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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, 2019Cataloged 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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Sportun, Jaime. "Advertising as a pedagogy? using literacy and critical pedagogy to empower youth." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104836.
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Partially grounded in the work of George Gerbner, and also in other media theorists including John Berger, Roland Barthes and Michael Hoechsmann, this thesis aims to explore the concept of media as public pedagogy. Based on these theories, an in-depth analysis of the advertisements produced by cellular goods and service providers and their effect on the youth generation with respect to the relatively new phenomenon of cyber-bullying will be examined. Then, through the works and writings of critical pedagogues including Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe and Donaldo Macedo, a media literacy approach to education will be introduced which aims to empower youth by enabling them to critically examine the media designed for their consumption.Principalement fondée par le travail de George Gerber, mais aussi présente dans celui de d'autres théoriciens médiatiques incluant John Berger, Roland Barthes et Michael Hoechsmann, cette thèse a pour but d'explorer le concept des médias comme pédagogie publique. Fondé sur ces théories, une analyse approfondie des publicités produites par les fournisseurs de produits en téléphonie mobiles et leurs effets sur la jeune génération dans le cadre du nouveau phénomène de cyber intimidation sera examinée.Ensuite, par l'entremise de travaux et d'écrits de pédagogues critiques tels que Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe et Donaldo Macedo, une approche d'éducation médiatique sera présentée, ce qui a pour but de donner plus de pouvoir aux jeunes en leur permettant d'examiner d'une façon critique les médias conçus de leur consommation.
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Phelps, Valarie L. "Pedagogy of Graphic Novels." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1065.
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Graphic texts, or graphic novels, have spent many years on shelves with comic books about superheroes and adventurers. They officially gained notoriety in 1992 with Art Spiegelman’s Maus, and at this time, critics and scholars began to take notice. However, graphic novels have not been fully adapted by academia. Graphic novels have the ability to offer new levels of instruction and learning in upper-level classrooms.The following is a study in the multitude of uses of graphic text in academia. Chapter 1 looks at the history of graphic text to understand the present and future of graphic novels. Chapter 2 focuses on literacy issues to develop a basis for the use of graphic novels in the classroom. Chapter 3 offers a method of using graphic novels to broaden a students’ understanding of plays. Chapter 4 moves on to a study of graphic novels as works of literature. Through this look of historical data and an analysis and discussion of the modern form of graphic novels, we will come to the conclusion that graphic novels can be useful assets in the classroom when they are taken from the shelf of comic books and used to their full potential.
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Paterson, Misty Ann. "Living inquiry as pedagogy." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/19754.
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This thesis details a journey of three teachers and eighteen grade six and seven students as they explored a curriculum that valued and interpreted lived experiences. Entitled Living Inquiry, this curriculum invited participants to attend to their being-in-the-world through an inquiry into four guiding, existential themes. The intention of this phenomenological/hermeneutical study was to interpret the participants’ responses to Living Inquiry and further, to begin to understand the possibilities and vulnerabilities of Living Inquiry as a pedagogical/curricular experience within an often imposing neoliberal teaching/learning context.
The teacher researcher is the primary storyteller as she documents her own introduction as a student of Living Inquiry, the impetus of the thesis, to the translation of the course for her grade six and seven students in a local public elementary school classroom, and finally to the research process of documenting, interpreting, and understanding this journey. Spanning over two years of classroom experience and formal research, Living Inquiry as Pedagogy brings together the voices of children, education theorists such as Aoki, Jardine, Smith, and van Manen, and teachers, including a professional photographer and a curriculum consultant/university professor, as they begin to make sense of the relevance and significance of Living Inquiry as a practice and a pedagogy. The study culminates with a discussion around the teaching implications and responsibilities of Living Inquiry as well as a consideration of how the inquiry served to transform the researcher’s thinking about the purpose of education and living well with children.
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Frein, Mark. "Pedagogy of the imagination." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25048.pdf.
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Nguyen, Minh Thanh School of English Media & Performing Arts UNSW. "The effects of Russian piano pedagogy on Vietnamese pianists, with comparisons of effects of Vietnamese piano pedagogy and UK piano pedagogy." Awarded by:University of New South Wales. School of English, Media and Performing Arts, 2007. http://handle.unsw.edu.au/1959.4/30558.
