Relevant bibliographies by topics / Pedagogical issue

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

Academic literature on the topic 'Pedagogical issue'

Author: Grafiati
Published: 3 June 2025
Last updated: 6 July 2025

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Journal articles on the topic "Pedagogical issue"

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Gawang, May Joyce, and Elsa Soriano. "Technological, Pedagogical, and Content Knowledge of Elementary Teachers." International Journal of Advances in Education, Social Sciences and Innovation 3 (June 5, 2024): 21–30. https://doi.org/10.5281/zenodo.11195615.

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This study was conducted to determine the Technological-Pedagogical and Content Knowledge of elementary teachers. This study utilized a mixed method of research employing both quantitative and qualitative research. Descriptive method was used to describe the Technological-Pedagogical and Content Knowledge of elementary teachers. Meanwhile, basic qualitative research was used to explore the issues and challenges of teachers on their acquisition of TPACK. The respondents of the study were the 31 elementary teachers of the three elementary schools of the Rizal District, Division of Kalinga. It can be shown from the results that they are highly competent along pedagogical knowledge, content knowledge, technological knowledge, pedagogical content knowledge, and technological pedagogical knowledge. Meanwhile, they are competent along technological content knowledge and technological-pedagogical-content knowledge. In general, elementary teachers of Rizal District of Division of Kalinga are highly competent along TPACK. There are three major issues that respondents stressed in terms of their issues and challenges on the attainment of TPACK. These issues revolve around the following: (1) technological issue, (2) pedagogical issue, and (3) content issue.
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Pavlova, O. "Professional motivation as a pedagogical issue." Problems of engineer-pedagogical education 61 (2018): 121–28. http://dx.doi.org/10.32820/2074-8922-2018-61-121-128.

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Sobkin, V. S., and E. A. Kalashnikova. "On the Issue of Pedagogical Authority." Social Psychology and Society 7, no. 1 (2016): 88–107. http://dx.doi.org/10.17759/sps.2016070107.

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The paper focuses on Mikhail Kondratyev’s contributions to the exploration of pedagogical authority. Basing on the survey of 3056 students of 5—9 classes of Moscow schools the paper analyzes adolescents’ attitudes towards teacher as a referent adult: evaluations of his/her significance as a role model, descriptions of his/her social status with regard to the usefulness of the information received by the adolescent. It also reviews some features of interpersonal relationships within the teacher-student interaction: the adolescents’ reactions to criticisms, their evaluations of the significance of various reasons underlying conflicts with the teacher. The attitude of the students toward their teacher is analyzed through the lens of the educational process, including such parameters as the students’ physical and mental state during the lesson (authori- tarian/democratic style of the teacher’s behavior); the students’ trust in the teacher as the source of credible evaluations of their learning success; the impact of the teacher on the students’ interest in the school subject. The outcomes of the survey are reviewed in the context of the influence of certain demographic and social stratification factors. Special attention is drawn to the impact of academic achievements and the adolescent’s status in the group on his/her attitudes towards the teacher as the authoritative adult.
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Revenchuk, Valentyna. "Pedagogical Issue of Students’ Music Performing Excellence." Research Notes, no. 1 (May 31, 2019): 55–61. http://dx.doi.org/10.31654/2663-4902-2019-pp-1-55-61.

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Foran, Andrew Scott, and Francine Hultgren. "Special Issue Fall 2012: THE PEDAGOGICAL CALL." Phenomenology & Practice 6, no. 2 (2013): 1–7. http://dx.doi.org/10.29173/pandpr19858.

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Kоrol, Andrei D. "Silence as a pedagogical issue: Heuristic perspectives." Journal of Silence Studies in Education 1, no. 2 (2022): 12–22. http://dx.doi.org/10.31763/jsse.v1i2.11.

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The article is aimed to specify the concept of “silence” from the view point of pedagogy on the basis of literature sources analysis, to reveal methodological foundations for designing the didactics of silence, its content, forms and methods. The role and place of silence in learning is examined on the basis of a synthesis of extensive cultural, historical, philosophical and pedagogical experience. Pedagogical silence is considered in two ways: silence as a stage when there is nothing to say and silence as a competence where the student “reveals” himself – meanings, goals, his mission – and creates his own knowledge. Special attention is given to the relationship of silence, “interrogation” and heuristics. Speaking and silence reflect two fundamental ways of existence of a human being – their expansion outside and their deepening inward both having two basis views on the nature of the world and man in it. That involves the differences in the atomistic and wave nature of consciousness, thinking, and language characteristic of civilizations of the Western and Eastern cultural types. A philosophical and methodological basis for silence in learning based on a heuristic dialogue has been drawn up. The author conducted a comprehensive analysis and summed up the experience in the field of studying the topic of silence presented a holistic view of the main components of didactics of silence: goals, content, methods, assessment criteria. The scholar also elaborated a methodology, technology, tasks, assessment criteria and structure of the lesson content using silence methods. The author found that silence competency correlates with questioning competency.
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Runesson, Ulla. "Pedagogical and learning theories and the improvement and development of lesson and learning studies." International Journal for Lesson and Learning Studies 4, no. 3 (2015): 186–93. http://dx.doi.org/10.1108/ijlls-04-2015-0016.

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Purpose – It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts. Design/methodology/approach – This paper presents the Special Issue papers thematically and the main issues are discussed. Findings – Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers’ practical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies. Originality/value – As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.
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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 hallmark of the journal's identity.
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St Georges, Darlene E. "Provoking Curriculum as Pedagogical Imaginaries: Frontispiece." Journal of the Canadian Association for Curriculum Studies 14, no. 1 (2016): 75–76. http://dx.doi.org/10.25071/1916-4467.40303.

