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Books on the topic 'Pedagogical and didactic competence'
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Shaydenko, Nadezhda, and Svetlana Kipurova. Learning theory. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077726.
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The textbook is devoted to one of the sections of pedagogy - the theory of learning. The leading issues are the content of education; forms, methods, means of teaching; forms of organization of training. The main attention is paid to the educational system of Russia and modern trends in the development of education. The study of the theory of learning is important not only for the future teacher to master the system of knowledge, but also for the formation of students' didactic competencies. To do this, in addition to theoretical material, the textbook contains a significant amount of practical tasks, material for consolidating what has been studied, test questions and tasks.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For undergraduate students studying in psychological and pedagogical specialties, as well as for undergraduates of pedagogical specialties who do not have a basic pedagogical education.
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Hopfner, Johanna. Education from the past to the present: Pedagogical and didactic lessons from the history of education. Filozofska fakulteta, Mednaredna založba Oddelka za slovanske jezike in književnosti, 2009.
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Savel'eva, Svetlana. Pedagogical conditions for the formation of professional competence of a teacher in the educational process of a university. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1938061.
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The monograph reveals the essential and substantive foundations of the modern phenomenon of "professional competence of a teacher", systematizes the basic competence categories representing the conceptual apparatus of the study. The main methodological approaches to the concept under study are analyzed, a set of pedagogical conditions that contribute to the effective formation of this personal education among students in the process of studying at a university is put forward and justified.
 It is addressed to teachers of pedagogical universities, school teachers, education workers, graduate students, students. It can be used in preparation for various kinds of classes, as well as for the purpose of self-education.
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Tyurina, Nadiya. Formation of habilitation competence of parents raising a child of infant and early age. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1058944.
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The textbook deals with the actual problem of the formation of habilitation competence of parents who have a child with disorders of psychophysical development of infancy and early age. The article reveals a scientifically based socio-pedagogical model of the phenomenon of abilitation competence of parents, identifies the conditions for the effectiveness of its formation, presents modern approaches to interaction with a family raising an atypical child, and offers original software and methodological developments for the formation of their abilitation competence.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For students studying in the direction of training "Special (defectological) education" at the bachelor's and master's level, as well as specialists (defectologists, psychologists, social educators) of educational, social and interdepartmental institutions that implement programs of comprehensive psychological and pedagogical assistance to children with psychophysical development disorders of infancy and early age.
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Urrutia Sánchez, Elena. 10 didactic activities for intermediate english classes. Universidad de La Salle. Ediciones Unisalle, 2013. http://dx.doi.org/10.19052/9789585136441.
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This book has been created for both intermediate English students and their English teachers, who will be able to find a variety of activities to complement their English classes. Although this book has been particularly designed for Intermediate English levels and academic spaces at the Licenciatura en Lengua Castellana, Inglés y Francés, such as Language and Communication I II, Language Interaction and Anglophone Society I II, and even Pedagogical Practicum and Formative Research, it can be adapted to several other levels of mastery of the language, as well as to a wide range of educational EFL (English as a Foreign Language) and ESL (English as a Second Language) settings, given the fact that the book's main aim is to provide students with the opportunity to take a prime role as the center of the leaming process of a rich experience of language in use (Krashen, 1989). Such goal can be achieved through didactic class tasks that can ignite the thirst for communicating in English in order to consolidate the concepts already learned in class and, beyond that, by letting go of any fear and anxiety to 'function' well-or 'accurately'-in English class, and sharing their own background knowledge and their own 'self' towards the construction of new ways of thinking and seeing the world that surrounds them within an educational framework.
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Ostapyuk, Sergey, and Lyudmila Kupriyanova. Quality management of scientific and pedagogical activities in higher education: problems and solutions. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2155925.
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The monograph reveals the problems of improving the efficiency and quality of management of scientific and scientific-technical activities in higher education, the possibility of improving the skills of scientific and pedagogical personnel in modern conditions of economic development and evaluating the effectiveness of the introduction of the university-firm business relations system as promising solutions to financial problems of the university that can change the established idea of the forms of attracting investment in development the professional competence of higher school teachers today and in the future. It is intended for the scientific and pedagogical community of the higher education system.
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Alekseev, Sergey, and Galina Kosteckaya. Life safety: innovations in teaching methods. Workshop. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072205.