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Cultures in contact over a considerable period influence intellectual traditions, practices and habits relating to musical expression and the manner of teaching it. This study investigates the effects of different cultural contacts on Vietnamese student pianists, especially from Russian-style piano pedagogy and associated educational ideas and methods in music conservatoires. The purpose of this study was to compare various teaching approaches and learning styles, and the reactions of Vietnamese students to three different sources of training of piano teachers: Russia, Vietnam and England. Different sources of training affected piano pedagogy, and different musical traditions affected expression in piano performance, especially where students are from a cultural background different from that of their teacher. Observations of actual piano lessons were undertaken, and data were also obtained from interviews and questionnaires and analysed statistically. Results are reported and discussed in relation to four prominent features of the Russian piano school: achieving a powerful and substantial sound; the requirement for ???singing??? quality on the piano; the solid technical training which requires an enormous amount of practice time; and the necessity to play from memory. These are four prominent features of the Russian piano schooling. In addition, Vietnamese students??? problems regarding rhythmic accuracy highlight an inherent difference between the Vietnamese and Russian piano school. Major differences and similarities in teaching styles between Russian teachers and those from the UK and Vietnam were described and commented on under the following headings: use of mental practice; the role of listening; teacher demonstration; freedom for students in learning and making decisions (choice of repertoire; performance opportunities for students; students??? emotional reactions); the more liberal approach of the UK teachers; and the piano teaching styles at the Hanoi Conservatory that have been strongly influenced by the Russian piano school through Russian graduates??? teaching in Vietnam. These findings have important pedagogical implications. The more teachers control there was in lessons, the less a student would contribute to lessons actively. More liberal or less authoritarian approaches to teaching do not necessarily inculcate the discipline required for high achievement technically and expressively. There needs to be a balance between liberal approaches and encouraging the student to become autonomous in their efforts, and ensuring that they realize the importance of being disciplined in their practice habits.
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Turkmen, Nadire, and Fana Karadzhova. "Matematiska interaktioner i förskolan : En observationsstudie om barn och förskollärarnas användande av matematiska begrepp i vardagliga situationer." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-401836.
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Gutierez-Schmich, Tina. "Public Pedagogy and Conflict Pedagogy: Sites of Possibility for Anti-Oppressive Teacher Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20490.
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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, students of color, and students with disabilities are failing school and being pushed out at much higher rates that majority populations students while also experiencing high rates of bullying, harassment, and physical violence in school. This study explores efforts to reduce the violent experiences and academic disparities for these students through teacher practice at the classroom level. It examines public pedagogy and conflict pedagogy as curricular strategies in a preservice teacher education course over 5 years. The course aims to develop and support an advocate/activist teacher identity, a teacher identity that is not neutral and can challenge and disrupt the ideas and practices that have become normalized in our schools.
This research draws on three theoretical frameworks to inform the design and analysis of this study on teacher identity: poststructuralism, feminist pragmatism, and queer theory. These theories provide a conceptual vocabulary for critically examining anti-oppressive teacher education curricula. Specifically, this work looks at the way public and conflict pedagogy can be used to achieve anti-oppressive curricular ends through the potential impact on preservice teacher identity.
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Roberts, Frederic P. "Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172473.
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Experiential learning theory, student driven learning methods, and brain research related to learning and memory support the use of experientially based learning activities in a traditional classroom. It is the author’s opinion, however, that teachers rarely make use of such activities, termed Learning Games in this paper, as a means to help students learn, retain, and recall material presented in the classroom. Reasons include a lack of training and a perceived limit of time for the inclusion of experientially based teaching techniques. Others argue that experiential learning resembles unguided learning and places undue demands on student working memory that can hinder effective learning. This paper presents support for the use of Learning Games, activities developed by the author based on research and the value of ‘fun’, ‘play’, and ‘games’, to enhance the learning process. Significance of the study is to increase the acceptance of experiential learning in a traditional classroom, to dispel preconceived notions, and to expand on a teacher’s diversity of teaching techniques to offer more opportunities for student learning. A mixed methods research design is used to evaluate student preference to experiential learning pedagogy to that of traditional classroom instruction. The results showed no significant difference in student preference between experiential and traditional pedagogy. Possible reasons include factors related to the school’s culture and traditions, student demographics, teacher inexperience, and classroom environment. Heuristic inquiry reveals the researcher’s teaching philosophy and methods incongruent to the research setting.
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Dawson, Emma. "Emotion tracking pedagogy (ETP) : a creative pedagogy for the teaching of world Englishes literature." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440988.
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Peters, Robert Brian, and University of Lethbridge Faculty of Education. "Toward a pedagogy of affirmation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995, 1995. http://hdl.handle.net/10133/24.
