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Leão, Marcelo Franco, and Francisca Melo Agapito. "Ensino de Libras em um Curso de Pedagogia por meio da aprendizagem baseada em problemas." Revista Educação e Emancipação 12, no. 1 (January 29, 2019): 186. http://dx.doi.org/10.18764/2358-4319.v12n1p186-203.
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O ensino da Língua Brasileira de Sinais (Libras) passou a ser uma exigência nos cursos de licenciatura no país a partir da promulgação do Decreto Nº 5.626, sancionado em 2005. Além disso, o contexto atual exige que as aulas no Ensino Superior sejam dinâmicas e envolventes, que estimulem a pesquisa e a autonomia na tomada de decisões, isso para que os futuros profissionais sejam capazes de lidar e solucionar situações reais. Nesse sentido, é preciso que os cursos de licenciatura planejem estratégias diversificadas de ensino para que o estudo de Libras possa promover aprendizagens significativas no decorrer desse processo formativo. Esse estudo teve como objetivo relatar o desenvolvimento de uma metodologia ativa de aprendizagem durante as aulas da disciplina de Libras do Curso de Pedagogia de uma Instituição de Ensino Superior (IES) pública no município de Imperatriz- MA. O estudo se configura como exploratório, com abordagem qualitativa e pautada na análise descritiva. Essa experiência pedagógica ocorreu no primeiro semestre de 2017. A estratégia de ensino utilizada foi a aprendizagem baseada em problemas. Os resultados denotaram que, foi perceptível a disposição dos acadêmicos em participar da atividade, a contribuição da mesma para uma construção consistente sobre o conteúdo proposto, assim como refletir sobre a importância da docente buscar a promoção de conhecimentos por meio de estratégias diferenciadas.Palavras-chave: Prática pedagógica. Estratégias de ensino. Libras. Teaching of Libras in a Pedagogy Course through problem-based learning (PBL)ABSTRACTThe teaching of the Brazilian Sign Language (Libras) became a requirement in undergraduate courses in Brazil since the enactment of Decree No. 5,626, sanctioned in 2005. In addition, the current context requires that classes in Higher Education to be dynamic and that stimulate research and autonomy in decision making, so that future professionals will be able to handle and solve real situations. In this sense, it is necessary that undergraduate courses plan diversified teaching strategies so that the study of Libras can promote meaningful learning in the course of this formative process. This study aimed to report the development of an active learning methodology during classes in the discipline of Libras of the Course of Pedagogy of a Public Institution of Higher Education (IES) in the municipality of Imperatriz- MA. The study is exploratory, with a qualitative approach based on the descriptive analysis. This pedagogical experience occurred in the first half of 2017. The teaching strategy used was problem-based learning. In this experience, the students’ willingness to participate in the activity, their contribution to a consistent construction of the proposed content, and reflection on the importance of the teacher to seek the promotion of knowledge through differentiated strategies was perceptible.Keywords: Pedagogical practice. Teaching strategies. Libras. Enseñanza de Libras en un Curso de Pedagogía a través Del aprendizaje basado en problemas (ABP)RESUMENLa enseñanza de la Lengua Brasileña de Señales (Libras) pasó a ser una exigencia en los cursos de licenciatura en el país a partir de la promulgación del Decreto Nº 5.626, sancionado en 2005. Además, el contexto actual exige que las clases en la Enseñanza Superior sean dinámicas y estimulen la investigación y la autonomía en la toma de decisiones, eso para que los futuros profesionales sean capaces de lidiar y solucionar problemas reales. En este sentido, es necesario que los cursos de licenciatura planifiquen estrategias diversificadas de enseñanza para que el estudio de Libras pueda promover aprendizajes significativos en el curso de ese proceso formativo. Este estudio tuvo como objetivo relatar el desarrollo de una metodología activa de aprendizaje durante las clases de la disciplina de Libras del Curso de Pedagogía de una Institución de Enseñanza Superior (IES) pública en el municipio de Imperatriz-MA. El estudio se confi gura como exploratorio, de abordaje cualitativo y pautada en el análisis descriptivo. Esta experiencia pedagógica ocurrió en el primer semestre de 2017. La estrategia de enseñanza utilizada fue el aprendizaje basado en problemas. En esta experiencia fue perceptible la disposición de los académicos en participar de la actividad, la contribución de ésta para una construcción consistente sobre el contenido propuesto, así como reflexionar sobre la importancia de la docente para buscar la promoción de conocimientos a través de estrategias diferenciadas.Palabras Clave: Práctica pedagógica. Estrategias de enseñanza. Libras.
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Moreno Schmidt, Gladys, María Luisa Zagalaz Sánchez, and Luisa Magaly Elzel Castro. "Las experiencias de trabajo de campo para aprender y enseñar geografía: El caso de la comunidad educativa de Osorno, Chile." Revista de Historia y Geografía, no. 38 (June 26, 2018): 147. http://dx.doi.org/10.29344/07194145.38.1286.
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Se presenta un estudio práctico sobre el aprendizaje de la geografía en la comunidad educativa de nivel secundario en la ciudad de Osorno (Chile) aplicando el trabajo de campo como una enseñanza esencialmente activa que abarca el conocimiento del entorno y el aprendizaje por descubrimiento. El objetivo del trabajo examina la relación entre prácticas pedagógicas centradas en el aula y las usadas en experiencias propias del trabajo de campo con actividades al aire libre en el ámbito local. La investigación responde a un estudio empírico–descriptivo, en el que se aplican instrumentos a profesores de establecimientos educacionales y estudiantes de octavo semestre de Pedagogía en Historia y Geografía de la Universidad de Los Lagos. Se concluye que el trabajo de campo tiene valor en tanto la actividad tenga relación con la problemática y el análisis de lo observado y no solo en la descripción delos elementos.Palabras clave: Educación, aprendizaje activo, enseñanza de la geografía,trabajo de campoExperiences of field work to learn and teach geography: The case of an educational community of Osorno, ChileAbstractThe article presents a practical case about the study of geography in the secondary educational level at the city of Osorno, Chile, applying the fieldwork as an essential active education encompassing the environment knowledge and learning by discovering. The objective is to review the relation among classroom-focused pedagogical practices and the use of fieldwork experiences with local and outdoor activities. The research responds to an empirical descriptive study applying tools to teachers from schools in Osorno, and to students of the Eighth Semester of History and Geography Pedagogy fromUniversidad de Los Lagos. It finds that the fieldwork has value provided theactivity is related to the issue and observations analysis and not only in thedescription of elements.Keywords: Education, active learning, geography teaching, work fieldAs experiências de trabalho de campo para aprender e ensinar geografia: O caso da comunidade educativa de Osorno, ChileResumoApresenta-se um estudo prático sobre o estudo da geografia na comunidade educativa de nível secundário na cidade de Osorno (Chile) aplicando o trabalhode campo como uma forma de ensino essencialmente ativa que abrange oconhecimento do entorno e aprendizado através da descoberta. O objetivodo trabalho examina a relação entre práticas pedagógicas centradas na salade aula e as que são usadas em experiências próprias do trabalho de campocom atividades ao ar livre no âmbito local. A pesquisa responde a um estudoempírico–descritivo, no que se aplicam instrumentos a professores de estabelecimentos educacionais e a estudantes de oitavo semestre de Pedagogia em História e Geografia da Universidade de Los Lagos. Conclui-se que o trabalhode campo tem valor desde que a atividade tenha relação com a problemáticae a análise do observado e não só na descrição dos elementos.Palavras-chave: Educação, aprendizado ativo, ensino da geografia, trabalhode campo
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Lorite-García, Nicolás. "Una pedagogía activa del lenguaje televisivo para comunicadores del futuro." Comunicar 9, no. 17 (October 1, 2001): 138–43. http://dx.doi.org/10.3916/c17-2001-21.
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This paper puts forward an innovation in television language learning for future journalists. He explains the results of his experience, carried out with pupils from Universidad Autónoma of Barcelona and Tec from Monterrey. He comes to the conclussion that it is advisable to use reference books and workbooks to achieve the right aims. En este artículo se ofrecen algunas pistas sobre la pedagogía activa que se viene aplicando desde mediados de los noventa para enseñar lenguaje televisivo a futuros comunicadores, en concreto a los alumnos de Ciencias de la Comunicación de la Universidad Autónoma de Barcelona y del Tec de Monterrey de México. El autor define que el interés del alumno por las clases aumenta considerablemente si se usa un manual conceptual de referencia adecuado a su lenguaje juvenil y se le permite expresar sus opiniones.
