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Journal articles on the topic 'Pedagogical conceptual model'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Gluzman, Aleksandr, Nataliia Gorbunova, and Alina Gluzman. "Conceptual model of the national pedagogical university education." SHS Web of Conferences 87 (2020): 00092. http://dx.doi.org/10.1051/shsconf/20208700092.

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The article substantiates a conceptual model of pedagogical university education, which is relevant due to socio-economic phenomena occurring in society. The creation of a systemic concept of pedagogical university education provides an opportunity for the development and implementation of technologies for specialists’ professional and pedagogical training at the university.

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Kucheriavyi, Oleksandr. "VALUE-SEMANTIC BASIS OF IVAN ZIAZIUN’S CONCEPTUAL MODEL OF PEDAGOGICAL EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 18 (September 9, 2018): 22–30. http://dx.doi.org/10.33989/2226-4051.2018.18.176313.

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The article reveals the value-semantic basis of I. A. Ziaziun’s conceptualvision of ways to update national pedagogical education. The emphasis is placed on the personal component in the system of teachers' professional characteristics distinguished by the scientists, which the future teacher gains at various levels of professional training (they meet certain qualitative changes in his professional consciousness, self-awareness and activities). The value-content essence of the levels of readiness for pedagogical action determined by I. A. Ziaziun in the context of its significance for society

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qizi, Kenjayeva Fayyoza Sherbobo. "Shaping A Competitive Pedagogical Personality in the 21st Century: An Integrated Model of Psychological and Pedagogical Abilities." International Journal of Pedagogics 5, no. 4 (2025): 264–65. https://doi.org/10.37547/ijp/volume05issue04-69.

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This article explores the pressing issue of shaping a competitive pedagogical personality in the context of the 21st-century global education system. The author argues for the necessity of integrating pedagogical and psychological competencies to develop highly qualified and adaptive professionals. The modern educator is portrayed not merely as a transmitter of knowledge but as a motivational leader with emotional resilience and the ability to thrive in diverse educational environments.The paper analyzes innovative approaches, international practices, and proposes a conceptual integrative mode

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Berman, Jeanette, and Robyn Smyth. "Conceptual frameworks in the doctoral research process: a pedagogical model." Innovations in Education and Teaching International 52, no. 2 (2013): 125–36. http://dx.doi.org/10.1080/14703297.2013.809011.

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Bicalho, Daniela Rocha, João Piedade, and João Filipe Matos. "iVRPM: Conceptual Proposal of an Immersive Virtual Reality Pedagogical Model." Applied Sciences 15, no. 4 (2025): 2162. https://doi.org/10.3390/app15042162.

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The growing attention to virtual reality (VR) suggests that immersive technologies will be widely applied across various contexts, including education. However, conceptual divergences and a lack of understanding regarding the learning process in immersive virtual environments reveal the nascent understanding of the use of immersive virtual reality (iVR) and its benefits in educational contexts. Against this backdrop, this article presents a proposed pedagogical framework aimed at aligning the affordances of iVR environments—such as immersion, interactivity, and embodiment—with educational obje

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van der Merwe, Liesl, and John Habron. "A Conceptual Model of Spirituality in Music Education." Journal of Research in Music Education 63, no. 1 (2015): 47–69. http://dx.doi.org/10.1177/0022429415575314.

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This article aims to describe the phenomenon of spirituality in music education by means of a model derived from the academic literature on the topic. Given the centrality of lived experience within this literature, we adopted a hermeneutic phenomenological theoretical framework to describe the phenomenon. The NCT (noticing, collecting, and thinking) model was used for the qualitative document analysis. Atlas.ti 7, computer-aided qualitative data analysis software, was used to support and organize the inductive qualitative data analysis process. After data saturation, we used Van Manen’s lifew

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Wu, Meng-Yang M., and Ellen J. Yezierski. "Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning." Chemistry Education Research and Practice 23, no. 2 (2022): 287–99. http://dx.doi.org/10.1039/d1rp00282a.

