Relevant bibliographies by topics / Pedagogic-didactic teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Pedagogic-didactic teaching'

Author: Grafiati
Published: 7 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "Pedagogic-didactic teaching"

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Alfahel, Essa, Wajeeh Daher, and Jamal Abu-Hussain. "Teachers’ Perceptions of the Interactive Boards for Teaching and Learning." International Journal of E-Adoption 4, no. 1 (2012): 33–50. http://dx.doi.org/10.4018/jea.2012010103.

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The interactive board is an integral part of the modern classrooms and a tool that teachers utilize for its didactic and pedagogic potentialities. The main goal of this research was to examine teachers’ perceptions of the educational aspects (pedagogic, didactic, technical-pedagogic and technical-didactic) of the interactive board for teaching and learning in the Arab sector in Israel, where interactive boards have been introduced into the classrooms for almost two years. Three hundred ninety five teachers from three school types (primary, middle and secondary) from different districts partici
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Zedan, Raed. "Attitudes of Teachers towards Principal’s Evaluations and Its Effects on Their Teaching Performances." Journal of Education and Culture Studies 3, no. 3 (2019): p206. http://dx.doi.org/10.22158/jecs.v3n3p206.

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This research is a pioneer research, which examined the attitudes and feelings of teachers to the evaluation process they go through by their principals, and the effect that the principals’ evaluation of the teachers’ work has on their function and performances on both the pedagogic and didactic levels. Two hundred and seventy three Arab and Jewish teachers, who teach at different schools, have participated in the research. A structured questionnaire has been used in the current research. Based on the literature review, seven hypotheses that produced the following findings have been formulated
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Jumaniyazov, Zohidjon Ilhamovich, and G'ulomjon Abduvoxidovich Razakov. "MODERN DIDACTIC REQUIREMENTS FOR THE PERSONALITY OF A PEDAGOGIC TEACHER." Results of National Scientific Research International Journal 4, no. 5 (2025): 134–39. https://doi.org/10.5281/zenodo.15476644.

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<em>A professional teacher is the only person who devotes most of his time to teaching and raising student. The rest of the adults, including the student's parents, are busy with their professional problems and household chores and cannot devote much time to student. If teachers had not been involved in the education and upbringing of student, then after a few generations&rsquo; society would have stopped developing. The new generation of people would simply be insufficiently prepared to support social, economic and cultural progress. In a modern civilized society, a teacher is a figure that r
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Wilhelm, Sandra, Ruth Förster, and Anne Zimmermann. "Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-And-Learning." Sustainability 11, no. 7 (2019): 1891. http://dx.doi.org/10.3390/su11071891.

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The call for integration of competences in tertiary education for sustainable development (ESD) has been heard. Helpful competence models for ESD are available but little exists about how to put them into practice. As illustrated in this article in an initial review of competence models for change agency, this is not easy because competences are fundamentally context-bound and generalized models make little sense. Faculty staff who wish to foster competences for SD therefore need help with contextualising and operationalising competences. They often lack the pedagogic-didactic understanding ne
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GĘBAL, Przemysław, and Slavomira KOLSUT. "The task-based approach in the theory and practice of teaching foreign languages in Poland." EUROPEAN HUMANITIES STUDIES: State and Society, no. 4 (December 29, 2021): 111–21. http://dx.doi.org/10.38014/ehs-ss.2021.4.07.

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Foreign language teaching reforms in Poland involved chiefly a change in the way classes are conducted. The communicative approach present in programme materials and in practice was supplemented with elements of task-oriented approach. Instructionism, dominant in the didactic discourse, has been replaced with pedagogic constructivist concepts. This text is an analysis of the task-oriented programme premises and means of their implementation in teaching foreign languages (also in teaching Polish as a foreign language) in contemporary Polish education practice.
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KHALATYAN, GAYANE. "THE IMPORTANCE OF PEDAGOGIC PROVISIONS OF “NAKHASHAVIGH” TEXTBOOK BY KH. ABOVYAN IN MODERN CONDITIONS OF TEACHING." Scientific bulletin 1, no. 43 (2022): 123–34. http://dx.doi.org/10.24234/scientific.v1i43.10.