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Dewi, Laksmi. "PENINGKATAN KOMPETENSI PEDAGOGIK GURU MELALUI PELATIHAN PAIKEM (PELATIHAN PADA GURU MI DAN MTS DI KABUPATEN CIANJUR)." EDUTECH 13, no. 3 (August 18, 2014): 409. http://dx.doi.org/10.17509/edutech.v13i3.3094.
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Abstract. Learning is not monopoly of teachers (teacher centered). The teacher in charge of teaching and, especially, the students who do learning activities, both have the same right to manage their learning process with its various components. Teachers should have the pedagogic skills makes the students learn. Pedagogical competence of teachers need to be trained to increase their skills, so that teachers are able to create an active learning, innovative, creative, effective and fun for students. Successful training is training that can provide added value to knowledge, attitudes and skills of the participants. Good training is training that suits participants needs and its results can be applied in paraticipants workplace. PAIKEM training which has been implemented successfully contribute to the improvement of pedagogical competence of the participants.Keywords: effective training, relevance, improving the competence of teachersAbstrak. Pembelajaran bukanlah monopoli guru (teacher centered). Guru yang bertugas mengajar dan, terutama, peserta didik yang melakukan kegiatan belajar, keduanya memiliki hak yang sama untuk mengelola proses pembelajaran dengan berbagai komponennya. Untuk itulah guru harus memiliki keterampilan pedagogik membuat siswa belajar. Kompetensi pedagogik guru perlu dilatih agar keterampilannya meningkat, sehingga guru mampu menciptakan pembelajaran yang aktif, inovatif, kreatif, efektif dan menyenangkan untuk peserta didik. Pelatihan yang berhasil adalah pelatihan yang dapat memberikan nilai tambah pada pengetahuan, sikap dan keterampilan peserta. Pelatihan yang baik adalah pelatihan yang sesuai dengan kebutuhan peserta dan hasilnya dapat diterapkan di dunia kerja peserta. Pelatihan PAIKEM yang telah dilaksanakan ini berhasil memberikan sumbangan bagi peningkatan kompetensi pedagogik para peserta.Kata Kunci : pelatihan efektif, relevansi, peningkatan kompetensi guru
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Camacho Miñano, Mª Mar, Elena Urquía Grande, and David Pascual Ezama. "Seminarios activos: Un recurso para motivar al alumnado universitario al estudio de la Contabilidad." EDUCADE - Revista de Educación en Contabilidad, Finanzas y Administración de Empresas, no. 3 (2012): 95–110. http://dx.doi.org/10.12795/educade.2012.i03.06.
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Espejo Leupin, Roberto Mauricio. "¿PEDAGOGÍA ACTIVA O MÉTODOS ACTIVOS? EL CASO DEL APRENDIZAJE ACTIVO EN LA UNIVERSIDAD." Revista Digital de Investigación en Docencia Universitaria, no. 1 (June 30, 2016): 16. http://dx.doi.org/10.19083/ridu.10.456.
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<p>En este artículo discutimos el enfoque del aprendizaje activo que se ha difundido en las aulas universitarias, relacionándolo con sus antecesores pedagógicos, específicamente el movimiento de la Escuela Nueva Europea y la Educación Progresista Norteamericana. Esta relación nos permite entender en una perspectiva histórica el abanico de métodos de enseñanza-aprendizaje que se están utilizando en la Universidad, incluyendo diferencias con sus antecesores. En particular, discutimos la diferencia entre métodos activos y la noción más general de pedagogía activa, la que implica una filosofía de la educación que se centra de manera más radical en el estudiante. Esto último nos permite esbozar posibles líneas de evolución de la práctica de la pedagogía activa en la Universidad.</p>
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Hali, Fitriyani, and Herlina Herlina. "Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka." Journal of Mathematics Education 3, no. 2 (November 21, 2018): 60–64. http://dx.doi.org/10.31327/jomedu.v3i2.842.
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One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.
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Asadullaeva, Nargizakhon. "Pedagogical Factors Of Formation Of Active Life Position Among Young Generation." American Journal of Social Science and Education Innovations 03, no. 01 (January 31, 2021): 576–84. http://dx.doi.org/10.37547/tajssei/volume03issue01-101.
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In this article, the author discusses and gives information about the process of formation of the person, the structure, structure and components of life skills and goals in it, the dynamics of the life position and the stages of ascent. The article also examines the socio-pedagogical necessities and factors for the development of active life position and social activity skills in young people.
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Hoang Thi, Van, and Dung Ho Van. "Actual situation of managing collective construction of positive pedagogy in high schools in Tan Phu District, Ho Chi Minh City." Journal of Science Educational Science 65, no. 9 (September 2020): 99–108. http://dx.doi.org/10.18173/2354-1075.2020-0097.
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Study the current situation of active management of collective training in high schools in Tan Phu District, Ho Chi Minh City today to have a basis for proposing management measures to improve work efficiency. The management of positive collective construction at high schools in Tan Phu District, Ho Chi Minh City has developed relatively well, contributing to improving the quality of education and meeting increasing requirements of society. Pedagogical collectives are stable in number and structure, have a sense of discipline, have a healthy psychological atmosphere, have a sense of self-study to improve their qualifications, well obey the legislations. . However, the management of pedagogical collective development to become an active pedagogic group is not an easy task, requiring a lot of time and effort. Because some individuals in the pedagogical collectives are still not active, the internal conflicts continue to exist. The set of core values and values of the collective have not had a strong impact on the awareness and behaviors of all people.
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P, Muahammad Ali, and Suryadi Ishak. "Eksplorasi Penerapan Pendekatan Scientific Ditinjau dari Pengetahuan Pedagogik Guru." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 15, no. 2 (November 29, 2019): 151. http://dx.doi.org/10.35329/fkip.v15i2.471.
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The main instrument in this study is the researcher himself and his supporting instruments are the teacher's pedagogical knowledge test, learning observation sheet, and interview. The subjects of the study were mathematics teachers at SMP Negeri 1 Polewali, SMP Negeri 2 Polewali, and SMP Negeri 3 Polewali, which were then chosen by two people from each school. The results obtained from this study are the first based on the results of pedagogical tests given to research subjects, namely there are 2 subjects that fall into the category of high pedagogical knowledge and there are 4 subjects that fall into the category of low pedagogic knowledge and based on interviews the results show subjects that fall into the knowledge category High pedagogic generally understands how the application of scientific approaches in mathematics learning because they have frequently participated in training related to the scientific approach, whereas subjects with low pedagogic knowledge category only one subject understands the application of the scientific approach because they are active in the training carried out by the relevant offices.and for the other 3 subjects they did not really understand the scientific approach because they had only participated in the training once. Based on observations, it shows that (1) subjects who have a high pedagogical knowledge category are generally good in applying learning steps because it is clear in directing students in the learning process so that some students are able to follow them well. (2) subjects who have a low pedagogical knowledge category are generally not good at implementing learning steps because they are not clear in directing students in the learning process so that students cannot follow them well.
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Del Gobbo, Giovanna, Francesco De Maria, and Marta Pampaloni. "Sustainable development in higher education: an integrated teaching and research experience." Form@re - Open Journal per la formazione in rete 21, no. 2 (July 31, 2021): 46–63. http://dx.doi.org/10.36253/form-11418.
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The contribution presents a teaching experience in a master’s degree program of the University of Florence in pedagogical area. Through an integrated research-informed teaching (RIT) approach and the use of active methodologies, the course focuses on the topics of Agenda 2030 and sustainability, dealing with educational dimension underlying development’s actions. The importance of student-centred and learning outcomes-oriented pedagogical and didactic approaches are highlighted. These are functional to the development of competences linked to the theme of sustainable development, but also oriented towards the training of education professionals who are considered central figures in the accompaniment and management of ecological and sustainable transition processes. The contribution offers the systematization of this long-term experience in university teaching.