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Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the Refined Consensus Model (RCM), understanding teacher learning, beliefs, and practices is predicated on the interconnections of such knowledge bases. However, lesson planning (defined as the transformation of subject matter knowledge to enacted pedagogical content knowledge) remains underexplored despite its central position in the RCM. We aim to address this gap by developin

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Safarovich, Tukhtayev Soyib. "THE IMPORTANCE OF PEDAGOGICAL MANAGEMENT OF COMMUNICATIVE EDUCATION IN HIGHER EDUCATION." European International Journal of Pedagogics 4, no. 12 (2024): 193–98. https://doi.org/10.55640/eijp-04-12-42.

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This article presents an analysis of the specifics of the content component of the conceptual model of pedagogical management of student communicative education in higher education and studies in this regard. Also, the content component is system-specific in the model under consideration, since through its development, the process and result of pedagogical management of the communicative education of higher education students are described. In addition, when designing the content content of the conceptual model of pedagogical management of the communicative education of higher education studen

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Bolbas, G. V. "Nature-like model of teacher training for the implementation of ethno-cultural education." Вестник Северо-Кавказского федерального университета, no. 1 (94) (2023): 72–78. http://dx.doi.org/10.37493/2307-907x.2023.1.9.

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The article presents the results of scientific and pedagogical research, the purpose of which was to develop and substantiate the pedagogical model of teacher training for the implementation of ethno-cultural education. Using inductive and deductive methods of theoretical research, analysis of pedagogical literature and the process of practical activity with an emphasis on their classification, casual, dialectical and system-structural aspects, the theoretical and methodological foundations of pedagogical modeling are generalized. Their use made it possible to design a conceptual nature-like m

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Zhadko, Natalya. "Specifics of Pedagogical Speech in Distance Learning." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 51, no. 6 (2024): 705–13. https://doi.org/10.53656/for2024-06-03.

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From the perspective of the activity approach, the author examines the difficulties faced by university teachers when conducting classes in a digital environment (in distance learning). The research objectives are: 1) conceptual analysis of the content, specifics, and conceptual modeling of the structure of pedagogical speech; and 2) conducting field research (observation) from 2020 to 2023. A conceptual model of pedagogical speech was created and proposed, consisting of oral speech, written speech, and nonverbal speech. The field research (observation) showed that in the conditions of distanc

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Zhou, Jie, Sze Seau Lee, Si Na Kew, and Chee Yoong Liew. "Multiliteracies-translanguaging conceptual model framework for student agency in English as foreign language contexts." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (2024): 4046–52. https://doi.org/10.11591/ijere.v13i6.29468.

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Developing student agency in formal education leads to favorable impacts on cognitive development as well as learning experiences that culminate in a strong foundation for lifelong learning, which is crucial for employability. However, theoretical grounded pedagogical approaches for student agency are still at the nascent level of conception. Assuming that student agency can be developed in the English classroom, this article aims to propose a conceptual model framework based on multiliteracies and translanguaging to address the pedagogical gaps in student agency with examples from the English

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РОЖЕЛЮК, Ірина, Наталія НАГОРНА, and Ірина АНДРЕЙКОВА. "The conceptual-technological model of formation of future foreign language teachers’ awareness of the monitoring activity." EUROPEAN HUMANITIES STUDIES: State and Society 2 (June 27, 2019): 24–39. http://dx.doi.org/10.38014/ehs-ss.2019.2.03.

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This article is devoted to the elucidation of the essence and results of a pedagogical experiment focused on the formation of future foreign language teachers’ awareness for monitoring activity. The pedagogical conditions which are believed to enhance the effectiveness of the process in question, - have been revealed therein. Among the said conditions, the following ones have been determined as leading: the intensification of the role of the pedagogical monitoring and organization of relevant pedagogical educational researchbased activities within the framework of pedagogical disciplines studi

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Oxman, Robert, Rivka Oxman, and Antony Radford. "The pedagogical role of the computer in design studies." ITNOW 30, no. 3 (1988): 11–17. https://doi.org/10.1093/combul/30.3.11.

