Journal articles: 'Pedagogical possibilities'

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Berg. "Pedagogical Possibilities." Transformations: The Journal of Inclusive Scholarship and Pedagogy 28, no. 1 (2018): 6. http://dx.doi.org/10.5325/trajincschped.28.1.0006.

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Mthethwa-Sommers, Shirley. "Pedagogical Possibilities." Journal of Transformative Education 10, no. 4 (October 2012): 219–35. http://dx.doi.org/10.1177/1541344612474955.

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Rice, Carla, Eliza Chandler, Kirsty Liddiard, Jen Rinaldi, and Elisabeth Harrison. "Pedagogical possibilities for unruly bodies." Gender and Education 30, no. 5 (November 22, 2016): 663–82. http://dx.doi.org/10.1080/09540253.2016.1247947.

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Smilie, Ethan K., and Kipton D. Smilie. "Physical possibilities: pedagogical presence in Chaucer." postmedieval 9, no. 3 (February 15, 2018): 367–87. http://dx.doi.org/10.1057/s41280-018-0076-4.

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Todd, Sharon. "Psychoanalytic Questions, Pedagogical Possibilities and Authority." Review of Education, Pedagogy, and Cultural Studies 17, no. 1 (January 1995): 15–26. http://dx.doi.org/10.1080/1071441950170104.

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McCormick, Kathleen. "Pedagogical Possibilities: Working at Teaching-Oriented Institutions." Profession 2003, no. 1 (December 2003): 120–31. http://dx.doi.org/10.1632/074069503x85481.

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Galea, Simone. "Migrating narratives: pedagogical possibilities for relating difference." Ethics and Education 7, no. 3 (November 2012): 225–36. http://dx.doi.org/10.1080/17449642.2013.766539.

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Murphy, Karla J. "The Pedagogical Possibilities of Covering Gilman's Wallpaper." Pedagogy 4, no. 2 (April 1, 2004): 337–43. http://dx.doi.org/10.1215/15314200-4-2-337.

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Hill, Anne. "Surprised by Children: A Call to Pedagogical Possibilities." Canadian Journal of Education / Revue canadienne de l'éducation 19, no. 4 (1994): 339. http://dx.doi.org/10.2307/1495335.

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Horowitz, Rosalind. "Advancing Research on Speaking and Writing: Pedagogical Possibilities." Writing & Pedagogy 9, no. 1 (June 7, 2017): 1–13. http://dx.doi.org/10.1558/wap.33843.

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Mitchell, Gordon R. "Pedagogical Possibilities for Argumentative Agency in Academic Debate." Argumentation and Advocacy 35, no. 2 (September 1998): 41–60. http://dx.doi.org/10.1080/00028533.1998.11951620.

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Kapitzke, Cushla, and Donna Pendergast. "Virtual Schooling Service: Productive Pedagogies or Pedagogical Possibilities?" Teachers College Record 107, no. 8 (August 2005): 1626–51. http://dx.doi.org/10.1111/j.1467-9620.2005.00536.x.

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Sojot, Amy N. "Pedagogical possibilities of becoming and the transitional space." Policy Futures in Education 16, no. 7 (January 15, 2018): 893–905. http://dx.doi.org/10.1177/1478210317751265.

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Asking after the self in the process of learning without a definitive endpoint or prescribed path to creating that knowledge presents a way to consider a self that is distinct from assumptions of what constitutes an ideal learner. Thinking of the space and self in motion, rather than as inert and passive, allows the exploration of pedagogical implications. In this paper, I revisit a moment of self-provocation during preparation for a class. Reflecting and critically engaging with this memory presents a vignette to work through the possibilities of transitional space, the sensation of the becoming, learning self, and how the act of “catching myself” enables the reconsideration of engaging with pedagogy and assumptions made about education. Conceptualizing the learning self as becoming and in motion—rather than being, was, is, or to be—loosens the grasp of fixed educational assumptions that guide the discourse of education, in how it is conceived and acted out. This “loosening” has reverberations within the politics of how things are taught, considered, and learned, as it calls into question hierarchical valuations of what constitute “accepted” ways of knowing and being.