Lo sviluppo sostenibile nell’alta formazione: un’esperienza integrata di didattica e ricerca
Il contributo presenta un’esperienza di insegnamento all’interno di un corso di laurea magistrale di area pedagogica dell’Università di Firenze. Attraverso un approccio integrato di research-informed teaching (RIT) e l’utilizzo di metodologie attive, il corso è centrato sui temi dell’Agenda 2030 e della sostenibilità, esplicitando la dimensione educativa sottesa alle azioni di sviluppo. Si evidenzia l’importanza di approcci pedagogici e didattici student centred e learning outcomes oriented funzionali allo sviluppo di competenze legate al tema dello sviluppo sostenibile e volti alla formazione di professionisti dell’educazione e della formazione ritenuti figure centrali nell’accompagnamento e nella gestione di processi di transizione ecologica e sostenibile. Il contributo offre la sistematizzazione di questa esperienza pluriennale di didattica universitaria.
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López Gil, María Aracelly. "Aportes de la pedagogía activa a la educación." Plumilla Educativa 4, no. 1 (May 5, 2007): 33–42. http://dx.doi.org/10.30554/plumillaedu.4.605.2007.
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Al surgir en el medio educativo la búsqueda de estrategias de mejoramiento de la calidad educativa y con ella las alianzas empresariales e institucio-nales para movilizar todas las fuerzas vivas de la región en pro de tan anhelada calidad, se consolida en la ciudad, entre otros, el proyecto de Escuela Activa Urbana, el cual crea en los maestros incerti-dumbres y esperanzas, las cuales empiezan a dejar emerger una serie de interrogantes como el que se pretende abordar en este artículo. “Escuela Nue-va” y “Escuela Activa, ¿es lo mismo?, ¿en qué se diferencian?, ¿en qué se asemejan?... Para lograr hacer y para SER con el hacer, es necesario tener claridad conceptual de las empresas o proyectos en los que nos aventuramos, y de tal manera superar la realización de tareas, aplicación de fórmulas o la misma pregunta del ¿cómo se hace?. Esta es la mejor manera de lograr que los maestros se hagan intelectuales y profesionales del oficio de Maes-tro, permitiendo sostener debates entre círculos académicos con solvencia y rigor conceptual. Es hora de exigir procesos de mejoramiento docente que refuercen las competencias epistemológicas y pedagógicas del maestro y que no continúen infantilizando el saber pedagógico que el maestro lleva al aula...
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Hood Cattaneo, Kelsey. "Telling Active Learning Pedagogies Apart: from theory to practice." Journal of New Approaches in Educational Research 6, no. 2 (July 15, 2017): 144–52. http://dx.doi.org/10.7821/naer.2017.7.237.
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Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical lenses, could function as a useful tool for researchers and practitioners in comparing pedagogies. This article classified five active learning pedagogies based on six constructivist elements. The comparison was completed through a comparative analysis and a content analysis informed by a systematic literature review. The findings were that learner-centeredness is a primary goal of all pedagogies; however, there is a strong dissonance between each pedagogy’s theoretical underpinnings and implementation realities. This dissonance complicates differentiating active learning pedagogies and classification as a comparative tool has proved to have limited usefulness.
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Sliverskyi, Bohuslav. "Pedagogy of the future." Osvitolohiya, no. 6 (2017): 8–19. http://dx.doi.org/10.28925/2226-3012.2017.6.819.
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A view of pedagogy, at least in several possible contexts, is undoubtedly related to the sense of some states and the experience of those who are active creators of this discipline, the researchers or clients. The author suggests considering three aspects of the functioning of pedagogy in the academic field, the first two of which, lead to its relative «disability», destruction or anomaly with some negative consequences of the process. The similarity of the conditions of scientific work and the academic views of educators does not provide automatic cooperation in the last of the proposed dimensions of pedagogy - the pedagogy of hope or hope associated with pedagogy. If we do not consider science as a professional, social, cultural and historical mission, with giving politicians and business representatives all the power to make decisions, we will cut the branches of the tree of generations, instead of promoting our achievements. The time has come to get up from knees, to create a new identity with usefulness for both scientific pedagogy and practice. It is possible that we should even change the language of communication with the outside world, preserving it in its structures and studying its tightness, highly specialized diversity.For example, if we want to write about social phenomena, we should present the widest possible approach to the topic: philosophy, anthropology, psychology – everything that can affect this issue. We are not able to carry out certain research in one or another field without careful study of the existing literature. Despite the fact that there are blurring boundaries in the field of humanities and social sciences as a result of interdisciplinary research, however, none of the positivist period selected scientific disciplines renounce its own identity. On the contrary, it tries to show a special contribution by metaphorizing the world of education.
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Raisborough, Jayne, Marian Barnes, Flis Henwood, and Lizzie Ward. "Stretching middle age: the lessons and labours of active ageing in the makeover show." Media, Culture & Society 36, no. 8 (August 4, 2014): 1069–83. http://dx.doi.org/10.1177/0163443714544997.
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This article responds to the claim that there is a critical neglect of age and ageing across media and television studies. It does so by arguing an exploration of the insights from the fields of critical gerontology/Age Studies and Media Studies allows critical scrutiny of the intersection between populist stereotyping of age, the pedagogic function of the makeover culture, and the prevailing public policy discourses that place responsibility on individuals, notably women, to hold back their old age. This article extends the argument that the pedagogical function of the makeover is to train us into culturally inhabitable bodies, to claim that age shapes what corporeal and cultural dwellings are currently intelligible.
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Ruiz Jiménez, Lucero, and Jaime Alberto Pineda Muñoz. "Hacia una fundamentación epistemológica del modelo de pedagogía activa." Plumilla Educativa 4, no. 1 (December 4, 2007): 48–51. http://dx.doi.org/10.30554/plumillaedu.4.607.2007.
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La necesidad de actualizar teóricamente el Modelo de Pedagogía Activa y poner en práctica una reforma integral en los procesos de enseñanza-aprendizaje, se deriva del estado de emergencia en que se encuentra el paradigma pedagógico en Colombia. Ante este estado de emergencia, tanto en el discurso pedagógico como en la práctica pedagógica se debe operar una resignifi-cación de las premisas epistemológicas y metodológicas que sustentan a la Pedagogía en lo teórico y la guían en lo práctico.El paradigma pedagógico en Colombia requiere de una nueva paideia 1, un nuevo concepto de for-mación acorde a las realidades epistemológicas del siglo XXI y un nuevo concepto de Escuela que no sólo interprete las necesidades de la sociedad sino que busque problematizar los distintos aspectos de la vida social. Sin embargo es precio tener en cuenta que un modelo pedagógico es una representación sintética de una teoría pedagógica que coexiste con un paradigma dentro de un campo disciplinario, y el paradigma es el conjunto de teorías, métodos, problemas y objetos de estudio que caracterizan el trabajo investigativo de una comunidad científica en una época determinada 2. Así pues, cuando nos referimos a la actualización teórica del modelo, estamos reconociendo movimientos conceptuales al interior del paradigma.
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Junaid, Rusdiana, and Muhammad Rusli Baharuddin. "Peningkatan Kompetensi Pedagogik Guru melalui PKM Lesson Study." To Maega : Jurnal Pengabdian Masyarakat 3, no. 2 (August 5, 2020): 122. http://dx.doi.org/10.35914/tomaega.v3i2.413.
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AbstrakMitra pada kegiatan ini adalah guru-guru SMP Negeri 8 Palopo sebagai upaya meningkatkan kompetensi pedagogik guru melalui PKM lesson study. Lebih dari 85% siswa harus melakukan remedial ujian akhir semester agar memenuhi kriteria ketuntasan minimal. Program kemitraan ini bertujuan meningkatkan pengetahuan guru-guru SMP Negeri 8 Palopo tentang pemenuhan hak belajar siswa. Berdasarkan permasalahan yang dihadapi mitra maka solusi yang ditawarkan adalah pelatihan dan pendampingan lesson study. Hasil dari kegiatan ini adalah peningkatan kompetensi pedagogik yang ditandai dengan meningkatnya pengetahuan guru dalam bentuk membuat chapter design dan lesson design dengan berkolaborasi dengan teman sejawat, serta peningkatan pemenuhan hak belajar siswa ditandai dengan terciptanya suasana pembelajaran yang aktif, kreatif, efektif, inovatif, dan menyenangkan. Selain itu, PKM lesson study menghasilkan luaran berupa artikel ilmiah yang dipublikasi melalui jurnal nasional dan prosiding seminar international.Kata Kunci: Lesson study, Kompetensi pedagogik, Hak belajar siswa AbstractPartners in this activity are the teachers of Palopo 8 Public Middle School in an effort to improve teacher pedagogical competence through PKM lesson study. More than 85% of students have to do a remedial final semester exam to meet the minimum completeness criteria. This partnership program aims to increase the knowledge of teacers of SMP Negeri 8 Palopo about fulfilling student learning rights. Based on the problems faced by partners, the solution offered is lesson study Training and Assistance. The rsults of this activity are an increase in pedagogical competence marked by increasing teacher knowledge in the form of creating chapter designs and lesson designs by collabrating with peers, as well as increasing the fulfillment of student learning rights marked by creating an atmosphere of active, creative, effective, innovative, and fun learning. In addition, PKM lesson study produces outcomes in the form of scientific articles published through national journals and international conference proceedings.Key Word: Lesson study, Pedagogical competence, Student learning rights
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Jaliev, Turdibay. "POTENTIAL OF FOREIGN LANGUAGE LESSONS IN THE FORMATION OF SOCIALLY ACTIVE CIVIL COMPETENCE IN STUDENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 63–67. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-14.
