom förskolan. Min essä sträcker sig över en tidsperiod från slutet av 1990-talet fram till idag.Uppsatsen är skriven i en vetenskaplig essäform. Den är baserad på mina egna erfarenheter och mina erfarenheters möte med olika teoretiska perspektiv och teorier. Att skriva uppsatsen i formen av en erfarenhetsbaserad vetenskaplig essä har hjälpt mig att låta mina erfarenheter möta teoretiska perspektiv och därigenom se mina egenupplevda händelser ur nya perspektiv. I uppsatsens reflekterande del använder jag mig av flera olika teoretiska perspektiv för att kunna få perspektiv på mitt dilemma och nå min frågeställning. Jag inleder uppsatsens reflekterande del med en historisk beskrivning av mannen i den svenska förskolan. Jag beskriver även pedofildebattens ursprung. Med hjälp av olika forskares tankar kring genus, intersektionalitet, maskulinitet och könsmaktsordning reflekterar jag över mitt och de personers handlande som beskrivs i min inledande berättelse.
My essay is about the experiences I have as a male teacher in preschool and how they have influenced me as a male teacher in preschool and my self-experienced events that have influenced me in my professional capacity. The common denominator in my perceived events I describe is that I encounter ideas about the male teacher as a mediator of values that are either seen as good, or as a threat. My dilemma is that I as a male teacher may relate me to generalizations about men as potential pedophiles but also generalizations about men as the norm creation and authoritative actor in a female-dominated environment. The essay's main aim has been to identify the problems and highlight different perspectives of male teachers in preschools. My essay spans a period from the late 1990s to today.The essay is written in a scientific essay form. It is based on my own experience and my experience entities meeting with different theoretical perspectives and theories. Writing the essay in the form of an evidence-based scientific essay has helped me to let my experiences meet theoretical perspective and thereby make my own perceived events from a new perspective. In the essay reflective part, I use several different theoretical perspectives in order to gain perspective on my dilemma and reach my issue. I begin the essay reflective part with a historical description of the man in the Swedish preschool. I also describe pedophile debate origin. Using different researcher’s ideas about gender, intersectionality, masculinity and gender power structure, I reflect on my actions and the persons described in my initial story.
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Mallen, Cheryl Ann. "Rethinking pedagogy for the times: a change infusion pedagogy." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00004789/.

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[Abstract]: This doctoral dissertation research reports on the exploration of higher education academics’ pedagogical responses to complex societal postindustrialchange. The topic arises from a deep personal interest in processes of societal change and the need for such processes to be in the professional practices ofacademics. The research problem that guides the study is: In what way(s) and to what extent can University instructors be assisted to incorporate change-basedconcepts in their pedagogical practices through application of a conceptual framework for change infusion?In response to the problem, a change infusion model (CIM) arises from an analysis of authoritative literature on change. Change infusion is an educational process that utilises key concepts from theories of change to provide ameaningful context for pedagogical practice in times where pervasive societal transformation is the norm. Gay’s (1995) multiple stages of infusion are of particular importance in the CIM. The generation of the theoretical definition of infusion in the CIM provides practising academics with an explanatory system that enables them to infuse significant elements of change into pedagogicalpractices. In essence, the CIM purports to guide instructors to move beyond teaching about change to teaching for change.The research design includes the cognitive-constructivist theoretical foundations, with particular reference to Dewey (1933), Piaget (1951), Lewin (1951), Schön (1983, 1987), Calderhead (1988), and Patton (2002). Ofparticular importance is the analysis of opinions concerning pedagogical practice of a small number of University practitioners after engaging with theCIM during each of the three stages of trials. The trials utilize the cognitiveconstructivist quality of reflection as a means to link theory to practice.The conclusions from the research support a conceptual model, such as the CIM, for use to teach for change. As a result of the Stage 3 trial research in particular, the conceptual model from the beginning point of the study isrefined, thereby hopefully providing a useful tool for academics in a wide range of contexts and disciplines to respond in meaningful ways to the process ofmajor change that impinge upon them and their work.
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Ingram, Andrew C. "Pedagogy regained : shaping pedagogy and self in autopoietic unity." Thesis, London South Bank University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646861.