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Abstract The reaching of architectural design involves the transfer of a broad spectrum of knowledge. This ranges in diversity from the acquisition of skills to those types of domain-distinctive knowledge which are actually employed in the generation of designs. We can make a broad distinction between instrumental knowledge employed in various stages of design but peripheral to the actual process of generating designs, and conceptual-con figurative knowledge which, in fact, makes the generation of designs possible 1, 2]. In the model of the design process in which there is a sequential relatio

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Bond, Vanessa L., and Joshua A. Russell. "Culturally Responsive Pedagogical/Andragogical Context Knowledge: A Conceptual Model for Music Education." Journal of Music Teacher Education 30, no. 3 (2021): 11–25. http://dx.doi.org/10.1177/1057083721993738.

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To better suit the needs of all learners, music teacher educators must develop a mindset of culturally responsive practice in preservice educators. In this interest article, we present a conceptual model intended to promote theory, discussion, and practice relevant to culturally sustaining music education. The model builds on our prior empirical work concerning music teacher educators’ conceptions of culturally responsive education, which we unite with Barnett and Hodson’s concept of pedagogical context knowledge and theories of andragogy and heutagogy into one comprehensive framework. We desc

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Chernov, S. V., and V. I. Shapovalov. "CONCEPTUAL TRIADIC MODEL OF CREATIVE DEVELOPMENT OF PERSONALITY: PHILOSOPHICAL AND PEDAGOGICAL ASPECTS." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 3 2021 (2021): 129. http://dx.doi.org/10.17513/spno.30881.

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Zhou, Jie, Sze Seau Lee, Si Na Kew, and Chee Yoong Liew. "Multiliteracies-translanguaging conceptual model framework for student agency in English as foreign language contexts." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (2024): 4046. http://dx.doi.org/10.11591/ijere.v13i6.29468.

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<p><span>Developing student agency in formal education leads to favorable impacts on cognitive development as well as learning experiences that culminate in a strong foundation for lifelong learning, which is crucial for employability. However, theoretical grounded pedagogical approaches for student agency are still at the nascent level of conception. Assuming that student agency can be developed in the English classroom, this article aims to propose a conceptual model framework based on multiliteracies and translanguaging to address the pedagogical gaps in student agency with exam

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Aksyutina, Z. A. "Modeling the formation of conceptual thinking in students by means of the categorical system of social upbringing." Moscow Pedagogical Journal, no. 3 (April 18, 2024): 120–34. https://doi.org/10.18384/2949-4974-2024-3-120-134.

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Aim. To develop and describe structural and functional models of the formation of conceptual thinking among university students using the categorical system of social upbringing.Methodology. Theoretical methods (analysis, synthesis, generalization) and modeling methods (structural and functional) are used as research methods.Theoretical and/or practical significance. The scientific novelty of the research lies in the fact that for the first time structural and functional models of the formation of conceptual thinking in students using pedagogical categories and concepts have been developed. Th

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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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Zeer, E. F., and O. V. Krezhevskikh. "Conceptual and theoretical foundations of personalised learning." Education and science journal 24, no. 4 (2022): 11–39. http://dx.doi.org/10.17853/1994-5639-2022-4-11-39.

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Introduction. The urgency of the problem related to personalised learning in future teacher training is associated with the creation of an optimal range of choices in the conditions of intensive development of the informal and non-formal educational environment in the global (interstate) educational space. At the same time, the slogan “teach everyone and everything” is disappearing into the past; instead, the importance of unique specialists, who are able to implement their own pedagogical startups and introduce them into educational practice, is increasing.Aim. The aim of the article is to de

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Jurs, Pāvels. "Conceptual Framework of Civic Competence." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 459. http://dx.doi.org/10.17770/sie2014vol1.754.

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There is a crucial importance for the country in the diverse participation of. Being aware of the potential of interaction of individual, community and the society, thus with a help of civic education facilitating the development of individual's civic competence. However, for basing the pedagogical activities of the formation of citizenship on the primary stage, it is necessary to develop a model of civic competence. Summarizing and analysing a number of theoretical approaches, using theoretical methods of research and being aware of the curriculum regulatory framework in the publication, deve

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Malyshev, Vladimir. "CONCEPTUAL MODEL OF TRAINING HIGHLY QUALIFIED PERSONNEL USING INFORMATION AND COMMUNICATION TECHNOLOGIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 420–31. http://dx.doi.org/10.17770/sie2021vol1.6236.