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This thesis is a journey of discovery into a personal pedagogical perspective which the author refers to as 'a pedagogy of affirmation'. Starting from the text of a teacher's written journal, the writer begins to question the source of teacher motivation and examines his own beliefs and thoughts about teaching within both his personal experience but also in more global contexts. In conjunction with questions of personal and social identity, the author links characteristics of social dominance with those of dominant personality traits and illustrates the complexity of the individual with the use of mythology and through what is referred to as 'a poetic basis of mind'. By understanding more fully the question of identity, the author looks at the character of education today with particular reference
to the influence of the business model. This he contrasts with characteristics such as caring, community, and communication. Through questioning and coming to understand more clearly the characteristics of public education, the writer begins to recognize more fully his own involvement and personal perspectives with regards to the classroom. This he articulates in the final chapter of the thesis.vi, 195 leaves ; 29 cm.
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McInnis, Shelley, and n/a. "An experiment with radical pedagogy." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060928.122201.
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This thesis is an analysis of some research undertaken with
students in a unit on human sexuality. It is a critical account
of an experiment with 'radical' pedagogy which deliberately
forsakes the pessimistic determinism of social reproduction
theory in education and assumes the fundamental optimism of
resistance theory, wherein human actors are capable of
penetrating oppressive ideology and practice and working towards
emancipation and social change.
The experiment is an attempt to implement radical pedagogy
in a particular classroom, and the body of the thesis consists of
a critique of data collected from participants' notes and
transcriptions of video and audio-tapes of thirteen, two�hour
class sessions. The first chapter of the thesis outlines the
nature of a pedagogical style which could be described as
counter�hegemonic, non-reproductive, or liberatory, and it
specifies the elements of a 'radical' approach to classroom
process and content, which is distinguished from a 'traditional'
one. Subsequent chapters present a critical analysis of actual
classroom 'content' and 'process', which is based on a study of
reconstructed sessional data, and the final chapter discusses the
factors which limited the 'success' of the experiment, and
attempts to draw some conclusions about the liberatory
possibilities of radical pedagogy.
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Hollstein, Matthew S. "Critical pedagogy preservice teachers' perspectives /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1155328467.
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Bolt, Julie Elizabeth. "Border pedagogy for democratic practice." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289996.
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Border Pedagogy for Democratic Practice articulates a pedagogy that awakens a more nuanced political consciousness, a sense of empathy and agency about social justice, and an increased comfort with ambiguities, for both student and teacher. By combining a theory of border pedagogy (developed by Henry Giroux, Peter McLaren, Renato Rosaldo and others), with tenets from cultural studies, postcolonial literary theory and critical pedagogy/literacy, I argue for a new understanding in the way we teach diverse texts, an understanding that can be applied to the ongoing shifts in history and culture, and local and global politics. The first section historicizes, explores and synthesizes the major theorists and questions from which my framework arises. In the second chapter I analyze the border texts of Sherman Alexie, Rigoberta Menchu, and Guillermo Gomez-Pena, which I find useful in classroom exploration of border theory. In the final section, I offer models of courses each designed with the intent of facilitating an environment for critical literacy, political agency and "border thought," including the courses "Contemporary American Indian Literature," "Critical Thinking" and "The Arts in Society." My hope is that border pedagogy for democratic practice will encourage active citizenship in the interest of social justice.
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White, Brian David. "Singing techniques and vocal pedagogy." Thesis, University of Surrey, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371900.
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Keys, Kathleen. "A search for community pedagogy." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060041293.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xii, 260 p.: ill. (some col.). Includes abstract and vita. Advisor: Christine Ballengee Morris, Dept. of Art Education. Includes bibliographical references (p. 236-246).
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Hoekstra, Marike. "Artist teachers and democratic pedagogy." Thesis, University of Chester, 2018. http://hdl.handle.net/10034/621472.
