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Journal articles on the topic 'Pedagogical Workshop'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Sumina, Natalia, Anna Belozerova, and Anastasia Evsenkova. "Linguosynergetic potential of the pedagogical workshop." E3S Web of Conferences 210 (2020): 18044. http://dx.doi.org/10.1051/e3sconf/202021018044.

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The article reveals the linguosynergetic basis of the pedagogical workshop technology in teaching language and speech. This technology was tested within the educational project of the Don State Technical University (Children's University). The pedagogical workshop is interpreted as a technology for enhancing the speech, thought and language activity of students and also as a complex system with all synergistic properties. The stages of the pedagogical workshop are described using linguistic synergetic terms. The technological map of the workshop "Law Above All" is presented on the example of w

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

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

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Evain, Christine, Delphine Saurier, and Spencer Hawkridge. "Shakespeare in Shackles: Pedagogical Experiment and Cultural Activity in a French Prison." International Journal of Social Science Studies 6, no. 3 (2018): 20. http://dx.doi.org/10.11114/ijsss.v6i3.2972.

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As cultural activities in prisons expand, institutions are recognizing the need for research on impact in order to optimize these activities. In this article, our team presents findings on a recent teaching experiment concerning literature workshops that brought together male inmates and university students over an 18-month period at the Centre de Détention de Nantes in France. Our qualitative approach explores an ethical question: What are our responsibilities towards all the parties involved in this teaching experiment? Two important and apparently conflicting findings come to the fore. Firs

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Санникова, Ирина Геннадьевна. "THE IMPORTANCE OF WORKSHOPS IN THE PROCESS OF TRAINING FUTURE TEACHERS." Pedagogical Review, no. 4(38) (August 9, 2021): 76–82. http://dx.doi.org/10.23951/2307-6127-2021-4-76-82.

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Рассматривается совокупность требований, предъявляемых к педагогу общеобразовательной школы в формате профессиограммы педагога, в контекстах ресурсов образовательной практики педагогического вуза, направленных на формирование профессиональной компетентности выпускника. Цель исследования – обобщить опыт и представить модельное видение авторского психолого-педагогического практикума как рассредоточенного курса подготовки будущего педагога. Материалом исследования выступили: результаты анкетирования обучающихся педагогического вуза выпускных курсов и педагоги базовых школ Томского государственног

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Khalaf, Daiana Kloh, Kenya Schmidt Reibnitz, Margarete Maria de Lima, Aline Bussolo Correa, and Jussara Gue Martini. "Teaching-service integration: building the educational workshop in healthcare." Revista Brasileira de Enfermagem 72, no. 2 (2019): 375–82. http://dx.doi.org/10.1590/0034-7167-2018-0008.

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ABSTRACT Objective: To identify the pedagogical strategies and the elements that determine the construction of the educational workshop in healthcare at the teaching-service integration process. Method: Collective case study with qualitative approach. The cases consisted of two undergraduate courses in nursing. Thirty-one interviews were conducted with healthcare professionals, professors and students, in addition to participant observation in seven basic health units (UBS) that received the students interviewed. Results: The following analytical categories emerged: teaching-service integratio

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Спатарь-Козаченко, Татьяна, and Tatyana Spatar-Kozachenko. "Technology of pedagogical workshop of building knowledge in the lesson of Spanish." Universities for Tourism and Service Association Bulletin 10, no. 1 (2016): 85–91. http://dx.doi.org/10.12737/17741.

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The article presents the methodology of creative approach to learning a foreign language in the modern school. The creative process helps students to think critically, to understand rationally the opportunities and to solve the emerging tasks, to develop communication skills, independence. Innovative technologies are showed on the example of the pedagogical workshop of building knowledge in the lesson of Spanish. The author presents methods of teaching in interchangeable pairs to work in the workshops. Innovative technologies allow the student: to be liberated during exercise; to understand th

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Ferreira, Eduardo Antonio, Marcus Vinicius Sandoval Paixão, André Vital Ferreira, Adriano Soares Koshiyama, and Maria Cristina Affonso Lorenzon. "Pedagogical Workshop as a Learning Tool in Meliponiculture." International Journal of Advanced Engineering Research and Science 7, no. 3 (2020): 442–52. http://dx.doi.org/10.22161/ijaers.73.62.