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This arts-integrated work, "Cradle of Consciousness," reflects one of the sub-themes -- Provoking Curriculum as Pedagogical Imaginaries -- of this special issue of JCACS. The theme and title of this special issue is "Canadian Curriculum Studies: A Métissage of Polyphonic Textualities."
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Voronova, Svitlana. "Pedagogical culture of parents: challenges and ways of formation." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (2020): 17–23. http://dx.doi.org/10.24195/2617-6688-2020-3-2.

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The article considers the formation of parents’ pedagogical culture as an important factor in the development of general secondary education which ensures the quality of educational services. The analysis of the scientific and pedagogical literature, researches of the UNICEF and the National Children’s Hotline shows that the issue of forming parents’ pedagogical culture gains ground. According to the theory of generations, participants of the educational process belong to different age groups and there is a need to clarify the issue concerning how to establish their joint interaction to ensure the quality of education. Under such conditions, child’s parents must be pedagogically literate, be able to organise and implement effective family education, joint activities together with an educational institution to create an atmosphere of trust and mutual respect, where there is no violence or discrimination. The educational resource for parents is directly dependent on the level of their pedagogical culture formation as one of the components of their family life. Under parents’ pedagogical culture, we understand a system of pedagogical knowledge, pedagogical and psychological competence, which are aimed at the upbringing and development of a child. Moral, communicative, didactic, physical, aesthetic components; environmental culture and culture of thinking; speech, work, and moves are the components of parents’ pedagogical culture which are to be considered. The formation of parents’ pedagogical culture can be carried out by motivational, semantic and constructive components and is aimed at parents’ awareness of the need for pedagogical knowledge, their readiness to be an active participant in the education and upbringing process of the child. In the process of forming parents’ pedagogical culture, the teacher must constantly improve the skills of positive pedagogical communication, the validity of parents’ pedagogical position; introduce active forms of their learning; use the principles of partnership pedagogy and teamwork.
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Dissertations / Theses on the topic "Pedagogical issue"

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Penny, Lori Lynn. "The Kodály Method and Tonal Harmony: An Issue of Post-secondary Pedagogical Compatibility." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23132.

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This study explores the topic of music theory pedagogy in conjunction with the Kodály concept of music education and its North-American adaptation by Lois Choksy. It investigates the compatibility of the Kodály Method with post-secondary instruction in tonal harmony, using a theoretical framework derived from Kodály’s methodology and implemented as a teaching strategy for the dominant-seventh chord. The customary presentation of this concept is authenticated with an empirical case study involving four university professors. Subsequently, Kodály’s four-step instructional process informs a comparative analysis of five university-level textbooks that evaluates the sequential placement of V7, examines the procedure by which it is presented, and considers the inclusion of correlated musical excerpts. Although divergent from traditional approaches to tonal harmony, Kodály’s principles and practices are pedagogically effective. By progressing from concrete to abstract, preceding symbolization with extensive musical experience, conceptual understandings are not only intellectualized, but are developed and internalized.
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Pordenone, Gian Franco. "La Cité des Métiers dans un collège de la Suisse italienne : une démarche ethnographique issue d'une action sociale : les contours d'une brèche vers un collège équitable." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2102/document.