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This thesis is premised on the indivisible unity of pedagogy and self and predicated on researching, in Frederic Jameson’s words, “pedagogy as autoreferentiality”: writing about the practices of pedagogy is writing about the practices of self, and writing about the practices of self is writing about the practices of pedagogy. The writing, it is argued, becomes a reflexive shaping tool which is instrumental in the reconstitution of pedagogic self, and writing of, and from, the self is poiesis and the mode of (re-)production. An ideological infrastructure for an autopoietic construct of pedagogy is contextualised in the systems thinking of Fritjof Capra, and in the ethical and political ecology of postformal critical pedagogy and complex critical ontology reviewed in key texts by Henry Giroux and Joe Kincheloe. The study centres on the recovery of pedagogic selfhood through debating, as Kincheloe espouses, ‘critical’ questions on ethics and aesthetics, morality and politics, emotions and ‘gut feelings’, and these form the structuring themes for a theorisation of autopoietic pedagogy. Using activity theory, this theorisation proposes a working hypothesis of learning as a particular form of human activity in which meta-experience – the experiencing of experience – and identity formation ‘couple’ with the wider structuring forces of social systems. It finds that the normal flow of information intended to produce teacher learning is an insufficient explanation of expert teacher activity and that the ‘retroviral’ notion of i-learning, characterised as instinct, intuition, insight, and accessed through critical introspection, opens up a relatively young and unturned field of educational enquiry dubbed here as autochthonology. The paper argues for autochthonography as a genre of self-expression, combining the elenctic and exegetical, which represents a synthesis of thinking, in the Deweyan sense, as an aesthetic activity and Lebesgue’s practical philosophy of thinking in front of one’s students.
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McMaster, John. "Yumi pedagogy: pedagogy with cultural integrity in the Torres Strait." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00006230/.

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[The Mariner's Chart]I've chosen to use the metaphor of the mariners chart to highlight the characteristics that are the essential elements of this study. This metaphor also sits comfortably with the Torres Strait Islander people, both historically and contemporaneously. The document '(IN) THE BEGINNING: The mariner’s chart to the folio’, represents the chart which enables readers ofthis study to 'navigate' their individual progress through the study in ways that reflect the reader's motivation/s. As with most maritime voyages, destinations can be reached via a number of different routes. These routes will be partially determined by motivations including tides, winds, directness, the skill of the navigator and the whim of the skipper. These motivations also apply to any reading of this study. The essential starting point will bedetermined initially by reference to the chart. Being made aware of the elements of the folio (logs of the various voyages) will influence where the reader goes from there; in other words, what folio elements (logs of the voyages) the reader will go to first and the order they chooseto follow, subsequent to that. There is no necessary order in which the logs of the various voyages should be read, following the initial reference to the 'chart'.The mariner's chart identifies low water marks, channel markers, reefs, sandbanks, and unseen obstacles. These represent only a handful of the dangers the reader (mariner) will face on the voyage. Likewise the study has its share of 'dangers', both seen and unseen. Thewhole nature of the study is in a sense, dangerous. I anticipate that any reading of the study will necessarily reflect the idiosyncrasies of the reader, so that the conclusions that I have reached, represent only one view of the data. The identification of the data itself reflects a level of interpretation that is also very personal, highlighting the reality that others(readers/mariners) may see greater significance in aspects of the recorded data that the author has not. The log of the voyage, My Journey An Autobiographical Narrative, clearly identifies a very personal journey or series of journeys, all of which reflect a range of reefs and sandbars that the author has sometimes been stranded on, between tides, giving time for reflection on actions that have either proven unsuccessful or are cause for quietcontemplation. Each of the folio elements reflects this metaphoric mix of danger and clear passage, in many different ways and at many different levels, inviting the individual and equally legitimate reactions of each reader.Whilst Torres Strait Islanders historically navigated by the stars and the seasons today, electronic navigation charts have tended to replace these important and culturally significant practices. Torres Strait people have metaphorically experienced being stranded on reefs andshoals and being wrecked, especially in terms of the education processes they have been exposed to, by virtue of this cultural shift. The process, educationally, of replacing the reliable historic (navigation) practices of Torres Strait Islanders with contemporary, western(navigation charts) practices has frequently resulted in confusion, frustration and a failure to produce successful educational outcomes for Torres Strait Islanders - clear passage to the future. The reasons for this situation are explored in greater depth in this study.With these explanations in mind then, the reader is invited to engage on their own voyage through this study.
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James, Geoffrey Douglas. "Finding a pedagogy." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430707.