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The article is devoted to the study of foreign theory and experience in designing a system of training highly qualified personnel using information and communication technologies and comparing them with domestic specifics in this area. In response to the need for training highly qualified personnel capable of solving research and pedagogical tasks in key areas for the development of the state, the purpose of this comparative study was to identify relevant and verified parameters for designing a conceptual model of the system for training scientific and pedagogical personnel in graduate school

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Pokrova, Svitlana V. "Conceptual Model of Development of Assessment Competence of Primary School Teachers in the System of Postgraduate Education." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 1 (2021): 90–102. http://dx.doi.org/10.52534/msu-pp.7(1).2021.90-102.

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The study highlights one of the main aspects of pedagogical research on the development of assessment competence of primary school teachers. To train teachers in the system of postgraduate pedagogical education, it is necessary to build a modern model as a holistic pedagogical process, which would be based on the leading traditions of pedagogy and modern pedagogical innovations and help teachers develop readiness to evaluate the results of primary school students in professional activities. The purpose of this study is to build a conceptual model for the development of assessment competence of

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Schio, Caroline, and Pedro Reis. "Design of a Pedagogical Model to Foster Ocean Citizenship in Basic Education." Sustainability 16, no. 3 (2024): 967. http://dx.doi.org/10.3390/su16030967.

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Following a design-based research methodology, this investigation develops a pedagogical model to foster ocean citizenship through the application of a design cycle consisting of four phases: (1) preliminary research, (2) planning, (3) action and (4) evaluation. This article presents the results of phases 1 and 2, which define the conceptual foundation of the pedagogical model, and the planning of actions for its implementation in the school environment. The conceptual foundation was established by drawing upon the theoretical principles of a systemic/complex approach to education, along with

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Li, Li. "Advancing Pedagogical Innovation: Integrating Design Fiction into AI Education." Journal of Digital Life and Learning 4, no. 1 (2024): 64–85. http://dx.doi.org/10.51357/jdll.v4i1.278.

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This paper explores the integration of design fiction as a pedagogical approach in the realm of AI education. Design fiction, a creative and speculative design method that blends design, fiction, and futures studies, is examined for its potential to enrich AI education. The paper delves into the fundamental components and principles of design fiction, emphasizing its alignment with established learning theories, including situated cognition, design-based learning, and narrative learning theory. Subsequently, it presents a conceptual model of design fiction pedagogy along with examples of stude

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Alhazzani, Noura Saud. "Enhancing mathematics teachers’ pedagogical skills by using ChatGPT." International Journal of Innovative Research and Scientific Studies 7, no. 4 (2024): 1614–26. http://dx.doi.org/10.53894/ijirss.v7i4.3460.

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The primary aim of this study was to propose a conceptual framework intended to leverage the capabilities of the Chat GPT artificial intelligence model to enhance the creative teaching proficiencies of secondary school mathematics teachers. A closed interview questionnaire designed by the researcher was administered to evaluate the proficiency levels of secondary mathematics teachers using a descriptive methodology. The study sample comprised 31 mathematics teachers. Furthermore, the researcher developed a proposed conceptual framework aimed at activating the Chat GPT model to foster creative

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Dobrova, Victoria V. "SEMIOLOGICAL MEANS OF SCIENTIFIC AND PEDAGOGICAL COGNITION." Russian Journal of Education and Psychology 15, no. 6 (2024): 152–66. https://doi.org/10.12731/2658-4034-2024-15-6-714.

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Background. The language of pedagogical science as the main means of expressing scientific positions requires special attention, because it expresses scientific thoughts and presents new knowledge. Obviously, it should be accurate, avoiding ambiguity and uncertainty. Therefore, one of the actual tasks of modern pedagogy is to improve, develop and systematize the conceptual and terminological system. The purpose of the study is to consider semiological means used in scientific and pedagogical cognition in order to identify, differentiate and analyze them, as well as to describe the author's too

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Arias Villegas, Carlos Enrique. "Aproximación teórico-conceptual, bases e implicaciones del pensamiento investigativo. Conceptual approach, foundations and implications of investigative thinking." Psicoespacios 9, no. 14 (2015): 297. http://dx.doi.org/10.25057/21452776.348.

