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Journal articles on the topic 'Pedagogical community'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Bauer, D., R. Bechtold, M. Behrens, et al. "Forging a Pedagogical Community." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 8, no. 1 (2008): 179–93. http://dx.doi.org/10.1215/15314200-2007-034.

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2

Nickels, Ashley E. "Pedagogical Perspectives on Teaching Community Development." Journal of Public Affairs Education 21, no. 2 (2015): 139–42. http://dx.doi.org/10.1080/15236803.2015.12001824.

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Wong, Arch Chee Keen, Rod Remin, Rick Love, Ray Aldred, Peter Ralph, and Charles Cook. "Building Pedagogical Community in the Classroom." Christian Higher Education 12, no. 4 (2013): 282–95. http://dx.doi.org/10.1080/15363759.2013.805635.

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4

Smirnova, E. "KURBATOVS' PEDAGOGICS THE PHENOMENON OF OVERCOMING THE 'PEDAGOGICAL APOCALYPSES'." National Association of Scientists 2, no. 72 (2021): 36–39. http://dx.doi.org/10.31618/nas.2413-5291.2021.2.72.485.

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The term 'Pedagogical Apocalypses' has been increasingly used in scientific works due to the deepening realisation of the growing lag of the global educational system behind the requirements of the rapidly changing world. From our viewpoint, the main paradox of the information society is the lack of application of the long found solutions to the problems which the global community refers to as 'Total crisis'. The article is dedicated to the solution of the problem of overcoming the 'pedagogical Apocalypses' by means of Kurbatovs' Pedagogics.

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Stoyanova, Stanislava, and Nikolay Ivantchev. "Teachers’ pedagogical power – A community school study." Psychology, Community & Health 5, no. 1 (2016): 44–60. http://dx.doi.org/10.5964/pch.v5i1.149.

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AimThe aim of our work was to study the types of power preferred by teachers and students of pedagogical specialties.MethodIvanov’s questionnaire “Teacher’s pedagogical power” was used to study the pedagogical power including Reward, Coercive, Legitimate, Expert and Referent powers. In 2012 and 2013, 46 secondary school teachers and 40 students of pedagogical specialties were part of a study in Blagoevgrad, Bulgaria.ResultsThe results indicated that teachers and students of pedagogical specialties preferred making use syncretic power, more than one power. The most frequent types of power were

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Kluev, Vladimir K. "The New Challenges of University Pedagogical Community." Bibliotekovedenie [Library and Information Science (Russia)], no. 1 (February 25, 2013): 114–20. http://dx.doi.org/10.25281/0869-608x-2013-0-1-114-120.

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On the enlarged meeting of Educational and Methodical Council of Higher Education Institutions of the Russian Federation on the Education in the field of Library Information Activities on the basis of the Moscow State University of Culture and Arts, which was held on December 5, 2012. On the agenda of the meeting were questions of realization of new generation of industry educational standards for baccalaureate and magistracy. The special attention was paid to the methodical support of academic activities, the justification of initiation of actual training programs for students, the prospects

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Зеленська, Людмила Дмитрівна. "ХАРКІВСЬКИЙ НАЦІОНАЛЬНИЙ ПЕДАГОГІЧНИЙ УНІВЕРСИТЕТ імені Г.С. СКОВОРОДИ: ВІХИ ІСТОРІЇ". Педагогіка та психологія, № 50 (5 листопада 2015): 168–81. https://doi.org/10.5281/zenodo.33315.

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<em>The milestones of establishment and development of Kharkiv National Pedagogical University named after H. Skovoroda from the time of its founding to the present are characterized in the article. Normative legal documents regulating the development of pedagogical education in Ukraine and the activity of Kharkiv Pedagogical Institute in XIX - XX centuries are determined. Based on the processing of the statutes regulations, ministerial orders and directives its tasks at each historical period are defined; the attitude of the general public as well as scientific and pedagogical community regar

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Lapina, Anastasiya S. "Influence of the professional-pedagogical community on the activities of a modern teacher." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 4 (2021): 83–100. http://dx.doi.org/10.17673/vsgtu-pps.2021.4.7.