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My thesis is the story of my search for pedagogy as a specialist behaviour support teacher employed by a County Council Educational Psychology service. My students are at high risk of exclusion from school and many of them categorised as having emotional and behaviour difficulties. I realised that I was a teacher without a relevant or effective pedagogy to facilitate useful learning by my students. My research aim was to find a pedagogy, to develop my practice in connection with its theory. In my research I have used a fully qualitative life story/life history approach supported by the ontology of critical realism. As I began this research in 1998 I joined the pedagogical history of `The Place', a new Pupil Referral Unit set in an old building which been the location for earlier forms of support. I have connected this history with my own experience and described the finding of my pedagogy, an interpretation of solution focused brief therapy. Through stories from my practice I have explained my pedagogical theory based on this approach and connected it to my practical teaching work with children and young people. This account adds to knowledge about effective teaching and learning for a socially and educationally vulnerable group of students, who are a focus of attention in the current drive on behaviourp roblemsa nd underachievemenint schools
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Largey, Alan. "A multimedia pedagogy." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268593.

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Hardy, Kimberly Annette Glazier Jocelyn. "Womanist performative pedagogy." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2377.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education Culture, Curriculum, and Change." Discipline: Education; Department/School: Education.
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Garcia, Daniel Joe. "Pedagogy & Space." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121871.

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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, 2019
Cataloged from PDF version of thesis. Page 106 blank.
Includes bibliographical references (page 105).
With a Secretary of Education mandating school choice, advocating for more religious and charter private schools, how does this address the towns that do not have the population to support more than one school? With populations ranging from 500 to 5,000 people, rural towns have to provide public schools that are accessible to everyone in their community. The public school system though is far from perfect. Programs such as "No Child Left Behind" have burdened public schools with meeting standards, leading to multiple choice testing and teaching from standardized textbooks. This has resulted in the standardized architectures of schools which do not address shifts in education towards inventive learning. This culminates in a context where rural towns who do not have the tax base to fund typical new school construction are pushed to go rogue and build a new type of public school.
A school designed not by standardized spaces of the past, but by different scales of inventive learning environments that can produce unique spaces for planned and unplanned learning. This opens an opportunity for a new type of architectural practice that can work with rural towns to reimagine a school that is not dedicated to providing consistent spaces to children, with desks in classrooms, but a school that offers variability. The first thing that emerges in rural towns located on the railroad are their large agricultural facilities with grain silos and warehouses. However, with the storage and production of grain moving to larger regional facilities, the silos and warehouses of these towns are moving towards obsolescence. Yet these structures are centrally located and adjacent to residential areas, suggesting an opportunity to adapt the silos and warehouses into typologies for a new type of school.
Thus, the first project of the school becomes its own construction, managed by the architect and utilizing the skills of the town, to adapt their rural archetypes from grain production to brain production.
by Daniel Joe Garcia.
M. Arch.
M.Arch. Massachusetts Institute of Technology, Department of Architecture
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Ivey, Carole. "Interdisciplinary Teamwork Pedagogy." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2381.