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The article describes the work on the formation of socially active civic competence. The process of assimilation and understanding by students of the concept of citizenship depends on the degree of their involvement in cognitive and socially useful activities. Students who have a fairly complete understanding of civic competence often do not see the possibilities of applying this quality in life, where their intervention and assistance is most needed. To solve the set tasks, a technology for the formation of socially active civic competence is proposed.
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Junque de Fortuny, Enric, and David Martens. "Active Learning-Based Pedagogical Rule Extraction." IEEE Transactions on Neural Networks and Learning Systems 26, no. 11 (November 2015): 2664–77. http://dx.doi.org/10.1109/tnnls.2015.2389037.
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Zuluaga Garcés, Lucía Lucía, and Dora Lilia Marín Díaz. "Memoria colectiva memoria activa del saber pedagógico." Revista Educación y Ciudad, no. 10 (December 9, 2015): 63–86. http://dx.doi.org/10.36737/01230425.n10.281.
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A partir de dos trabajos adelantados en el Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP, la construcción teórica del proyecto Centro de Memoria en Educación y Pedagogía de Bogotá y la investigación Memoria activa y campos conceptuales, las autoras trabajan el conceptos de memoria desde las perspectivas histórica, sociológica y antropológica, retomando autores como Le Goff, Halbwachs, Kemmis, Gnecco, Zambrano y Foucault. Establecen los alcances de este concepto al pensar las contribuciones políticas de proponer la relectura y constitución de nuevas formas de narrar lo que han denominado la memoria activa del saber pedagógico. De esta manera, definen las rutas y sientan las bases que orientarán el Centro de Memoria en Educación y Pedagogía de Bogotá.
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Blanchard, Lynda‐ann, and Mike Nix. "Creating spaces for radical pedagogy in higher education." Human Rights Education Review 2, no. 2 (November 3, 2019): 64–83. http://dx.doi.org/10.7577/hrer.3363.
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This paper tells stories from a higher education study abroad collaboration entitled Investigating Diversity, Human Rights and Civil Society in Japan and Australia. Starting from a pedagogical focus on students’ active learning about human rights, this project has come to value relationship building—between academic institutions, civil society and community groups, and individuals. We ask ‘what is human rights education?’, and argue for a radical pedagogy in which knowledge about human rights and diversity is negotiated in ‘third spaces’ (Bhabha). In an attempt to address the ‘im/possibility of engaging with alterity outside of a pedagogic relationship of appropriation or domination’ (Sharma), learners ‘become border crossers in order to understand otherness on its own terms’ (Giroux). As the stories demonstrate, active learning also requires active unlearning (Spivak). Pivotal to our radical pedagogy is a conception of human rights education as dialogic and that creates the conditions for ethical encounters with otherness.
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Emblen-Perry, Kay. "Can sustainability audits provide effective, hands-on business sustainability learning, teaching and assessment for business management undergraduates?" International Journal of Sustainability in Higher Education 20, no. 7 (November 4, 2019): 1191–219. http://dx.doi.org/10.1108/ijshe-10-2018-0181.
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Purpose This paper aims to present a novel pedagogical approach to education for sustainability within the business curriculum that adopts a sustainability audit of a fictional company presented as a case study as the focus of learning, teaching and assessment. It evaluates the user’s ability to provide the active learning called for in education for sustainability literature and hands-on learning that business management students prefer. Design/methodology/approach This study explores students’ qualitative and quantitative responses to pre- and post-module surveys and module evaluations to establish the effectiveness of focussing learning, teaching and assessment on a sustainability audit. The study, undertaken over a two-year period, adopts four indicators of learning and teaching effectiveness to synthesise, evaluate and present the findings as follows: development of sustainability knowledge and skill, employment skills, career and life skills and engagement. Findings The study finds that a sustainability audit can develop students’ knowledge and skills in all four indicators of learning and teaching effectiveness. In addition, the findings suggest it can raise students’ learning awareness and recognition of their role in the learning process. Research limitations/implications This paper reports the findings of a small scale, two-year study. As such, it presents indicative findings rather than generalised conclusions. Practical implications Designing a pedagogical approach to education for sustainability within the business curriculum around the completion of a sustainability audit can offer hands-on learning experiences that meet students’ preferences for interactive, experiential and collaborative learning within real-world environments, employers’ demands for employment-ready graduates and educators’ hopes for sustainability advocates. Originality/value This study builds on the existing pedagogic discourse of pedagogic means and methods for education for sustainability within the business curriculum. It provides insight into effective hands-on education for sustainability within the business curriculum and offers experience-based guidance to educators seeking to develop immersive, active and experiential, real-world pedagogical approaches.
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Shakirova, Olga, Tatyana Stebliy, Nina Kozyavina, Olga Gorbunova, and Olga Pavlovskaya. "Using interactive technologies to improve the quality of humanitarian education in a metropolis." SHS Web of Conferences 98 (2021): 05037. http://dx.doi.org/10.1051/shsconf/20219805037.
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Modern society presents high requirements to the quality of humanitarian education, and one of the methods of optimization is the use of interactive education technologies. Formation of the system of teacher’s domination in implementation of active learning methods (ALM) is based on the development of meaningful components of own subject experience, representing continuous and purposeful process, the active use of which is an expression of independence and educational activity. In the metropolis environment, the degree of development of each component of the subject experience and their ratio between each other determine the teacher’s ability to construction and subsequent implementation of own educational route. The research objective was to develop a model of ALM selection for humanitarian education in metropolis and estimate it experimentally with consideration for existing level of development of subject experience of teachers of higher education. The research was based on theoretical (analysis of psychological and pedagogical scientific publications, regulatory documents, state educational standards, simulation, analysis and generalization of pedagogical experience) and practical (monitoring, expert appraisal, pedagogic experiment) methods. For the first time, the objective and subjective factors have been revealed and systemized, which can influence the development and subsequent implementation of subject experience of teachers in humanitarian education under conditions of metropolis. With consideration for highlighted scientifically substantiated meaningful components of subject experience, the model has been developed to support ALM by teachers depending on the level of formation of subject position of a teacher. During the performed pedagogical experiment the efficiency of different variants of the recommended model of pedagogical support during ALM selection has been determined.
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Benítez Velásquez, Teresa de Jesús, Yanuacelly Guariguata, and Adriana Pérez. "Pedagogía de Géneros Textuales y Aprendizaje Activo para Fomentar Engagement en la Escritura Académica en Educación Superior." Literatura y Lingüística, no. 43 (May 14, 2021): 309–48. http://dx.doi.org/10.29344/0717621x.43.2124.
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Este artículo presenta los resultados de un proyecto de Investigación-Acción de corte cualitativo, implementado en una de las asignaturas de formación básica en competencias comunicativas de la Universidad del Norte (Barranquilla-Colombia). El propósito es analizar la contribución de la Pedagogía de Géneros textuales y las estrategias de Aprendizaje activo en el engagement emocional y comportamental de los estudiantes, así como en su desempeño en las clases de escritura. En el estudio participaron 63 estudiantes. Los datos fueron recolectados a través de observaciones de clases, entrevistas, análisis de documentos y encuestas. Los resultados demostraron incremento en el engagement emocional y comportamental, evidenciado en una participación activa e involucramiento en las actividades, cumplimiento de tareas y compromisos, interés e interacción activa con docentes y pares durante las actividades. Asimismo, los textos de los estudiantes al final del semestre confirmaron apropiación de las características genéricas, léxico-gramaticales y semántico-discursivas del género explicación factorial académico.