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La Cité des Métiers propose aux élèves de l’établissement de Cadenazzo-Vira Gambarogno, un collège populaire dans la partie italienne de la Suisse, une série de situations d’apprentissage liées à l’orientation scolaire et professionnelle. Tout au long des quatre années du collège, unique, comme en France, les élèves sont amenés à se confronter avec des personnalités issues du monde du travail, à visiter des entreprises et des écoles professionnelles, à réaliser une brève recherche en salle d’informatique, à regarder un long-métrage et à participer à un colloque sur le travail, ou encore, à suivre un cours facultatif d’initiation au lexique et au langage économiques.Cette recherche étudie ce projet pédagogique comme un point focal, au sens de centre vers lequel convergent un ensemble de complexes processus sociaux, reliés à la dynamique de construction du collège unique. Porteuse d’une effective mixité sociale, celle-ci ne peut se penser qu’en relation étroite avec un monde du travail en mutation, à la recherche de nouveaux équilibres. Ce travail est issu d’une action sociale décennale, entre 2003/2004 et 2013/2014, devenue ensuite une recherche ethnographique effectuée par l’un des animateurs, autour de trente entretiens semi-directifs, entièrement retranscrits et traduits en français, avec des professionnels du collège, des parents d’élèves, des personnalités invitées et des élèves ayant animé le projet. Ces données sont complétées par d’autres, issues en particulier de documents d’archives disponibles, de rapports de bilan réaliséspar les élèves après des visites et d’articles publiés dans un hebdomadaire culturel, permettant d’analyser une expérience par la construction d’une étude de cas.La première partie de cette étude se focalise sur le rapport entre la collaboration et la conflictualité dans le processus d’élaboration de la Cité des Métiers. Une analyse stratégique de la minorité active, met en évidence une structure des relations de pouvoir centrée autour d’un jeu triangulaire entre acteurs sociaux, conduisant à une oscillation continue entre une dynamique d’innovation autonome, d’innovation hétéronome et de ralentissement réflexif. La deuxième partie analyse le rôle del’ingénierie pédagogique dans l’efficacité de son déroulement quotidien. Une analyse de désirabilité des situations d’apprentissage mises en place, fait ressortir une participation responsable différenciée des élèves aux apprentissages, favorisant la succession de la séquence vocationnelle et la construction d’une compétence transitionnelle, en mesure de guider les transitions de vie de ces individus en devenir. La troisième partie, enfin, étudie les répercussions sur la forme identitaire des élèves. Une analyse structurale des récits de vie des élèves les plus engagés, esquisse une transformation identitaire vers l’apparition d’un esprit de performance, aux déclinaisons individualisées, qui renforce la maîtrise des transitions de vie.Cette démarche plurielle met en évidence les contours d’une brèche vers la réalisation d’un collège effectivement unique, puisque équitable, résultat d’un fragile équilibre sans cesse renouvelé entre la liberté et l’égalité, tout d’abord au niveau du curriculum caché. Ce qui fait surgir une individualité éveillée, fruit potentiel de l’idéal-type émergent de l’enseignant démocratique. Simultanément, ces contours font apparaître les limites de ce processus de rajeunissement interne de l’école républicaine, à savoir la faiblesse de l’élaboration d’une vision du monde social du corps enseignant, vecteur de cette dynamique, et de l’incontournable prolongement de l’équité de l’univers scolaire vers le monde du travail, dans le cadre de l’émergence d’une société ouverte<br>The City of Jobs organizes a series of learning situations related to educational and vocational guidance for students of the establishment of Cadenazzo-Vira Gambarogno, a popular middle school in the Italian part of Switzerland. Throughout the four years of middle school, unique, as in France, pupils are invited to confront with personalities from the world of work, to visit companies and professional schools, to carry out a brief research in the computer room, to watch a feature film andto participate in a symposium on the evolution of work, or, to take an optional course in initiation into lexicon and economic language.Research studies this pedagogical project as a focal point, that is a center towards which converge a set of complex social processes, related to the building dynamics of the unique middle school. Carrying an effective social diversity, this one can merely be thought of in close relation with a changing world of work, in search of new balances. This work comes from a decennial social action, between 2003/2004 and 2013/2014, which became an ethnographic research carried out by one of theanimators, around thirty semi-structured interviews, fully transcribed and translated into French, with middle school professionals, pupils’ parents, invited personalities and students who animated the project. These data are supplemented by others, especially from available archival documents, assessment reports made by students after visits and articles published in a cultural weekly magazine, allowing the analysis of an experience through the construction of a case study.The first part of this study focuses on the relationship between collaboration and conflictuality in the elaboration process of the City of Jobs. A strategic analysis of the active minority highlights a structure of power relations centered around a triangular game between social actors, leading to a continuous oscillation between a dynamic of autonomous innovation, of heterogeneous innovation and reflexive slowdown. The second part analyzes the role of educational engineering in the efficiency of its daily progress. A desirability analysis of the implemented learning situations shows a differentiated responsible participation of students in learning, favouring the succession of the vocational sequence and the construction of a transitional competence, able to guide the transitions of life of these individualities under construction. The third part, finally, examines the repercussionson the identity form of the students. A structural analysis of the life stories of the most engaged students sketches an identity transformation which shows the appearance of a spirit of performance, with individualized variations, which reinforces the control of life transitions.This plural approach brings out the contours of a breach towards the realization of a truly unique middle school, because equitable, result of a fragile balance constantly renewed between freedom and equality, first of all at the level of the hidden curriculum. What makes awakened individuality arise, potential fruit of the emerging ideal-type of the democratic teacher. Simultaneously, these contours reveal the limits of this process of internal rejuvenation of the republican school, namely theweakness of the elaboration of a vision of the social world of the teaching staff, vector of this dynamic, and the unavoidable extension of the equity of the school universe to the world of work, within the framework of the emergence of an open society
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Lundqvist, Jonatan, and Deniz Yeniler. "The Issue of Assessing Reading Literacy : A Qualitative Study of Strategies Used for Assessment by ESL Teachers at an Upper Secondary School in the South of Sweden and its Consequent Hermeneutic Process." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34534.

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A recent (2016) PISA survey has shown that, among Swedish youth, one in five students do not reach a basic level of reading literacy, a result mirrored that of a similar study from 2009, which suggests that Swedish schools and teachers have failed to address this issue successfully over a longer period of time. This raised the question of why this is and what possible measures could be taken to improve the situation. This study aimed to explore the topic of reading literacy in the ESL classroom. In particular it aimed to specifically research how teachers at a local school in southern Sweden individualise reading activities by assessing existing levels of reading literacy. This was achieved through semi-structured interviews with experienced teachers currently employed at the school who were asked whether or not they assess previous knowledge or skills and, if so, how. When challenged with a negative result, that is, no explicit strategies were discovered, the study took the form of a hermeneutic process in which new questions continuously arose and were explored regarding the subject of reading literacy. The guiding documents for Swedish upper secondary school were studied in order to clarify their approach toreading literacy and the assessment thereof. The conclusion of the study initially discusses the way in which the hermeneutic process has changed and challenged our perception of the topic of assessing reading literacy. Lastly, areas of improvement, and suggestions for future research on the subject, are discussed.
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Kaneteg, Nicole, and Joanna Alkemyr. "Pedagogisk dokumentation : - En systematisk litteraturstudie med fokus på kommunikation mellan barn och pedagoger samt barns delaktighet." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183402.

