Relevant bibliographies by topics / Pedagogs

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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 'Pedagogs'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Pedagogs"

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Bulavs, Vilnis. "Kārlis Cemiņš – mākslinieks un pedagogs." Scriptus Manet: humanitāro un mākslas zinātņu žurnāls = Scriptus Manet: Journal of Humanities and Arts, no. 12 (December 21, 2020): 89–113. http://dx.doi.org/10.37384/sm.2020.12.089.

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Kārlis Celmiņš (1894–1973) is one of the less famous Latvian artists. He was born in Cēsis as the fifth, the last child in his family, the only son. He received an artistic education at Stroganov School of Arts in Moscow. Still studying at this school, Celmiņš took part in the IV Exhibition of Latvian Art in Riga in 1914. After he had finished school, he was drafted into the Russian Empire’s army, where he was assigned a painter decorator of his regiment. Celmiņš returned to Latvia in 1918. After working as a teacher of drawing in Madona for two years, he moved to Jelgava. There he worked as a teacher of arts in Jelgava Classic Gymnasium. During the time of independent Latvia, Celmiņš actively took part in Jelgava’s artistic life. He regularly displayed his works at society’s “Zaļā Vārna” and other exhibitions and organized exhibitions himself together with students of the gymnasium. Celmiņš had many-sided artistic interests. He was not only painting and drawing but also doing graphics, applied arts, making silver jewelry, and writing poems in his leisure time. The monument devoted to the Latvian soldiers who fell in action in 1916–1917 was made after the artist’s project. Almost all works of the master were destroyed in the ruins of Jelgava during the war in 1944. Celmiņš felt very sorry about this loss. The artist and his wife and children moved to Dundaga after Jelgava was destroyed, but when the war was over, they settled in Tukums. There Celmiņš worked in a ceramics workshop as a decorator of ready-made plates and dishes. In 1946 the artist was invited to work at the School of Applied Arts in Liepāja. The rest of his life Celmiņš spent in this city. The artist painted portraits, landscapes, still-lifes, and decorative compositions with plants, flowers, and the sea all his creative life. He did his works with oil, watercolours, colour chalks, and pencil. The life of the free-thinking artist was not easy during the Soviet occupation. Many people did not understand the art of Celmiņš. At the end of his life, the master organised several personal exhibitions in Liepāja, Jelgava, Cēsis. Many interesting paintings of flowers done with watercolours, pastel, and colour oil chalks were displayed in his last exhibition, “Flowers” in 1973. Those were the paintings of gladioli, irises, calla lilies, and other flowers made during the last years of his life. Celmiņš died in Liepāja on 16 October 1973, leaving a wide range of works of his individual, unique style.
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D'AROZ, M. S., A. A. HICKMANN, and Araci ASINELLI-LUZ. "Pedagogia, Pedagogos e a extensão universitária (Pedagogy, Pedagogues and university extension)." emancipacao 16, no. 2 (2016): 191–204. http://dx.doi.org/10.5212/emancipacao.v.16i2.0001.

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Dumbrajs, Sivbritt, and Tuula Keinonen. "Three Pedagogs: A Comparison of Professional Life Stories." International Journal of Learning: Annual Review 18, no. 1 (2011): 551–64. http://dx.doi.org/10.18848/1447-9494/cgp/v18i01/47459.

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Coja, Sergejs. "Rīgas Politehniskā institūta studenta, psalmotāja Jāna Jurjena dzīves un darba gaitas (1866–1915)." Inženierzinātņu un augstskolu vēsture 2 (November 1, 2018): 125–32. http://dx.doi.org/10.7250/iav.2018.010.

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Pareizticīgais igaunis Jāns Jurjens 1888. gadā absolvēja Rīgas Pareizticīgo Garīgo semināru, 1902. gadā – Sanktpēterburgas Garīgo akadē- miju. No 1907. līdz 1910. gadam viņš studēja Rīgas Politehniskā institūta (RPI) Lauksaimniecības nodaļā. 19. gadsimta beigās un 20. gadsimta sākumā J. Jurjens kalpoja pareizticīgajai baznīcai un ticīgajiem kā psalmotājs, tautskolu skolotājs un Rīgas Pareizticīgo Garīgā semināra pedagogs. Viņš ir vairāku grāmatu un zi- nātnisko rakstu autors.
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Silva, Rita De Cássia de Lima da, and Wanessa Maria Paiva de Souza. "ATUAÇÃO DO PEDAGOGO NA EMPRESA: UMA INTERVENÇÃO PEDAGÓGICA NA ÁREA DE TREINAMENTO DE NOVOS FUNCIONÁRIOS." ENVIRONMENTAL SMOKE 1, no. 1 (December 7, 2018): 87–113. http://dx.doi.org/10.32435/envsmoke.20181187-113.