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This publication is an integrative textbook covering pedagogical approaches to the formation of methodological competence of life safety teachers. It includes 132 practical works and 21 professional tasks, reflecting various sections of the BZHD (OBZH) training course and various modules of specialized educational programs of higher professional education. An attempt is made to form an innovative approach among students and teachers to the methodology of teaching and educating life safety, developing their own author's methodological style of teaching.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For undergraduate and graduate students studying in the direction of "Pedagogical education" (profile "Education in the field of life safety"), as well as the teaching staff of the higher school, teachers and students of organizations of additional professional education.
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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.
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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.
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Gerasimov, Sergey, and Irina Skovorodkina. Tolerance education in Junior schoolchildren. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1084985.
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The textbook presents the methodology of solving the problem of formation of tolerance in children of primary school age, the analysis of the legal framework of education for peace, non-violence, human rights and tolerance. Special attention is paid to the theoretical and practical aspects of tolerance in primary school children, didactic tools, the characteristics of the system of pedagogical means of education of tolerance at pupils of elementary school. 
 Consists of a Preface, three chapters, conclusion, Glossary, bibliography and applications. Includes tables and diagrams that can be used in practical lessons with students of pedagogical colleges and universities. Each paragraph has a list of questions for self-examination and in-depth study delineated in this range of problems, exercises, assignments, a list of recommended literature. 
 Intended for students of pedagogical colleges and educational institutions of higher education, and also for listeners of system of improvement of qualification and retraining of teachers.
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Kiseleva, Ol'ga, Nataliya Patutina, and Tat'yana Surnina. Higher school pedagogy. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2170971.
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The textbook covers methodological, didactic, educational and organizational issues of higher education. The logic of the formation of higher education in foreign countries and in Russia is described. The characteristics of traditional and modern methods and forms of higher education are presented. The article considers the legislative aspects of higher education management in the Russian Federation. In addition, a variety of practical materials are presented that contribute to a deeper understanding of the theoretical foundations. Meets the requirements of the latest generation of federal state educational standards for higher education. For students and postgraduates who study in both pedagogical and non-pedagogical programs, as well as for specialists in the field of higher education.
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Pronina, Larisa, Ekaterina Kremneva, Ol'ga Lipatova, Alena Kamel'kova, Dar'ya Martyshevskaya, and Polina Tarnovskaya. Organization of the game environment in the education and upbringing of young children with intellectual disabilities. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1971855.
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The textbook reflects the principles of rational organization of the home play environment, appropriately adapted to the age and psychophysical characteristics of young children with intellectual disabilities; the basic requirements for toys for young children with developmental disabilities are formulated; lists of toys, didactic material and methodological recommendations for them are presented. Meets the requirements of the federal state educational standards of higher education of the latest generation. For teachers, students studying in the areas of training "Special (defectological) education", "Pedagogical education", "Psychological and pedagogical education", in the disciplines "Organizational and general methodological foundations of teaching people with disabilities", "Inclusive education of children with disabilities" (bachelor's degree programs in the field of training "Correctional anddeveloping technologies in preschool education"), "Early and preschool education of children with disabilities" (Master's degree program).
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Shirshov, Vladimir. Psychological readiness for actions in emergency situations. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/993543.
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The tutorial covers the issues of psychological competence and the willingness to act in emergency situations. Examines the theoretical and practical aspects of recognition, evaluation and prevention of emergency situations in the contemporary human environment.
 Meets the requirements of Federal state educational standards of higher education of the last generation.
 Can be used in the preparation of undergraduate students for 44.03.01 direction of preparation "Pedagogical education" (an optional component) in the conditions of multilevel training of future teachers and can also be used in conditions of multilevel preparation of teachers of health and safety. Will be interesting to all who are engaged in research and training in the area of life safety: researchers, heads of educational institutions, teachers and teachers.
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Prokof'ev, Stanislav, Ekaterina Kameneva, Svetlana Solyannikova, et al. Ecosystem of universities: transformation of the Russian education system. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1901313.
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The relevance of the monograph is determined by changes in the surrounding reality, the development of the digital economy, which actively influences the formation and development of ecosystems of business, banking, public services, etc.; the need to determine the main trends in the development of the modern ecosystem of universities for the formation of in-demand graduates able to work in the special conditions of modern development of Russia, which determines the formation of a new educational environment, based on the challenges facing our country. All this will contribute to a deeper and more comprehensive study of the structure of the university ecosystem, understanding its features due to the realities of the digital space.