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Syftet med denna studie är att undersöka vad tidigare forskning har kommit fram till vad gäller möjligheter och begränsningar i arbetet med pedagogisk dokumentation i förhållande till kommunikation mellan barn och pedagoger och barns delaktighet. Syftet var även att synliggöra vilka etiska dilemman som uppstår, kopplat till barns delaktighet och kommunikationen mellan barn och pedagoger. För att besvara vårt syfte och frågeställningar har vi valt att göra en systematisk litteraturstudie som innebär att vi på ett systematiskt sätt har sökt efter vetenskapliga artiklar och avhandlingar inom vårt valda forskningsområde pedagogisk dokumentation och därefter genomfört en tematisk analys. Vårt resultat visar att pedagogisk dokumentation är ett mångfacetterat och komplext verktyg som kan tolkas på olika sätt beroende på pedagogernas förhållningssätt och perspektiv de utgår från. Pedagogisk dokumentation är ett verktyg som ska möjliggöra både för barns delaktighet och för kommunikation mellan barn och pedagog men vårt resultat visar dock att den kommunikation som sker mellan pedagoger och barn är målorienterad och strategisk, vilket i sin tur påverkar barns möjligheter att vara delaktiga. Trots att arbetet med pedagogisk dokumentation som ska utgå från barns intressen och där de är delaktiga i processen så sker inte detta i praktiken. Den kommunikation som uppstår mellan barn och pedagoger begränsar barnen då pedagogerna förhåller sig till ramarna inom det Reggio Emilia-inspirerade arbetssättet.
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Poe-Greskamp, Marlene. "Pedagogical issues in online nursing graduate courses." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560836.

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One of the core issues in distance education has been the adequacy of assessment of student experiences and the interaction between faculty and students. This challenge has become even greater with the increase in the numbers of online courses in nursing. Distance education programs that are delivered totally online have many advantages and some disadvantages. Masters level nursing students are choosing online programs for convenience, flexibility, and quality. The purpose of this study was two-fold: to describe Masters nursing students’ perceptions of online courses between 2005 and 2009, as expressed through word data in a web evaluation survey; and to analyze the student perceptions of the online learning environment for trends and themes. The questions of this investigation were the following: 1. What perceptions do Masters nursing students have of their online courses (2005-2009) as expressed through word data in a web evaluation survey? 2. What recommendations can be made for continuous improvement and best practices in programming and evaluation methods based on student perceptions. This research utilized Constructivist Theory as a theoretical model. There were 1625 student comments and 903 suggestions that were analyzed for themes and placed in categories. A qualitative analysis approach was utilized to create categories and look for trends in the data. There were six categories gleaned from the comments and six more that were found as a result of reviewing the suggestions that were made for future course offerings. The researcher found that there was some overlap between the categories of the comments and those of the suggestions. The perception of the students regarding their online course experience in the graduate nursing program was very positive. The flexibility and independence that the online environment offered was appreciated. Blackboard was viewed very positively and students felt that it was easy to use. Students enjoyed the interaction with peers and with faculty and felt it was a valuable learning experience. Recommendations were identified, based on the findings related to the use of technology, recruitment and retention of faculty, and teaching strategies and learning styles.<br>Access to thesis permanently restricted to Ball State community only<br>Department of Educational Studies
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Norman, E. W. L. "The technological knowledge base of design and associated pedagogical issues." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/34258.

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What might count as the technological knowledge bases (or underpinning) of design practice (and more particularly, Industrial Design, and Design and Technology in general education) has always been an unresolved matter. This series of papers, developed through an action research approach over a number of years, sought to develop understanding of the technological knowledge base of design, (taking account, also, of the apparent needs of Industrial Design practitioners and of those engaged in Design and Technology in schools). Hence, a theoretical position and research agenda developed concerning the nature of technology for (the purposes of those engaged in) designing. Three areas have been explored through a case study format: designing and materials and processes at advanced (A) and advanced supplementary (AS) level in UK Design and Technology syllabuses; the teaching and learning of mechanics and materials technology by Industrial Design and Technology undergraduates; the use of flexible learning and information technology (IT) to support the analysis of structures by Industrial Design and Technology undergraduates.
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Biggam, John. "Preparing for e-Learning in Higher Education : drivers, barriers and pedagogical issues." Thesis, Glasgow Caledonian University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487630.

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Mills, Jeanette Marie. "What are the issues involved in using e-portfolios as a pedagogical tool?" Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/312429.

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In Initial Teacher Training (ITT), one of the technologies rapidly being adopted to support the development of trainee teachers is the e-portfolio. Research into successful use of e-portfolios beyond their function as a repository has been scanty to date. The purpose of the current study was to extend the boundaries of understanding of e-portfolios beyond this function. This was undertaken through two in-depth case studies where e-portfolios were used as a pedagogical tool intended to support the development of reflective practice on a one year postgraduate ITT course, during two years of investigation in one university A mixed-methods approach was adopted to capture the richness of participants’ self reports of their experiences, statistical data regarding interactions on the e-portfolios and analysis of reflective writing. Data were collected and analysed from questionnaires, student and tutor interviews and interactions with the e-portfolio together with analysis of the content of reflective e-journals, with a special emphasis on the place and depth of reflection. What emerged was a rich contextual understanding of e-portfolio use by trainee teachers and tutors and the problematic nature of conceptualising and assessing reflective thinking, together with the extent to which the development and depth of their reflective thinking had been supported by e-portfolio use. The results confirm previous concerns related to the training requirements of users and also the time needed for students and tutors to engage in interactions. Further they imply that the prerequisites of successful use of e-portfolios, as a pedagogical tool, to support the development of reflective thinking include common agreement about what constitutes reflection and reflective thinking embedded within a strong, rigorous and well theorised conceptualisation of course structure and content. Implied also is the need for a well understood and transparent framework to assess the depth of reflective thinking that should complement the competencies that underpin Standards, and support the professional development of teachers.
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Zimmermann, Erika. "The interplay of pedagogical and science related issues in physics teachers' classroom activities." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388392.