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Tedford, Rosalind, and Bobbie Collins. "‘Debating’ the Merits of Clickers in an Academic Library." North Carolina Libraries 66, no. 1 (June 2, 2008): 20. http://dx.doi.org/10.3776/ncl.v66i1.84.
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Technological innovations offer an opportunity for librarians to investigate and evaluate the most promising educational tools that will support and “enhance teaching methods and meet the demand for student-centered, active learning classroom strategies.”¹ Librarians are constantly searching for new pedagogical approaches to incorporate into their classroom presentations. With the push to make library instruction more interactive and to include active learning activities that motivate the student audience, librarians are developing creative programs to teach information literacy skills.² As part of this process, librarians are also identifying new tech devices such as audience response systems which may have pedagogic potential for learning and teaching. Audience response systems, or clickers, are gaining popularity on many college campuses as a tool to gauge students’ understanding of the material being presented during a lecture-type session. In an article describing new high-tech products, Gary Roberts predicted that screencasting software and classroom response systems “will eventually become essential tools for dynamic educators.”³
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Fernández-Vega, Juan Pablo, and Héctor Gonzalo Cárcamo-Vásquez. "Noción de ciudadanía en estudiantes de pedagogía." Revista Electrónica Educare 21, no. 2 (April 12, 2017): 1. http://dx.doi.org/10.15359/ree.21-2.4.
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This research aims to recognize the notion of citizenship owned by university students enrolled in the career of History and Geography Teaching at Bío-Bío University (Chile), in 2015. It is based on the methods of education for political, social, and active citizenship from a critical position. It is a descriptive, quantitative approach, with a single study case. A survey aimed at the entire population (census) was used. Thus, it is concluded that the future teaching staff seems to adhere to training methods for social citizenship, corresponding with Marshallian notions of citizenship. However, this notion is not entirely pure, because as reflected in the results, it is importantly present in training for active and critical citizenship.
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García-Cedeño, Gina Aracely, Maira Dolores Vélez-Loor, Carmen Narcisa Franco-Zambrano, and Martha Inés Ormaza-Bermello. "Pedagogía activa y su impacto en las competencias emocionales de los estudiantes." Revista Arbitrada Interdisciplinaria Koinonía 5, no. 1 (July 1, 2020): 829. http://dx.doi.org/10.35381/r.k.v5i1.870.
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The objective of the research was based on analyzing active pedagogy and its impact on the emotional competencies of high school students in the province of Manabí. It was of a cross-sectional correlational descriptive type with a non-experimental design; the population consisted of 84 high school students. The active pedagogy (PA) is positively correlated in 0.058 with the emotional competences (CE), being necessary to deepen by the teachers. When the research variables are positively related, a favorable perception is conceived by the students about the performance of the teachers in order to promote a comprehensive education where the emotional and academic are combined, promoting a person capable of addressing the different challenges to which he faces due to an assertive management of his behavior.
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Reißmann, Wolfgang. "Der „practice turn“ und die qualitative Jugendmedienforschung der handlungsorientierten Medienpädagogik." Neue Methoden der Jugendforschung 14, no. 3-2019 (September 30, 2019): 271–92. http://dx.doi.org/10.3224/diskurs.v14i3.03.
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Der Beitrag beschäftigt sich mit Methodologie und Methodik der Jugendmedienforschung im Umfeldder handlungsorientierten Medienpädagogik und setzt diese in Beziehung zum so genannten „practiceturn“. These ist, dass die medienpädagogische Forschung seit Ende der 1970er Jahre als pädagogischerbzw. kommunikations- und medienwissenschaftlicher Teilbereich eine eigene erste Praxiswende vollzogenhat. In Teilen geht diese Hand in Hand mit Verständnisweisen, die heute mit dem Schlagwort Praxeologie/Soziologie der Praktiken verknüpft werden. In anderen Teilen verwehrt sich die Forschung derhandlungsorientierten Medienpädagogik gegen praxistheoretische Perspektiven. Der Beitrag beschäftigtsich vor diesem Hintergrund erstens mit der Frage, welches Praxisverständnis in diesem spezifischen Forschungsbereich kultiviert wurde und wo die Orientierungen gegenläufig und inkommensurabel bleiben.Zweitens skizziert er die Konturen einer zweiten Praxiswende, die noch nicht auf den Punkt zubringen ist, aber sich gegenwärtig als Reaktion auf Digitalisierung und aktueller Mediatisierungsschübeandeutet.
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Harris, Jo, Lorraine Cale, and Oliver Hooper. "Prompting Pedagogical Change through Promoting Active Lifestyles Paradoxes." International Journal of Environmental Research and Public Health 17, no. 21 (October 29, 2020): 7965. http://dx.doi.org/10.3390/ijerph17217965.
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This study explored approaches to promoting active lifestyles (PAL) in schools which aimed to inform and develop physical education (PE) trainees and teachers’ health-related philosophies and pedagogies. Thirty-two secondary school PE trainees and teachers involved in a University-based Initial Teacher Education partnership in England participated in this study during the period 2015–2019. The participants were involved in professional development which included an introduction to research-informed PAL ‘paradoxes’ associated with promoting active lifestyles. Participants were asked to review their own health-related philosophies and practices in light of these paradoxes and were encouraged to use them to influence their own pedagogies as well as those of colleagues/peers. Participants found the PAL paradoxes interesting, surprising and perplexing; expressed a keen desire to address and solve them; and experienced the joys and challenges of influencing colleagues’/peers’ health-related philosophies and pedagogies. The findings suggest that this innovative low-cost, flexible and accessible approach to pedagogical change has the potential to engage PE teachers, increase their effectiveness as promoters of physical activity, and to greatly enhance the subject’s contribution to public health. This is significant, given calls for new pedagogical approaches and teachers’ previously reported lack of engagement in professional development in this area.
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Maldonado Avendaño, Jaqueline, and Jemay Mosquera Téllez. "Teatro foro y pedagogía activa como estrategia para la gestión de conflictos y la transformación social." Revista Palobra, "palabra que obra" 20, no. 2 (December 1, 2020): 134–49. http://dx.doi.org/10.32997/2346-2884-vol.20-num.2-2020-3312.
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El documento se fundamenta en los postulados de la pedagogía activa y los métodos del teatro foro como estrategia alternativa, que puede aportar a la transformación sociocultural y la gestión pacífica de conflictos en jóvenes universitarios. Se asume la metodología cualitativa, método fenomenológico, con alcance exploratorio, y parte de aspectos teóricos y conceptuales sobre la pedagogía activa y liberadora, el teatro foro, el conflicto social y la gestión de conflictos, como base para proponer y desarrollar una secuencia procedimental asociada a la aplicación del teatro foro como herramienta para la exploración de conflictos presentes en los contextos sociales de la población objetivo. Finalmente, los resultados obtenidos están relacionados con la formulación, implementación y validación de una estrategia artística y pedagógica basada en lineamientos teórico-prácticos de la pedagogía activa, las técnicas, juegos y ejercicios asociados al teatro foro, que puede aportar a la transformación de las experiencias vividas y observadas de los estudiantes.
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Lopes, Carmen Silvia Gonçalves, Edson Walmir Cazarini, Dyjalma Antonio Bassoli, and Alessandra Fracaroli Perez. "O uso de metodologias ativas de aprendizagem na disciplina Higiene e Seguranca Industrial e o desenvolvimento de competências." Revista Principia - Divulgação Científica e Tecnológica do IFPB 1, no. 39 (April 17, 2018): 113. http://dx.doi.org/10.18265/1517-03062015v1n39p113-120.
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<p>Engineering Education, a knowledge area which is in constant evolution, increasingly requires the appropriate implementation and management of educational processes to the actual context of constant changes. Training go-ahead and creative individuals relies on pedagogic interventions that can renew ways of teaching and learning. Thus, the present work presents results of an investigation on the development of competences with the use of an active methodology of learning. The research was developed with a group of students enrolled in an engineering course’s Hygiene and Industrial Safety subject, and the results are presented in this work. It is needed to review pedagogical practices and at the same time use available technological resources in order to bring about a revolution in a favour of a broader base of scientific and technological knowledge.</p>
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Minin, М. G., А. V. Khaperskaya, and А. B. Zhdanova. "ACTIVE PEDAGOGICAL METHODS IMPLEMENTATION OF DISABLED PEOPLE IN DIGITALIZATION." Современные наукоемкие технологии (Modern High Technologies) 2, no. 12 2019 (2019): 360–64. http://dx.doi.org/10.17513/snt.37886.