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The paper shows that the dynamically occurring changes in education dictate all new requirements for teachers, for the fulfillment of which it is necessary to integrate their efforts within the professional and pedagogical community. The aim of the study was to study the role of the professional pedagogical community in the activities of the teacher. With the help of content analysis of scientific articles, numerous and disparate categories describing the concept of a professional pedagogical community were considered, their synthesis was made in the form of a mental map, the analysis of which

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Chettri, Bikash, and Kumar Siwakoti Tej. "Eco Pedagogical Practices of Rai Community of Sikkim." Pahal Horizon, An International Research Journal 5, no. 9 (2025): 35–60. https://doi.org/10.5281/zenodo.15320498.

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Ecopedagogy, an education grounded in sustainability, embodies a new paradigm designed to promote sustainable civilisations from an ecological perspective. It functions as a transformative strategy for addressing the current condition of human, societal, and environmental issues and interdependencies. The state of Sikkim includes the Rai population, categorised as part of the Most Backward Classes, which have historically inhabited in rural and forested regions. The researcher employed an unstructured interview technique and carried out significant field data collection to obtain a comprehensi

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Hayati, Nurul, Babang Robandi, and Ihat Hatimah. "Bibliometric Mapping: Development of Pedagogical Competency Research in Community Education." AL-ISHLAH: Jurnal Pendidikan 16, no. 1 (2024): 145–57. http://dx.doi.org/10.35445/alishlah.v16i1.4211.

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The need to grasp the newest trends and improvements in education necessitates examining the development of pedagogical competency studies in community education. The aim of this research is to describe the development of studies on pedagogical competence in community education. This study employs bibliometric analysis with Vosviewer for network visualisation, overlay, and density analysis. This study technique is suitable for extensively examining the evolution of studies on pedagogical competency from 2014 to 2023. The bibliometric mapping results using Vosviewer showed varying advances in r

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VORONOV, Aleksey Romanovich, Tatiana Sergeevna LOGINOVA, Victoria Sergeevna OLEYNIK, Marina Anatolievna OSIPOVA, and Bogdan Sergeevich PRALICH. "PROFESSIONAL PEDAGOGICAL LEARNING COMMUNITY: RESOURCE FOR TEACHER TRAINING." THEORIA: педагогика, экономика, право, no. 1 (2021): 42–49. http://dx.doi.org/10.51635/27129926_2021_1_42.

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12

Yilmazli Trout, İnci, Beatrix Perez, and M. Candace Christensen. "Connecting Classroom to Community Through Photovoice: Pedagogical Implications." LEARNing Landscapes 12, no. 1 (2019): 285–301. http://dx.doi.org/10.36510/learnland.v12i1.992.

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This paper explores the pedagogical implications of using arts-based research in an advanced community practice course in a Master of Social Work program. Per the course design, graduate students implemented a photovoice project with undergraduate students focusing on transforming campus rape culture. At the end of the project, graduate students wrote reflection papers that constitute the data for this paper. The data analysis resulted in three categories: enhancing the learning of content, understanding the role of a social worker in macro-level practice, and engaging with the community.

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Kantor, V. Z., Yu L. Proekt, G. V. Nikulina, et al. "Inclusive Professional Competences: Assessment Paradigm of Pedagogical Community." Клиническая и специальная психология 10, no. 3 (2021): 106–25. http://dx.doi.org/10.17759/cpse.2021100307.