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Conceptual approach, foundations and implications of investigative thinking. Resumen El pensamiento investigativo, como una forma de inteligencia en el ser humano, es asumido como un proceso que aglutina una red de habilidades, actitudes, saberes, procedimientos, estrategias y actitudes para entender, solucionar problemas y generar conocimientos de manera autónoma y con responsabilidad social. El mismo es posible de agenciarse en un modelo pedagógico, operacionalizable a través de un plan de estudios con las respectivas estrategias didácticas y metodológicas, como se detalla en esta propuesta.

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Solomon, R. Patrick. "School Leaders and Antiracism: Overcoming Pedagogical and Political Obstacles." Journal of School Leadership 12, no. 2 (2002): 174–97. http://dx.doi.org/10.1177/105268460201200205.

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In this study school principals acknowledged the manifestations of racism within their schools, but their lack of conceptual clarity led to ambivalence and ambiguities in their practice of antiracism pedagogy. Stakeholders, such as teachers who resisted staff antiracism development initiatives and white parents who withdrew from racially diverse learning environments, further complicated this shortcoming. Principals’ limited conceptual knowledge of antiracism combined with the desire to maintain a culture of harmony restricted their interrogation of racist ideologies and power relations that a

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Littletree, Sandra, Miranda Belarde-Lewis and, and Marisa Duarte. "Centering Relationality: A Conceptual Model to Advance Indigenous Knowledge Organization Practices." KNOWLEDGE ORGANIZATION 47, no. 5 (2020): 410–26. http://dx.doi.org/10.5771/0943-7444-2020-5-410.

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Scholars and practitioners have exposed the limitations of traditional Euro-American approaches to knowledge organization (KO) when it comes to Indigenous topics. To develop more effective KO practices, there is a need for KO practitioners to understand Indigenous perspectives at an epistemological level. A theoretically-informed model of Indigenous systems of knowledge serves as a pedagogical tool to support the labor of boundary-spanning and code-switching between Euro-American KO practices and Indigenous KO practices.

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Tytova, Nataliya. "THE PSYCHOLOGICAL AND PEDAGOGICAL TRAINING MODEL OF THE PROFESSIONAL EDUCATION TRAINING TEACHER." Educational Discourse: collection of scientific papers, no. 7(8) (August 30, 2018): 31–40. http://dx.doi.org/10.33930/ed.2018.5007.7(8)-3.

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The psychological and pedagogical training model of the professional education training teacher consists of such blocks as target, conceptual, informative, procedural and efficient. The central element of the psychological and pedagogical training model of the professional education training teacher is the interaction of the student and teacher based on transparency, participatibility and collaboration. The proposed techno-logization of the psychological and pedagogical training of the professional education training teacher in institutions of higher education will contribute to its constant u

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Khoruzha, Liudmyla, and Maria Bratco. "Model of pedagogical education of the modern university." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 7–13. http://dx.doi.org/10.28925/1609-8595.2018.3-4.713.

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The article actualizes the problem of pedagogical education in accordance with the new conceptual principles of its development; there is an attempt to describe a model of educational and scientific complex for higher pedagogical education on the example of the Borys Grinchenko Kyiv University. The activity of the complex corresponds to the principles of integrity, continuity, regularity, openness, variability of professional training forms. Management of such a complex has an adaptive character and is determined by the purposefulness, consistency, resource availability, the interaction of con

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Kljushnikova, E. A. "FORMATION OF A SOBER WORLDVIEW: PEDAGOGICAL DISCOURSE." Review of Omsk State Pedagogical University. Humanitarian research, no. 37 (2022): 191–95. http://dx.doi.org/10.36809/2309-9380-2022-37-191-195.

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The purpose of the article is to construct a model for the formation of a sober worldview. We assumed that a clear understanding of the mechanism of forming a sober worldview would help to develop a conceptual framework for managing this process. The study was conducted using a categorical-system methodology. The results obtained made it possible to clarify the understanding of the process of forming the sobriety of the younger generation.

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Sokol, Iryna M. "МОДЕЛЬ ПІДГОТОВКИ ВЧИТЕЛІВ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ ДО ВИКОРИСТАННЯ КВЕСТ-ТЕХНОЛОГІЇ В ОСВІТНІЙ ДІЯЛЬНОСТІ". Information Technologies and Learning Tools 45, № 1 (2015): 169. http://dx.doi.org/10.33407/itlt.v45i1.1167.