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Shevtsov, S. V. "Workshop as Form of Existing of Philosophy in University." Науково-теоретичний альманах "Грані" 21, no. 10 (2018): 148–54. http://dx.doi.org/10.15421/1718141.

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Critical thinking, reflection, multiple methods of researching need a preparation, discipline, training. Classical forms as lectures, seminars don’t response of contemporaries challenges, because of a subject-object installation between a lecturer and students. It’s impossible to create researching atmosphere at an auditorium. The aim of the article is clarification of conditions of creating of workshop as a form of existing of philosophy in higher education.Workshop as a specific pedagogical form isn’t something principal new thing. Pedagogic measurement is a fundamental component of workshop

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Viana, Vander, and Sonia Zyngier. "Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students’ assessments." Language and Literature: International Journal of Stylistics 26, no. 4 (2017): 300–322. http://dx.doi.org/10.1177/0963947017718997.

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The growing number of recent publications on pedagogical stylistics indicates that this area is still of much interest to those who invest in the integration of language and literature. However, evidence-based assessments of pedagogical stylistics are still few and depend mostly on teachers’ intuitions. The present study contributes towards filling this gap by examining 28 reflective accounts produced by high-school English as a foreign language (EFL) teenagers who participated in a literary awareness workshop on iconicity. Branching out from pedagogical stylistics, literary awareness is here

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Eid, Mona Ahmed. "Interventions in the Egyptian Internship Program for Teachers of English as a Foreign Language." International Journal for Innovation Education and Research 4, no. 7 (2016): 81–99. http://dx.doi.org/10.31686/ijier.vol4.iss7.566.

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This research paper diagnostically measures the teaching proficiency level of ten interns, teaching English as a foreign language in Zahran Secondary School, Alexandria, Egypt, to specify their proficient competencies as well as their weaknesses. It also develops a 6 sessions workshop to upgrade the teaching skills of the ten interns focusing primarily on their six most challenging teaching skills. The 6 sessions workshop, concurrently, compensates for the most recent and upgraded pedagogical and methodological trends, that are not considered in their courses at the faculty of education. The r

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Kazannikova, Olena. "USE OF WORKSHOP TECHNOLOGY IN PRACTICAL TRAINING FOR FUTURE SOCIAL CARE TEACHERS IN TERMS OF PROFESSIONAL ACTIVITY." Scientific journal of Khortytsia National Academy, no. 2 (2020): 126–36. http://dx.doi.org/10.51706/2707-3076-2020-2-13.

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The article substantiates the conceptual principles and practical possibilities of using workshops in the process of practical training of to-be social care teachers for professional activity. The issue is considered from the theoretical and methodological standpoint of modern higher education and social pedagogy. The article explores target priorities and essential features of the workshop as an innovative pedagogical technology which assumes that participants actively and willingly gain knowledge and make decisions in the process of dynamic group work which integrates social-communicative, a

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Martínez, Silvia Alicia, Fabrícia Vieira de Araújo, Suelen Ribeiro de Souza, Evandro Vargas, and Leandro Garcia Pinho. "Relato de experiência: oficina pedagógica como objeto de aprendizagem na formação inicial do pedagogo no Consórcio CEDERJ." Texto Livre: Linguagem e Tecnologia 11, no. 3 (2018): 176–91. http://dx.doi.org/10.17851/1983-3652.11.3.176-191.

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RESUMO: O presente trabalho objetiva abordar, analisar e discutir uma significativa experiência de ensino e aprendizagem adquirida em uma oficina pedagógica, no âmbito do Curso de Pedagogia da Universidade Estadual do Norte Fluminense (UENF), no bojo do Centro de Educação a Distância do Estado do Rio de Janeiro (CEDERJ). Tal atividade foi concretizada por professores, tutores e alunos das disciplinas História na Educação 1 e História na Educação 2 do curso supracitado. A partir das referências de diferentes pesquisadores do campo do Ensino de História e da Educação, discorremos em um momento i

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Dorfman, Bat-Shahar, Bronwyn Terrill, Kate Patterson, Anat Yarden, and Ron Blonder. "Teachers personalize videos and animations of biochemical processes: results from a professional development workshop." Chemistry Education Research and Practice 20, no. 4 (2019): 772–86. http://dx.doi.org/10.1039/c9rp00057g.