 An overview of the features of the factors affecting the field of education, including the ecosystems already existing today in various spheres of the Russian economy, is presented. Proposals are made for the formation of a competence-based approach in the university environment in modern conditions. The main elements of the university ecosystem as a new model of the educational environment are considered. Special attention is paid to the development of the university ecosystem of personnel partnership and continuing education. The author's approaches to assessing the quality of education are proposed. The legislation is given as of July 1 , 2022 .
 It may be of interest to heads of the education system, teachers of higher educational institutions, teachers, employees of organizations of additional professional education, graduate students, undergraduates and students of pedagogical and psychological educational institutions.
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Kruglikov, Viktor. The game is a non-educational game (experience, analysis, reflections of a game technician teacher). INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2079775.
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Based on the analysis of many years of experience in the development and application of didactic games in order to teach all categories of students from schoolchildren and students to university faculty, the monograph attempts to revise established, controversial and contradictory views on the phenomenon of the game. The author's vision of how to answer such long-standing questions is proposed: what is a game and a non-game, how the game happened, what characteristics it has. The concept of behavioral games is introduced. The signs and driving forces of traditional and behavioral games are analyzed. In the practice-oriented part of the work, in the context of the modern paradigm of the educational process, the main milestones in the history of the development of educational games, age-specific gaming activities are considered. The analysis of the practice of developing and applying educational games by novice university teachers is given, the principles of using individual game elements in the context of the requirements of active pedagogy are given. The theoretical basis for the analysis of the game was the author's motivational activity theory of active learning. For students, postgraduates and teachers of pedagogical universities and faculties, as well as a wide range of readers interested in education and training.
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Osarov, Jabbor, Dostnazar Khimmataliev, Nozima Kuvatova, Shakhlo Atakhujaeva, Vera Chudakova, and Nigora Akbarova. Pedagogical competence. Pero, 2022. http://dx.doi.org/10.15350/9785002044672.
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In this manual, the general methodical principles of developmental education for students of Pedagogy and Psychology, the meaning and essence of the concept of self-development, the specific features of the formation of self-development competence in students based on the cluster of pedagogical education, the content of educational materials of education based on the competence approach, modern traditional and distance education teaching methods and technologies, socio-cultural environment, methodological aspects of the self-development process of students in the conditions of an educational cluster, self-awareness and management, the model of individual self-development and modern approaches, the importance of independent education in the formation of competence, methods of determining the level of competence formation, this process includes the use of interactive methods and evaluation of the effectiveness of this process. This manual was prepared on the basis of the curriculum of masters of education in pedagogy and psychology, and is intended for use by pedagogues, scientific researchers and undergraduate students working at all levels of the continuing education system.
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Material, Ny Publicity. Competence and Performance in Language Teaching - Pedagogical Booklet - Four Corners Box New York Only. Cambridge University Press, 2011.
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Uljens, Michael. School Didactics and Learning: A School Didactic Model Framing an Analysis of Pedagogical Implications of Learning Theory. Taylor & Francis Group, 2004.
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Uljens, Michael. School Didactics and Learning: A School Didactic Model Framing an Analysis of Pedagogical Implications of Learning Theory. Taylor & Francis Group, 1998.
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Uljens, Michael. School Didactics and Learning: A School Didactic Model Framing an Analysis of Pedagogical Implications of Learning Theory. Taylor & Francis Group, 2004.
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Uljens, Michael. School Didactics and Learning: A School Didactic Model Framing an Analysis of Pedagogical Implications of Learning Theory. Taylor & Francis Group, 2004.
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Uljens, Michael. School Didactics and Learning: A School Didactic Model Framing an Analysis of Pedagogical Implications of Learning Theory. Taylor & Francis Group, 2004.
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Uljens, Michael. School Didactics and Learning: A School Didactic Model Framing an Analysis of Pedagogical Implication of Learning Theory. Taylor & Francis Group, 1998.
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Uljens, Michael. School Didactics and Learning: A School Didactic Model Framing an Analysis of Pedagogical Implications of Learning Theory. Taylor & Francis Group, 2004.
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School didactics and learning: A school didactic model framing an analysis of pedagogical implications of learning theory. Psychology Press, 1997.