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The article presents an aspect of pedagogical research training of teachers in the system of postgraduate education implementation quest technology in educational activities. To train teachers in the system of postgraduate education is necessary to create a modern model, as a holistic pedagogical process that would be based on the basis of the leading traditions of modern pedagogy and modern pedagogical innovation and helped the teacher to form a readiness for the introduction of technology in the quest in professional activity. There is presented the characteristic of model of teacher trainin

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Yahupov, Vasyl, and Vladyslav Kyva. "PEDAGOGICAL MODELLING OF DEVELOPMENT OF INFORMATION AND COMMUNICATION COMPETENCE OF PROFESSORS OF DISTANCE LEARNING MILITARY EDUCATION SYSTEM." Applied Researches in Technics, Technologies and Education 7, no. 3 (2019): 224–32. http://dx.doi.org/10.15547/artte.2019.03.007.

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The present article describes the results of analysis of academic views on such terms as “a pedagogical model”, “the modelling” and the possibilities to implement the pedagogical modelling in respect of a professor of the military education system. The pedagogical model of development of his/her information and communication competence in matters of distance learning was suggested and its main constituent elements as conceptual, insightful, methodic, effective, and, according to the requirements of the leading methodological approaches, informative, competence-based, subject-activity, and cont

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DUMITRAŞCU, Doina Maria. "The conceptual model for the development of research/investigation competence in high school students in the discipline of Geography." Acta et commentationes: Științe ale Educației 34, no. 4 (2023): 66–75. http://dx.doi.org/10.36120/2587-3636.v34i4.66-75.

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The article presents the pedagogical construct called the Conceptual Model for Developing Research Competence in High School Geography, designed as a result of research into the theoretical foundations of school competence, research/investigative competence, and its curricular specificity in Geography in Romania and the Republic of Moldova. A scientific media convention bridging theory and practice, it is elaborated in the form of an epistemological structure of the teaching-training/development-evaluation process. The model is conceived within the framework of the operational theory of learni

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Zainal, Arifin, Nurtanto Muhammad, Warju, Rabiman Rabiman, and Kholifah Nur. "The TAWOCK conceptual model at content knowledge for professional teaching in vocational education." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 697–703. https://doi.org/10.11591/ijere.v9i3.20561.

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Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the

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Herrera, Pavo Miguel Ángel. "A pedagogical model for virtual higher education focused on collaborative learning." Analysis. Claves de Pensamiento Contemporáneo 22 (June 30, 2019): 51–54. https://doi.org/10.5281/zenodo.3277303.

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Collaborative learning has great potential in the field of higher education since it promotes the collaborative knowledge construction, as well as the development of skills related to interaction that result in more significant learning processes. Based on a conceptual review of this type of learning, this work explores, based on three specific experiences, how a pedagogical model for virtual higher education can integrate it and what its implications are. The study highlights among its conclusions the need for careful planning, the change of the teaching role and autonomy in the management of

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Khaidarova, Sapiahon. "CREATING SQL-QUERIES IN RELATIONAL DATABASES." RSUH/RGGU Bulletin. Series Information Science. Information Security. Mathematics, no. 3 (2020): 8–19. http://dx.doi.org/10.28995/2686-679x-2020-3-8-19.

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The article outlines the methods for creating SQL queries in relational databases. The use of the structured query language SQL in relational databases is substantiated. It provides information about the SQL standard and the three-tier database organization system. The author describes the choice of a data model based on the conceptual level using to that end an example of the Kokand Pedagogical Institute as the relational database model. A relational conceptual diagram of the information model of a pedagogical institute is compiled. Such a conceptual diagram is depicted using a cluster. Objec

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Derevyanchuk, Oleksandr. "CONCEPTUAL MODEL OF SYSTEM ANALYSIS OF THE QUALITY OF VOCATIONAL TEACHER TRAINING." Alfred Nobel University Journal of Pedagogy and Psychology 1, no. 29 (2025): 132–42. https://doi.org/10.32342/3041-2196-2025-1-29-12.