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The paper is devoted to the issue of assessing the range of inclusive teacher competencies by the pedagogical community and their comparative significance for achieving the required learning results by students with disabilities. The paper presents the results of an empirical study aimed at identifying the general and specific in assessing the importance of inclusive competencies of a teacher by various subjects of staffing the inclusive educational process at school. The study involved 983 pedagogical workers employed in mass and correctional schools, as well as in pedagogical universities. T

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Ellis and Giunta. "Other People’s Writing: Collaboration, Community, and Pedagogical Scholarship." Transformations: The Journal of Inclusive Scholarship and Pedagogy 26, no. 1 (2016): 114. http://dx.doi.org/10.5325/trajincschped.26.1.0114.

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Ellis, Jacqueline, and Edvige Giunta. "Other People’s Writing: Collaboration, Community, and Pedagogical Scholarship." Transformations: The Journal of Inclusive Scholarship and Pedagogy 26, no. 1 (2016): 114–23. http://dx.doi.org/10.1353/tnf.2016.0018.

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Chávez, Karma R. "Community Debates: A Pedagogical, Queer, Intersectional Feminist Experiment." Feminist Formations 30, no. 3 (2018): 102–12. http://dx.doi.org/10.1353/ff.2018.0041.

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17

Lima, Nádia Luz de Souza, Maria Zitamar Pedro, Mariana Campos Lima, Gabriel Gonçalves Severino, and Denise Maria dos Santos Paulinelli Raposo. "FORMATION OF A LEARNING COMMUNITY IN PEDAGOGICAL AGROFOREST." International Journal of Human Sciences Research 3, no. 4 (2023): 2–6. http://dx.doi.org/10.22533/at.ed.558342313017.

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18

Bohatyriov, Volodymyr. "Pedagogical principles of the composer Serhii Turneev." Aspects of Historical Musicology 30, no. 30 (2023): 55–68. http://dx.doi.org/10.34064/khnum2-30.03.

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Statement of the problem. If the study of various aspects of teaching by musicians-performers has always been under consideration of scientists, then the question of the method of teaching composition is a poorly covered area. As a rule, the main subject of research is primarily the composer’s musical works. However, understanding the composer’s work and his activity as a whole, in the unity of all components, requires the systematization of his pedagogical principles. In turn, such research can help to evaluate the composer’s work in a new way, especially if it belongs to the modern musical s

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Voznyak, S. S., and V. V. Limonchenko. "The Co-Existential Educational Community and Culture." Anthropological Measurements of Philosophical Research, no. 20 (December 28, 2021): 52–68. http://dx.doi.org/10.15802/ampr.v0i20.249547.

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Purpose. The article aims to comprehend the concept that has a serious anthropological meaning, – a "co-existential educational community" – which points at the real subject and object in the development of the educational reality, as well as to explicate its importance towards understanding the real way of addressing actually to the culture and its acquisition in the pedagogical process. Theoretical basis. To achieve this purpose, the method of categorical-reflexive analysis of texts and problems of real educational realities is used; this allows to involve of such philosophical concepts as "

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Wu, Haorui. "Integration of the Disaster Component into Social Work Curriculum: Teaching Undergraduate Social Work Research Methods Course during COVID-19." British Journal of Social Work 51, no. 5 (2021): 1799–819. http://dx.doi.org/10.1093/bjsw/bcab110.

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Abstract This article aims to develop community-contextualised pedagogical innovations to embed disaster components into core social work curriculum through a research methods course. Professional social work education continues to lack a community-contextualised curriculum and professional training that reflects the complexities of extreme events associated with community and human service. This absence jeopardises the advancement of social work engagement in better providing humanitarian support for individuals, families and communities affected by extreme events. Through an undergraduate so

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Voznyak, S. S., and V. V. Limonchenko. "The Co-Existential Educational Community and Culture." Anthropological Measurements of Philosophical Research, no. 20 (December 28, 2021): 52–68. https://doi.org/10.15802/ampr.v0i20.249547.