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Despite the advancements in the production and accessibility of videos and animations, a gap exists between their potential for science teaching and their actual use in the classroom. The aim of this study was to develop and evaluate an approach to boost chemistry and biology teachers’ Technological Pedagogical Content Knowledge (TPACK) and their confidence regarding the use of videos and animations in class, which are required for their effective implementation. Twelve experienced high-school chemistry and biology teachers participated in a professional development workshop including biochemi

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Von Wangenheim, Aldo, Christiane Gresse von Wangenheim, Fernando S. Pacheco, Jean C. R. Hauck, and Miriam Nathalie F. Ferreira. "Motivating Teachers to Teach Computing in Middle School â€“ A Case Study of a Physical Computing Taster Workshop for K-12 Teachers." International Journal of Computer Science Education in Schools 1, no. 4 (2017): 35–49. http://dx.doi.org/10.21585/ijcses.v1i4.17.

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Computing education in schools faces several problems, such as a lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating the teaching of computing within other subjects, creating the need to motivate teachers from other disciplines to teach computing in middle school. Therefore, the motivation and training of in-service teachers becomes crucial, as they need to have computing content and technological knowledge as well as pedagogical content knowledge. Yet, so far there exist very few training programs. Thus, as part

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Panganiban, Rhoda E. "Revisiting Teachers’ Utilization of Pedagogical Approaches: A Basis to Training Workshop." Instabright International Journal of Multidisciplinary Research 2, no. 2 (2020): 71–77. http://dx.doi.org/10.52877/instabright.002.02.0011.

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The research study aimed to evaluate the pedagogical approaches used by the senior high school teachers in SHS within Caloocan ES. After the evaluation, the researcher developed a training workshop to enhance the use of these approaches in achieving competitive and equipped millennial learners. Pedagogical approaches and teaching strategies are the main ingredients of becoming an effective teacher. Being an effective teacher means allowing an environment that enable students to learn in the classroom to their best abilities. When different pedagogical approaches practiced in a class discussion

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Pane, Menneria, Ajat Sudrajat, and Titin Chandrawati. "The Effect of a Class Visit Supervision Workshop on the Pedagogic Abilities of Basic School Teachers Assessed from Early Pedagogic Ability in Rantau Selatan District, Labuhanbatu District." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (2020): 2003–14. http://dx.doi.org/10.33258/birle.v3i4.1431.

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This type of research used in this research is experimental quantitative research. To find out the effect of the classroom visit supervision workshop and teacher certification on the pedagogical ability of elementary school teachers in terms of the initial pedagogical ability in Rantau Selatan District. The population in this study was elementary school teachers in Rantau Selatan District, Labuhanbatu Regency, totalling 377 teachers spread over 23 locations. The sample in this study was 60 teachers. From the research results, it can be concluded that the magnitude of the simultaneous influence

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Retzlaff, Steffi. "Fitness for the Muscles and the Mind." Scenario: A Journal of Performative Teaching, Learning, Research II, no. 1 (2008): 40–63. http://dx.doi.org/10.33178/scenario.2.1.4.

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This paper describes the incorporation of a mind-body (fitness) technique called Nia into a drama-pedagogical teaching unit of Thomas Brussig’s novel Am kürzeren Ende der Sonnenallee. The participants were third year university students of German at McMaster University in Hamilton, Canada. The focus is on the description of the preparation and execution of a seven-hour weekend workshop on Brussig’s Sonnenallee. The ‘prerequisites’ for that workshop included research on life and resistance in the former German Democratic Republic (GDR) as well as a summary of the book and the production of char

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Muhlestein, Kerry. "Teaching Egyptian History: Some Discipline-Specific Pedagogical Notes." Journal of Egyptian History 2, no. 1 (2009): 173–228. http://dx.doi.org/10.1163/187416509x12492786609285.