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The article discusses the role of Kh. Abovyan’s “Nakhashavigh” textbook in Armenian school and pedagogy. Abovyan rejected the textbooks in Grabar and created manuals based on humanistic ideas. The educator worked out a new methodology: didactic, psychological and pedagogic system. According to Abovyan, the primary provision of pedagogy is lesson goal, choice of appropriate method, principles of teaching, content of lesson. The suggested provisions are among the priorities of modern educational system. The comments dedicated to didactic principles are highly appreciated in Abovyan’s legacy and
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1., Avlaev Orif Umirovich 2. Qurbanova Mashhura Zafar kizi 3. Nurullaeva Surayyo Akhmadjon kizi 4. Musabekova Anara Kanat kizi. "FORMING CREATIVE SKILLS AND PROFESSIONAL CULTURE IN FUTURE FOREIGN LANGUAGE TEACHERS." zamonaviy dunyoda ijtimoiy fanlar 2, no. 4 (2023): 67–71. https://doi.org/10.5281/zenodo.7757407.

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In this article, the future foreign language teachers who teach English should have thoroughly mastered modern pedagogic achievements, techniques and technology, didactics and teaching methodology. Such teachers are successful. It is explained in detail that in order to achieve this success, the teacher should first of all rely on the rules of lesson organization developed in the didactic direction when preparing for classes.
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Ichim, Viorica. "Teaching english through proverbs." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 45, no. 2 (2020): 53–59. http://dx.doi.org/10.46727/jshs.2020.v45.i2.p53-59.

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Maxims, proverbs and other forms of folk wisdom reveal the truth about the human nature and the physical world, and each culture expresses this truth in its own unique way. This article zeroes in on the relevance of proverbs as an effective pedagogic resource. The work tends to draw attention to the fact that the utilisation of proverbs in the process of teaching and learning a foreign language, in this instance the English language, is a pragmatic approach and a more stimulating, more thought-provoking and more effective way of instruction and comprehension of the material under study, and th
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Pulimeno, Manuela, Prisco Piscitelli, and Salvatore Colazzo. "Children’s literature to promote students’ global development and wellbeing." Health Promotion Perspectives 10, no. 1 (2020): 13–23. http://dx.doi.org/10.15171/hpp.2020.05.

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Background: Tales were transmitted from one generation to another, enriching young people with values, beliefs, imagination and creativity. Children’s literature still plays a crucial part in education as it provides knowledge and entertainment, representing a typical example of"edutainment". In this paper, we carried out a review to examine pedagogic, didactic and psychological/therapeutic dimensions of children’s literature, with the aim of highlighting its role in promoting students’ holistic development and wellbeing. Methods: We have searched for original articles (from 1960s to 2019), by
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Hanstein, Michael. "Protreptik, Lehrbrief, Studienanleitung für Lehrer." Daphnis 50, no. 2-3 (2022): 219–44. http://dx.doi.org/10.1163/18796583-12340063.

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Abstract In 1565 the Strasbourg Gymnasium experienced a profound crisis. Rector Sturm contributed this to the lack of understanding of the method he had developed approximately 30 years prior. Thus, Sturm inspected teaching lessons and distributed detailed recommendation letters to teachers. These letters, called the Classicae Epistolae, represent a hybrid genre: as didactic letters they convey a pedagogic-methodical content, while they also contain protreptic elements with Sturm’s calls to implement his recommendations.
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Dissertations / Theses on the topic "Pedagogic-didactic teaching"

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Rolindo, Joicy Mara Rezende. "A FORMAÇÃO DIDÁTICO-PEDAGÓGICA DOS BACHARÉIS DOCENTES UMA ANÁLISE A PARTIR DAS REPRESENTAÇÕES DOS PROFESSORES DO CURSO DE ENGENHARIA AGRICOLA DA UEG." Pontifícia Universidade Católica de Goiás, 2008. http://localhost:8080/tede/handle/tede/1222.

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Made available in DSpace on 2016-07-27T13:54:18Z (GMT). No. of bitstreams: 1 JOICY MARA REZENDE ROLINDO.pdf: 889362 bytes, checksum: c7733a9787cadb75712009b3a9b0c87e (MD5) Previous issue date: 2008-08-20<br>The significant growth of the undergraduate teaching in our country has making educational system worry about the teaching formation of those teachers who work in this educational level. Based in the necessity of looking at carefully to teaching education, this work tried to identify how teachers who do not have a specific formation to teaching realize their own formation and qualificatio
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Gallo, Elisa de Araújo. "A Construção da profissionalidade docente dos licenciandos em biologia, física e química: mediação, saberes docentes e lúdico-sensíveis." Faculdade de Educação, 2014. http://repositorio.ufba.br/ri/handle/ri/18054.