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Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn, and Iryna Varfolomyeyeva. "Pedagogical possibilities of tourist and local history activities." E3S Web of Conferences 280 (2021): 11011. http://dx.doi.org/10.1051/e3sconf/202128011011.

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In the new socio-economic conditions in the education system, forms of organization of tourist and local history activities are developing, which are based on traditions, experience of extracurricular and extracurricular work, taking into account the changes that have occurred in the country. Life requires that the tasks facing educational institutions are resolved quickly and have not just any solution, but one that optimizes the pedagogical process. At the same time, these requirements come into conflict with the state of the education system, the limited ability of most parents to create conditions for the full development of the child. The tasks facing the education system can be implemented in tourism and local history activities. The main task is to create the necessary conditions for the comprehensive development of the child’s personality, his social adaptation in the process of participation in various types of tourist and local history activities. However, the school teacher is not ready to organize and conduct tourist and local history activities at school, as he is not professionally prepared for this activity. Questions of the organization, forms and methods of teacher training for the organization of tourist and local history activities are practically not reflected in the educational and methodological literature. There are no scientific studies that would allow us to effectively solve the pedagogical tasks of preparing the organizers of tourist and local history activities in the school.

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Nurym, N., G. S. Zhunisbekova, and A. Akramova. "PEDAGOGICAL POSSIBILITIES OF INFORMATION TECHNOLOGIES IN TRAINING STUDENTS." BULLETIN Series of Physics & Mathematical Sciences 70, no. 2 (June 30, 2020): 271–77. http://dx.doi.org/10.51889/2020-2.1728-7901.43.

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Currently, the Republic of Kazakhstan is developing an education system focused on entering the global informational and educational space. This process makes adjustments to the content of education, teaching methods and technologies. The processes of informatization of society contribute to the intellectualization of all types of human activity, the creation of a qualitatively new information environment of society, in which the development of human creativity takes place. The article discusses the issues of mastering information technology as a condition for developing the professional competence of a future primary school teacher, organizing information and computer training of future primary school teachers and its impact on the development of information and computer culture of elementary school students. The authors consider information and computer culture in the structure of professional competence of a future primary school teacher. The purpose of this article is to identify the possibilities of using information technologies that contribute to the development of the intellectual potential of a teacher.

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Lee, Kyeonghwa. "Teachers’ Pedagogical Content Knowledge about Early Citizenship Education: Pedagogical Possibilities for Global Citizenship." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 17 (September 15, 2018): 127–49. http://dx.doi.org/10.22251/jlcci.2018.18.17.127.

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Boytsova, Elena Gennadevna. "PEDAGOGICAL POSSIBILITIES OF FORMATIVE ASSESSMENT PEDAGOGICAL TECHNOLOGY OF SECONDARY SCHOOL STUDENTS’ EDUCATIONAL RESULTS." Sovremennye issledovaniya sotsialnykh problem, no. 4 (August 7, 2015): 76. http://dx.doi.org/10.12731/2218-7405-2015-4-8.

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Vernon, Alex. "Computerized grammar checkers 2000: capabilities, limitations, and pedagogical possibilities." Computers and Composition 17, no. 3 (December 2000): 329–49. http://dx.doi.org/10.1016/s8755-4615(00)00038-4.

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Hao, Richie Neil. "Silence as Cultural Pedagogical Performance: Possibilities in Silence Research." Review of Communication 10, no. 4 (October 2010): 290–305. http://dx.doi.org/10.1080/15358593.2010.498523.

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Mironova, N. A. "PEDAGOGICAL POTENTIAL OF E-BOOKS: ACTUALIZATION OF METHODOLOGICAL POSSIBILITIES." Вестник Санкт-Петербургского государственного университета технологии и дизайна. Серия 3: Экономические, гуманитарные и общественные науки, no. 4 (2020): 134–37. http://dx.doi.org/10.46418/2079-8210_2020_4_23.

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Kovalevskaya, E. N., and A. V. Gayvoronskaya. "PEDAGOGICAL POSSIBILITIES OF THE USE OF DIALOGUE IN INCLUSIVE EDUCATION." Tomsk state pedagogical university bulletin, no. 2 (2017): 41–45. http://dx.doi.org/10.23951/1609-624x-2017-2-41-45.