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Lernen in der Zweitsprache: Grundlagen und Verfahren der Förderung Von Textkompetenz in Mehrsprachigen Klassen. Narr Dr., Gunter, 2011.
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Lernen in der Zweitsprache: Grundlagen und Verfahren der Förderung von Textkompetenz in mehrsprachigen Klassen. G. Narr, 2008.
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How a Practitioner Thinks in Action: Shaping Pedagogical and Didactic Strategies for Students with Emotional and Behavioral Difficulties Through Textual Analysis of a Teacher's Journal. Books on Demand GmbH, 2015.
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Onopriienko, Oksana. Tools for evaluating the results of competence-oriented learning of junior high school students. KONVI PRINT, 2020. http://dx.doi.org/10.32405/978-617-7724-64-2-2020-72.
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The manual reveals modern didactic and methodological approaches to the implementation of control and evaluation of educational outcomes in primary school. Peculiarities of formative assessment of students' academic achievements are revealed. Didactic support of assessment of results of competence-oriented education of junior schoolchildren is characterized
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Catapan, Edilson Antonio, ed. Education oriented principles and fundamentals. South Florida Publishing, 2021. http://dx.doi.org/10.47172/sfp2020.ed.0000012.
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The book “Education oriented principles and fundamentals 1 ST Edition, edited and published by South Florida Publishing, gathers five chapters that approach themes of relevance in the context of education and are available in Spanish. In the first chapter, a research is presented, whose objective is to provide the basis for a pro-student persistence model in higher education applicable in unfavorable socio-academic contexts. The second chapter presents a teaching model that is presented to design teaching as a basis for the use of cognitive strategies, and it is also necessary to establish different strategies to be able to pedagogically evaluate the performance of the student. The third chapter presents a search for a model for the assessment of competencies in basic education through a case study at the Los Pinos de Algeciras school. We are in the middle of the infant school. The fourth chapter, the importance of creating and dynamizing the narrative is supported by the promotion of emerging reading behaviors in day care centers. It is also intended to contribute to the reflection on the role of the educator / mediator in promoting an educational project that facilitates intervention in day care centers. The emerging literacy level. And finally, or the fifth chapter, as a novel educational experience, the application of the Flipped Classroom Model to the teaching of classical culture was drawn, highlighting the importance of the elaboration of interesting and motivating multimedia didactic materials for the students, supported by the use of the new technologies, to improve teaching practice by organizing work in the classroom in an active and participatory way. Thus, we thank all authors for their commitment and dedication to their work and we hope to be able to contribute to the scientific community, in the dissemination of knowledge and in the advancement of science.
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McConachy, Troy, Irina Golubeva, and Manuela Wagner, eds. Intercultural Learning in Language Education and Beyond. Multilingual Matters, 2022. http://dx.doi.org/10.21832/mccona2606.
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This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram’s pioneering work on intercultural communicative competence and intercultural citizenship. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.
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Lokshyna, Olena, Oksana Glushko, Alina Dzhurylo, et al. The state and trends in the development of school education in the EU, USA and China: a textbook. Institute of Pedagogy of NAES of Ukraine, 2021. http://dx.doi.org/10.32405/978-617-8124-19-9-2021-143.
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The publication contains materials of the training course “and trends in the development of school education in the EU, USA and China” for educational use in the process of training of applicants for the degree of “Doctor of Philosophy” in the specialties 011 “Educational, Pedagogical Sciences”, 013 “Primary Education”, 014 “Secondary education” (by subject specializations). The mastering of the course involves the formation of holistic comparative and pedagogical competence of a researcher - a qualified specialist who has a high level of readiness for professional activity in the field of comparative education studies. In the manual the purpose and objectives of the course are defined, a description of the study discipline done (Appendix A), thematic information, dictionary of foreign terms and concepts are provided (Appendix B).
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Pękala, Joanna Ludwika, and Katarzyna Białożyt-Wielonek, eds. Obszary (nie)pewności w pracy współczesnego nauczyciela. University of Warsaw Press, 2021. http://dx.doi.org/10.31338/uw.9788323551034.
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The books attempts to show the changeable and ambiguous notion of professional certainty of teachers, from the building experience gained from personal self-efficacy, which gives confidence in professional activity, to the state of ambivalence caused by the duality of their own experiences and conflicts in pedagogical work. The authors pay heed to the special relation of the described competence to COVID-19 pandemic and new challenges for teachers in this connection.