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AbstractThis paper was originally given at the professional workshop In Search of Egypt's Past: Problems and Perspectives of the Historiography of Ancient Egypt; A North American workshop at the University of British Columbia, Vancouver, inaugurating the Journal of Egyptian History, April 23–24, 2008; most of the remaining papers of which will appear in Fascicle 2 of this journal. While many Egyptologists teach Egyptian history, we often fail to carefully conceive of just what this means. Teaching history is more than conveying facts about a time period, it is also teaching how to analyze and

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Reeves, Todd D., Laura E. Hake, Xinnian Chen, et al. "Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs." CBE—Life Sciences Education 17, no. 1 (2018): ar8. http://dx.doi.org/10.1187/cbe.17-03-0044.

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Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of presemester workshops at three northeastern research universities, each of which incorporated scientific teaching as the pedagogical content framework. The comparison of GTA PD program outcomes at three different institutions is intended to test theore

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Peisachovich, Eva Hava, Samantha Johnson, Iris Epstein, et al. "Simulated-Person Methodology Workshop: Enhancing Pedagogical Practices within Higher Education." International Journal for Cross-Disciplinary Subjects in Education 8, no. 4 (2017): 3283–92. http://dx.doi.org/10.20533/ijcdse.2042.6364.2017.0439.

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Kettula, K., M. Lampinen, F. Fan, and D. Jiang. "CHINESE UNIVERSITY TEACHERS’ EXPERIENCES OF A FINNISH UNIVERSITY PEDAGOGICAL WORKSHOP." Trames. Journal of the Humanities and Social Sciences 17, no. 4 (2013): 367. http://dx.doi.org/10.3176/tr.2013.4.04.

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Andone Rotaru, Mariana. "Ouă încondeiate de Paști. Ateliere de pedagogie muzeală la Muzeul de Istorie Turda, județul Cluj." Anuarul Muzeului Etnograif al Transilvaniei 34 (December 20, 2020): 199–208. http://dx.doi.org/10.47802/amet.2020.34.11.

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"Easter eggs. Workshops of museum education at the History Museum in Turda, Cluj County The pedagogical programme of the History Museum in Turda, had a great evolution in 2019, by providing 11 interactive workshops to students, in order to improve their talents, extracurricular work and to develop their skills in several domains. Our ‘Easter egg painting’ programme stands for continuing the tradition by meetings between artisans and public, through the interactive workshops, not just as demonstration. In the seven editions, there were organized around 30 workshops, with more than 500 participa

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Rodriguez, Gonzalo Santiago. "nomen omen. una narrativa pedagógica sobre una comunidad de indagación en contexto de formación docente." childhood & philosophy 17 (February 28, 2021): 01–24. http://dx.doi.org/10.12957/childphilo.2021.52905.

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This paper recounts the experience of a community of inquiry in a Philosophy with Children´s workshop directed at teacher training students. The workshop experience is documented in the form of pedagogical narrative, a practice-training-research strategy that seeks to make school practice visible from the teacher´s point of view. Our narrative documents the experience of the workshop in the students’ voices. Between August and October 2018, each session was audio-recorded and transcribed. The critical issue of the narrative analyzed here is the question of names; the discussion shows how the n

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Rodriguez, Andrea, Laura Beaton, and Ruth Freeman. "Strengthening Social Interactions and Constructing New Oral Health and Health Knowledge: The Co-design, Implementation and Evaluation of A Pedagogical Workshop Program with and for Homeless Young People." Dentistry Journal 7, no. 1 (2019): 11. http://dx.doi.org/10.3390/dj7010011.

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Young homeless people make up nearly one-third of those experiencing homelessness. The need to provide an educative approach, to strengthen social interacting, and construct new knowledge to increase social inclusivity, is required. The aim of this qualitative exploration was to use critical consciousness as an educative tool, to co-design, implement, and evaluate a series of oral health and health pedagogical workshops to strengthen social engagement and to construct new health knowledge, with, and for, homeless young people and their service providers. An action research design permitted the

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Silva, Fabrício Oliveira da, and Charles Maycon de Almeida Mota. "TRIGONOMETRY IN RURAL SPACE: implications of contextualized mathematics education." Revista Baiana de Educação Matemática 1 (December 22, 2020): e202022. http://dx.doi.org/10.47207/rbem.v1i.10363.