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Combining artistic practice with teaching is not unusual for teachers in the visual arts. A dual professional practice, which can be found throughout the field of art education with art teachers in all levels of education, requires a negotiation of roles and positions on a personal level and has impact on pedagogy. However, the binary opposition of artist versus teacher fails to comprise the diversity of practices where art making and teaching are combined. Not only does identification with artist or teacher vary, so does the extent to which the two disciplines are fused, to the point where it can be called a hybrid practice when the distinction between art and teaching is no longer relevant. The democratic nature of contemporary visual art making further problematises a singular model of artist teacher practice. In order to do justice to the personal strategies artist teachers employ in balancing their dual professional roles, this thesis proposes a multifaceted concept of artist teacher practice. In this thesis, the notion of hybridity and diversity in artist teacher practice and the implications for democratic models of teaching and learning is subject to both theoretical, empirical, and artistic inquiry. The employment of different lenses enables a multi-layered approach to a complex practice. By focusing on the knowledge incorporated in the practice of two Dutch artist teachers this thesis informs how artist teacher practice relates to models of democratic teaching and learning. The miniature dioramas visually explore my own perception of democratic learning spaces and add an extra auto-ethnographic layer of understanding to artist teacher pedagogy. Central in this thesis is the notion of a pedagogical thirdspace. A spatial representation of social realities helps to create a critical understanding of human life. A thirdspace is a place in the margins between reality and ideals (Soja, 1999). When binary models of understanding are exchanged for real-life knowledge of the pedagogical practice of artist teachers an ambiguous open space emerges, where there is room for experiential learning, uncertainty, risk-taking, care, equality, inclusion, tacit experience, sensitivity, play, flexibility, and conflict. The engaged pedagogy (hooks, 1994) of artist teachers emancipates learners because of the fact that the duality of the artist teacher invites learners to join in a democratic, living model of artistic practice.
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Ellis, David. "Providence and Pedagogy in Plotinus:." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107314.
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Thesis advisor: Gary M. GurtlerThis dissertation examines Plotinus’ pedagogy. I argue that his pedagogy aims at teaching students how to think and be attuned to their own unity, both of which have ethical ramifications. I identify six techniques he uses to achieve these aims: (1) using allusions, (2) leading readers to an impasse (aporia), (3) using and correcting images, (4) self-examination and ongoing criticism, (5) treating opposites dynamically, and (6) thought-experiments. I also explain why and how these techniques are not applied to passive recipients but require their active involvement
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Philosophy
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Pagowsky, Nicole, and Kelly McElroy. "Critical Library Pedagogy Handbooks: Introduction." Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620823.
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Pagowsky, Nicole, and Kelly McElroy. "Critical Library Pedagogy Handbooks: Acknowledgments." Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620824.
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Kafková, Martina. "Hlasová výchova pro taneční pedagogy." Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2012. http://www.nusl.cz/ntk/nusl-156060.
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Pressented master´s thesis reflects a personal quest of voice pedagogy for dance pedagogues titled: Voice education for dance pedagogues. It derives from a drill based artistic evvironment and it deliberately branches off to a path towards vocal expression being discovered primarily through human needs. The author presents a belief, the cornerstone of any pedagogical work with a "fragile" human being is an environment of mutual trust and confidence, which only can offer a safe place and enough space for rehearsing. It is this perspective the thesis is being processed and deliberately presented. The quest of authorial approach towards the student the author had undergone represents a paralel to the existential form she had captured in previous bachelor?s thesis under the title: Author´s existence, or a path from a stage to children´s playgrounds.
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Bost-Sandberg, Lisa. "The Pedagogy of Robert Dick." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700017/.
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Robert Dick is best known as a leading proponent of contemporary music and extended techniques for the flute; however, his teaching is informative on a broader level that encompasses technical and musical aspects of traditional playing as well as contemporary practices. This dissertation is intended to serve as a resource for flutists, providing a detailed documentation of his approach to playing and teaching the flute. Dick’s highly integrated pedagogy—informed by his traditional training, revolutionary work in documenting and codifying extended techniques on the flute, and his equal personal involvement in performance, composition, and improvisation—provides a strong basis and clear trajectory, musically as well as technically, to his students. The primary research material for this document is the author’s personal collection of detailed notes from her studies with Dick. Additionally, as no pedagogy exists in a vacuum, a number of sources including historical treatises and more recent published documentations of flutists’ pedagogies provide context and support. Such publications are of current and continuing educational value; considering Dick’s contributions to the development of flute playing and his integrated approach to teaching the flute, a document that accurately and thoroughly addresses his pedagogy is a logical addition to this literature.
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Snow, Nancy Joyce. "Imitation pedagogy: The ongoing debate." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1368.
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Imitation was one of the five teaching methods passed down from the Greeks and was, from antiquity down to the nineteenth century, highly respected among scholars and educators. However, imitation has lost status as a viable pedagogy, and especially perhaps in the field of composition studies.
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McLoughlin, Shirley J. "A Pedagogy of the Blues." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1153938154.