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The article presents a conceptual model of system analysis of the quality of vocational teacher training, which is developed taking into account current challenges in vocational education and the need to increase the efficiency of pedagogical staff training. The purpose of the article is to develop a conceptual model of system analysis of the quality of vocational teacher training, which makes it possible to identify, structure, and represent cause-and-effect relationships between key components of the educational process to increase its effectiveness. Special attention is paid to the integrat

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Petruk, G. V., and T. V. Ershova. "The Contract Training Program as a Tool for the Formation and Development of the University's Personnel Potential." University Management: Practice and Analysis 25, no. 3 (2021): 116–27. http://dx.doi.org/10.15826/umpa.2021.03.032.

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The weak motivation of young people to scientific and pedagogical activity, the shortcomings of the system of training highly qualified personnel, the decline in the interest of postgraduate graduates in professional scientific and pedagogical activity and many other factors lead to the aging of scientific and pedagogical personnel of Russian universities. In the last few years, universities have been actively searching for approaches to improving the systems of reproduction of scientific and pedagogical personnel. The analysis of programs aimed at rejuvenation of personnel and building up the

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Sklyarenko, I. S., Y. I. Kuripchenko, and G. I. Demin. "Network technology as a pedagogical tool." Psychology and Law 8, no. 4 (2018): 192–203. http://dx.doi.org/10.17759/psylaw.2018080417.

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The article substantiates the relevance of the research topic, which comes from the statistics of adolescent delinquency and the survey of young inspectors of juvenile Affairs (OAJ), experiencing difficulties in working with families at risk. An innovative way to solve the problems of a minor is network technology. The authors have developed a conceptual model of the formation of professional competencies of cadets of educational organizations of the Ministry of internal Affairs of Russia, necessary to work with the family of a juvenile. The model includes elements of professional activity, kn

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Kolbina, Tetiana. "Conceptual Grounds of Pedagogical Research of Cross-Cultural Communication Experience Formation of University Students." International Letters of Social and Humanistic Sciences 66 (February 2016): 123–28. http://dx.doi.org/10.18052/www.scipress.com/ilshs.66.123.

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The conceptual model of cross-cultural communication experience formation of university students as the invariant model for training specialists of all types has been developed. The research is realized both at the theoretical and practical levels and is stipulated by the determined contradictions that confirm its urgency. The research of cross-cultural communication formation is based on the studied approaches as well as the leading pedagogic paradigms. Their application is proved by the theoretical theses. They serve as grounds for projecting the conceptual model of cross-cultural communicat

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Aarti Aggarwal. "Investigating Middle School Mathematics Teachers' Pedagogical Competencies and Students’ Achievement: A Conceptual Framework Using the TPACK Model." Panamerican Mathematical Journal 35, no. 1 (2024): 215–33. https://doi.org/10.52783/pmj.v35.i1.5863.

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The purpose of this study is to create a conceptual framework for investigating middle school mathematics teachers' pedagogical competencies and their impact on students’ mathematical accomplishment using the Technology, Pedagogy, and Content Knowledge (TPACK) model. The TPACK model takes a comprehensive approach to understanding how teachers use technology, pedagogy, and content knowledge to improve teaching effectiveness. A detailed literature study was done to identify essential components of pedagogical abilities and their relevance to students’ accomplishment within the framework of the T

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Gandhi, Ayushkumar, and Dr. Sudhirkumar Tandel. "Beyond Constructivism: Examining How the TIGER Model Enhances Remedial and Mastery Learning in Mathematics." International Journal of Advance and Applied Research 6, no. 20 (2025): 45–49. https://doi.org/10.5281/zenodo.15348085.

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It is essential to implement teaching methods which ensure remedial services alongside mastery learning capabilities alongside fostering conceptual understanding in mathematics instruction. This conceptual paper completes two goals: (1) it describes the theoretical bases behind Constructivist 5E Model and TIGER Model applications in math education while (2) it proposes an updated system for math education that enhances TIGER Model learning cycles. This paper examines learning theories including constructivism theory by Piaget Vygotsky Bruner as well as master learning theory by Bloom Guskey wh

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Cánepa, Carlos. "CONCEPTUAL FRAMEWORK FOR BUILDING OF E-LEARNING MODEL." Revista de investigación de Sistemas e Informática 2, no. 2 (2005): 69–77. http://dx.doi.org/10.15381/risi.v2i2.3220.