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Pagram, Penporn. "E-learning in the Thai context : cultural and pedagogical issues amidst the implementation of new technologies." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/249.

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E-Ieaming is a very topical much misused term with many countries both developed and developing rushing to embrace this new educational technology. Perceived benefits in cost of delivery and educational outcomes are often the driving force. Thailand is a country with unique, strong cultural traditions and her peoples have largely Buddhist religious beliefs. These two factors are interlocked and affect all aspects of Thai life, including education. Traditional Thai education has evolved to complement and sustain this monoculture. To date there has only been limited research into e-Iearning in Thailand and while the promoiion of computer technologies in the education system and society is increasing, there is no research that has been undertaken in Thailand to examine the effect of e-Ieaming on Thai culture.
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Books on the topic "Pedagogical issue"

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Sheridan, Sonja. Pedagogical quality in preschool: An issue of perspectives. Acta Universitatis Gothoburgensis, 2001.

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Katz, Lilian G. Pedagogical issues in early childhood education. Educational Resources Information Center, 1989.

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Wenling, Li, Gaffney Janet S, and Packard Jerome Lee 1951-, eds. Chinese children's reading acquisition: Theoretical and pedagogical issues. Kluwer Academic Publishers, 2002.

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Malaviya, Renu. Creating a learning environment: Child development and pedagogical issues. Academic Excellence, 2007.

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Farzad, Sharifian, ed. English as an international language: Perspectives and pedagogical issues. Multilingual Matters, 2009.

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Jaeger, Paul T. Disability matters: Legal and pedagogical issues of disability in education. Bergin & Garvey, 2002.

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Nigerian Cultural Studies Network. International Conference. Culture and education in Nigeria: Perspectives on historical and pedagogical issues. Nigeria[n] Cultural Studies Network, 2010.

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(Hungary), Országos Pedagógiai Intézet, ed. Pedagogical review: A selection from the 1985 issues of Pedagógiai szemle. National Institute for Education, 1987.

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Samuel, Abudarham, ed. Bilingualism and the bilingual: An interdisciplinary approach to pedagogical and remedial issues. NFER-NELSON, 1987.

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Hudson, Brian, Peter Schürz, and Rauni Räsänen. Crossing boundaries: Pedagogical and didactical issues in the social and natural sciences. Pädagogische Akademie, 1999.

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Book chapters on the topic "Pedagogical issue"

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Concheiro Guisan, Isabel. "Demolition(s) in Question: A Pedagogical Approach Case Study: Toulouse Le Mirail." In Springer Series in Design and Innovation. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71959-2_8.

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AbstractThe transformation of non-heritage protected mid-twentieth century European architecture, especially public housing, is a key contemporary issue that raises several architectural, environmental and social questions. While several examples show the potential for transformation, demolition is unfortunately still considered commonplace, leading not only to the loss of architectural heritage and affordable housing, but also to the destruction of communities built over decades. In this context, architects have an important role to play in proposing alternatives. Within the framework of architectural schools, and in addition to design-based strategies, it seems necessary to confront students as well with a critical analysis of complex demolition processes in theoretical courses. The course “Transformation Strategies” at the HEIA-FR proposes collective research aimed at questioning demolition processes, and at developing a sensitive approach and methodology to reveal architectural, environmental and social values as a basis for the transformation of mid-twentieth century architecture. The first case study aims to question the ongoing demolition process in the Toulouse Le Mirail district, designed by Candilis, Josić and Woods in the 1960s.
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Quaglio, Caterina, and Edoardo Bruno. "Stumbling as a Praxis of Design Practice. A Pedagogical Experiment in “Theory and Criticism of Architectural Action”." In Springer Series in Design and Innovation. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71959-2_17.

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AbstractThe Thesis Seminar “Theory and Critique of Architectural Action” is a multidisciplinary educational experience designed to explore the methodological aspects associated with the development of a research project in architectural design, with a focus on Master’s Degree Graduation. The Seminar identifies six key methodological issues in research related to project practices and approaches them from a multidisciplinary perspective, subjecting each component to critical examination. Through lectures and Seminar meetings, each discipline challenges these issues based on its scientific status, providing specialized disciplinary insights. In doing so, the Seminar equips students with the necessary theoretical and practical tools to test the application of a robust methodological structure to address various challenges arising from the real world in their research activities. The structure of the Seminar is not intended to establish a specific sequence among the research activities object of inquiry, nor does it seek to offer exhaustive solutions to every issue raised. Instead, the Seminar’s aim is to provide students with critical and methodological instruments within a collegial space for open discussion and debate. The pedagogical objective is to enable students to critically evaluate and systematize interdisciplinary knowledge and skills acquired during their previous academic journey, allowing them to position original research programs within the broader framework of design practice.
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Chan, Kennedy Kam Ho, and Maurice Man Wai Cheng. "“Content-Teaching First, Socioscientific Issue Next” as Mutant SSI Instruction: Making Sense of Hong Kong Preservice Science Teachers’ Pedagogical Decisions." In Contemporary Trends and Issues in Science Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-63382-9_11.