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Choi, DonMin. "A Comparative Pedagogical Approach to Lifelong Education: Possibilities and Limitations." Korean Comparative Education Society 28, no. 3 (June 30, 2018): 291–307. http://dx.doi.org/10.20306/kces.2018.28.3.291.

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Horbatovskyi, Dmytro. "POSSIBILITIES OF USING VR IN EDUCATION AS A PEDAGOGICAL TOOL." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 116–22. http://dx.doi.org/10.28925/2414-0325.2019s10.

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The paper presents studies and experience of their application and impact of VR in education. Their influence on thinking and psychological state of a person is traced. Virtual reality is considered as a special information environment, in which all objects are presented in three dimensions, there is a wide animation, change of images in real time and experience of effective presence. Thus, it is reasonable to interpret virtual reality as a method, means and technologies of training. Also, some directions of education in which VR gives advantages over other means of visualization and accuracy of reproduction in the safe environment of a lesson are highlighted. Through the power of psychological influence, which is provided by means of virtual reality, depending on a kind of used gadgets, new opportunities and possibilities arise as well as requirements to the lessons and representatives of the sphere of education. New safety rules, lessons design have to consider new possibilities and peculiarities of virtual reality and technologies providing it.. Also it is important to take into consideration the issue of socialization in new conditions. This aspect must also be considered in the design of educational process and all its components. Because of enhanced visuality of information the risks of incorrect premises perception might appear as a result of misinterpretation of the information given by a teacher. That is why it is necessary to control the simplicity and rationality of the semantic charge both during theoretical and practical lessons. That is why it is impossible to fully change people for machinery as it is not able to understand wrong interpretation of information by a student whereas an experienced teacher has abstract thinking and life experience required for the task

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Lees, Anna, and Verónica N. Vélez. "Fugitive Teacher Education: Nurturing Pedagogical Possibilities in Early Childhood Education." Educational Forum 83, no. 3 (May 31, 2019): 309–24. http://dx.doi.org/10.1080/00131725.2019.1599658.

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Guntersdorfer, Ivett, and Irina Golubeva. "Emotional intelligence and intercultural competence: Theoretical questions and pedagogical possibilities." Intercultural Communication Education 1, no. 2 (August 31, 2018): 54–63. http://dx.doi.org/10.29140/ice.v1n2.60.

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Sevkusic, Slavica. "Qualitative case study in pedagogical research: Cognitive possibilities and limitations." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 239–56. http://dx.doi.org/10.2298/zipi0802239s.

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This paper discusses the cognitive possibilities and limitations of case study, as a qualitative research approach, and the fields of its application in studying pedagogical problems. Special attention is paid to different ways of defining and usual criticism pointed at this strategy in methodological literature of recent date: (1) general, theoretical (context independent) knowledge is much more valuable from actual, practical (context dependent) knowledge; (2) one cannot perform generalizations based on an individual case and therefore case study cannot contribute to the development of science; (3) case study is the most useful in generating hypotheses, that is, for the first phase of research process, while other methods are more suitable for testing hypotheses and building a theory; (4) case study tends to be partial towards verification, that is, the tendency of a researcher to confirm his/her previously established concepts; (5) it is often very difficult to present in brief the specific case study, and especially difficult to deduce general suggestions and theories on the basis of a specific case study. The objections, therefore, regard the possibility of theory development, reliability and validity of the approach, or doubt in its scientific status. The author of this paper discusses the justifiability of these objections and points out to different methodological procedures of arranging and analyzing the data collected for studying the case, which contribute to the reliability of this research approach. As a general conclusion, it is stated that the case method contains all the features relevant for studying pedagogical phenomena: preservation of the integrality of the phenomenon, appreciation of its context, developmental dimension and complementariness of different data sources.

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Hardman, Frank, Christian Stoff, Wan Aung, and Louise Elliott. "Developing pedagogical practices in Myanmar primary schools: possibilities and constraints." Asia Pacific Journal of Education 36, sup1 (April 28, 2014): 98–118. http://dx.doi.org/10.1080/02188791.2014.906387.