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Høeg Karlsen, Kristine, ed. Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag GmbH, 2020. http://dx.doi.org/10.31244/9783830989868.
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This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arranges for teacher educators to integrate alternative structures, that enable interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples.
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Liu, Jun. Asian Students' Classroom Communication Patterns in U.S. Universities. Praeger, 2001. http://dx.doi.org/10.5040/9798400615283.
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The past decade has witnessed a steady increase in the numbers of Asian students in North American institutions of higher learning. While their academic success has been widely recognized, concerns about their silence in classrooms have also been expressed by educators. Following an overview of Asian students in North American higher education, this book presents a focused ethnographic study of twenty Asian graduate students enrolled in a major US university, exploring and describing Asian student's oral classroom participation modes across multiple factors. Four major classroom communication patterns--total integration, conditional interaction, marginal participation, and silent observation--are identified among the participants and discussed across sociocultural, affective, cognitive, linguistic, and pedagogical/environmental factors. Also discussed are the Asian concepts of face saving, politeness, and social identity in multiple discourse communities in light of Asian students' perceptions of and modes in classroom participation. The book concludes with a call for the development of cultural transformation competence, which encompasses social identity negotiation skills, and culture-sensitivity knowledge and mindful reflexivity in addition to communicative competence.
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Félix-Brasdefer, J. César. Interlanguage Pragmatics. Edited by Yan Huang. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199697960.013.32.
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This chapter provides an overview and an assessment of central topics in interlanguage pragmatics (ILP). The chapter begins by defining the pragmatics for ILP, followed by a selective account of the main concepts covered in the field, such as pragmatic competence, the distinction between pragmalinguistics and sociopragmatics, second-language (L2) pragmatics, pragmatic transfer, pragmatic instruction, and types of pragmatic failure. Then, it describes and evaluates predominant theoretical and methodological approaches, as well as the methods generally used to collect data in ILP. The chapter also reviews research on pragmatic development, including longitudinal and cross-sectional studies, pedagogical intervention, study-abroad (SA) contexts, and pragmatic development as a result of incidental learning. The chapter ends with a discussion of future directions in ILP.
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Shrock, Dennis. Choral Repertoire as Pedagogy. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.17.
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The study includes 1) a discussion of historical choral repertoire that was conceived with a main or substantial pedagogical intent and 2) a discussion of repertoire and programming that can be of beneficial value to choruses. The first part of the study represents and explores choral genres such as Gregorian chant, the Lutheran chorale, and the Baroque oratorio (both sacred and secular). It then moves on to modern-era compositions with didactic purposes, including works to promote nationalism but also an antiwar message. The second part of the study addresses choral programming for a) choral development that relies on transfer of learning, b) recruitment and retention of singers and audiences, c) environmental customs and expectations, d) psychological management of time in regards to ontology and flow, and e) performance practices. In summary, repertoire that serves a pedagogical purpose has the opportunity to elevate the aesthetic value of the choral experience.
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Onopriienko, Oksana. New Ukrainian school: innovative system of evaluation of learning outcomes of primary school students. Ranok Publishing House, 2021. http://dx.doi.org/10.32405/978-617-09-7618-5-2021-208.
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The manual reveals the didactic and methodological principles of control and evaluation of learning outcomes of primary school students in the context of the implementation of the latest functions of control and evaluation activities. The semantic range of educational achievements of primary school students is determined; describes the method of creating tools for measuring academic achievement at different stages of the learning process. For scientists, teachers of higher pedagogical education, teachers, applicants for higher education, authors of textbooks and manuals for primary school.
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Belova, Elena N. Formation and development of the network self-learning organization of additional professional education. Krasnoyarsk State Pedagogical University named after V.P. Astafieva, 2019. http://dx.doi.org/10.12731/er0487.16112021.