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O pedagogo empresarial tem a finalidade de conduzir o comportamento das pessoas para atingir um objetivo esperado. Seguindo esse contexto, esse trabalho investiga a área de treinamento empresarial, identificando as ineficiências e sugerindo propostas de avanços. Apresenta um breve histórico sobre a pedagogia dando ênfase ao surgimento da pedagogia empresarial. Referencia os autores Paulo Freire, Dewey e Skinner, entre outros, refletindo sobre os métodos de ensino correlacionado com a práxis educativa. Mostra a visão pedagógica dentro da empresa privada, revelando o pedagogo como gestor de pessoas, conhecimentos e informações. Exibe a experiência de duas pedagogas em formação, onde uma atua em uma indústria têxtil como líder de treinamento, utilizando-se de um método de ensino chamado TWI (Treinamento Dentro da Indústria); e a outra, em uma empresa de telecomunicações, exercendo a função de atendente, sendo solicitada eventualmente para oferecer treinamentos dos sistemas trabalhados na empresa para novos funcionários. Após investigação na empresa de telecomunicações, a pedagoga percebe dificuldades por parte dos funcionários novatos em assimilar as informações de acesso aos sistemas e propõe uma intervenção, criando a “Cartilha Básica para novos Atendentes”, sendo aplicada através de treinamento oferecido pela pedagoga com duração de cinco dias. Utiliza-se da pesquisa-ação como metodologia. Adota como técnica de análise um questionário quantitativo aplicado ao educando, com o objetivo de avaliar o treinamento oferecido pela pedagoga. Por fim relatam os resultados e ressalta a importância da pedagogia dentro da área de treinamento como desenvolvimento pessoal e otimização do tempo.
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De Renovació Pedagògica del Camp de Tarragona, Moviment. "IV Jornades de Moviments de Renovació Pedagògica de Catalunya." Comunicació educativa, no. 5 (December 30, 2013): 54. http://dx.doi.org/10.17345/comeduc199254.

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Un total de 400 mestres, pedagogs i pares d'alumnes han participat els dies 6,7 i 8 de novembre a les IV Jornades de Moviments de Renovació Pedagògica de Catalunya, que se celebraren a la localitat de Lloret de Mar, per definir i aprovar un projecte de 100 Mesures per millorar l'ensenyament. Una de les pretensions més importants dels mestres és contribuir al fet que la comunitat educativa recuperi el protagonisme en la tasca d'aprofundir en aquesta millora de la qualitat d'ensenyament a Catalunya.
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Mulyana, Endang, Turmudi Ph.D., and Dadang Juandi. "MODEL PENGEMBANGAN DESAIN DIDAKTIS SUBJECT SPECIFIC PEDAGOGY BIDANG MATEMATIKA MELALUI PROGRAM PENDIDIKAN PROFESI GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 19, no. 2 (October 1, 2014): 141. http://dx.doi.org/10.18269/jpmipa.v19i2.454.

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Salah satu kompetensi inti sebagai guru matematika adalah kompetensi pedagogi yaitu mengembangkan kurikulum (enacted curriculum) dalam mata pelajaran matematika. Dalam Pendidikan Profesi Guru (PPG) Matematika di Universitas Pendidikan Bandung (UPI), kemampuan pedagogi ini dilatih melalui workshop yang disebut subject specific pedagogy (SSP). Tujuan dari kajian ini adalah mengembangkan suatu model/prosedur workshop yang efektif dalam mendorong peserta PPG untuk meningkatkan kompetensi pedagoginya. Model ini dikembangkan atas dasar teori segitiga didaktik antara siswa, guru dan materi yang meliputi Hubungan Didaktik (HD), Hubungan Pedagogik (HP) dan Antisipasi Didaktik-Pedagogik (ADP). Dengan mengikuti prosedur workshop yang telah ditetapkan ini, diperoleh desain pembelajaran matematika yang baru dan efektif. Hal ini menunjukkan adanya peningkatan kompetensi pedagogik para peserta PPG. Kelemahan peserta akan penguasaan materi dapat diatasi melalui pendalaman kembali (repersonalisasi) sebagai tugas mandiri, sedangkan kelemahan dalam memprediksi respon siswa dapat diatasi dengan memberikan para peserta pengalaman dalam mengobservasi dan refleksi.Kata kunci: antisipasi didaktik-pedagogik, desain didaktis, hubungan didaktik, hubungan pedagogik, subject specific pedagogy
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Kidwell, Tabitha. "Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies." Register Journal 10, no. 2 (December 1, 2017): 221. http://dx.doi.org/10.18326/rgt.v10i2.221-233.