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Roy, Brototi, and Ksenija Hanaček. "From the Environmentalism of the Poor and the Indigenous Toward Decolonial Environmental Justice." In Studies in Ecological Economics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-22566-6_26.

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AbstractDrawing from the need for distinct approaches in environmental justice (EJ) research, in this chapter, we choose decolonial EJ both theoretically and methodologically. Extractive projects are rooted in colonial logic. To illustrate the complexity behind this colonial logic, we trace multiple marginalities and oppression across different historical and social contexts in two different regions, the Arctic and India. The long-lasting colonial rush for the resources at the expense of the Global “South” (including the South in the North) shape environmental injustices along multiple mutually constituted axes of racial marginalization, poverty, gendered issue, and nature–culture relationship neglect. Thus, these intersectional ties must be problematized by engaging deeper with decolonial, Indigenous, and feminist scholarship as well as by using methodological and pedagogical aspects for decolonial research. This is because both decolonial thought and methods allow intersectional socio-environmental issues and contexts being addressed not only for the South but from the South as well. We discuss in this chapter, how ongoing research at the Barcelona school engages with these aspects, and that future research agenda needs to be more explicit and reflexive.
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Lu, Sheng-Yen, Yu-Lim Chen, Valerie W. Y. Yip, and Ernesto Macaro. "Pedagogical Considerations in EMI." In Language Issues in English Medium Instruction. Routledge, 2024. http://dx.doi.org/10.4324/9781003476313-9.

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Atkinson, Dennis. "Some Ethical and Pedagogical Issues." In Art, Equality and Learning. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-454-6_4.

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Clements, Douglas H., and Julie Sarama. "Instructional Practices and Pedagogical Issues." In Learning and Teaching Early Math. Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-16.

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Chelliq, Ikram, Mohamed Erradi, and Mohamed Khaldi. "Mediatization and Pedagogical Mediation in a Multimedia Techno-Pedagogical Environment." In Handbook of Research on Scripting, Media Coverage, and Implementation of E-Learning Training in LMS Platforms. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7634-5.ch013.

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As information and communication technologies (ICT) have evolved, new types of digital learning resources have been developed. The learning object has become a key element in the field of computer-based environments for e-learning. This chapter focuses on the mediatization of learning objects which extends to the science of pedagogy and e-learning. One of the major problems is the lack of coherence in the different definitions, mainly due to the variety of points of view adopted to address the issue of mediatization. In this chapter, the authors give an overview of the learning object and then define the two concepts, mediation and mediatization. Then, they focus on the mediatization of the learning activity for a learning object by identifying the forms, effects, and tools of mediatization as well as their articulation mediatization according to previous studies.
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Kannoorpatti, Krishnan, and Daria Surovtseva. "Integrating Industry Research in Pedagogical Practice." In Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8183-5.ch013.

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This chapter discusses how the issue of microbial corrosion can be incorporated in the Materials Engineering curriculum. Research in this field contributes to knowledge building in microstructural effect of corrosion, and development of advanced corrosion protection techniques, which aligns with the essence of Materials Science and Engineering. This chapter suggests an instructional approach where students undertake a project in which they produce a database summarizing the relationship between corrosion rate and factors as types of bacteria, functional genes, types of alloys, and welding procedures. The benefit of such approach is two-fold. First, discussion of this topic in the curriculum provides an opportunity to introduce approaches for efficient management of the current issues encountered in industry. Second, there is currently no comprehensive database on the microbial corrosion conditions. Additionally, this chapter provides some insights into the best instructional strategies for the efficient management of an online engineering course in higher education.
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Kurovskaja, Julia. "Developing Engineering Students' Language Skills." In Advances in Higher Education and Professional Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch026.

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At present, language training is part and parcel of engineering education in Russia. A modern engineer must have both a communicative competence in the professional sphere and an intercultural view of the world. Accordingly, the topic of the assessment of foreign language textbooks for technical universities is highly relevant. This chapter is dedicated to this issue. The analysis of foreign language textbooks for technical universities is conducted through a cognitive-linguistic approach, using its toolkit, namely the diagnostic matrix. The diagnostic matrix is based on criteria that allow analyzing training materials, carrying out their diagnostics from the point of view of the specifics and regularities of the formation of students' language picture of the world. This pedagogical research innovation will allow pedagogical science to effectively solve issues related to the elaboration of pedagogical semiology as a new area of pedagogical knowledge.
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Conference papers on the topic "Pedagogical issue"

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Ibragimovna, Kenjayeva. "Formation of Mathematical Thinking Competence in Students as a Scientific Pedagogical Issue." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012664500003882.

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Chernenko, Oleksandr, Oksana Filonenko, Tetiana Babenko, Viktoriia Chetaikina, Anton Butkevych, and Vlada Bilohur. "ENVIRONMENTAL EDUCATION AS A HOLISTIC CULTURAL PHENOMENON IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/4.2/s19.36.