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The thesis presents the solution of an actual socially significant pedagogical problem on the basis of the implementation of a theoretical-methodological, conceptual substantiation, methodological and technological support of the formation and development of the network self-learning organization of additional professional education. The leading scientific idea is that the formation and development of a network self-learning organization is carried out on the basis of the continuous development of the readiness and ability of its employees to improve the performance of their professional activities in the process of their learning, mutual learning, self-actualization, self-learning and self-development in the context of a system of continuous professional education using distance learning. educational technologies, motivational and value corporate culture of the studied organization and networks and team interactions. Among the main characteristics of the organization under study, we single out the structure of the triple network, the key managerial competence of its employees and the motivational and valuable corporate culture of the organization, orienting these employees to increase their professional performance. Scientifically substantiated, developed the concept and model of the formation and development of the network self-learning organization. At the practical level, the pedagogical and organizational conditions for the formation and development of a network of self-learning organizations are defined and implemented, and organizational, educational and methodological support has been developed and tested. The verification of the model of the formation and development of the network self-learning organization, which proved the effectiveness and perspectivity of the scientific idea of the development of the network self-learning organization of additional professional education.
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Oliveira, Eduardo Gasperoni de, Fernanda Pereira da Silva, Monica Roberta Devai Dias, et al. Cultura digital no contexto educacional: Um olhar entre tendências e desafios para o século XXI. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-399-2.
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Digital Culture is conceived as all kinds of knowledge, habits, values and skills acquired by human beings that are built and shared in the digital environment. In this sense, the collection Digital Culture in the Educational Context: a view between trends and challenges for the 21st century brings relevant theoretical and empirical notes around what the National Common Curricular Base – BNCC – whose competence is to stimulate the critical use of technological resources, inserting both educators and students in pedagogical practices in order to learn and dominate the digital universe. The first part of the work is dedicated to Theoretical Approaches, bringing notes about Media Education with the pandemic period and what has impacted the educational scenario, both in student learning and in the performance of teaching professionals. Therefore, the reader is asked: If remote education is educational chloroquine? It also brings relevant considerations about Information and Communication Technologies applied to Distance Education and Hybrid Education, such as: Literacy in Mathematics, as well as the use of computers and gamification combined with education. Finally, with the Digital Universe, it brings an alert regarding the impacts of cyberbullying. Entitled Narratives of Experiences, the second part of the collection covers various teaching experiences with respect to the Digital Age. Among them, in elementary school, it brings challenges in the process of Literacy and Literacy practices and the teaching perception in relation to Specialized Educational Service. Considerations are made about various pedagogical resources in times of adversity. Among them: the Youtube channel of storytelling, collaborating with the reinvention of teachers in Elementary Education; and, in Higher Education, the relevance of Hybrid Education the joint application of Sole and the Google Classroom. In addition to the teaching experience, finally, testimony of the dilemmas and challenges of managerial activity in the school segment of Early Childhood Education are brought up
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Santiesteban Naranjo, Ernan, Kenia María Velázquez Avila, and Niurka Góngora Mena. Teach Reading. Editorial Tecnocientífica Americana, 2021. http://dx.doi.org/10.51736/eta2021edu3.
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Teach reading is a book that is composed by six chapters. The fist, is devoted for the definition of text and its taxonomy. It concludes with the requirements for choosing a didactic text. The second, is dedicated for the definition, analysis and classification of reading. The third is devoted to associated disorders related to the reading process. The fourth, contrasts the traditionalist reading instruction against dynamic-participatory didactic for the teaching-learning process of reading, where it is emphasized on reading participatory methods and techniques. The fifth, is attentive to the generalized reading skill, invariant skill and reading competence. Finally, the sixth is committed to dynamic-participatory didactic strategy for teaching reading,
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Polikhun, Nataliia, Kateryna Postova, Iryna Slipukhina, and Lesia Horban. Project of educational program for institutions of specialized education of scientific direction. Institute of Gifted Children of the National Academy of Pedagogical Sciences of Ukraine, 2021. http://dx.doi.org/10.32405/978-617-7734-30-6-2021-48.
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The project of the educational program for establishments of specialized education of a scientific direction is the normative document containing a complex of educational components for achievement by pupils of education of the results of training defined by the Standard of specialized education of a scientific direction. The project is the basis for integration processes between formal and non-formal education, convergence of educational systems, different types of educational institutions and institutions that can provide educational services. It contributes to the creation of optimal conditions for the implementation of specialized education in the scientific field and the development of an integrated educational space of relevant educational institutions. The key goal of the project program is to ensure the development of research competence through the direct involvement of students of basic and specialized schools in educational research, design, invention and exploration activities in accordance with the Standard of specialized education. The project is developed on the basis of modern state educational policy and strategy of reforming the education system of Ukraine. The project of the educational program for institutions of specialized education of scientific direction is an open, dynamic resource intended for creative pedagogical communities ready to carry out innovative activity on development of specialized education of scientific direction.