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Ellis, Scott. "Early American Print Culture in a Digital Age: Pedagogical Possibilities." Pedagogy 3, no. 2 (April 1, 2003): 288–92. http://dx.doi.org/10.1215/15314200-3-2-288.

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Hopkin, Bart. "Pedagogical possibilities: Some ideas for instrument making in the classroom." Journal of the Acoustical Society of America 127, no. 3 (March 2010): 1763. http://dx.doi.org/10.1121/1.3383759.

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Polášek, Vladimír, and Lubomír Sedláček. "New Possibilities of Analysis of Experimental Data in Pedagogical Research." e-Pedagogium 14, no. 4 (August 1, 2014): 7–17. http://dx.doi.org/10.5507/epd.2014.037.

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Hanson, Marta, Sarah Zanolini, Natalie Köhle, Dexter Kendrick, and Alexander O. Hsu. "Expanded Possibilities for Teaching Asian Medicines." Asian Medicine 15, no. 2 (February 17, 2021): 315–26. http://dx.doi.org/10.1163/15734218-12341475.

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Abstract Asian Medicine is inaugurating a new type of article in this issue, the pedagogical forum. For our launch of this new format, forum editors Zanolini and Hanson invited a range of scholars and practitioners teaching East Asian medicine within diverse institutional contexts to contribute. Their different approaches to teaching can be more broadly applied to any medical tradition in Asia.

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Seedat, Fatima, and Sarojini Nadar. "Between Boundaries, towards Decolonial Possibilities in a Feminist Classroom." Religion and Theology 27, no. 3-4 (December 8, 2020): 229–49. http://dx.doi.org/10.1163/15743012-02703003.

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Abstract This paper theorises the teaching and learning of feminist approaches to the Bible and the Qurʾan in a Master’s course with a historically Christian focus. It draws on a critical review of an assessment task, and our pedagogical experiences as teachers, to consider how students made meaning within this decolonial pedagogical space, which explored feminist approaches to the two sacred texts. Our analysis shows, our work as teachers was to hold onto the tension in the space between two feminist approaches to sacred texts, and to not succumb to the pressure to release, trivialise or exacerbate that tension.

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Schmidt, Friederike. "Grundstrukturen und Implikation pädagogischen Verstehens in erkenntnis- und machttheoretischer Perspektive." Vierteljahrsschrift für wissenschaftliche Pädagogik 96, no. 4 (December 10, 2020): 521–38. http://dx.doi.org/10.30965/25890581-09604006.

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Abstract Epistemological and Power Theorical Perspectives on Structures and Implications of Pedagogical Understanding Pedagogical understanding is mainly discussed along normative questions concerning the quality of pedagogical work. In contrast, the paper examines basic structures and implications of the understanding of pedagogues along epistemological and power theoretical perspectives. Thereby, it shows that pedagogical understanding differentiates and, with a focus on possibilities to interfere, creates the reality of people that get pedagogical support.

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Schachter, Jacquelyn. "Second language acquisition: perceptions and possibilities." Second Language Research 9, no. 2 (June 1993): 173–87. http://dx.doi.org/10.1177/026765839300900206.

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In this article I shall attempt to characterize some of the stresses and strains experienced by researchers in the field of second language acquisition (SLA), both intellectual and personal. I shall offer my perspective on how we are responding, and how we should be responding, to those stresses and strains. Together with this discussion of academic politics, I will interweave two research lines I consider important, research lines unique to the field of SLA, which should have impact both on linguistic theory making and on appropriate pedagogical decisions involving language classrooms.

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Kozyreva, O. A. "Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker." Vestnik of Minin University 9, no. 1 (March 11, 2021): 3. http://dx.doi.org/10.26795/2307-1281-2021-9-1-3.