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This article is dedicated to the topical issue of environmental education as a holistic cultural phenomenon in the context of the professional training of future teachers. Environmental education is considered as a multifaceted process that integrates ecological knowledge with cultural, social, and ethical aspects of the interaction between man and nature. The methodological basis of the study was based on the integration of three scientific approaches to the consideration of environmental education as a holistic cultural phenomenon in the professional training of future teachers, namely: cultural approach, which allowed to consider environmental education as a holistic cultural phenomenon and its impact on the formation of the general pedagogical culture of the future teacher; systemic approach, which provided a comprehensive study of environmental education, taking into account the interrelationships between the various components of the educational process; competency-based approach, which focuses on the formation of professional competencies of future teachers, guaranteeing a practical orientation in training specialists capable of solving environmental problems in their professional activities. The article presents the author's definitions of the concepts of " environmental education as a holistic cultural phenomenon", " environmental culture of the future teacher" and " environmental educational project". Descriptions are provided for the concepts of innovative projects for the development of environmental education and culture, implemented in pedagogical educational institutions of the Kirovograd region: "Green Campus," "Virtual Ecological Laboratory," "Eco-locations of the City of Kropyvnytskyi," "EcoArt," "Mini-farm." Recommendations are formulated for improving environmental education within the framework of the professional training of future teachers, including: compiling an "ecological portfolio of a young teacher", creating a virtual information space of ecological didactics, introducing ecological mentoring and introducing a special course "Ecological Culture". Conclusions have been drawn that hold theoretical and practical significance for the development of environmental education and culture of future teachers in the context of European integration processes in Ukraine.
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Герасимов, М. Л. "To the issue of a pedagogical self-management." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.85.78.023.

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в статье осуществлено осмысление проблемы самоменеджмента педагога. Раскрыта сущность психологического подхода в изучении этого явления, выявлены основные показатели психологического климата образовательной организации при внедрении данного подхода, критерии его внедрения. the article provides an understanding of the problem of self-management of a teacher. The essence of the psychological approach in the study of self-management of a teacher is revealed. The main indicators of the psychological climate of the educational organization during the implementation of this approach, as well as the criteria for its implementation, are identified.
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Mamaev, Ivan D. "Towards the Issue of Creating Linguistic Pedagogical Profiles." In NLPIR 2024: 2024 8th International Conference on Natural Language Processing and Information Retrieval. ACM, 2024. https://doi.org/10.1145/3711542.3711584.

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Балдухаева, Инна Иосифовна. "ON THE ISSUE OF PROFESSIONAL SELECTION IN PEDAGOGICAL INSTITUTIONS." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Февраль 2022). Crossref, 2022. http://dx.doi.org/10.37539/ecs301.2022.55.73.002.

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В статье акцентировано внимание на проблеме отбора абитуриентов для обучения в педагогические учебные заведения. The article deals with the problem of selection of applicants for the training in pedagogical institutions.
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Idrisova, O. I. "Сontent of pedagogical practice programs targeted to formation of professional mobility of the master’s degree student". У VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0037.

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The article deals with the issue of formation of professional mobility of a master's degree student during the pedagogical practice. The issue is regarded with reference to subject area 44.04.01 “Pedagogical Education”. The content of the pedagogical practice programs is represented by four components: motivational, cognitive, activity-centered, and reflexive.
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Mamalova, Kh E. "The Formation Of Ethnographic Culture Of Students As Pedagogical And Socio-Cultural Issue." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.118.

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Doronina, Tetyana, and Xenia Nikola. "PROBLEM ISSUE OF PEDAGOGICAL CONDITIONS OF IMPLEMENTATION OF GENDER APPROACH IN HIGHER EDUCATION." In Relevant Trends of Scientific Research in the Countries of Central and Eastern Europe. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-002-5-9.

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Сураева, Т. В. "On the issue of training teachers for the management of interpersonal conflicts in an educational organization." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.79.88.030.

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в статье описаны проблемы подготовки будущего педагога к управлению конфликтами в образовательной организации, обоснована необходимость конфликтологической подготовки педагогических работников, рассмотрено организационно-педагогическое условие по эффективному управлению конфликтами в образовательной организации. the article describes the problems of preparing a future teacher for conflict management in an educational organization, substantiates the need for conflictological training of pedagogical workers, considers the organizational and pedagogical condition for effective conflict management in an educational organization.
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Djumaboev, S., D. Botirov, K. Tangirov, B. Djurayeva, and U. Khonimkulov. "Digital Transformation of Uzbekistan in Higher Pedagogical Education." In International scientific and practical conference “Smart cities and sustainable development of regions” (SMARTGREENS 2024). Crossref, 2025. https://doi.org/10.63550/iceip.2025.1.1.101.

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The article is devoted to the issue of digitalization and digital technologies in education. Modern society is characterized by a large flow of information and the introduction of innovations in various fields of activity, which requires a certain amount of knowledge and skills from a person, at the head of which is creativity and creative thinking. This article substantiates the need to use digital technologies and ensure digital socialization of students, considers the concept of digitalization and presents digital technologies in education.
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Reports on the topic "Pedagogical issue"

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Дороніна, Тетяна Олексіївна, and Тетяна Ігорівна Ховрякова. Gender Education and Youth Preparation for Family Life Problem: Crossing Points. Криворізький державний педагогічний університет, 2021. http://dx.doi.org/10.31812/123456789/8063.