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Hollstein, Matthew Scott. "CRITICAL PEDAGOGY: PRESERVICE TEACHERS’ PERSPECTIVES." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1155328467.
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Wilson, Robert. "Pedagogy In Vietnamese International Schools." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2639.
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This thesis is a look at the evolutionary journey of applying dramatic pedagogy in a foreign land. It does not by any means specifically pertain to theatrical elements, but everything herein is a direct reflection on the training I received as a theatre practitioner. The last four years have also molded and defined what it means to be an American theatre student living, experiencing, and working in a land that is in many senses in infancy as a nation.
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Avramsson, Kristof. "Men Knitting: A Queer Pedagogy." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34500.
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This study investigates ‘how men knitting functions as a queer pedagogy’. In the doing it recognizes that a man knitting elbows his way into long-held contrived conventions of (domestic) femininity, queering space and generally causing embarrassment and a sense of cultural unease through his performance.
As a work of educational research (situated within a Society, Culture, and Literacies profile) it is intent on troubling lingering gender-based notions of in/appropriate educational research and what remains academically out-of-bounds: knitting as domestic diversion has largely been neglected by scholars with the few academic sources focusing almost exclusively (and unapologetically) on female knitters. As such, the pedagogical meaning(s) of men knitting are essentially absent from the educational literature. This research project seeks to address that gap.
Taking the form of three journal articles, this work reads the everyday performance of men knitting as queer pedagogy, learning which ‘minces’ and troubles not only masculinity but traditional constructions of educational discourse limiting pedagogy to classrooms and accredited educators. Using personal narrative and a methodology which brings together document analysis and queer theory, this study interrogates photographic and other artifacts through a queer lens, destabilizing meaning(s) and problematizing gender. It recognizes that leisure activities like knitting, as with other human activities, are by-products of the culture where they’re re/produced and a reflection of broader societal boundaries. ‘Men knitting as a queer pedagogy,’ is about gendered desires, anxieties, and places where critical dissatisfactions with culture gets performed in other/ed ways.
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SCHULTZ, BRITTANY DIANE. "CONTEMPLATIVE PEDAGOGY: A TEXTUAL ANALYSIS." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613587.
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The goal of this study is to examine the effectiveness of contemplative pedagogy. Forty-four honors students completed a course in contemplative pedagogy at a western university. The focus of the course was empathy and compassion. The students partook in a variety of contemplative practices such as loving-kindness meditation, mindfulness meditation, and breath-focused meditation. Over the 15-week course, the students meditated before and after reading articles on contemplative ideas and wrote journal entries each week. The content of the journal entries was broken into categories by the Linguistic Inquiry and Word Count (LIWC) software. A variety of themes were analyzed. Self-report data separated the students into three groups; continuing-meditators, new-meditators, and non-meditators. The journal entries showed an increase in personal pronouns, future tense, causation, and religion words over the course of the semester suggesting. There was a decrease in first person singular pronouns, positive and negative emotion words, and insight. This study provides implications of the effectiveness of contemplative pedagogy and offers a basis for more research in the area.
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Johansson, Lisa, and Nina Juréen. "”Giraffen får inte plats i cykelkorgen” : En intervjustudie om hur pedagoger på förskolor arbetar kring professionell teater och drama som en estetisk uttrycksform." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44411.
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Syftet med denna studie är att bidra med kunskap om hur pedagoger arbetar kring besök vid en teater samt hur de utövar drama på förskolan. Är det betydelsefullt för barn att få uppleva teater och drama? Detta är en kvalitativ studie där vi har utgått ifrån ett hermeneutiskt perspektiv. Det insamlade materialet från två semistrukturerade intervjuer och ett fokusgruppssamtal har tolkats och vi har bildat oss nya förståelser i ämnet. Resultatet visar att det är viktigt med kultur för barn och då studien fokuserar på teater framgår det att även teater är en betydelsefull del av den kultur som förskolan får möjlighet att ta del av. Resultatet visar även att för att göra ett bra pedagogiskt förarbete med barn behöver de som arbetar med teater skicka ut information om teaterföreställningen innan förskolegruppens besök. Pedagoger arbetar bäst med efterarbetet när de kopplar teaterföreställningens handling till barnens egna erfarenheter, däremot är det svårt att alltid koppla teaterföreställningen till förskolans pågående tema. Genom att använda drama som uttrycksform i förskolan får barnen chans att uttrycka sina känslor och sin fantasi vilket kan bidra till stärkt självförtroende. Att använda drama som en arbetsform kan dessutom underlätta för pedagogernas arbete på förskolan, genom att de tillsammans med barnen kan bearbeta händelser som sker i verksamheten.