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Introduction.Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker reveal the possibilities and prospects of including a person in the process of scientific knowledge, scientific research, research activities in the system of lifelong education and pedagogical science in general. The problem of using scientific theorization and pedagogical modeling in solving problems of determination and clarification of pedagogical conditions in the professional activity of a scientific and pedagogical worker is integrated, its solution is important from the standpoint of integrity and uniqueness, the relevance and prospects of the new scientific knowledge obtained in pedagogy as a science.Materials and Methods.In the structure of the determined scientific search, theoretical and empirical research methods were involved: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization, study of the work of teachers and student teachers, trainers and leaders, the registration method, the scaling method, methods of mathematical statistics. The foundations of scientific theorization were implemented in the context of the ideas of traditional pedagogical methodology (broad, narrow, local meanings), as well as innovative pedagogical methodology (adaptive-productive meaning, functional-labor meaning, epistemological-synergetic meaning).Results.Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker is revealed through the possibilities of classical (traditional) and innovative pedagogy. The prospects for generalization and unification of the use of pedagogical conditions in the professional activity of a scientific and pedagogical worker are determined by the conditions for the development and correctness of the use of the foundations of scientific knowledge, scientific research and scientific and pedagogical research. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker makes it possible to improve the quality of solving problems of scientific research and professional pedagogical activity. Pedagogical conditions are a model for optimizing the quality of presentation and solving problems and problems of scientific research and scientific and pedagogical activity. Pedagogical conditions are determined by a system of provisions (models) and are used in scientific theorization and proving of various opportunities for improving the quality of professional and pedagogical activity. The system of lifelong education reveals the direction of the processes of theorizing and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker.Discussion and Conclusions.Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker reveals the prospects of ideas for creating a new didactic and professional pedagogical knowledge in the context of flexible management of the possibilities of using pedagogical modeling and scientific theorization. The quality of the use of scientific theorization and pedagogical modeling in the determination and clarification of pedagogical conditions in the professional activity of a scientific and pedagogical worker is determined in the ideas and constructs of classical and innovative pedagogy.

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Spiezio, K. Edward (Kim Edward), Kerrie Q. Baker, and Kathleen Boland. "General Education and Civic Engagement: An Empirical Analysis of Pedagogical Possibilities." Journal of General Education 54, no. 4 (2006): 273–92. http://dx.doi.org/10.1353/jge.2006.0012.

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Hedges, Helen. "Sophia's funds of knowledge: theoretical and pedagogical insights, possibilities and dilemmas." International Journal of Early Years Education 23, no. 1 (November 5, 2014): 83–96. http://dx.doi.org/10.1080/09669760.2014.976609.

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Казакова and T. Kazakova. "Psychological and Pedagogical Support of Distance Education." Primary Education 5, no. 1 (February 10, 2017): 25–28. http://dx.doi.org/10.12737/24459.

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The article considers the features of psychological and pedagogical support of the process of distance education. The importance and possibilities of the education organization of modern schoolchildren by the means of internet-based technology are described. The author characterizes the goals, forms and conditions of distance education. The directions of psychological and pedagogical support depending on content of distance education and theoretical course for distance schoolchildren are considered.

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Randoha, Antra. "PLAYING WITH THE COLORS-PRE-SCHOOL CHILDREN’S SELF-DIRECTED DRAWING EXPERIANCE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 585. http://dx.doi.org/10.17770/sie2019vol2.3886.

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At the pre-scool age, playing is the main key to the child’s way to express them selfs in drawing process. In order to ensure the self-directed drawing, there is a need for the availability of diverse naterials throughout of the day, enabling the child to act and play in accordance with his intentions. In a drawing process, trying out different techniques, tools,mixing colors, trying to discover new ways of expression, observing and imitating other (children’s or adult) actions, provides the basic conditions for meaningful activity of a child. The aim of the thesis is to find out theoretically and practically the essence of self-directed drawing activity of preschool children and possibilities of the improvement of it in the pedagogical process. Materials and methods. Used the analysis of pedagogical and psychological literature on the possibilities of self-management skills development in the pedagogical process - drawing and accomplished pegogical observation. Results. The essence of self-directed drawing activity of preschool children was updated and possibilities of improvement reviewed .

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Barakina, T. V. "Possibilities of using the electronic constructor "ZNATOK" at informatics lessons in primary school." Informatics in school 1, no. 1 (March 18, 2021): 52–55. http://dx.doi.org/10.32517/2221-1993-2021-20-1-52-55.