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ENGLISH ABSTRACT Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén’s (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual knowledge, with a focus on the teacher as the transmitter of knowledge. The pedagogy of preparation portrays culture as skills, and aims to help students develop the sociocultural, pragmatic, and strategic competence necessary for interactions with native speakers. The pedagogy of encounter takes an intercultural approach, with an affective orientation, and aims to help students develop tolerance, empathy, and an awareness of their own and others’ perspectives, and the emergent nature of culture. Using these three pedagogies as a conceptual framework, this paper reviews scholarship in support and critique of each type of cultural teaching. Because each of these three pedagogies continues to be used in various contexts worldwide, a clear understanding of the beliefs systems underpinning the belief systems of teachers and learners is essential. Keywords: Culture; Language Teaching; Methodologies. INDONESIAN ABSTRACTBudaya merupakan bagian integral dari studi bahasa, namun khalayak belum mengemukakan argumen teoritis yang koheren untuk bagaimana budaya dapat atau harus digabungkan dalam pendidikan bahasa. Dalam upaya memperbaiki situasi ini, makalah ini mengulas literatur tentang ajaran budaya, dengan mengacu pada identifikasi tiga pedagogi Larzén (2005) yang digunakan untuk mengajarkan tentang budaya di dalam kelas bahasa: melalui pedagogi informasi, pedagogi persiapan, dan pedagogi perjumpaan Pedagogi informasi mengambil orientasi kognitif, membingkai budaya sebagai pengetahuan faktual, dengan fokus pada guru sebagai pemancar pengetahuan. Pedagogi persiapan menggambarkan budaya sebagai keterampilan, dan bertujuan untuk membantu siswa mengembangkan kompetensi sosiokultural, pragmatis, dan strategis yang diperlukan untuk interaksi dengan penutur asli. Pedagogi pertemuan mengambil pendekatan antar budaya, dengan orientasi afektif, dan bertujuan untuk membantu siswa mengembangkan toleransi, empati, dan kesadaran akan perspektif mereka sendiri dan orang lain, dan sifat budaya yang muncul. Dengan menggunakan ketiga pedagogi ini sebagai kerangka konseptual, makalah ini mengulas pustaka untuk mendukung dan mengkritik setiap jenis pengajaran budaya. Karena masing-masing dari ketiga pedagogi ini terus digunakan dalam berbagai konteks di seluruh dunia, pemahaman yang jelas tentang sistem kepercayaan yang mendasari sistem kepercayaan guru dan pelajar sangat penting.Kata kunci: Budaya; Pengajaran Bahasa; Metodologi.
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Vergunovs, Viktors. "Rīgas Politehniskā institūta absolvents agronoms Boriss Jenkens (1873–1943)." Inženierzinātņu un augstskolu vēsture 2 (November 1, 2018): 133–52. http://dx.doi.org/10.7250/iav.2018.011.

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Raksts veltīts Rīgas Politehniskā institūta (RPI) absolventa (1900) agronoma Borisa Jenkena (Борис Карлович Єнкен; 1873–1943) dzīvei un radošajam mantojumam. B. Jenkens bija Ukrainas nacionālās lauksaimniecības organizators, zinātnieks, selekcionārs, pedagogs, vēsturnieks un agrārās zināt- nes bibliogrāfs. Pētījums veikts, izmantojot maz zināmus un nesen plašākai publikai lietošanai nodotus dokumentus Krievijas Federācijas un Ukrainas arhīvos, kā arī monogrāfijas un publikācijas periodiskajos izdevumos. Rakstā analizēti zinātnieka dzīves un darbības periodi, kas skar nacionālās lauksaimniecības izmēģinājumu organizāciju un ieviešanu galvenokārt selekcijas un sēklaudzēšanas jomā. Akcents likts uz B. Jenkena zinātniski pedagoģisko darbību Ukrainā: Harkovā (1908–1919; 1925–1926; 1930), Odesā (1924), Maslovkā (1927–1929) un Kijevā (1928–1929).
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Suchánková, Eliška, and Renáta Matušů. "Spiritualita pedagogů tradičních a alternativních škol." Sociální pedagogika / Social Education 8, no. 2 (November 15, 2020): 29–43. http://dx.doi.org/10.7441/soced.2020.08.02.02.

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Studie se zaměřuje na spiritualitu pedagoga jako významnou dimenzi osobnosti člověka, který vstupuje do edukačního procesu a ovlivňuje jej. Představuje výsledky výzkumu, jehož cílem bylo prostřednictvím dotazníkového šetření zjistit míru spirituality u pedagogů základních škol (N = 192), rozdíly v míře spirituality mezi pedagogy tradičních a alternativních škol a souvislost spirituality s empatií. Ukazuje se, že míra spirituality pedagogů alternativních škol je významně vyšší v dimenzích ekospiritualita, etický entuziasmus, sounáležitost, mystika, svědomitá starostlivost a latentní monoteismus než míra spirituality pedagogů tradičních škol. Bylo zjištěno, že celková míra spirituality pozitivně koreluje s mírou empatie a že je spiritualita pedagogů významným prediktorem jejich empatie.
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Dissertations / Theses on the topic "Pedagogs"

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Fjellman, Johan. "Herr pedagog : En essä om en manlig pedagogs förhållning till generaliseringar i en kvinnodominerad miljö." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19128.