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Fursjö, Ida, and Beatrice Karldén. "Högläsning för omsorg eller lärande : Pedagogers syn på högläsning i förskolan." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35803.
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Studien syftar till att undersöka hur ett urval pedagoger använder och ser på högläsning i förskolan. Metoden är en kvalitativ intervjustudie. Åtta pedagoger har intervjuats kring hur och när de arbetar med högläsning samt vad de har för syfte med högläsning, om det är för omsorg eller lärande, liksom hur de ser på sitt eget förhållningssätt i högläsningssituationen. Vårt resultat visar att högläsning utfördes i tre olika konstellationer: högläsning i samband med lunch, spontan högläsning och högläsning i planerade aktiviteter. Samtliga pedagoger finner högläsningen viktig och det är ett återkommande inslag i verksamheterna. De belyser sitt eget förhållningssätt till läsning som en viktig faktor i högläsningen. Resultatet visar att pedagogerna ser på omsorg och lärande som ibland förenade i samma högläsningssituation och i andra inte.
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Adiguzel, Funda. "Konflikthantering i förskolan : En undersökning hur pedagoger ser och hanterar barns konflikter." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-335903.
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Syftet med forskningsarbetet är att undersöka pedagogernas syn på konflikthantering samt hur barns konflikter förebyggs i förskoleverksamheten. För att uppnå ett trovärdigt resultat har kvalitativa samtalsintervjuer i samband med barnobservationer använts som metod för undersökningen. Genom datainsamlingen kan det konstateras att konflikter tillhör förskolans vardag och kan vara både stora och små. Konflikter kan uppstå av många olika anledningar och något som pedagoger är överens om är att konflikter uppstår främst i samband med missförstånd mellan barnen. De menar att missförstånd har en central plats i barns konflikter och barn kan missförstå varandra både verbalt och icke verbalt beroende på situationen. Pedagoger har ett stort ansvar vid arbete med barns konflikter och konflikthantering, det kan vara konstruktivt eller destruktivt beroende på hur det hanteras. Det kan även handla om öppna och dolda konflikter. En slutsats som kan dras är att Vygotskij´s sociokulturella teori genomsyrar i pedagogernas arbete med att hantera och förebygga barns konflikter. I teorin ligger kommunikationen centralt och det har en stor betydelse vid detta studieområde, utan kommunikation kan konflikter inte hanteras. Det kräver att pedagoger stöttar och vägleder barns lärande utifrån den proximala utvecklingszonen. Genom pedagogens närvaro, delaktighet och vägledande arbetssätt kan barns lärande vidareutvecklas. Det är en god förutsättning för pedagoger att ha barns utvecklingszon som utgångspunkt vid lärande av konflikthantering. Konflikter och konflikthantering ses som ett lärandetillfälle för både barn och pedagog. Barn som lär sig att behärska sig, blir både tålmodiga, lyhörda och även mer empatiska. De värnar om varandra ännu mer och lär sig att vara en bra kompis. Så småningom ökar de sina sociala färdigheter och använder prosociala handlingar gentemot varandra. Även pedagoger tar lärdom för vidare arbete med konfliktsituationer. De reflekterar och ifrågasätter sitt handlande och bearbetar sina brister för att göra bättre ifrån sig. Det är ett bra sätt att utvecklas inom sin pedagogiska roll.
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Sigvardsson, Ann-Sofie, and Christine Jansson. "Har ni pratat idag? : En kvalitativ studie om diskurser kring vardagssamtal som pedagogisk resurs för barns samtalsfärdigheter." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36482.
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Syftet med studien är att undersöka hur pedagoger anser att de samtalar med barn i vardagen, vilket besvaras med forskningsfrågorna: Vilka variationer av yttranden framträder när pedagogerna diskuterar kring hur de samtalar med barn i vardagen? Hur beskriver pedagogerna vilka villkor som finns för att vardagssamtal ska kunna möjliggöra utveckling av barns samtalsfärdigheter? Studien utgår från socialkonstrutionisktisk teoribildning samt diskurspsykologi som metodologisk utgångpunkt. För insamling av material användes ett fokusgruppssamtal med fem medverkande pedagoger. De variationer som tydligast synliggjordes i resultatet är tidens betydelse och roll spelar roll. Resultatet visar att genom pedagogernas yttranden kring tidens betydelse är det rimligt att dra slutsatsen att tiden konstruerar villkoren för barn att lära och utveckla samtalskompetenser. Genom pedagogernas yttranden kring roll spelar roll är det rimligt att dra slutsatsen att pedagogerna intar roller som konstruerar villkoren för barn att lära och utveckla samtalskompetenser.