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This text aims to understand how the experiences with pedagogical workshops on taching mathematics in rural areas favored the teaching and learning of geometry by undergraduate in Pedagogy and by elementary school students. The text reflects the contexts of the countryside, showing how this can be enhanced as a locus for valuing actions in teaching that go beyond the school walls and expand by the contexts of life of their students. The methodology of this work comprises the realization of a pedagogical workshop with a course load of 12 hours, held at Sítio Mata da Lua by graduates of the Peda

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Dupret, Katia, and Niklas Chimirri. "Teaching ethical participatory codesign." Dansk Universitetspædagogisk Tidsskrift 13, no. 24 (2018): 20–36. http://dx.doi.org/10.7146/dut.v13i24.96709.

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How to incorporate critical and societally relevant thinking and acting into Higher Education teaching formats? The article proposes social design workshops, which teach ethics through design by explicitly addressing and building on the functional diversity of participating stakeholders, and by fostering ongoing mutual reflection. These workshops are inspired by participatory design, political theory, disability studies and psychological practice research. By drawing on empirical material from a design workshop with Bachelor students and external collaborators including psychologically vulnera

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AntonioXavier, Lucas, and Breno RodriguesSegatto. "GOWIN DIAGRAM MEASURED BY PEDAGOGICAL WORKSHOP IN THE SCIENCE FAIR CONTEXT." International Journal of Advanced Research 6, no. 12 (2018): 734–40. http://dx.doi.org/10.21474/ijar01/8193.

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Frear, Carl R., and Lynn E. Metcalf. "International Project Workshops: Merging Education with Enterprise." Journal of Marketing Education 10, no. 1 (1988): 21–28. http://dx.doi.org/10.1177/027347538801000103.

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The increasing volume of world trade and the nature of business being transacted on a global basis mandates the need for pedagogical approaches which adequately equip marketing students to cope effectively with an increasingly complex marketing environment. This study suggests that the International Marketing Projects Workshop overcomes some of the limitations associated with alternative pedagogical approaches and, in addition, provides a more effective learning experience.

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Coady, Christopher, and Kathleen Nelson. "Extra-curricular Undergraduate Research Training: Notes on the Pedagogical Practices Behind the Sydney Undergraduate Journal of Musicology." Journal of University Teaching and Learning Practice 10, no. 2 (2013): 90–103. http://dx.doi.org/10.53761/1.10.2.8.

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Although there is a clear body of evidence supporting the idea that undergraduate students benefit from participation in original research projects, many units of study – particularly in the creative arts and humanities – have been slow to embrace curriculum renewal along these lines. In this paper, we detail a pragmatic approach to meeting this curriculum challenge in a music faculty through an extra-curricular initiative that embraces, rather than challenges organisational structures already in place. The writing workshop associated with the Sydney Undergraduate Journal of Musicology provide

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ElenaV., Zvoleyko. "Practical Training of Students-Special Psychologists in the Implementation of Academic Disciplines." Scholarly Notes of Transbaikal State University 16, no. 2 (2021): 157–65. http://dx.doi.org/10.21209/2658-7114-2021-16-2-157-165.

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The article presents the experience of extending educational activities in the form of practical training to academic disciplines implemented for students of special psychologists at the bachelor’s and master’s levels. According to the new requirements, practical training of students-special psychologists can be carried out both directly at the university and in the organization that carries out activities in the profile of the corresponding educational program. Practical training in the academic disciplines’ implementation is traditionally organized through seminars, workshops, where students

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Manukyan, Ani. "Workshop as a Relevant Means of Interactive Teaching." Armenian Folia Anglistika 7, no. 1 (8) (2011): 105–9. http://dx.doi.org/10.46991/afa/2011.7.1.105.

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Contemporary pedagogical approaches and rapid development of language teaching methodology provide the specialists with new opportunities to review teaching methods, to understand the aims of teaching in a new way and to organize the language teaching process more effectively. Active discussions and debates promote language teaching process, engage the learners in group work, provide an opportunity to express their opinions freely and to find solutions independently.