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Min essä handlar om de erfarenheter jag har som manlig pedagog i förskolan och hur de har påverkat mig som manlig pedagog inom förskolan och mina självupplevda händelser som påverkat mig i min yrkesroll. Den gemensamma nämnaren i mina upplevda händelser jag beskriver är att jag möter tankar om den manliga pedagogen som en förmedlare av värden som antingen ses som goda, eller som hot. Mitt dilemma handlar om att jag som manlig pedagog får förhålla mig till generaliseringar om män som potentiella pedofiler men också generaliseringar om mannen som normskapande och auktoritär aktör i en kvinnodominerad miljö. Uppsatsens huvudsakliga syfte har varit att problematisera och synliggöra olika perspektiv på manliga pedagoger inom förskolan. Min essä sträcker sig över en tidsperiod från slutet av 1990-talet fram till idag.Uppsatsen är skriven i en vetenskaplig essäform. Den är baserad på mina egna erfarenheter och mina erfarenheters möte med olika teoretiska perspektiv och teorier. Att skriva uppsatsen i formen av en erfarenhetsbaserad vetenskaplig essä har hjälpt mig att låta mina erfarenheter möta teoretiska perspektiv och därigenom se mina egenupplevda händelser ur nya perspektiv. I uppsatsens reflekterande del använder jag mig av flera olika teoretiska perspektiv för att kunna få perspektiv på mitt dilemma och nå min frågeställning. Jag inleder uppsatsens reflekterande del med en historisk beskrivning av mannen i den svenska förskolan. Jag beskriver även pedofildebattens ursprung. Med hjälp av olika forskares tankar kring genus, intersektionalitet, maskulinitet och könsmaktsordning reflekterar jag över mitt och de personers handlande som beskrivs i min inledande berättelse.
My essay is about the experiences I have as a male teacher in preschool and how they have influenced me as a male teacher in preschool and my self-experienced events that have influenced me in my professional capacity. The common denominator in my perceived events I describe is that I encounter ideas about the male teacher as a mediator of values that are either seen as good, or as a threat. My dilemma is that I as a male teacher may relate me to generalizations about men as potential pedophiles but also generalizations about men as the norm creation and authoritative actor in a female-dominated environment. The essay's main aim has been to identify the problems and highlight different perspectives of male teachers in preschools. My essay spans a period from the late 1990s to today.The essay is written in a scientific essay form. It is based on my own experience and my experience entities meeting with different theoretical perspectives and theories. Writing the essay in the form of an evidence-based scientific essay has helped me to let my experiences meet theoretical perspective and thereby make my own perceived events from a new perspective. In the essay reflective part, I use several different theoretical perspectives in order to gain perspective on my dilemma and reach my issue. I begin the essay reflective part with a historical description of the man in the Swedish preschool. I also describe pedophile debate origin. Using different researcher’s ideas about gender, intersectionality, masculinity and gender power structure, I reflect on my actions and the persons described in my initial story.
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Grundberg, Kristina. "En pedagogs syn på genus : En kvalitativ studie om pedagogers syn på sitt genusarbete." Thesis, Umeå universitet, Pedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-95167.

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Syftet med denna uppsats var att synliggöra hur pedagoger uppfattar sitt eget genusarbete, deras tankar och synsätt kring hur de arbetar mot en jämställd förskola.I forskningsbakgrunden fokuseras det på att förklara begreppet genus närmre. Det definieras vad skollagen säger om genus och jämställdhetsarbete och vad det innebär för dem som arbetar som pedagoger inom förskolan i dag. Sedan beskrivs även hur pedagogers arbete med genus kan se ut på förskolan och pedagogernas arbete berörs genom relevant litteratur. Metoden som valdes för att synliggöra pedagogerns tankar kring sitt eget arbetssätt var kvalitativa intervjuer med semistrukturerade frågor. Vid intervjuerna användes inte en ljudupptagare utan stödpunkter antecknades under intervjuns gång.Resultatet visade att de flesta pedagoger inte tyckte att de uppnådde målen enligt läroplanen och att de inte finns tillräckligt med kunskap inom arbetslaget för att det skall ske. Bristande kunskap är något som flera av pedagogerna tar upp som en anledning till att målen inte kan uppnås. Resultatetav studien visar att pedagogerna måste bli mer medvetna om sitt eget arbete kring genus, det är deras medvetenhet kring genus som kan förändra de invanda könsroller och normer som de, om de inte reflekterar över sitt arbete överför till barnen. Det måste råda en gemensam vilja i en personalstyrka för att uppnå målen i läroplanen vilket flertalet av pedagogerna tyvärr inte anser att de i dagsläget gör.
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Olsson, Helena. "Barns rättighet är en pedagogs skyldighet : En studie i Kenya om pedagogers syn på barns inflytande i undervisningen." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29953.