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The purpose of this study was to describe the interdisciplinary teamwork pedagogy of the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) training programs, specifically the content focus, instructional methods, and assessment practices. LEND programs are a national network providing long-term, graduate interdisciplinary training through federal funds from the Health Resources and Services Administration's Maternal Child Health Bureau. This study used a mixed method approach to describe the interdisciplinary teamwork pedagogy of LEND training programs. The study occurred in three stages: 1) a survey of LEND training directors, 2) a survey of LEND interdisciplinary teamwork instructors, and 3) document review of the national LEND website and LEND program websites. Data were analyzed using statistical and qualitative methods and interpreted through the use of professional competencies, the How People Learn framework, and research literature. This study provides for an understanding of interdisciplinary teamwork within one national program in order to inform efforts for training, practice, and research.
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Books on the topic "Pedagody"

1

Smith, David Geoffrey. Pedagon: Interdisciplinary essays in the human sciences, pedagogy, and culture. New York: P. Lang, 1999.

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Monchinski, Tony. Engaged Pedagogy, Enraged Pedagogy. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-448-5.

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Ryndak, Valentina. Pedagogy. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25026.

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Turbovskoy, Yaokv. Pedagogy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1168573.

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In the monograph, in accordance with the program, it is revealed how and thanks to what a graduate of a pedagogical college can become a real professional teacher. At the same time, it highlights not only the necessary theoretical foundations that ensure high professional efficiency of pedagogical activity, but also the necessary methods, the possession of which will ensure the possibility of achieving educational results and-no less important-the possibility of creative self-realization. For students of pedagogical specialties, as well as all those interested in pedagogy.
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Smith, Brenda. Choral pedagogy. San Diego: Singular, 2000.

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Smith, Brenda. Choral pedagogy. San Diego: Plural Publishing, 2013.

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Chemi, Tatiana, Sarah Grams Davy, and Birthe Lund, eds. Innovative Pedagogy. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-968-3.

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Saeverot, Herner. Indirect Pedagogy. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-194-8.

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Saeverot, Herner. Indirect Pedagogy. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-84-6209-194-8.

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Trofanenko, Brenda, and Avner Segall, eds. Beyond Pedagogy. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-632-5.

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Book chapters on the topic "Pedagody"

1

Monchinski, Tony. "Engaged Pedagogy, Enraged Pedagogy." In Engaged Pedagogy, Enraged Pedagogy, 137–47. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-448-5_7.

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Ergas, Oren. "Pedagogy and Meta-pedagogy." In Reconstructing 'Education' through Mindful Attention, 123–45. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58782-4_5.

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Bradley, Ben. "Pedagogy." In Encyclopedia of Critical Psychology, 1338–41. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_213.

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Biddulph, Mary, David Lambert, and David Balderstone. "Pedagogy." In Learning to Teach Geography in the Secondary School, 64–96. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Learning to teach subjects in the secondary school: Routledge, 2020. http://dx.doi.org/10.4324/9780429426780-4.

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Winterbottom, Daniel. "Pedagogy." In Design-Build, 14–106. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315679372-2.

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Hadland, Cheryl. "Pedagogy." In Creating an Eco-Friendly Early Years Setting, 33–42. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429445842-4.

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Vilaseca, Stephen Luis. "Pedagogy." In Anarchist Socialism in Early Twentieth-Century Spain, 185–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44677-2_12.

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Rousell, David. "Pedagogy." In Immersive Cartography and Post-Qualitative Inquiry, 62–78. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367816445-5.

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Choo, Suzanne S. "Pedagogy." In Teaching Ethics through Literature, 87–111. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Citizenship, character and values education: Routledge, 2021. http://dx.doi.org/10.4324/9780429292101-5.

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Carlsson, Andreas. "Pedagogy." In Becoming a Better Sports Coach, 133–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195153-5.