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To develop a project of construction and establishment of a solution and-Learning, diverse aspects should be considered that play an important role and they deserve a clear definition. We leave from the general concepts of and-Learning, their characteristics, kindnesses, alternatives, risks, etc, which they should be analyzed and you defined before initiating the project. The same thing occurs with other variables as the aspect psico pedagogical by means of which we should define the strategy that more agree to the objectives to reach, of way such that be maintained in every moment the enthusi

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Bogush, Tatyana Vitovna. "A model for preparing future elementary school teachers to design educational content." KANT 38, no. 1 (2021): 196–200. http://dx.doi.org/10.24923/2222-243x.2021-38.39.

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The article describes the future primary classes teachers preparation model for designing educational content. The model is presented as a set of four interrelated blocks: target, conceptual, content and technological. The model is based on the essence and components study of pedagogical university students readiness to design educational content.

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Ormond, Christine A. "Teaching Classroom Mathematics: Linking Two Pedagogical Models for Promoting Student Engagement and Conceptual Connections." Australian Journal of Teacher Education 46, no. 4 (2021): 35–62. http://dx.doi.org/10.14221/ajte.2021v46n4.3.

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This paper explains how an original conceptual framework model for mathematics pedagogy, the Australian Curriculum Conceptual Rubric (ACCR), has continued to be used successfully by the author in pre-service and in-service teacher education programs over the past ten years or more. Now further enhanced by a deeper reflection upon Peter Sullivan’s Six Principles (2011) for the effective teaching of classroom mathematics, the ACCR is based on four preparatory “big questions” that the teachers may ask of themselves and their students. The model is also a sequenced system of conceptual “rubrics” w

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Jamal, Nurul Nazihah, Dayang Norhayati Abang Jawawi, Rohayanti Hassan, and Rosbi Mamat. "Conceptual Model of Learning Computational Thinking Through Educational Robotic." International Journal of Emerging Technologies in Learning (iJET) 16, no. 15 (2021): 91. http://dx.doi.org/10.3991/ijet.v16i15.24257.

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Computational thinking (CT) is useful in the daily problem-solving process while educational robotic (ER) is well known as a pedagogical tool in attracting students to learn more in problem-solving activities. Both subjects are widely used for formal learning and informal learning regardless of the age and gender of the learners. However, there is a lack of studies in integrating CT into ER and both have big dimensions in learning and teaching. Thus, nurturing CT through ER remains a challenge. This study focuses on designing a conceptual model of the integration between CT and ER. Qualitative

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Qian, Bojie, and Farhana Diana Deris. "A Corpus-based Pronunciation Teaching Model: A Conceptual Paper." Arab World English Journal 14, no. 1 (2023): 71–88. http://dx.doi.org/10.24093/awej/vol14no1.5.

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Learning a second language is challenging, but mastering pronunciation is even more difficult. Researchers continuously seek new ways to improve students’ English abilities, such as listening and speaking, while ignoring the importance of pronunciation. After conducting a literature review, this article investigates the impact of corpora and two instructional methods on improving students’ pronunciation. The paper addresses how to teach pronunciation effectively in the context of English as a second language. According to the review, corpus resources, critical listening, and shadowing can all

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Sukholentseva, A. A. "PEDAGOGICAL CONSTRUCTS OF THE PROPAEDEUTIC MODEL OF EDUCATIONAL PROCESS MANAGEMENT." Vestnik Orenburgskogo gosudarstvennogo universiteta, no. 1 (2024): 123–30. https://doi.org/10.25198/1814-6457-241-123.

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The industrial cluster of robotics and mechatronics is currently developing in the direction of modern technologies of group interaction, defining new horizons and forming a different competence repertoire for the training of future specialists. By now, certain prerequisites have developed for a theoretical understanding of the pedagogical concept of bachelor’s degree training at a technical university in the field of mechatronics and robotics. The new approach being developed to the organization of the educational process is focused on matching the content of bachelor’s education in the exist

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