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The article discusses the possibilities of using the electronic constructor "ZNATOK" when studying the initial course of informatics. There are described four main directions of using the constructor: 1) when studying the concepts of "model" and "modeling"; 2) when studying the concept of "algorithm"; 3) when studying the device of a computer; 4) in the process of getting acquainted with the concept of "information processes". Possible stages of working with the constructor when considering these topics are presented: examples of exercises; methodological techniques that contribute to better memorization of educational material; planned learning outcomes for schoolchildren; possible areas of work in middle and high school. The material can be used not only by school teachers, but also by specialists of additional education system, as well as in higher education system in the preparation of bachelors in the areas of training 03.04.01 "Pedagogical education", 44.03.05 "Pedagogical education (with two training profiles) ", masters of the direction of training 44.04.01 "Pedagogical education", in the courses of advanced training of teachers.

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Kincāns, Vladimirs. "HUMOR AND LAUGHTER IN THE PEDAGOGICAL COMMUNICATIONS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 375. http://dx.doi.org/10.17770/sie2013vol2.595.

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This article analyzes the possibilities of humour and laughter in educational activity. Using techniques based on the knowledge of methodological potential of laughter is a substantial reserve for increasing the effectiveness of training, education and personal development. From a pedagogical point of view, means of creating a comic situation is a way of indirect pedagogical interaction with the audience. Laughter helps to observe generally accepted social norms of behaviour, avoid conflicts, defuse the situation, remove emotional tension and enhance the intellectual activity of students.

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Kozyreva, O. A. "Pedagogical modeling in the activities of a teacher and a scientific and pedagogical worker." Vestnik of Minin University 8, no. 2 (June 3, 2020): 1. http://dx.doi.org/10.26795/2307-1281-2020-8-2-1.

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Introduction. Pedagogical modeling determines the possibilities of clarifying the used scientific knowledge by teachers in the system of lifelong education and creating new scientific knowledge as a product of theorization, development of anthropologically determined relationships and focused on innovative and productive functioning of environments. The problem of using and encouraging teachers to solve problems using pedagogical modeling is of interest from the s tandpoint of the formed professional skill and scientific and pedagogical activity.Materials and methods. Theoretical and empirical research methods were used in the structure of the work: analysis, synthesis, generalization, comparison, comparison, scientific theorization, study of the work of teachers and student students, registration method, methods of mathematical statistics. The fundamentals of the determination and refinement of the conceptual apparatus were determined in the constructs of the traditional pedagogical methodology (broad, narrow, local meanings) and in the constructs of the innovative pedagogical methodology (adaptive-productive meaning, functional-labor meaning, epistemological-personalized meaning).Results. Pedagogical modeling is determined in the context of the fulfillment of professional and labor functions – in the teacher’s activities, the practice-oriented use of pedagogical modeling predominates, in the activities of the scientific and pedagogical worker there are practical and science-based possibilities of pedagogical modeling. Pedagogical modeling is determined by the resource of personality development and the formation of a culture of individual personality work. In the structure of theorizing the quality of solving problems of forming a culture of independent work of an individual, pedagogical modeling ensures the success of achieving defined and implemented goals of an individual’s activity. Pedagogical modeling is determined by the element and construct of the formation of productivity and success of a person. The system of lifelong education reveals the orientation of the student’s personality development in the context of the formed meanings and technologies of training and education.Discussion and Conclusions. Pedagogical modeling in the professional activity of a teacher and a scientific and pedagogical worker has a general system of theorizing results, but different directions and constructs of creating new didactic and professional pedagogical knowledge. The quality of using pedagogical modeling reveals the prospects for the development of the individual, lifelong education and society as a whole.

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Motyl, Karol. "Kategoria czasu w badaniach pedagogicznych (z koncepcją analizy transakcyjnej w tle)." Studia Edukacyjne, no. 53 (June 15, 2019): 373–91. http://dx.doi.org/10.14746/se.2019.53.21.