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Copridge, Keeley Webb, Suraj Uttamchandani, and Tracey Birdwell. "Faculty Reflections of Pedagogical Transformation in Active Learning Classrooms." Innovative Higher Education 46, no. 2 (March 24, 2021): 205–21. http://dx.doi.org/10.1007/s10755-021-09544-y.
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Cosner, Shelby. "A Deeper Look Into Next Generation Active Learning Designs for Educational Leader Preparation." Journal of Research on Leadership Education 15, no. 3 (June 26, 2020): 167–72. http://dx.doi.org/10.1177/1942775120936301.
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Although active learning designs are recognized as elemental to stronger learning designs, there is limited literature on active learning pedagogical approaches for use in educational leader preparation. This article names problem- and case-based learning, simulations, and action research as “first generation” active learning pedagogical approaches and previews a set of “next generation” active learning pedagogical approaches that are the focus of and explored more deeply in this Special Issue.
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Rodrigo de Diego, Isidro, and Manuel Fandos Igado. "Elige tu propio aprendizaje: ficción interactiva y pedagogía." Edutec. Revista Electrónica de Tecnología Educativa, no. 44 (June 20, 2013): a242. http://dx.doi.org/10.21556/edutec.2013.44.326.
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Determinados medios (libros, videos, películas…) ofrecen su mensaje de manera indiferenciada, dejando al lector o espectador como un simple receptor desvinculado emocional y cognitivamente con la información ofrecida. Analizando el valor pedagógico de estas herramientas, esta relación entre usuario y medio no es la ideal para la adquisición activa de conocimientos, su posterior recuerdo o la construcción efectiva de habilidades cognitivas o emocionales. Este artículo resalta cómo la ficción interactiva puede favorecer las condiciones de aprendizaje, transformando a la persona en protagonista proactivo de la experiencia educativa, otorgándole libertad de exploración y responsabilidad sobre las consecuencias de la narrativa, y reforzando con ello los vínculos con lo aprendido.
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Diakhate, Assane, Pape Meïssa Coulibaly, and Efua Irène Amenyah. "PEDAGOGIA DE PROJETO E AQUISIÇÃO DA SEGUNDA LÍNGUA ATRAVÉS DO USO DO DIÁRIO NO ENSINO FUNDAMENTAL." POLÊM!CA 19, no. 2 (December 17, 2019): 103–14. http://dx.doi.org/10.12957/polemica.2019.47389.
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Resumo: Este artigo trata da questão dos métodos de ensino e dispositivos pedagógicos implementados nas escolas de ensino fundamental do Senegal. A reflexão enfoca a Pedagogia de Projeto e o uso do diário no ensino-aprendizagem. Neste estudo, questionamos um elemento importante do sistema educacional: o diário mantido pelos alunos durante a realização do projeto em torno do qual as atividades de ensino-aprendizagem são articuladas. Assim, os questionamentos giram em torno de como esse elemento do dispositivo pode contribuir para a aquisição do francês, o que caracteriza esse elemento e a maneira como é usado pelos alunos. Em relação ao estudo, foi realizada uma observação participante durante a implementação do dispositivo de pedagogia de projeto em uma escola primária em Dakar, Senegal. Os dados coletados através de observações diretas, entrevistas e anotações escritas nos diários permitiram ter resultados significativos sobre diferentes questões. Com essa experiência, o diário se mostrou eficaz no aprendizado do francês como segunda língua, favorecendo não apenas uma pedagogia ativa mas, também, promovendo a livre expressão dos alunos. Com o diário e suas características, os alunos gradualmente produziram textos que atestam uma aquisição de competências [U1] relacionadas à língua francesa, em diferentes contextos e atestam também suas necessidades para expressar suas preocupações. A experiência também mostrou a importância do diário como um suporte eficaz para o professor em sua estratégia.Palavras-chave: Atividades de ensino-aprendizagem. Aquisição da língua. Pedagogia de Projeto. Diário do aluno.Abstract: This article deals with issue of teaching methods and pedagogical tools in use in elementary schools in Senegal. It focuses on project pedagogy and the use of student journals in teaching and learning activities. The study questions an important aspect of pedagogical tool: student journals, kept by pupils while working on their project around which teaching and learning activities are centered. Therefore, questions we are trying to answer will revolve how that specific tool can contribute to the acquisition of French language, what characterizes it and how it is used by the pupils. Project pedagogy is part of socio-constructivist learning theories in education. At the center of the system lies the project whose authors- actors are students. While knowing that different aspects of the system allow the integration of various factors influencing language acquisition (Klein, 1989). To conduct our study, we proceeded by participative observation while implementing project pedagogy system in elementary school. Data were collected through direct observation, interviews and notes in student journals have produced significant results on various issues. Through the experiment, student journals have proved to be effective in teaching and learning activities and acquisition of French as second language by allowing not only an active pedagogy, but also by promoting freedom of expression among pupils. With student journals and its characteristics, pupils have gradually produced texts that attest situated language skills acquisition and their need to express their concerns. Results have also shown the importance of student journals as effective tool for the teacher in classroom strategy. Keywords: Teaching and learning activities. Language acquisition. Pedagogy Project. Student journals.
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Abdulaeva, Patimat Z., Asiyat A. Osmanova, and Dzhamilya M. Yakubova. "Professionalism and Excellence of Pedagogical Activ-ity in Innovative-Develop Russia: Medical and Pedagogical Education." Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences 12, no. 2 (2018): 16–20. http://dx.doi.org/10.31161/1995-0659-2018-12-2-16-20.
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Andrews, Tessa C., Anna Jo J. Auerbach, and Emily F. Grant. "Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses." CBE—Life Sciences Education 18, no. 4 (December 2019): ar48. http://dx.doi.org/10.1187/cbe.19-01-0010.
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Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by theoretical frameworks of pedagogical content knowledge and pedagogical knowledge, this study investigated the teaching knowledge instructors used in planning, implementing, and reflecting on active-learning lessons in large courses. We used a preinstruction interview, video footage of a target class session, and a postinstruction interview with stimulated recall to elicit the teaching knowledge participants used. We then conducted qualitative content analysis to describe and contrast teaching knowledge employed by instructors implementing active learning that required students to generate their own understandings (i.e., generative instruction) and active learning largely focused on activity and recall (i.e., active instruction). Participants engaging in generative instruction exhibited teaching knowledge distinct from that of participants focused on activity. Those using generative instruction drew on pedagogical knowledge to design lessons focused on students generating reasoning; integrated pedagogical content knowledge and pedagogical knowledge to plan lessons to target student difficulties; and created opportunities to develop new pedagogical content knowledge while teaching. This work generated hypotheses about the teaching knowledge necessary for effective, generative active-learning instruction.
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Zapata Pérez, Liliam. "El instructor SENA y la pedagogía para la paz." Revista Rutas de formación: prácticas y experiencias, no. 2 (April 26, 2017): 19. http://dx.doi.org/10.24236/24631388.n2.2016.575.
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La actual coyuntura de la paz en el país, reclama una participación activa de todos los actores, que va más allá de la ley y los posibles acuerdos y constituye una oportunidad verdadera, quizás única para la construcción de espacios de reconciliación y convivencia en medio de la diversidad y la equidad. Es aquí en donde vale la pena, volver a las raíces del SENA, restablecer esa conexión entre pasado, presente y futuro, reflexionar sobre su participación en el proceso y el rol que el instructor deberá desempeñar.
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Mendonça Diniz, Kênia, and Sebastião Silva Soares. "A formação dos professores universitários e o exercício da docência: saberes e práticas necessários para a ação pedagógica." Ensino em Re-Vista 23, no. 1 (August 5, 2016): 28–48. http://dx.doi.org/10.14393/er-v23n1a2016-2.
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Avidov Ungar, Orit, Becky Leshem, Adva Margaliot, and Etty Grobgeld. "Faculty Use of the Active Learning Classroom: Barriers and Facilitators." Journal of Information Technology Education: Research 17 (2018): 485–504. http://dx.doi.org/10.28945/4142.