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The article is devoted to youth preparation for family life issue and the necessity in gender approach application for this issue in the domestic scientific discourse. The relevance of the problem in gender aspect is highlighted from the perspective of the working group of Ministry of Education and Science of Ukraine development of “Strategy of Gender Equality in Education”. Based on references to the publications of educators and psychologists, it was concluded that scientists consider the problem of youth preparation for family life, mainly from the point of psychological readiness of young men and women to fulfill marital obligations. In the pedagogical aspect, scientists focus on creating pedagogical conditions and using the system of educational influences on the formation of youth readiness to start a family. The analysis of the views presented in the scientific discourse on the youth preparation for family life issue gave us grounds to find a few contradictions between the psychological and pedagogical consideration of the problem and the modern life realities. Traditional notions of the family are in significant transformation state. The approaches proposed by psychological and pedagogical thought are aimed to preserve traditional notions of the family which do not stand the test of time. In the system of youth preparation for family life, the authors identified a few gender issues: education according to traditional role behavior models, the effect of hidden curriculum in education, pressure on girls about marriage, the system of requirements for the role and "place" of women in the family according to her status (daughter, wife, daughter-in-law, mother), etc. It is suggested that science should be more flexible on this issue and should propose models and approaches that ensure the sustainable development of the State (including in demographic terms) while guaranteeing fundamental rights and freedoms, including the right to free development and self-realization without discriminatory restrictions
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Bykov, Valerii, Oleg Spirin, Olga Pinchuk, L. G. Kondratova, Anna Yatsyshyn, and Liliia Luparenko. The state and prospects of the development of digital tools for the formation of the domestic conceptual and terminological apparatus of pedagogy and psychology: preprint, analytical materials. Institute for Digitalisation of Education of the NAES of Ukraіne, 2024. https://doi.org/10.33407/lib.naes.id/eprint/744013.

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The publication was prepared by the author's team of the Department of Digital Transformation of the National Academy of Sciences of Ukraine of the Institute for Digitalisation of Education of the NAES of Ukraine. The publication acquaints readers with the main results of the analytical activity of scientists within the scientific research "Designing web-oriented automated information systems for the formation and development of the domestic conceptual and terminological apparatus of pedagogy and psychology" (DR No. 0124U000640) during 2024. The publication presents analytical materials regarding the state and prospects for the development of digital tools for the formation of the domestic conceptual and terminological apparatus of pedagogy and psychology. The collective work is addressed to scientific, scientific-pedagogical and pedagogical workers, graduate students, doctoral students, librarians and a wide range of readers who are interested in the issue of digital transformation of science and education.
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
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Rybalko, Lina, and Elena Lavrentieva. Innovative Technologies Application in Education as a Condition for Education for Society Sustainable Development. International Journal of Engineering & Technology, 2018. http://dx.doi.org/10.31812/123456789/4573.

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The article presents the results of the scientific research on the issue of environmental studies based on ecological-evolutionary approach. The meaning and content of the term ecological-evolutionary approach and the conceptual ideas of ecological-evolutionary approach (the idea of evolution and ecocentrism) are explained. Teaching technologies based on ecological-evolutionary approach are characterized with the approach explained as the innovative technology that, in use, will provide modernization of environmental studies within the educational aspect for the society’s sustainable development. The pedagogical experiment results are presented, confirming the technology’s effectiveness based on ecological-evolutionary approach and the implementation of ecological-evolutionary approach concepts and didactic fundament in teaching environmental subjects.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova, and Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4413.

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The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.
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Fedorenko, Elena G., Nataliia V. Kaidan, Vladyslav Ye Velychko, and Vladimir N. Soloviev. Gamification when studying logical operators on the Minecraft EDU platform. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4624.

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Use of visual methods plays a significant role in learning. ICT allow us to create electronic educational resources in a new format and with new opportunities. The study of their didactic possibilities, forms and methods of their application is a topical issue. Simulation, virtualization, gamification requires new knowledge about their application, and therefore, the problem of training future teachers to use them is an urgent and important part of training. In this article modern achievements in the use of serious games in education were investigated and analyzed, the possibilities of using virtual worlds in education were considered, the recommendations for the practical training of future teachers to use them were developed. In practice, the effectiveness of the use of virtual tools in education has been tested. A pedagogical experiment has been launched to identify the effectiveness of gamification in the realities of education in Ukraine.
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Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004685.

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It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and without an education degree are equally effective. We also found that teachers content-related and pedagogical knowledge do not seem to mediate the relationship between having an education degree and student learning. Finally, we observe no heterogeneous effects across different student demographic and socioeconomic characteristics. Examining these claims empirically is crucial for ensuring that greater flexibility in teacher re- cruitment does not have negative effects on the quality of the education workforce.
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Barladym, Valentyna, A. V. Bruiaka, M. A. Bugaienko, et al. The Use of AI Tools and Services for the Professional Development of Teaching Staff. Institute for Digitalisation of Education of the NAES of Ukraіne, 2024. https://doi.org/10.33407/lib.naes.id/eprint/744000.

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The preprint (analytical materials) examines the process of using generative artificial intelligence in education; clarifies the role of artificial intelligence in the professional development of teaching staff; explores the pedagogical design of variable models of computer-oriented methodological systems for inquiry-based learning of natural and mathematical sciences using AI technologies; identifies the role of AI tools in the training of teaching staff; describes training in WebAR development with integrated machine learning: immersion methodology and intelligent educational experience; provides recommendations for using Microsoft Copilot Chat in teacher training; investigates the issue of using AI in the preparation of education science specialists; presents the experience of implementing AI in teaching the discipline “Information and Communication Technologies for Teaching, Management, and Support of Scientific and Educational Research”; and characterizes the ethical aspects of using AI in education. The preprint (analytical materials) can be used in the professional development of teaching staff by teachers, lecturers, postgraduate students, doctoral candidates, and researchers interested in the implementation of AI tools and services in education.
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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3866.

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Abstract:
The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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