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The purpose of my study was to explore how preschool educators in Kenya look at children's influence on teaching. Researchers have argued that the formal educational system in Kenya today is a remnant of its days as a colony when people were expected to blindly follow rules without questioning them. I have used qualitative interviews as a method in order get the most concrete understanding of educators’ views on the influence from children. The educators I interviewed were based at a school I visited in Kenya. There were three preschool teachers and one first grade teacher working at the school so the number of educators available for interviews was limited. From my interviews, I wanted to learn if educators use the UN convention on the rights of the child and the curriculum in their teaching. My results of the study showed that educators think that they give children influence in the teaching when the children are involved in the teacher led lessons and activities. Not all of the educators used the UN convention on the rights of the child in their teaching and the views on children’s influence varied among the educators. Some of the educators thought that children should obey them without questioning, while other educators stated that they do give children influence in the teaching process. The curriculum provides the educators with a lot of room to make their own interpretations of children’s influence. The educators' views on the curriculum are to use it as a guide book and follow its instructions in order for the children to reach satisfactory targets. The conclusion of my studies is that there is a need of clearer guidelines in the curriculum concerning children’s influence on teaching.
Syftet med min studie var att undersöka hur förskolepedagoger i Kenya ser på barnens inflytande i undervisningen. Forskare har menat att dagens formella undervisningssystem i Kenya är en kvarleva från kolonialtiden då individer förväntades att följa regler utan att ifrågasätta. Jag har använt mig av kvalitativa intervjuer som metod för att få en så konkret uppfattning om pedagogers syn på inflytande. Pedagogerna jag intervjuade var på en skola där jag vistades under en tid i Kenya. Det fanns tre förskolepedagoger på skolan och en lärare i årskurs ett så mitt urval av pedagoger till intervjuerna var inte så stort. I mina intervjuer ville jag veta om de använder sig av FN:s barnkonvention och läroplanen i sin undervisning. Mina resultat av studien visade att pedagogerna anser att de ger barnen inflytande i undervisning genom att barnen är delaktiga i de lärarledda lektioner och aktiviteter som pedagogen håller i. Alla pedagoger använde sig dock inte av FN:s barnkonvention och synen på barns inflytande varierade bland pedagogerna. Vissa pedagoger tyckte att barn skulle lyda utan att ifrågasätta och andra att de ger barn inflytande i undervisningen. Läroplanen ger i dagsläget stort utrymme för pedagogerna att ha sina egna tolkningar kring barns inflytande. Pedagogernas syn på läroplanen är att använda den som en handbok och att följa det som står i den för att barnen ska uppfylla målen för godkänt. Slutsatserna av min studie är att det finns ett behov av att ha tydligare riktlinjer i läroplanen om barns inflytande i undervisningen.
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Hammerin, Mikaela, and Sofia Nilsson. "En pedagogs vardag i förskolan : Att arbeta med flerspråkiga barn." Thesis, Mittuniversitetet, Avdelningen för utbildningsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-27089.

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Nellbeck, Elisabeth, and Anette Larsson. "Den interaktiva tavlans effekt på en pedagogs agerande i planerings- och undervisningssituationer." Thesis, University of Gävle, Department of Education and Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-331.

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Skolornas användande av teknisk utrustning har eskalerat sen ett flertal årtionden. Tidigare använde sig pedagoger i skolorna av svart tavla och krita i sin undervisning till att de i dagsläget använder sig av mer eller mindre komplicerad teknisk utrustning exempelvis

datorer. Informationsteknologin tog reell fart genom att det med ekonomiska resurser satsades på kompetensen för både elever och pedagogers kunnande gällande datakunskap. En teknisk utrustning som kan användas som ett pedagogiskt verktyg är den interaktiva tavlan(IAT) som är en beröringskänslig tavla kopplad till dator, projektor och ett nätverk. En interaktiv tavla kan även fungera som en vanlig skrivtavla, en sk. Whiteboard, men i princip utgör den via den

projicerade bilden en förlängning av datorns bildskärm samtidigt som möjlighet finns att via tavlan styra vad som visas. Vid litteraturgenomgång har framkommit att Storbritanniens satsning på IT i skolan har fått stort genomslag via införandet av den IAT:n i näst intill varje klassrum. Det som framkommit i både studiens litteraturgenomgång och resultatdel är bland annat vikten av utbildning gällande IAT:ns teknik och funktioner. Syftet med detta

examensarbete är att studera en pedagogs användande, för- och nackdelar med IAT:n som ett pedagogiskt verktyg. De frågeställningar som ställts i studien är: Hur använder en pedagog den interaktiva tavlan? och Vilka eventuella för- och nackdelar finns?