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<strong>Purpose.</strong> The article aims to comprehend the concept that has a serious anthropological meaning, – a "co-existential educational community" – which points at the real subject and object in the development of the educational reality, as well as to explicate its importance towards understanding the real way of addressing actually to the culture and its acquisition in the pedagogical process.<strong> Theoretical basis.</strong> To achieve this purpose, the method of categorical-reflexive analysis of texts and problems of real educational realit

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Mejía Mercado, Elfa Luz, and Zilath Romero González. "Pedagogical models and their application to pedagogical strategies for citizenship education." Revista Perspectivas 7, no. 1 (2021): 56–65. http://dx.doi.org/10.22463/25909215.3352.

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The following article aims to carry out a documentary review of the pedagogical models in order to establish one that adapts to the needs of current education, specifically the citizenship training of individuals. With a qualitative methodology, the article has first a theoretical part that focuses on the different pedagogical models, followed by an argumentative part in which we propose the experimental constructivist model as the basis of strategies for the formation of current citizens. It concludes with the analysis of the model mentioned as the proper way of educating to encourage more th

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Сретић, Сања, та Јелена Петровић. "РАЗВОЈ СОЦИЈАЛНЕ ПЕДАГОГИЈЕ КАО ПЕДАГОШКОГ ПРАВЦА И ЊЕН УТИЦАJ НА ДАЉИ ТОК РАЗВОЈА ПЕДАГОШКЕ НАУКЕ". ГОДИШЊАК ЗА ПЕДАГОГИЈУ 7, № 2 (2022): 51–64. http://dx.doi.org/10.46630/gped.2.2022.4.

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Social pedagogy as a pedagogical direction appeared at the end of the 19th and the beginning of the 20th century as a tool of the social system of that time for solving social problems through upbringing and education. The aim of this work is to study the historical development of social pedagogy as a pedagogical direction and its influence on the subsequent development of social pedagogy as an independent scientific discipline and on the development of pedagogical science as a whole. In order to respond to the set goal, the following phenomena and processes were analyzed in the paper: socio-h

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Boiko, Olha. "SOCIAL AND PEDAGOGICAL TECHNOLOGIES WORK IN COMMUNITIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 31, 2023): 43–51. http://dx.doi.org/10.31499/2307-4906.4.2023.292338.

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and social work. She investigates the role and significance of the use of technologies in socio-pedagogical practice, as well as their impact on the quality of personality of social work clients.The article also highlights important aspects of professional training of future social workers to use technologies in their work, as well as challenges and opportunities created due to their implementation. That is why the article is relevant for social workers in the community, students and researchers who are interested in the issues of the modern socio-pedagogical sphere.This article is devoted to

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A.S., Kubaev, and Nurmanov A.T. "Communication Skills Between The Educational Institution And The Community." American Journal of Social Science and Education Innovations 03, no. 04 (2021): 29–34. http://dx.doi.org/10.37547/tajssei/volume03issue04-05.

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The article considers that in the performance of the functions of the head of the technical school, vocational school and vocational college, the pedagogical and student community, parents, sponsors also establish practical and emotional communication with the general public.

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Goldsborough, Elizabeth J., Lukas Champagne, and Breana A. Bietsch. "Shaping Pedagogical Identities." Advances in Social Work 25, no. 1 (2025): 167–85. https://doi.org/10.18060/28452.

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In this collaborative autoethnography (CAE), we examine a virtual doctoral (PhD) student pedagogy peer mentoring group’s experience within a social work program at a northeastern U.S. public research university. Our focus is on the experiences of PhD students who are preparing to teach. Utilizing CAE as our methodological approach, we identified themes salient to our group experiences. Key themes include navigating role and identity transitions, the value of community, the need for enhanced institutional support, and the role of educators as gatekeepers. Our findings underscore peer mentorship

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Roy, Sodip, and Santosh Kumar Behera. "Host community college education." Journal of Interdisciplinary Studies in Education 14, no. 3 (2025): 149–72. https://doi.org/10.32674/ef6hzy42.