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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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Solomakha, Svitlana. "ARTISTIC-PEDAGOGICAL WORKSHOP IN MASTER'S TRAINING OF FUTURE TEACHERS OF ARTISTIC DISCIPLINES." Aesthetics and Ethics of Pedagogical Action, no. 21 (December 7, 2020): 125–35. http://dx.doi.org/10.33989/2226-4051.2020.21.218107.

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Nestulya, Svitlana. "Organizational and pedagogical conditions for the formation of future managers’ leadership competence with in the University Environment." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (2020): 7–16. http://dx.doi.org/10.24195/2617-6688-2020-3-1.

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The leading role of effective managers, leaders, professionals, capable of rapid adaptation to the transformation and modernization processes in the current Ukrainian economy, politics, production, education and services is of particular importance in the context of the dynamic changes that are taking place in the contemporary socio-political, economic and educational space of Ukraine. Therefore, the problem of developing leadership competence of future managers in the university's educational environment arises. The purpose of the research is to substantiate organizational and pedagogical con

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Dhokai, Niyati, and Jatin Ambegaonkar. "Community Arts Programming Supports Personal Growth and Well-Being in Older Adults." Innovation in Aging 4, Supplement_1 (2020): 841–42. http://dx.doi.org/10.1093/geroni/igaa057.3085.

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Abstract Our research study examined how taking part in the arts compared to control affects older adults’ health and well-being. 64 older adults took part in dance, music, or control workshops 2 times/week for 10 weeks. We examined participants’ psychological health, social engagement, and personal growth outcomes using mixed methods during pre- and post-workshop assessments. Focus group and arts survey results revealed that participants felt ownership of new skills learned and felt engaged. Participants, especially for those in arts workshops, described having increased self-perception of cr

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Fernsten, Linda. "A Writing Workshop in Mathematics: Community Practice of Content Discourse." Mathematics Teacher 101, no. 4 (2007): 273–78. http://dx.doi.org/10.5951/mt.101.4.0273.

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It was once again time to model a writing workshop in my graduate class for teachers and teacher candidates. The language arts and social studies majors were poised and ready, while the mathematics majors were asking if this exercise had any relevancy to their teaching. As a mathematician who seemed to be speaking for them had written, “One reason I chose mathematics for my undergraduate major was that it didn't require papers. Math homework called for solving problems or proving theorems, and that was just fine with me” (Burns 2004, p. 30). Many mathematicians in my classes believe that they

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Bates, Catherine Marie Fraser. "Learner Characteristics and Motivation: How to Achieve Efficient and Effective Learning." Collected Essays on Learning and Teaching 8 (June 12, 2015): 165. http://dx.doi.org/10.22329/celt.v8i0.4233.

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During the Society for Teaching and Learning in Higher Education Conference 2014, a workshop was held three consecutive times as part of the Pedagogical Speed Dating sessions to introduce experienced college/university faculty and instructional designers to an approach to instructional design that is based on increasing motivation. The purpose of the workshop was to demonstrate the use of Keller’s ARCS Model of Instructional Design for Motivation, specifically how to achieve effective learner/learner, learner/content, and learner/teacher interaction. The discussion focusses on the experiences

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Coleman, Rebecca, and Jayne Osgood. "PhEMaterialist encounters with glitter: the materialisation of ethics, politics and care in arts-based research." Reconceptualizing Educational Research Methodology 10, no. 2-3 (2019): 61–86. http://dx.doi.org/10.7577/rerm.3669.

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This paper re-turns to a workshop we co-organised in London in 2018 as part of a series called ‘how to do sociology with…’ (Methods Lab, Sociology Department, Goldsmiths, University of London). The series aims to consider what happens when the materials, media, objects, devices and atmospheres of social research central to our practices are brought into focus. The specific material that we worked with and thought through in this workshop was glitter – a thing that is ubiquitous in early childhood and in wider feminine, gay, and queer cultures. We draw on new materialist theories, methods and p

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Edwards, Barbara S. "Connecting Research to Teaching: The Challenges of Implementing Innovation." Mathematics Teacher 93, no. 9 (2000): 777–81. http://dx.doi.org/10.5951/mt.93.9.0777.