I studien som utförts har data samlats in och där källorna som använts för datainsamlingen har varit (a) videoupptagning,

(b) ostrukturerad intervju och (c) analyser av datakällor.

Videoupptagningarna genomfördes i klassrummets befintliga miljö vid sju olika lektionstillfällen och där ämnena varierade. Den ostrukturerade intervjun som var baserad på temafrågor utfördes med pedagogen och pågick i cirka 50 minuter. (A) Analys av videoupptagningar och intervju utfördes av författarna som studerade de data som framkommit av källorna och vid ett senare tillfälle utfördes även en (B) analys av videoupptagningarna. Denna utfördes av pedagogen som fick möjlighet att reflektera och kommentera över sitt eget agerande. Vid datainsamlingen har utgångspunkterna för temafrågorna varit de frågeställningar som legat till grund för studiens syfte.

En intressant aspekt som framkommit i studien är vilken inverkan IAT:n fått på undervisningseffektiviteten, vilket kan få både positiv och negativ effekt. En negativ effekt kan vara om hastigheten på undervisningen går för fort fram för att eleverna skall hinna

befästa sina kunskaper. En positiv effekt som framkommer är att pedagogen kan vinna tid när denne planerar och förbereder sin undervisning. Ett annat viktig påpekande som framkommit i denna studie är att pedagogen bör planera och lägga upp undervisningen så att eleverna känner sig delaktiga och engagerade i den nya tekniken. De skall känna att IAT:n även är deras verktyg och inte bara pedagogens. Engagemang från eleverna kan åstadkommas på många olika sätt. Det gäller för pedagogerna att hitta en bra väg som passar alla olika individer och detta kan åstadkommas genom att hitta elevernas olika intressen och utifrån dessa planera undervisningen. I studien har uppmärksammats att det som behövs för att kunna använda tekniken till fullo är utbildning och ett intresse från pedagogen.

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Alpmyr, Emelie. "Språkutvecklingens betydelse för barns delaktighet i samspel : Ur en pedagogs synvinkel och erfarenhet." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-70028.

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Syftet för denna studie är att uppmärksamma betydelsen av pedagogers syn och erfarenheter om hur det verbala språket kan få betydelse för barns delaktighet i förskolan. Studiens resultat visar att barn med hjälp av det verbala språket kan lättare samspela med andra barn i lek. Barnen kan med hjälp av språket förklara och kommunicera så att de andra barnen inte missförstår. Det har visat sig att barnen använder sig av andra kommunikationssätt för att kommunicera och samspela med andra barn, exempelvis kroppsspråket. Pedagogens roll är att hjälpa barnen som en mellanhand, hjälpa barnen att tolka vad kompisarna säger men också tolka vad det barnet som inte använder sig av det verbala språket vill förmedla till sin omgivning. Den verbala språkutvecklingen ger barnen större möjlighet för delaktighet i lek. I läroplanen för förskolan definieras det att det är förskollärarens ansvar att ge barnen möjlighet till att utvecklas inom språk för att kunna kommunicera med omvärlden.
The purpose of this study is to draw attention to the importance of educators' views and experiences of how the verbal language may be important for children's participation in interaction. The result of the study shows that children who uses the verbal language easier can interact with other children in play. The children will be able to communicate and explain things to the one other with the language as a help so that there would be less misunderstandings. In the study it has been found that the children use other ways to communicate to interact with other children, such as body language. The educators roll is to help the children as an intermediary, to help the children to interpret what the child who does not use the verbal language wants to convey to the surrounding. The development of the verbal language gives the children greater opportunities for participation in play. In the preschool curriculum it is defined that the responsibility of the preschool teacher is to enable children to develop on language so that they can communicate with the world.
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Engström, Johanna. "Hur ska jag stödja barnet språkligt : en vetenskaplig essä om en pedagogs svårigheter att kommunicera med ett andraspråkigt barn." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41144.