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Olsson, Marcus. "Barns rättigheter i förskolan : En fallstudie om pedagogers föreställningar och synliggörande av barns rättigheter i förskolan." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-348363.
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Denna studie har gjorts i syfte att undersöka förskolepedagogers föreställningar av barns rättigheter och se hur de själva upplever att de arbetar med och synliggör dessa i förskolan. Studien är en fallstudie gjord på en förskola i Sverige där sju kvalitativa intervjuer utförts individuellt med sju förskolepedagoger. Intervjufrågorna har varit utformade på ett sätt för att ta reda på pedagogernas bild av barns rättigheter men också undersöka hur de själva upplever att de arbetar för att synliggöra barns rättigheter i förskolan. I studien har jag utgått ifrån en barndomssociologisk teori med ett fokus utifrån ett barnperspektiv, som barnkonventionen dels går att tolkas utifrån. Resultatet visar att barns rättigheter är ett ämne som sällan talas om eller sätts i begrepp på denna förskola, något som behövs göras för att rättigheter ska bli något självklart enligt forskning. Varken sinsemellan pedagoger eller mellan pedagoger och barn. Trots detta visar förskolepedagogerna på exempel där det går att se att de på olika sätt arbetar nära ett värdepedagogiskt arbetssätt som i sin tur är en del av barnkonventionen. De uppvisar också exempel på hur de arbetar med barns integritet och förståelse för andras rättigheter, men ofta sker detta på deras eget sätt och det sker inte mycket samarbete menar man. Nästintill alla uttrycker att barns rättigheter är ett viktigt ämne som man ska arbeta med i förskolan, men samtidigt så verkar det som att ämnet inte är fullt lika aktuellt. Stora barngrupper menar man är ett av hindren som gör att de oftast prioriterar det som gynnar stora gruppens bästa som också resulterat i att pedagogerna styr upp många av aktiviteterna för barnen. Detta lämnar i sin tur mindre utrymme att arbeta så nära barns rättigheter som många av förskolepedagogerna egentligen önskar att de gjorde. Trots att barnperspektivet och arbetet med barns rättigheter brister på förskolan är förskolepedagogerna samtidigt medvetna om detta. De uttrycker en önskan om att arbetet med barns rättigheter och barnkonventionen behöver bättras och synliggöras mer. Dessa behöver sättas i större begrepp än vad de på förskolan gör idag.
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Murphy, Caroline. "Practice, pedagogy and policy : the influence of teachers' creative writing practice on pedagogy in schools." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/13334/.
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This research aims to develop understanding of how teachers’ experience of practising creative writing influences pedagogy in schools. The research is located within a literary studies domain, responding to the context in which creative writing is most commonly taught in schools and in higher education. The central research question explored is: • How is the pedagogy of creative writing in schools influenced by teachers’ creative writing practice? The research explores the premise that creative writing practice has the potential to raise teachers’ ‘confidence as writers’, enabling them to ‘provide better models for pupils’ (Ofsted, 2009: p.6). This thesis examines what ‘creative writing practice’ means in the context of developing pedagogy; considers how creative writing is conceptualised by teachers; and investigates how teachers’ creative writing practice connects to pedagogic methods and approaches. The research sub questions that underpin the research are: • How has creative writing been conceptualised in educational policy, and how do these conceptions influence pedagogy in schools? • Does the practice of creative writing influence teachers’ conceptualisations of creative writing, and, if so, what is the impact on pedagogy? • Does the practice of creative writing influence teachers’ perceptions of themselves as writers, and, if so, what is the impact on pedagogy? • Does the experience of working with writers influence teachers’ pedagogic approaches in the classroom, and if so, how? The research includes a case study involving 14 primary and secondary school teachers, engaged in developing their own creative writing practice under the guidance of professional writers. The case study approach enables exploration of the research questions through analysis of participants’ lived experience of creative writing practice and pedagogy. The analysis of the case study at the heart of this research is situated within an interpretive framework, acknowledging the complexity of multiple meanings at play in socio-cultural learning contexts. The analysis draws on Bruner’s exploration of how pedagogical approaches imply conceptions of the learner’s mind and pedagogy (Bruner, 1996), and considers the interplay between teachers’ experiences of creative writing, and their choice of pedagogical methods and approaches.