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A purpose of this text is to describe how the concept of time is used in pedagogical research. An author characterizes research of educational reality in which the described category is used. Thanks to this, the potential of the concept of time was presented. The author concludes that the possibilities of this category are not used in pedagogical research and that the temporal dimension of education offers enormous exploratory possibilities. The text is completed with the characteristics of time structuring in transactional analysis as one of the ways to temporarily conceptualize interpersonal relationships in educational institutions.

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Niles-Yokum, Kelly. "GERONTOLOGICAL EDUCATION: APPLIED PERSPECTIVES AND PEDAGOGICAL APPROACHES." Innovation in Aging 3, Supplement_1 (November 2019): S61. http://dx.doi.org/10.1093/geroni/igz038.237.

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Abstract The art and science of gerontological pedagogy is a balance of multidisciplinary paradigms that provide students with a pathway to the depth and breadth of the field of gerontology. This session will explore a variety of issues, including possibilities and challenges within the context of pedagogical approaches to gerontology education both in and out of the classroom. Topics include applied and theoretical perspectives and the what, why, and how gerontological educators do what they do and how it can impact the learning environment not only for students but for the community at large.

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Kolova, Svetlana Dmitrievna, and Aleksandr Sergeevich Vrublevskii. "EDUCATIONAL AND PEDAGOGICAL POSSIBILITIES OF BOOK TRAILER TECHNOLOGY IN SCHOOLCHILDREN’S LITERARY EDUCATION." Philological Sciences. Issues of Theory and Practice, no. 3 (March 2019): 462–65. http://dx.doi.org/10.30853/filnauki.2019.3.97.

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Perevalova, A. A. "POSSIBILITIES OF INFORMATION AND COMMUNICATION TECHNOLOGIES AS A SUBJECT OF PEDAGOGICAL INTERACTION." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 5 2020 (2020): 14. http://dx.doi.org/10.17513/spno.30098.

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Zmysłowska, Magdalena. "Current possibilities of psychological and pedagogical assistance in therapy for dyslexic students." Problemy Opiekuńczo-Wychowawcze 589, no. 4 (April 30, 2020): 33–44. http://dx.doi.org/10.5604/01.3001.0014.0909.

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Abstract:

The article shows the current possibilities of psychological and pedagogical assistance in the therapy of students with dyslexia, whose population is estimated at 10-15%. Research indicates that these children, when properly supported and motivated, are able to make progress in learning and achieve success in a variety of areas. The author describes the difficulties faced by students, taking into account specific problems in the area of reading and writing and paying attention to frequently occurring auditory processing disorders. She discusses the issue of student support in school space, also using modern technologies to improve the teaching and learning process. The author presents also the possibilities of using EEG Biofeedback neurotherapy, Neuroflow and Forbrain auditory therapy in working with children to improve their reading and writing skills, citing numerous studies showing the effectiveness of these interactions in dyslexic children. In order for the student support system to be effective, close cooperation between teachers, therapists, and parents is required; however, the analysis of the studies cited in the text indicates that teachers lack crucial knowledge about the conditions of dyslexia, they have difficulties in individualizing didactic work, interpreting the recommendations of psychological and pedagogical counselling centres and they rarely use information and communication technologies in the education process.

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Tolmachova, I., and N. Bulatnikova. "WORKSHOP POSSIBILITIES DURING THE GENERAL PEDAGOGICAL PREPARATION OF FUTURE ELEMENTARY SCHOOL TEACHERS." Pedagogy of the formation of a creative person in higher and secondary schools 3, no. 69 (2020): 138–42. http://dx.doi.org/10.32840/1992-5786.2020.69-3.28.

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Tuinamuana, Katarina. "Reconstructing Dominant Paradigms of Teacher Education: Possibilities for pedagogical transformation in Fiji." Asia-Pacific Journal of Teacher Education 35, no. 2 (May 2007): 111–27. http://dx.doi.org/10.1080/13598660701268544.

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Lupton, Ruth, and Amelia Hempel-Jorgensen. "The importance of teaching: pedagogical constraints and possibilities in working-class schools." Journal of Education Policy 27, no. 5 (September 2012): 601–20. http://dx.doi.org/10.1080/02680939.2012.710016.

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Journal articles on the topic 'Pedagogical possibilities'

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