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This study highlighted how teachers and students perceive the effects of the influx of Rohingya refugees on the teaching-learning environment of colleges for higher education in Cox’s Bazar district of Bangladesh. It revealed the issues of admission, the academic environment of the colleges, the attendance and performance of the students, pedagogical changes, the learning attitudes of the students, and the retention, graduation, and well-being of the prime stakeholders. To that end, it deployed an interpretivist approach and qualitative methods of in-depth interviews and focus group discussion

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Јовановић, Драгана. "ПЕДАГОШКА ЕФЕКТИВНОСТ – КОНЦЕПТ СВЕОБУХВАТНИЈЕГ ОДРЕЂЕЊА КВАЛИТЕТА ОБРАЗОВАЊА". ГОДИШЊАК ЗА ПЕДАГОГИЈУ 8, № 1 (2023): 41–60. http://dx.doi.org/10.46630/gped.1.2023.3.

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This study examines and organizes pertinent studies and their findings from the global educational setting, which made a substantial contribution to the conception of pedagogical effectiveness. It was attempted to examine the evolution of modern education as pragmatically and logically as possible by critically analyzing the problems it faces, particularly the importance of pedagogical effectiveness as a core component of quality. This notion was refined throughout time as a result of the writers’ and practitioners’ dedication to rigorous scientific inquiry, professional development, and advan

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Harries, Guy. "Opera, devising and community: A creative and pedagogical methodology." International Journal of Community Music 13, no. 3 (2020): 271–82. http://dx.doi.org/10.1386/ijcm_00027_1.

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Create An Opera! was a fortnightly devising workshop led by the author at Theatre Delicatessen studios in London in 2017–20. It was free to the general public and attracted participants including both experienced and inexperienced performance practitioners. It aimed to create a safe, inclusive environment for experimentation in writing, composition and collaborative performance. This initiative arose from the author’s interest in challenging the sociopolitical traditions and hierarchical infrastructures associated with opera production. Inspired by the ethos of devised theatre, the workshops c

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Barón Velandia, Benjamín. "Pedagogical Practice: 25 Years Immersed in the Scientific Community." Praxis Pedagógica 24, no. 36 (2024): 1–5. http://dx.doi.org/10.26620/uniminuto.praxis.24.36.2024.1-5.

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The journal Praxis Pedagógica was founded in 1998 and published its inaugural issue in January 1999. In this first issue, the editorial team of Praxis Pedagógica embarked on a series of significant endeavors and commitments with the communities they would engage with. In its first year, the journal released two issues, which served as a forum for contributions from our initial authors. Their respective contributions finely delineated the scientific, epistemological, methodological, theoretical, and didactic horizons of Praxis Pedagógica. These elements continue to represent an indelible hallma

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Rodriquez, Louis. "Technological Literacy at the Community College Level: Pedagogical Methods." Bulletin of Science, Technology & Society 11, no. 4-5 (1991): 224–28. http://dx.doi.org/10.1177/027046769101100408.

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Damyanov, Kaloyan. "Social-Pedagogical Support and Communication Between Pedagogical Specialists and Parents in School." Педагогически форум 10, no. 2 (2022): 48–53. http://dx.doi.org/10.15547/pf.2022.013.

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The article presents a summary of research related to the difficulties in the implementation of socio-pedagogical support and communication between the parent community and pedagogical professionals in school. The results of a study conducted with pedagogical specialists and parents from Bulgarian schools are analysed. Internal and external factors for impaired communication and interaction were identified through the use of a conceptual model and conducted field studies and diagnostic interviews related to the frequency of communication at different stages of school education. As a result, ob

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Ivashova, Valentina, Oksana Gavrilova, Anna Kalashova, Inna Svistunova, and Alexander Isaenko. "Organizational conditions for successful professional activity (views of pedagogical community)." E3S Web of Conferences 371 (2023): 05048. http://dx.doi.org/10.1051/e3sconf/202337105048.