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Submitted by Elisa Gallo (liugallo@hotmail.com) on 2015-09-03T22:03:16Z No. of bitstreams: 1 ELISA GALLO -DISSERTAÇÃO_Final-corrigida pós-defesa.pdf: 1655721 bytes, checksum: a3ed897f4799910645f8c1309d54ea4d (MD5)<br>Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-09-14T16:02:13Z (GMT) No. of bitstreams: 1 ELISA GALLO -DISSERTAÇÃO_Final-corrigida pós-defesa.pdf: 1655721 bytes, checksum: a3ed897f4799910645f8c1309d54ea4d (MD5)<br>Made available in DSpace on 2015-09-14T16:02:14Z (GMT). No. of bitstreams: 1 ELISA GALLO -DISSERTAÇÃO_Final-corrigida pós
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Lopes, Ricardo David Machado. "A gestão dos recursos hídricos em Portugal- o exemplo do rio Mondego. A fotografia como estratégia de análise." Master's thesis, 2021. http://hdl.handle.net/10316/97010.

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Relatório de Estágio do Mestrado em Ensino de Geografia no 3º ciclo do Ensino Básico e no Ensino Secundário apresentado à Faculdade de Letras<br>A água é indispensável ao ser humano desde tempos muito remotos, sendo importante para a satisfação das necessidades básicas do ser humano, como a manutenção da vida e das condições de saúde. Sendo de interesse global, é um tema geográfico e pertinente para a escola do Século XXI, sobretudo pelas problemáticas resultantes do aquecimento global e das alterações climáticas.No mundo global em que vivemos, as assimetrias de disponibilidade da água são evi
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Diniz, Ana Beatriz Faria. "Relatório de estágio da intervenção pedagógica no infantário "O Golfinho" e na EB1/PE da Lombada, São Martinho." Master's thesis, 2018. http://hdl.handle.net/10400.13/2112.

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O presente Relatório de Estágio foi elaborado para o cumprimento dos requisitos necessários à obtenção do grau de Mestre pela Universidade da Madeira. Este revela o culminar da ação pedagógica desenvolvida ao longo das unidades curriculares Prática Pedagógica (I, II e III) em Educação Pré-Escolar e em Ensino do 1.º Ciclo do Ensino Básico. Estas práticas foram realizadas, respetivamente, no Infantário “O Golfinho” com um grupo de crianças de três anos, e na Escola Básica com Pré-Escolar da Lombada – S. Martinho, primeiramente com uma turma de 2º ano e na prática posterior, com uma turma de 3º a
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Books on the topic "Pedagogic-didactic teaching"

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Junior, Alexandre Avelino Giffoni. Teaching and learning within early childhood education to children in social situation of poverty: A Pedagogic-Didactic (Dialectic-Interactive) Intervention with the Cultural-Historical Approach. EDITORA CRV, 2019. http://dx.doi.org/10.24824/978854443752.0.

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Book chapters on the topic "Pedagogic-didactic teaching"

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Adams, Paul. "Initial Teacher Education Partnership: Bureaucracy, Policy, and Professional Agency." In Policy Implications of Research in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_9.

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AbstractInitial teacher education partnership as an example of ‘educational nexus’, often signals particular responses to normative questioning. Set within the ‘theory-practice’ nexus, partnership is positioned as the interleaving of various pedagogic/didactic D/discourses (Gee JP. Social linguistics and literacies. Ideology in Discourses. Routledge, 2012) to realise systemic development. Since the publication of Teaching Scotland’s Future (Donaldson G, Teaching Scotland’s future. Report of a review of teacher education in Scotland, In Education (Issue December), 2010) Scottish initial teacher education has spent considerable time developing supportive local authority/higher education institution/school partnership arrangements. Problematically, inter-group practice has been privileged over shared theoretical debate. This chapter proposes a ‘spatial heuristic’ centring on the epistemological matters of ‘identifying’, ‘knowing’ and ‘doing’ teaching. It proposes agency ‘…in which the agent is clearly decentred, an approach in which the achievement of agency is not an achievement of the agent alone but of the agent-in-interaction-with-others’ (Biesta G, Tedder M, How is agency possible? Towards an ecological understanding of agency-as-achievement. 44(0), 1–40, 2006) as a key part of professional development and that partnership, subsequently should be reconceptualised as ‘existing’ in the overlaps ‘between’ theory and practice.
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Maccario, Daniela. "Didactic Models and Professionalization of Teachers." In Integrating Video into Pre-Service and In-Service Teacher Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch003.