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Denna vetenskapliga essä har sin utgångspunkt i en gestaltning som speglar mina svårigheter i att språkligt stödja ett andraspråkigt barn. Gestaltningen beskriver olika händelser inom en förskoleverksamhet där jag försöker kommunicera med barnet. Jag använder mig av olika resurser för att kommunikationen ska underlättas och för att göra verksamhetens innehåll förståelig för barnet. De varierande kommunikativa strategierna når inte hela vägen fram. I essän reflekterar och undersöker jag vad detta beror på. De centrala frågeställningarna handlar om hur kommunikationen kan förbättras efter ett andraspråkigt barns behov. Hur kan kommunikationen förbättras mellan pedagog och barn, inom förskolemiljön och inom leken? Ett centralt tema inom essän handlar om hur jag ska stödja barnet i svenska och barnets egna modersmål. Essän undersöker också hur och varför icke-verbala kan användas som stöd till ett andraspråkigt barn. Inom denna vetenskapliga essä får reflektionen ta stor plats. Genom att jag får reflektera över mitt yrkeshandlande i dialog med litteratur och vetenskapliga artiklar kan jag förstå dilemmat från olika perspektiv. Därmed kan jag även reflektera över möjliga lösningar till en bättre kommunikation för det andraspråkiga barnet.
This scientific essay is based on various describes events that reflects my difficulties communicating with a bilingual child. I use various resources in order to make the communication easier. The different communicative strategies does not work optimally. In this essay I explore what may have gone wrong with the communication. The essay´s central issues are about how to make communication better according to the needs of a second language child. How can communication be improved between the educator and the child? How can it be improved within the preschool environment? How can it be improved when the children are playing? A central theme of the essay is about how I should support the child in the mother tongue and the majority language. The essay examines why non–verbal resources can be used for second language children. In the essay, the reflection is given a lot of space. I reflect in dialogue with literature and scientific articles in order to understand the dilemma from different perspectives. In this way, I can reflect on possible solutions for better communication for the second language child.
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Pinto, Umberto de Andrade. "Pedagogia e pedagogos escolares." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22062007-095259/.

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A pesquisa tem por objetivo ressignificar o papel do pedagogo na escola atual e caracteriza-se fundamentalmente por uma investigação teórica, complementada com dados empíricos coletados junto a professores do ensino básico na rede pública do Estado de São Paulo. Trata da questão epistemológica da Pedagogia, diferenciando e relacionando-a com as Ciências da Educação, de modo a identificá-la como campo de conhecimento sobre e na educação, esta entendida como fenômeno da prática social. Desenvolve um estudo histórico de como ocorre a universalização do Ensino Fundamental no país, assim como da atuação dos pedagogos nas escolas brasileiras. Analisa os desafios e as demandas da escola pública na atualidade e dos serviços pedagógicos reivindicados pelos professores. Apresenta quatro áreas de atuação do pedagogo escolar articuladas ao projeto político pedagógico das escolas: a coordenação do trabalho pedagógico, a direção escolar, a coordenação dos programas de desenvolvimento profissional dos educadores e a articulação da escola com a comunidade local. O trabalho defende que os profissionais que ocupam os cargos diretivos nas escolas tenham formação específica no campo pedagógico, o que efetivamente os habilitariam como pedagogos escolares. A literatura da área consultada apoiou-se principalmente em Dias de Carvalho, Estrela, Franco, Pimenta, Kuenzer, Libâneo, Paro, Sacristán, Saviani, Schmied- Kowarzik, Silva Jr. e Veiga.
This research aims to re assess the pedagogue\'s role at the contemporary school. Its main characteristic is a theoretical investigation, which was complemented by empirical data gathered through schoolteachers at São Paulo State public schools. It deals with Pedagogy epistemological question and both differentiates and relates it to the education sciences in order to identify pedagogy as the field of knowledge of and about education whose meaning here is a social practice. It develops a historical study to show how first grade school became universally available in this country and how pedagogues have worked at Brazilian schools. It analyses the challenges and needs at the public contemporary school and what kind of services the teachers demand. It presents four working areas for the school pedagogue: to coordinate the pedagogical work, to coordinate the teachers\' training programs, to provide a link with the local community and to manage the school. It argues that those professionals who are in the managing/coordinating jobs at the schools ought to have studied Pedagogy, what would effectively prepare them to be school pedagogues. The study deals primarily with the work developed by Dias de Carvalho, Estrela, Franco, Pimenta, Kuenzer, Libâneo, Paro, Sacristán, Saviani, Schmied- Kowarzik, Silva Jr. and Veiga.
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Alarcon, Liz, and Matilda Öjdahl. ""Ett rum där man kan läsa och ha disco". : Fyra barns och en pedagogs tankar kring sin litteraturmiljö på förskolan." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-266330.