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The article shows the results of theoretical conceptualization and empirical testing of organizational conditions of successful professional activity of teachers in modern Russia on the example of the territories of the southern region. Based on a theoretical review of the scientific literature on the interpretation of organizational conditions, the variables for testing the significant and latent characteristics in the empirical part of the study were formulated. An electronic survey of educational community representatives of the Stavropol Territory by random sampling was conducted. A total

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POGOLȘA, Lilia. "The "Pedagogical Universe " at 20 years old. Journal of the pedagogical and psihological community in time." Univers Pedagogic 79, no. 3 (2023): 07–12. http://dx.doi.org/10.52387/1811-5470.2023.3.01.

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The text reveals certain considerations with reference to scientific publications, especially scientific journals in the field of educational sciences. In this context theretrospective of the evolution of the scientific journal of pedagogy and psychology “Pedagogical Universe”, successor of the scientific-methodical journal “Pedagogue”, and “The soviet pedagogue” is presented. Proposing to the general public the most relevant results of research in the field of educational theory and practice, these scientific journals have thus completed the field of educational sciences with valuable publica

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Franc, M. "DIALOGUE AND MEETING AND COMMUNION AND COMMUNITY." Aesthetics and Ethics of Pedagogical Action, no. 16 (September 9, 2017): 9–25. http://dx.doi.org/10.33989/2226-4051.2017.16.175944.

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Upbringing leads to the necessity of establishment a dialogue in a pedagogical environment. At the present stage of the education development this aspect is considered as a modern tendency of humane pedagogy, which is connected with the philosophical principles of dialogue or intersubjectivity among educators. The pedagogical dialogue is defined as an open system of knowledge about the possibilities and consequences of communication between teachers, a teacher and a student, and students. The author points out the role and possibilities of modern dialogue in the process of interpersonal commun

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Buzinde, Christine, Behrang Foroughi, and Josephine Godwyll. "Youth leadership programs for community development and social action: a pedagogical approach." Community Development Journal 54, no. 4 (2018): 677–94. http://dx.doi.org/10.1093/cdj/bsy015.

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Abstract This conceptual paper explores pedagogical interventions that can be applied to social change centered youth leadership programs. It specifically focuses on two interventions, Image Theatre and autonomy promotion; the former is a pedagogical tool while the latter is a pedagogical approach. These interventions are vital for social change centered youth leadership programs because they allow facilitators to account for participants’ sense of agency and determination while concurrently engaging them in critical social analyses necessary for the advancement of community development and we

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Stearns, Elizabeth, Neena Banerjee, Stephanie Moller, and Roslyn Arlin Mickelson. "Collective Pedagogical Teacher Culture and Teacher Satisfaction." Teachers College Record: The Voice of Scholarship in Education 117, no. 8 (2015): 1–32. http://dx.doi.org/10.1177/016146811511700803.

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Background/Context Teacher job satisfaction is critical to schools’ success. As organizations, schools need teachers who are satisfied with their jobs and who work with one another to build school community and increase student achievement. School organizational culture shapes teacher job satisfaction in many ways, but it is still unclear which facets of organizational culture have the greatest influence on teacher job satisfaction and whether some of these facets may have moderating effects on others. Purpose of Study This study investigates the association among two aspects of organizational

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Sorin, Cristea. "Volunteering Seen from a Pedagogical Perspective." Journal of Educational Theory and Practice DIDACTICA PRO... 18, no. 3 (109) (2018): 54–56. https://doi.org/10.5281/zenodo.3462659.