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This chapter explores the possibility and potential of using video devices as recording instruments for didactic practices, within the context of the discussion of lines of analysis, aimed at the development of didactic models, as artefacts produced by pedagogic research in support of teaching processes and the professionalization of teachers. The main theoretical references are cited which analyse the validity of didactic models in teaching innovation processes and which point to possible new avenues for research in this field, with specific attention focused on practice-based approaches. Exploring and developing the potentiality of video research in line with directions specifically corresponding to the problems of analysis in the education field is clearly important. The same is discussed starting from an analysis of specific research experience.
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Boghian, Ioana. "Using Facebook in Teaching." In Social Media in Higher Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2970-7.ch005.

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Educators have started to turn to social networking sites as they began to recognize the assistance that such sites may provide in information dissemination, creation and cooperation activities, and also in receiving feedback. As promoter of personality, individuality, self-expression, self-assertion, and communication, Facebook responds well to the particularities and requirements of the student-centered approach to teaching and learning. By critically analyzing certain pedagogic approaches to Facebook and by highlighting the common denominator of Facebook and student-centered strategies in terms of didactic benefits, this paper intends to answer the following questions: Can Facebook be regarded and used as an effective and efficient educational tool? If yes, in what way(s)?
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Hattab, Helen. "Methods of Teaching or Discovery? Analysis and Synthesis from Zabarella to Spinoza." In History of Universities Volume XXXIII/2. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780192893833.003.0005.

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This contribution looks directly at the so-called novatores and their own appropriation and reworking of the traditional methodological and pedagogic approaches. It shows how academic approaches and established tradition worked not only as a polemical target but also as a crucial resource that nourished the growth of alternatives to academic and Aristotelian approaches. This point is developed by discussing in detail the problem of method in Spinoza, and by connecting it with its scholastic background. By the mid-seventeenth century proponents of controversial philosophies appropriated more familiar didactic genres to convey their radical doctrines. For instance, the first book of Thomas Hobbes’s De Corpore follows the familiar order of standard Scholastic Aristotelian logic textbooks, and Baruch Spinoza’s Ethics emulates Euclid’s Elements, by presenting astounding conclusions about nature and extension more geometrico. There is a long-standing debate regarding whether Spinoza’s geometrical method is a method of discovery or merely a method of presentation. This contribution examines Spinoza’s reflections on method in the Treatise on the Emendation of the Intellect in the context of contemporaneous conceptions of analysis and synthesis found in the works of Zabarella, Burgersdijk, Descartes, and Hobbes to identify the most plausible readings of his method in the Ethics.
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Conference papers on the topic "Pedagogic-didactic teaching"

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Ferrao, Maria Eugénia. "Integrating statistics: doing research in undergraduate studies." In Statistics education for Progress: Youth and Official Statistics. IASE international Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13203.

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The paper describes the project Mathematics and Statistics for the Development of Professional Skills. Motivation and integration are keywords of teaching statistics to students who are not primarily interested in statistics. The motivation is based on illustrative problems, questions or examples of the field and real life that can be solved, answered or better understood with the study of the respective statistical content(s). Recently published scientific papers are used as didactic material. In general, the integration occurs throughout the following steps: explaining abstract statistical c
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Florea, Adrian, Delilah Florea, Arpad Gellert, and Adriancristian Florea. "TEACHING PROGRAMMING BY DEVELOPING GAMES IN ALICE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-073.

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What do we teach? How do we teach? Who do we teach? These three interrelated questions are not necessarily new, but are fundamental in terms of reshaping the teaching-learning process in order to accomplish the educational needs of a digital native society. Current solutions rely on merging traditional ways of teaching with modern approaches such as e-Learning, interactive teaching, open-ended questions, collaborative team-work, professional challenges and competitions in order to require student's brainpower. The concept of learning by doing is extended to learning by gaming. The main goal of
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L Anderson, Derrick. "Improving Information Technology Curriculum Learning Outcomes." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3690.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: Information Technology students’ learning outcomes improve when teaching methodology moves away from didactic behaviorist-based pedagogy toward a more heuristic constructivist-based version of andragogy. Background: There is a distinctive difference, a notable gap, between the academic community and the business community in their views of the level of preparedness of recent information technology program graduates. An understanding of how Inf
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