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Aim/Purpose: The study aimed to examine teacher educators’ perceptions regarding their ability to implement innovative pedagogies following a year during which they used a newly equipped Active Learning Classroom (ALC), designed for teacher training Background: To this end, we asked how participants perceived the effective use of the ALC and how they were able to leverage the use of the ALC to implement innovative pedagogies. Methodology: Using the grounded theory method, we conducted qualitative analysis of data collected from semi-structured in-depth personal interviews. The sample included 22 randomly-selected teacher educators in a single teacher-education college, who had used the ALC over the last year. Average teaching tenure was 22 years. Contribution: As part of the transition to using innovative pedagogies in an ICT (Information Communication Technology) enhanced teaching environment, our proposed model can be used to map teachers’ perceptions and proficiencies, so as to address the specific needs of each group. Findings: Analysis revealed four pedagogic teaching patterns. Based on the TPACK (Technology, Pedagogy, and Content, Knowledge) model as a theoretical framework, we were able to relate these patterns to participants’ strengths and weaknesses in technological and pedagogic knowledge and the ways in which they used the ALC. These patterns testify that there are different levels of use and integration of technology and pedagogy by teacher educators. Recommendations for Practitioners: Enhancing teachers’ knowledge, promoting innovative concepts and removing barriers for ICT usage require integrated technological-pedagogic guidance, which should be provided to the teachers by instructors with integrated TPK (Technology Pedagogy Knowledge). Recommendation for Researchers: The ability to map technological and pedagogic strengths in accord with teaching patterns and styles provides an advantageous and applicable foundation that can be used by any future studies that wish to pursue this line of investigation. Impact on Society: Formulating new strategies in teacher education would effectively make teacher educators the leading force driving the desired transformation, whereby teachers have the skills and knowledge to prepare students to become productive members of society in the 21st century. Future Research: Future studies are encouraged to use our proposed model (which maps technological and pedagogic strengths in accord with teaching patterns) to examine additional questions, for example, what is the relationship between teaching style and teaching effectiveness and can it provide the impetus to attempt to shift teachers’ attitudes and styles?
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Cabello Gil, José Antonio. "Del realismo filosófico a la pedagogía realista." METAFÍSICA Y PERSONA, no. 25 (January 26, 2021): 147–56. http://dx.doi.org/10.24310/metyper.2021.vi25.11675.
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Dado que detrás de toda pedagogía hay una epistemología y una metafísica, esta nota crítica presenta el argumento de que los rasgos característicos de las pedagogías activas se identifican con una filosofía idealista, que privilegia el pensamiento, la actividad inmanente, así como el desarrollo de habilidades (genéricas, cognitivas y socioemocionales), mientras que una pedagogía realista se basa en el realismo filosófico, que parte del conocimiento de la realidad, así como de la capacidad de la persona para conocerla. Esta nota crítica argumenta a favor de la pedagogía realista como aquella en la que la persona puede conocer la realidad, acceder a la verdad y trascender.
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Richardson, D., and B. Birge. "Teaching physiology by combined passive (pedagogical) and active (andragogical) methods." Advances in Physiology Education 268, no. 6 (June 1995): S66. http://dx.doi.org/10.1152/advances.1995.268.6.s66.
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Pedagogy and andragogy are models of education based, respectively, on passive and active learning. This project compared two balanced sections of an undergraduate course in physiology. Both sections used the pedagogical method of didactic lectures to present basic material. Students in section 01 were given multiple-choice examinations, a pedagogical procedure, over the lecture content for the purpose of performance evaluation. In section 02 the lectures were used as an information source, which students combined with other information researched in the library to draft essays on assigned topics, i.e., an andragogical approach. Grading of the essays constituted 75% of a student's performance evaluation, with participation in class discussions making up the remaining 25%. There was no significant difference in overall performance outcome between the two sections (P > 0.47). Students from both sections valued the lectures, even though they served a different purpose in each section. However, overall the student rating of section 02 was significantly higher than that of section 01 (P < or = 0.05). This reflected different teaching methods rather than different teachers, because the ratings of the two instructors were virtually identical (P > 0.98). These results suggest that a combined pedagogical and andragogical approach is an acceptable model for teaching introductory physiology.
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Belorozhev, Oleg Nikolayevich. "PEDAGOGICAL CONDITIONSof cadets’ ACTIVE cooperation skills development IN EMERGENCY SITUATIONS." Pedagogical Education in Russia, no. 4 (2017): 95–99. http://dx.doi.org/10.26170/po17-04-15.
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Drogov, I. A., and E. A. Pavlov. "ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF PERSONNEL TRAINING FOR ACTIVE TOURISM." Sport and Pedagogical Education, no. 2 (2021): 41–50. http://dx.doi.org/10.52563/2618-7604_2021_2_41.
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León-Díaz, Óscar, Alba Arija-Mediavilla, Luis Fernando Martínez-Muñoz, and Maria Luisa Santos-Pastor. "Las metodologías activas en Educación Física. Una aproximación al estado actual desde la percepción de los docentes en la Comunidad de Madrid (Active methodologies in Physical Education. An approach of the current state from the perception of teachers i." Retos, no. 38 (April 7, 2020): 587–94. http://dx.doi.org/10.47197/retos.v38i38.77671.
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El interés por construir una Educación Física de calidad ha provocado la aplicación de modelos pedagógicos centrados en el aprendizaje del alumnado y orientados a la formación por competencias. Esta perspectiva formativa sitúa al alumnado como protagonista activo en la construcción de su aprendizaje, justificando la incorporación de metodologías activas como propuesta en las clases de Educación Física. La finalidad de este estudio es conocer los planteamientos metodológicos que predominan en la Educación Física actual, definiendo los siguientes objetivos: (1) indagar en la percepción de los docentes de Educación Física de la Comunidad de Madrid sobre el conocimiento que tienen de las metodologías activas y su formación; (2) conocer el tipo de metodologías que dicen emplear en sus clases y (3) valorar los aprendizajes del alumnado en función de las metodologías empleadas. Para ello, se elaboró un cuestionario “ab hoc” que fue respondido por un total de 220 docentes de Educación Física de la etapa de Educación Primaria y Secundaria. Los resultados obtenidos muestran una escasa utilización de las metodologías activas en las clases de Educación Física, siendo la combinación de metodologías lo que más predomina. Así, los docentes ponen de manifiesto una falta de formación en este ámbito, si bien, los aprendizajes que tratan de fomentar en el alumnado coinciden con las características de los aprendizajes asociados a las metodologías activas.Summary: The need to build quality Physical Education requires the use of pedagogical models oriented to training by competences. This approach is committed to a renewal of teaching methods, where students are the protagonists of the process. This study was carried out with the aim of understanding the predominant methodology in Physical Education. The objectives to be achieved in this study are: (1) to inquire about teachers’ perception about their knowledge and training in active methodologies, (2) to know the type of methodology used in their classes, and (3) to assess learning based on the methodology used. A specifically designed questionnaire was used to gather the data. This research involved a total of 220 Physical Education teachers (Primary and Secondary schools). The results obtained show that active methodologies are applied by a small number of Physical Education teachers in their lessons, whilst a combination of methodologies is predominant. Moreover, teachers highlight the lack of training in active methodologies, despite learnings they attempt to encourage are in line with those associated with active methodologies.
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BEZERRA, IGOR, Janeglaice Sanches, Cristina Ferreira, Raimundo De Oliveira, Ricardo Parente, and Jorge Brito Júnior. "ACTIVE METHODOLOGIES: FROM TEXT TO CONTEXT - A POSSIBLE APPROACH." International Journal for Innovation Education and Research 7, no. 7 (July 31, 2019): 267–80. http://dx.doi.org/10.31686/ijier.vol7.iss7.1608.
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The article active methodology: From the text to the context - A possible approach - consists of a bibliographic essay that relates didactic procedures denominated of active methodologies with the epistemological principles of the main progressive pedagogical tendencies, giving them theoretical and scientific support and constituting like a methodological didactic alternative capable of satisfying the peculiarities of the current social context and pedagogical relations that values the student and places it at the center of the process of teaching and learning meaningful .. The study searches in the studies of authors that resort to the basic assumptions of the New School Movement (From the late nineteenth century and early twentieth century) and from Vygotsky's Theories (1896-1934), Dewey (1859-1952), Ausubel (1918-2008) and Paulo Freire (1921-1997) and their association of principles in active methodologies as well as technically sound didactic procedures that can be pedagogical practices.