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Several years ago, I attended a workshop that introduced high school and college teachers to new pedagogical techniques that could “revolutionize the teaching of mathematics.” I returned from the workshop energized by what I had seen and determined to reform my ways forever. The reality of implementing these new ideas, however, hit me when my first attempt to introduce an innovative activity failed miserably with my students. Somehow, the results that my students produced were nothing like those demonstrated in the workshop. In an attempt to fix the problem, I sought help from my colleagues, o

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Prasad, Gail, and The Lions BEd Group. "Collage as a Pedagogical Practice to Support Teacher Candidate Reflection." LEARNing Landscapes 14, no. 1 (2021): 329–45. http://dx.doi.org/10.36510/learnland.v14i1.1040.

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This article reports on collage as a pedagogical practice to support teacher candidate reflection. We outline a multi-step collage-based reflection workshop that was part of a required course on “Inquiries Into Learning.” The summative collage project was designed to help teacher candidates reflect on their vision of learning (hope) and their fears and doubts as beginning teachers. The process and product of their final integrated collage led students to interrogate how their hopes and fears mingle together in practice. Six teacher candidates share their series of collages and GIFs, along with

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Minina, O. "Formation of Universal Competencies of Undergraduate Students of Pedagogical Directions." Profession-Oriented School 9, no. 1 (2021): 50–56. http://dx.doi.org/10.12737/1998-0744-2021-9-1-50-56.

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The aim of the research was to develop and implement a teachers training master degree program with active integration of soft skills at all the stages to form students’ system and critical thinking, project management skills, teamwork and leadership, communication and cross-cultural interaction skills. To solve these problems, the program included specialized practice-orientated courses based on the principles of pedagogical ergonomics and the latest technologies (ball-rating system, workshop, case study, “agile” principle, pedagogical situations’ modeling and others). The research resulted i

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Korets, A., and А. Didyk. "COMPUTER SUPPORT OF LABORATORY WORKSHOP ON ELECTRICAL ENGINEERING AND ELECTRONICS." Innovative Solution in Modern Science 2, no. 38 (2020): 131. http://dx.doi.org/10.26886/2414-634x.2(38)2020.11.

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The article is devoted to justification of computer support of laboratory workshop on electrical engineering and electronics. The basic types, functions and modes of use of computer support in the course of the laboratory workshop are presented. It is emphasized the need to make the correct correction, to develop individual approaches and programs, to take into account psychological and pedagogical indicators and criteria for the effectiveness of computer learning. It is noted that using computers allows you to find the best ways to solve problems while improving the learning process. Key word

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Boldyreva, Elena. "Approach to automation of workshop design processes based on opinions of employers." Vestnik of Astrakhan State Technical University. Series: Management, computer science and informatics 2020, no. 1 (2020): 94–104. http://dx.doi.org/10.24143/2072-9502-2020-1-94-104.

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The article presents the results of studying the characteristics of the workshop design process of the actively developing science-intensive areas that have a high degree of variability  of the technologies used and the requirements for the skills of specialists in the industry. The approach to organizing the automated design process for the daily workshops on the basis of expert opinions of the trainees’ employers has been proposed. The approach implements the model of pedagogical design ADDIE at the stages of analysis and design and involves four stages: calculating the degree of trust

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Bar-Sinai, Karen Lee, Tom Shaked, and Aaron Sprecher. "A pedagogical protocol for iterative robotic fabrication on remote grounds." Archnet-IJAR: International Journal of Architectural Research 14, no. 3 (2020): 453–68. http://dx.doi.org/10.1108/arch-09-2019-0214.

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PurposeThe purpose of the paper is to advance remote robotic fabrication through an iterative and pedagogical protocol for shaping architectural grounds. Advancements in autonomous robotic tools enable to reach increasingly larger scales of architectural and landscape construction and operate in remote and inaccessible sites. In parallel, the relation of architecture to its environment is significantly reconsidered, as the building industry's contribution to the environmental stress increases. In response, new practices emerge, addressing the reshaping and modulation of environments using digi

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Peisachovich, Eva Hava, LJ Nelles, Samantha Johnson, et al. "Developing a Simulated-Person Methodology Workshop: An Experiential Education Initiative for Educators and Simulators." International Journal of Higher Education 6, no. 1 (2017): 230. http://dx.doi.org/10.5430/ijhe.v6n1p230.