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Volunteering as an activity fulfils the general task of promoting social integration and cohesion at community scale (local, territorial, national, and European). It takes place via nonformal activities, with numerous openings towards the informal. From the perspective of lifelong learning, volunteering explores optimally, in specific various and diversified situations, the experience of those involved as participants and beneficiaries. In the field of education volunteering evolves within the structure of postmodern (contemporary) educational systems. The volunteers – pup

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Onyshkiv, Zinovii, Yaroslava Kodliuk, Tetiana Lesina, Olena Malyna, and Nadya Kichuk. "Areas of modernization of preparation of future elementary school teachers in the countries of the European community." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e15615. http://dx.doi.org/10.20952/revtee.v14i33.15615.

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The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualifica

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Onyshkiv, Zinovii, Yaroslava Kodliuk, Tetiana Lesina, Olena Malyna, and Nadya Kichuk. "Areas of Modernization of Preparation of Future Elementary School Teachers in the Countries of the European Community." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e15776. http://dx.doi.org/10.20952/revtee.v14i33.15776.

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The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualifica

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Bjorndahl, Christina. "Using a class wiki to facilitate community and linguistic inclusivity." Proceedings of the Linguistic Society of America 6, no. 2 (2021): 5089. http://dx.doi.org/10.3765/plsa.v6i2.5089.

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I describe the implementation of a class wiki in an introductory linguistics class. There were two pedagogical goals: (1) facilitate asynchronous student engagement and collaborative learning; (2) provide opportunities for students to engage with various linguistic issues having to do with justice, equity, diversity, and inclusion. Assessment for the wiki was done using a version of specifications grading (Nilson 2015), so that students could choose their level of engagement with the wiki. A full description of the wiki is available at https://cbjorndahl.github.io/CMUNoLWiki/, which includes d

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Greenberg, Miriam, Rebecca A. London, and Steven C. McKay. "Community-Initiated Student-Engaged Research: Expanding Undergraduate Teaching and Learning through Public Sociology." Teaching Sociology 48, no. 1 (2019): 13–27. http://dx.doi.org/10.1177/0092055x19875794.

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Drawing on a multiyear local research project on the affordable housing crisis, this article outlines a pedagogical approach we call Community-Initiated Student-Engaged Research, or CISER. The CISER model brings together three key groups of actors—undergraduate students, university researchers, and community organizations—drawing on and extending the powers of cooperative “dyads” between them. This model aims to improve pedagogical and sociological practice by constituting undergraduate students as both knowledge producers and an active public while at the same time creating meaningful partner

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Botirova, Yorqinoy, and Mavjuda Toshtemirova. "SOCIO-PSYCHOLOGICAL FACTORS OF EMOTIONAL RELATIONS OF THE PEDOGOGICAL COMMUNITY." MODERN SCIENCE AND RESEARCH 3, no. 1 (2024): 972–76. https://doi.org/10.5281/zenodo.10573516.

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<em>This article provides feedback on the social and psychological factors of emotional relations of the pedagogical community. Within the framework of events that occur in the pedagogical community, the extent to which the pedogogue matures is manifested. The extent to which the educator is involved in team activities, to what extent he cooperates with students is seen as a result of socio-psychological factors.</em>

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Kalchenko, Larysa. "Meaningful Description of Target Component of the System of Social and Pedagogical Work on Prevention of Social Orphanhood in the Territorial Community of City." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 158–74. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-158-174.

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The article presents meaningful description of target component of system of socio-pedagogical work on prevention of social orphanhood in the territorial community of city which includes purpose, objectives and results of socio-pedagogical work on prevention of social orphanhood in TCC. The goal hierarchy of the state system of social work with family, children and youth in the direction of prevention of social orphanhood in Ukraine is defined; and the strategic social purpose of preventive work with family, children and youth on reduction of risks of social orphanhood, the purpose of social a

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Risnanosanti, Risnanosanti, Mardiah Syofiana, and Adi Asmara. "Lingkungan Belajar Berbasis Lesson Study for Learning Community untuk Mahasiswa Calon Guru Matematika." Jurnal Elemen 7, no. 2 (2021): 254–66. http://dx.doi.org/10.29408/jel.v7i2.2825.