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Widyaningrum, Retno. "ANDRAGOGI YANG HUMANIS." Perspektif Ilmu Pendidikan 16, no. VIII (October 31, 2007): 87–92. http://dx.doi.org/10.21009/pip.162.9.
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Teaching is principally based on pedagogi and andragogi. Pedagogi is normally used to teach young learners, while andragogi is used for adults. However in practice pedagogi which tends to transfer knowledge and make passive learning is often used for adults. This article discusses how andragogi can be used to make teaching human and how to humanize learners by using andragogi. It is believed that andragogi can create active learning in which the learners can meet their needs such as esteem and self actualization. Discussing humanistic andragogi from different views this article concludes its importance and advantages in life long learning and provides some suggestion how to carry out humanistic andragogi for active, creative,innovative and joyfull learning.
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Mesquita, Cristina. "PEDAGOGIA DA INFÂNCIA: APRENDENDO COM BRUNER." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 51. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.480.
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Abstract:CHILDHOOD PEDAGOGY: LEARNING WITH BRUNERThe scientific literature has shown that participatory approaches that guarantee the child rights and respect their voice and competence have greater impact on their learning and future life (Eurydice, 2009; OCDE, 2012; Oliveira-Formosinho, 2009; Siraj-Blatchford, Sylva, Muttock, Gilden & Bell, 2002). The Starting Strong III Report (OCDE, 2012) to this purpose, emphasizes that children learn better: i) on integrative pedagogical approaches, where cognitive and social learning are understood as complementary and equally important, ii) when they are active and involved; iii) when the interactions are frequent and meaningful; iv) when the curriculum takes into account what they have learned before. The complexity of participatory pedagogy requires a holistic view of the processes to be operationalized in praxis. Our concerns with a participatory praxis led us to dialogue with the Bruner proposals (1966, 1984a; 1991a; 1991b; 1997; 1998; 2000; 2004; 2010; Bruner & Postman, 1949; Wood, Bruner, & Ross, 1976) whose principles provide important contributions to childhood pedagogy. Participatory pedagogy brings out the integrative vision of praxis and considers the complexity of the contexts where the beliefs, knowledge, theory and practice are held in multiple combinations. This vision values the child activity and competence, valuing the involvement stemming from the meaningful experiences. The Bruner’cultural pedagogy is an important grammar for participatory praxis. In this study we intend to read the conceptions of Bruner, taking into account its implications in early childhood education. The analysis will be based on the dimensions of childhood pedagogy listed by Oliveira Formosinho (2007) space and materials, time, interactions, observation, planning and assessment.Key-words: Early Childhood Education; participatory pedagogy, cultural pedagogy; BrunerResumo:A literatura científica tem revelado que as abordagens pedagógicas participativas que garantem os direitos da criança, reconhecem a sua competência e escutam a sua voz têm maior impacto na aprendizagem e na sua vida futura (Eurydice, 2009; OCDE, 2012; Oliveira-Formosinho, 2009; Siraj-Blatchford, Sylva, Muttock, Gilden & Bell, 2002). A este propósito, o relatório Starting Strong III (OCDE, 2012) realça que as crianças aprendem melhor: i) em abordagens pedagógicas integradoras, onde as aprendizagens cognitivas e sociais são entendidas como complementares e igualmente importantes; ii) quando estão ativas e envolvidas; iii) quando as interações são frequentes e significativas; iv) quando o currículo se baseia nas aprendizagens anteriores. A complexidade dos processos de participação reclama uma visão holística da práxis. As preocupações com a operacionalização de uma práxis participativa, levaram-nos a dialogar com as propostas Bruner (1966, 1984a; 1991a; 1991b; 1997; 1998; 2000; 2004; 2010; Bruner & Postman, 1949; Wood, Bruner, & Ross, 1976) cujos princípios oferecem importantes contributos para a pedagogia da infância. A linha pedagógica participativa faz emergir a visão integradora da práxis pedagógica, invocando a complexidade dos contextos, onde as crenças, os saberes, a teoria e a prática se realizam em combinações múltiplas. Este modo de fazer pedagogia valoriza a atividade e a competência da criança, centrando os objetivos no envolvimento que decorre das experiências significativas. A pedagogia cultural de Bruner constitui-se como um importante referencial para a implementação de uma praxis participativa em contexto escolar. Com este estudo pretendemos fazer a leitura das conceções de Bruner, tendo em conta as implicações da sua teorização nas dimensões da pedagogia da infância enunciadas por Oliveira-Formosinho (2007), espaço e materiais, tempo, interações, observação, planificação e avaliação.Palavras-Chave: Educação de Infância; pedagogia participativa; pedagogia cultural; Bruner
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Aminah, Siti. "Inovasi dalam Pembelajaran Pendidikan Islam: Efektivitas Penggunaan Fun Card sebagai Media Pembelajaran dalam Meningkatkan Motivasi Belajar, Keaktifan Diri, dan Hasil Belajar Peserta Didik." MIMBAR PENDIDIKAN 1, no. 2 (September 23, 2016): 201. http://dx.doi.org/10.17509/mimbardik.v1i2.3932.
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ABSTRAKSI: Proses pendidikan Islam di sekolah umum menghadapi permasalahan pedagogis dan psikologis, karena didalam proses pembelajarannya, metode yang digunakan bersifat monolog, berorientasi pada guru, membosankan, dan tidak produktif. Penelitian ini bertujuan mencari solusi secara pedagodis dan psikologis terhadap permasalahan tersebut, dengan memanfaatkan “fun card” sebagai media pembelajaran. Dengan menerapkan metode penelitian “quasi-experiment”, yang menggunakan rancangan pre-tes dan pos-tes, hasil riset menunjukan bahwa penggunaan “fun card” sebagai media pembelajaran efektif dalam meningkatkan motivasi belajar, keaktifan diri, dan hasil belajar peserta didik dalam pembelajaran PAI (Pendidikan Agama Islam) di SMA (Sekolah Menengah Atas). Secara pedagogis dan psikologis, dengan demikian, “fun card” terbukti mampu menjadikan proses pembelajaran PAI itu atraktif, hidup, dan menginspirasi bagi peserta didik dan juga bagi guru. KATA KUNCI: Fun Card; Motivasi Belajar; Keaktifan Diri; Hasil Belajar; Guru dan Murid. ABSTRACT: “Innovation in Islamic Education Learning: The Effectiveness of Fun Card as Instructional Media in Improving Students’ Learning Motivation, Self-Activeness, and Learning Outcomes”. The process of Islamic education at schools has been facing pedagogical and psychological problems, because in teaching and learning, the methods used were mostly monotonous, teacher-centered, boring, and unproductive. The research was aimed at finding solutions to the problems pedagogically and psychologically by utilizing the Fun Card as learning media. Applying a quasi-experimental method with pre-test and post-test design, the research findings indicate that the application of Fun Card as learning media was effective in improving learning motivation, self-learning activities, and learning achievement of students in the learning process of IE (Islamic Education) at SHS (Senior High School). So, the Fun Card is pedagogically and psychologically proved to be capable of making the learning process of IE attractive, lively, and inspiring to students and also teachers. KEY WORD: Fun Card; Learning Motivation; Self-Active Learning; Learning Achievement; Students and Teachers.About the Author: Siti Aminah, M.A. adalah Mahasiswi S-3 Jurusan Psikologi Pendidikan Islam pada Program Pascasarjana UMY (Universitas Muhammadiyah Yogyakarta); dan Pengawas Sekolah Madya pada Kantor Kementerian Agama Kabupaten Sleman DIY (Daerah Istimewa Yogyakarta), Jalan Dr. Radjimin, Tridadi, Sleman, Yogyakarta, Indonesia. Alamat emel: jaka.amin@gmail.comHow to cite this article? Aminah, Siti. (2016). “Inovasi dalam Pembelajaran Pendidikan Islam: Efektivitas Penggunaan Fun Card sebagai Media Pembelajaran dalam Meningkatkan Motivasi Belajar, Keaktifan Diri, dan Hasil Belajar Peserta Didik” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(2) September, pp.201-212. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (July 3, 2016); Revised (August 19, 2016); and Published (September 30, 2016).