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Janulytė, Simona. "Pedagogų karjeros pokyčiai nuolatinio mokymosi kontekste: pedagogų požiūris." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140227_124726-77821.
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Globalizacija, kintančios ekonominės, socialinės ir politinės sąlygos, informacinių ir komunikacinių technologijų plėtra, didėjantis visuomenės poreikis, reikalavimai švietimui ir besikeičiantis mokytojo vaidmuo reformuotoje mokykloje – veiksniai, kurie pedagogo profesiją šiame postmodernizmo amžiuje veikia labiausiai. Mokytojo darbas darosi vis sudėtingesnis, jis privalo reaguoti į įvairialypius pokyčius, mokinių poreikius, į sparčią technikos pažangą ir tenkinti visuomenės keliamus tobulumo reikalavimus. Todėl visiškai natūralu, jog šiame kontekste vis labiau akcentuojamas mokymosi visą gyvenimą principo įgyvendinimas, kuris yra pagrindinis sėkmingo perėjimo į žiniomis grįstą visuomenę garantas.Globalization, the changing economic, social and political conditions, information and communication technology development, constantly increasing public demand, the requirements for education and the changing role of the teacher in the reformed school - factors affecting the teachers profession in the postmodern age the most. Teacher's work becomes more advanced, it must respond to the diverse changes to students' needs, the rapid technological progress and meet the public's need for perfection requirements. So it is absolutely natural that in the context of the growing emphasis on lifelong learning implementation, which is central to the successful transition to a knowledge-based society guarantee.
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Somacal, Cristiane Maccari. "Professor pedagogo." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94585.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2010Made available in DSpace on 2012-10-25T12:41:46Z (GMT). No. of bitstreams: 1 287195.pdf: 13257230 bytes, checksum: d18df5435f0152c75c135115b69bc551 (MD5)
A pesquisa volta-se para o campo atual dos Professores Pedagogos, o objetivo investigar e compreender quem são estes profissionais que atuam nas escolas estaduais do Estado do Paraná, especificamente do Núcleo Regional de Educação de Toledo, identificando qual seu perfil, sua identidade e suas perspectivas com relação a sua profissão. Também procura analisar como estes realmente veem sua práxis educativa no interior das escolas. Norteando estas reflexões foram analisados os documentos, Diretrizes Curriculares Nacionais para os Curso de Graduação em Pedagogia, a Lei Complementar n. 103/2004 e o Edital n. 37/2004, que serviu de base para o concurso realizado no referido ano. No mesmo ano, implantou-se a Lei Complementar n. 103/2004, que extingue as profissões de Orientadores Educacionais e Supervisores de Ensino, os transformando em Professores Pedagogos. Com o intuito de compreender esta realidade, fez-se uma explanação histórica do curso de graduação em Pedagogia buscando identificar o papel destes profissionais em cada período de sua história, destacando os principais marcos legais e a própria legislação que rege a situação dos Professores Pedagogos no Estado do Paraná. Discorrer e discutir sobre a história do curso fez-se necessário para compreender e situar a realidade paranaense que se discute na pesquisa. Por meio dos dados coletados na pesquisa de campo, desenvolveu-se uma análise, a partir do entendimento que estes profissionais apresentam sobre sua profissão, suas mudanças e o seu campo de atuação. Quais são as realizações e dificuldades por eles enfrentadas em seu cotidiano. Discorre-se também sobre as perspectivas que levantam sobre sua profissão. Embora haja a definição da profissão legalmente é preciso refletir como esta vem de fato acontecendo e articulando-se no interior das escolas em sua prática diária. Constata-se pela pesquisa, certa insatisfação com relação a situação de trabalho destes profissionais atuantes nas escolas estaduais do Paraná, devido as variadas atividades e funções que devem desenvolver cotidianamente. Mas, mesmo envoltos por inúmeras dificuldades, consideram-se profissionais essenciais para a escola, e acreditam em um futuro promissor para a profissão, onde haja o econhecimento e valorização do papel desempenhado por estes educadores.
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MacEachren, Elizabeth J. "Craftmaking a pedagogy for environmental awareness /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66359.pdf.
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Tittley, Serge G. "The personalist pedagogy of John Macmurray." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60925.pdf.
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DICKINSON, TERAN HANSON. "ARCHITECTURE THROUGH PEDAGOGY: NORTH MINNEAPOLIS WALDORF." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/190439.
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