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Numerous forecasts suggest that professional-competence development depends on human encounters. Interaction between organizations, tasks, and individual providers influence human behaviour, affect organizations’ or systems’ performance, and are a key component of professional-competence development. Further, insufficient or ineffective communication between professionals is deemed a contributing factor to adverse events worldwide. This underscores the need to provide educators with the tools and education to embed methods in their teaching that will enable learners to effectively intervene in

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Ningrum, Epon. "Evaluation Of Learning System On Teacher Educational Profession Programs." MIMBAR : Jurnal Sosial dan Pembangunan 34, no. 2 (2018): 367–77. http://dx.doi.org/10.29313/mimbar.v34i2.3668.

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This research aims at describes the evaluation of learning system on Subject Specific Pedagogy (SSP) workshop at UPI’s Teacher Educational Profession (TEP). This research used descriptive method, with variable was a system of learning and indicators of SSP implementation, principle learning workshop, peer teaching, school observation, and Field Experience Program. Number of respondents participated were 187 TEP students and courses manager of 9 TEP for Post SM3T batch 4 (SM3T: The Bachelor Degree Education Program for Remote, Outlying and Disadvantaged Regions). The results show that: (1) the

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Marda, Nelly, Christos Kakalis, and Olga Ioannou. "Pedagogical approaches to embodied topography: a workshop that unravels the hidden and imaginary landscapes of Elaionas." ZARCH, no. 8 (October 2, 2017): 288. http://dx.doi.org/10.26754/ojs_zarch/zarch.201782164.

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A workshop aiming to activate the sensory experience of individuals within the urban landscape was introduced to the students of a postgraduate course of architecture. The course seeks to explorecity complexity by mapping the urban phenomena. These readings provide the base for the creation of integral strategic interventions. In the two years it has run, students have shown a preference for analytical tools. This time however, they were asked to perform a series of exercises that sought to increase their body awareness, to help them navigate and read the landscape through their sensory percep

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NELSON, PETER. "The UPIC system as an instrument of learning." Organised Sound 2, no. 1 (1997): 35–42. http://dx.doi.org/10.1017/s1355771897000083.

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The conceptual basis of the UPIC system is described and discussed, in particular its relation to the work of its orginator, Iannis Xenakis, to the science of acoustics and to the development of an intuitive graphic imagery. A possible pedagogical approac h to musical creation using the resources of the UPIC is developed, and the particular pedagogical ethos of the system is emphasised. There follows a detailed description of the practical arrangements for a number of different workshop situations using the UPIC system in which the author has participated, and an evaluation of the outcomes of

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Turturică, Ondina-Oana. "11. Modern Teaching Methods in Creative Workshop Fashion Design Courses." Review of Artistic Education 14, no. 1 (2017): 217–20. http://dx.doi.org/10.1515/rae-2017-0027.

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Abstract The aim of this article is to specify and exemplify the stages of the creative process in fashion design courses and workshops, with a focus on a few learning methods exploring the creative potential through content and visual analysis processes as well as more practical techniques and methods in the area of fashion design and applied arts. From scientific documentation to pedagogical experiments, a range of methods have been used to enable students fulfill their learning objectives and reach the apex of professional competence.

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Redko, Valery. "Outlines of psychological and pedagogical reflections over the philosophical essence of Svetlana Cherepanova’s scientific works." Filosofiya osvity. Philosophy of Education 26, no. 2 (2021): 194–98. http://dx.doi.org/10.31874/2309-1606-2020-26-2-14.

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Book review: Cherepanova SO (2015) Philosophy of education. Reflection on the existence of the genus. Adulthood in Ukraine as a spiritual consolidation of society: an intercultural project. Lviv: Ukr. EUROSOCIUM Institute; Cherepanova SO (2020) Philosophy of education. Communicative excursion workshop: students' dialogues about art and education: Lviv (Ukraine) - Oxford (Great Britain). Lviv: Raster-7.

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