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Learning communities have a positive impact on the development of the pedagogical competence of prospective mathematics teacher students. However, the nature of competition between students is more dominant in universities. This study aims to develop a valid and practical lesson study for learning community-based learning environments to improve the pedagogical competence of student mathematics teacher candidates. This study used the Rowntree model development research design and Tessmer's formative evaluation model, including self-evaluation, expert review, one-to-one evaluation, and small gr

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Ardiwinata, Jajat S., and Dinno Mulyono. "COMMUNITY EDUCATION IN THE DEVELOPMENT OF THE COMMUNITY." Empowerment 7, no. 1 (2018): 25. http://dx.doi.org/10.22460/empowerment.v7i1p25-35.661.

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Community education is a sustainable process in the community, built with awareness and sustained participation, in an effort to build a new understanding and concept to improve the quality of life of the community itself. Community education is now moving back into building and developing societies with the same approach as the hundreds and centuries-old approach to the prosperity of society. With the right theoretical framework, the right approach and the right program implementation models, community education can grow and develop into a power in education to build a better Indonesian socie

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González-Pérez, Milaisy, and Martha Ávila-Rodríguez. "Concepción pedagógica de la actividad extensionista en el Centro Universitario Tlacaélel." Revista Electrónica Educare 20, no. 3 (2016): 1. http://dx.doi.org/10.15359/ree.20-3.17.

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This paper is the result of a shared experience between Cuban and Mexican professors. Its objective is to assess the extracurricular activity at University Center of Tlacaélel (CUT) from the perspective of the pedagogic theory and practice, the social responsibility of the university, and the integration with other essential processes. To carry out this work, a qualitative methodological approach was applied, which involved the participant observation (with its corresponding observations recording), the specialized literature review to support the pedagogical conception of the university extra

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Tatiana, Filipski. "The Pedagogical Conditions for the Improvement of Museum Education in Lyceum Students in the Context of School-Museum-Family-Community Cooperation." Journal of Educational Theory and Practice DIDACTICA PRO... 22, no. 5 (135) (2022): 15–20. https://doi.org/10.5281/zenodo.7271157.

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The article presents certain theoretical and applicative aspects of museum education for lyceum students, em- phasizing the importance and perspectives of educational partnerships that target cooperation between schools and museums, families, and the community in order to promote cultural, national, and universal values in growing and adult generations. We succinctly analyze the views of some researchers, scientifically establish and substantiate the pedagogic conditions for the optimization of museum education in lyceum students within the school-museum-family-community collaboration, and we

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Rudneva, T. I. "A conductor of the idea of upbringing without coercion." Vestnik of Samara University. History, pedagogics, philology 31, no. 1 (2025): 11–15. https://doi.org/10.18287/2542-0445-2025-31-1-11-15.

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The article presents the life path of Nikolai Mikhailovich Magomedov from entering the teaching profession to the head of the Department of Pedagogics and Psychology at Samara State University, the scientist, who tried to answer the question of the boundaries of human responsibility for oneself with his scientific works and personal teaching experience. The topic of free upbringing is the main one in his teaching fate, not only discussed in the teaching community, with students, but also tested by him in practice. It is argued that the assessment of scientific contribution to pedagogical scien

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Erskine-Meusa, Denise. "African American Students in the Community College Classroom with White Teachers." Journal of Underrepresented & Minority Progress 1, no. 1 (2017): 66–79. http://dx.doi.org/10.32674/jump.v1i1.37.

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The purpose of this qualitative study was to examine African American student pedagogical experiences in classrooms with White teachers at a community college in the Mid-Atlantic region of the United States. The intent of the study was two-fold: (a) to search for evidence of how culture shapes African American students’ view of themselves, and (b) to explore how African American student pedagogical experiences with White teachers shape their attitude about school. The results of this study revealed that many of the White teachers experienced by the research participants demonstrated some aspec

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