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Conference papers on the topic "Pedagody"

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Dahnoun, Naim. "Pedagogy for Engineering and Digital Pedagogy." In 2020 9th Mediterranean Conference on Embedded Computing (MECO). IEEE, 2020. http://dx.doi.org/10.1109/meco49872.2020.9134311.

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Cazan, Carmen Manuela. "Equilibrium Pedagogy." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.40.

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Sanders, Kate, Jonas Boustedt, Anna Eckerdal, Robert McCartney, and Carol Zander. "Folk Pedagogy." In ICER '17: International Computing Education Research Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3105726.3106192.

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Gonzales, Laura, Rebecca Zantjer, and Howard Fooksman. "Portable pedagogy." In SIGDOC '15: The 33rd ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2775441.2775490.

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Wrightsman, Bruce, and Michael Everts. "Pedagogy of Practice." In AIA/ACSA Intersections Conference. ACSA Press, 2015. http://dx.doi.org/10.35483/acsa.aia.inter.15.21.

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The day-to-day practice of architecture must navigate within a system of contexts often replete with competing values dictated through external forces by clients and patrons to effectively execute the work. This requires the process of design and construction to respond to constant tactile adjustments made by the demands of clients, codes, budgets, etc. to address the landscape of contingency. Every project, decisions are made about quality of materials versus reality of budget and time constraints or owner-prescribed values and requirements versus site and building code constraints. Engaging these conflicts defines the profession of architecture.
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Clancy, Michael J., and Marcia C. Linn. "Patterns and pedagogy." In The proceedings of the thirtieth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/299649.299673.

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Sanseverino, Mary. "Pedagogy that clicks." In the 15th Western Canadian Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1806512.1806527.

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Bower, Matt. "Virtual classroom pedagogy." In the 37th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1121341.1121390.

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Eickholt, Jesse, and Patrick Seeling. "Pedagogy and Classroom." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372525.

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Hogan, Trevor, Uta Hinrichs, Yvonne Jansen, Samuel Huron, Pauline Gourlet, Eva Hornecker, and Bettina Nissen. "Pedagogy & Physicalization." In DIS '17: Designing Interactive Systems Conference 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3064857.3064859.

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Reports on the topic "Pedagody"

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Seeber, Kevin. The Failed pedagogy of punishment. ACRL Press, 2016. http://dx.doi.org/10.25261/ir00000048.

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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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Sweeney, Beth. Framing Transportation Planning Pedagogy for Sustainability Generalists. Portland State University Library, January 2014. http://dx.doi.org/10.15760/trec.49.

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Asadullin, R. M., and I. V. Sergienko. E-training is a specialized dictionary of "Pedagogy». OFERNIO, February 2020. http://dx.doi.org/10.12731/ofernio.2020.24483.

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R. M., Asadullin, and Sergienko I. V. E- training is a specialized dictionary of "Pedagogy». OFERNIO, March 2020. http://dx.doi.org/10.12731/ofernio.2020.24500.

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Neilson, Leighann, and Lindsay J. McShane. Closing the Loop: Community Engaged Pedagogy in Business Courses. Carleton University, April 2016. http://dx.doi.org/10.22215/cfice-2016-03.

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Bando, Rosangela, Emma Näslund-Hadley, and Paul Gertler. Inquiry and Problem Based Pedagogy: Evidence from 10 Field Experiments. Inter-American Development Bank, October 2018. http://dx.doi.org/10.18235/0001491.

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Linkov, V. V., and I. A. Katashev. DIRECTIONS OF DEVELOPING PROFESSIONAL EDUCATION IN DEAF AND DUMB PEDAGOGY. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-20111.

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Gillett-Swan, Jenna, and Jonathan Sargeant. Voice Inclusive Practice: Engaging Children’s Perspectives in Wellbeing Pedagogy: Final Report. Queensland University of Technology, 2016. http://dx.doi.org/10.5204/rep.eprints.203734.

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Evtushenko, I. V., V. V. Linkov, and E. G. Rechitskaya. Contemporary issues and training conditions in special pedagogy and special psychology. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-11120.

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