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Ruthmann, S. Alex, and Roger Mantie, eds. The Oxford Handbook of Technology and Music Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199372133.001.0001.
Full textAbstract:
Few aspects of daily existence are untouched by technology. The learning and teaching of music is no exception, and arguably has been impacted as much or more than other areas of life. Digital technologies have come to affect music learning and teaching in profound ways, influencing everything from how we create, listen, share, consume, interact, and conceptualize musical practices and the musical experience. For a discipline as entrenched in tradition as music education, this has brought forth myriad views on what does and should constitute music learning and teaching. In order to tease out and elucidate some of the salient problems, interests, and issues, this volume sought to critically situate technology in relation to music education from a variety of perspectives: historical, philosophical, socio-cultural, pedagogical, musical, economic, policy, and so on, organized around four broad themes: (1) Emergence and Evolution, (2) Locations and Contexts: Social and Cultural Issues, (3) Experiencing, Expressing, Learning and Teaching, and (4) Competence, Credentialing, and Professional Development. The editors solicited essays from 22 “Core Perspective” and 19 “Further Perspective” authors based on their potential to contribute a diversity of perspectives on technology and music education in terms of gender, theoretical perspective, geographical distribution, and relationship to the field. The overall thrust was to provide contrasting perspectives and conversational voices rather than reinforce traditional narratives and prevailing discourses. The website http://ohotame.musedlab.org/ provides opportunities to participate and sustain the dialogue relating to technology and music education.
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S. H., Lytvynova, Pinchuk O. P., Luparenko L. A., and Sokolyuk O. M. Criteria and indicators for evaluating the quality of educational digital content with augmented reality. Institute for Digitalization of Education, 2022. http://dx.doi.org/10.33407/lib.naes.732810.
Full textAbstract:
The scientific-methodical publication highlights certain aspects of the use of immersive technologies (virtual, augmented, mixed, augmented, substituted reality) in the educational process and their didactic potential. Educational mobile applications with the support of augmented reality technology are considered, the course and results of teachers' training on creating AR content are described, the current state of their readiness and attitude to the use of such technologies in the educational process of general secondary education institutions of Ukraine is investigated. The authors justified the criteria-indicator matrix for determining the quality of augmented reality objects, which contains such criteria as technical-technological, visual-dynamic, content-methodical. It is proposed to determine the quality of AR objects according to four levels of compliance: do not meet the requirements, need thorough refinement, require minor refinement, meet quality requirements. The developed toolkit will potentially contribute to the improvement of the quality of digital educational content for PPE at the stage of development and selection. Methodological studies can be useful to teachers, employees of education and science administration bodies, publishers of educational materials, scientific and scientific-pedagogical workers, management personnel of institutions of various levels of education, and all interested readers.
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Ersch, Christina Maria, and Marion Grein, eds. Multikodalität und Digitales Lehren und Lernen. Frank & Timme, 2021. http://dx.doi.org/10.26530/20.500.12657/51398.
Full textAbstract:
Nothing has highlighted the importance of digital teaching and learning opportunities more obviously than the Corona pandemic. This book therefore focuses on multicodal or multimedia digital teaching. The authors examine it from various perspectives and make suggestions for successful didactic implementation. In addition to general topics of digital teaching, they devote particular attention to visual literacy, which plays a special role in multimedia teaching. Criticism of teachers' lack of digital skills alone will not lead to success. Therefore, ways are shown here how these skills can be acquired. Tips and concrete examples for suitable apps, serious games, and online training courses round off the volume. Christina Maria Ersch is a staff member/DaF coordinator at the International Office of the University of Applied Sciences Mainz and lecturer at the University of Mainz. Her research interests lie in (university) didactics, especially in the implementation of competence orientation and digitalization of teaching of teaching, intercultural communication, and the influence of emotions in of emotions in (foreign language) teaching. Dr. Marion Grein is head of the Master's program DaF/DaZ at the the University of Mainz. Her work focuses on language teaching research (neurodidactics), intercultural communication, and digital teaching.