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Syftet med detta självständiga arbete var att kartlägga litteraturmiljön utifrån frågeställningar rörande fyra barns och en pedagogs tankar, sett ur ett normkritiskt och genusperspektiv. Med detta arbete vill vi kartlägga hur det kan se ut i praktiken och vilka tankegångar som kan röra sig ute på en svensk förskola hos både barn och vuxna. Genom att själva observera litteraturmiljön på en utvald avdelning, föra en samtalsintervjuundersökning med fyra barn, två pojkar och två flickor, samt att göra en intervjuundersökning med en pedagog fick vi fram ett resultat som påvisade hur detta kan se ut ur både ett barnperspektiv och ett barns perspektiv. Vår studie visade att det kan finnas genus- och även normkritiska skillnader mellan de olika könen i förskolan – på den utvalda avdelningen tar pojkar större plats än vad flickor gör och de ser olika på böckernas tillgänglighet. Flickorna menade på att man var tvungen att fråga en pedagog om tillstånd för att låna en bok, medan pojkarna menade på att barnen själva kunde välja att ta vilken bok de ville ha. I resultatet framkom det även att det på avdelningen finns en omedveten skillnad hos de tillfrågades, det vill säga både i barnens och den vuxnes svar gällande synen på böckers tillgänglighet i sin litteraturmiljö. Pedagogen menade på att det enligt hen fanns normer kring litteraturmiljön då pedagogen haft samtal med barnen gällande förhållningssättet kring böckerna, men medgav samtidigt att det inte var någonting hen egentligen reflekterat över.
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Gustafsson, Richard, and Ida Gustafsson. "Pedagogisk dokumentation, en fjärde pedagog?" Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-26551.

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Books on the topic "Pedagogs"

1

Vērin̦a, Sofija. Jāzeps Vītols: Komponists un pedagogs. Rīga: Avots, 1991.

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T︠S︡uker, A., and I. P. Dabaeva. Problemy prepodavanii︠a︡ garmonii v muzykalʹnom uchilishche: Pedagogi VUZOV - pedagogam uchilishch. Rostov-na-Donu: Gefest, 1997.

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Cruz, Giseli Barreto da. Curso de pedagogia no Brasil: História e formação com pedagogos primordiais. Rio de Janeiro: WAK Editora, 2011.

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Balvín, Jaroslav. Andragogics, social pedagogy and social work: Pedagogic, philosophical and ethical aspects. Prague: Hnutí R=The R-Movement, 2012.

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Monchinski, Tony. Engaged Pedagogy, Enraged Pedagogy. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-448-5.

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Ryndak, Valentina. Pedagogy. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25026.

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Turbovskoy, Yaokv. Pedagogy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1168573.

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In the monograph, in accordance with the program, it is revealed how and thanks to what a graduate of a pedagogical college can become a real professional teacher. At the same time, it highlights not only the necessary theoretical foundations that ensure high professional efficiency of pedagogical activity, but also the necessary methods, the possession of which will ensure the possibility of achieving educational results and-no less important-the possibility of creative self-realization. For students of pedagogical specialties, as well as all those interested in pedagogy.
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G, Polo Aguirre, ed. Acercamiento Musical. Bogotá, Colombia: Ediarte S.A., 1997.

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Parlić-Božović, Jasna Lj. Obrazovanje i vaspitanje u delima srpskih pedagoga između dva svetska rata (1918-1941) = Education and pedagogy in the works of Serbian pedagogues between two world wars (1918-1941). Kosovska Mitrovica: Filozofski fakultet, 2010.

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Rourke, Arianne. Pedagogy leads technology: Online learning and teaching in higher education : new technologies, new pedagogies. Champaign, Ill: Common Ground Pub., 2011.

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Book chapters on the topic "Pedagogs"

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Monchinski, Tony. "Engaged Pedagogy, Enraged Pedagogy." In Engaged Pedagogy, Enraged Pedagogy, 137–47. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-448-5_7.

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Ergas, Oren. "Pedagogy and Meta-pedagogy." In Reconstructing 'Education' through Mindful Attention, 123–45. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58782-4_5.

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Bradley, Ben. "Pedagogy." In Encyclopedia of Critical Psychology, 1338–41. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_213.

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Biddulph, Mary, David Lambert, and David Balderstone. "Pedagogy." In Learning to Teach Geography in the Secondary School, 64–96. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Learning to teach subjects in the secondary school: Routledge, 2020. http://dx.doi.org/10.4324/9780429426780-4.

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Winterbottom, Daniel. "Pedagogy." In Design-Build, 14–106. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315679372-2.

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Hadland, Cheryl. "Pedagogy." In Creating an Eco-Friendly Early Years Setting, 33–42. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429445842-4.

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Vilaseca, Stephen Luis. "Pedagogy." In Anarchist Socialism in Early Twentieth-Century Spain, 185–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44677-2_12.

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Rousell, David. "Pedagogy." In Immersive Cartography and Post-Qualitative Inquiry, 62–78. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367816445-5.

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Choo, Suzanne S. "Pedagogy." In Teaching Ethics through Literature, 87–111. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Citizenship, character and values education: Routledge, 2021. http://dx.doi.org/10.4324/9780429292101-5.

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Carlsson, Andreas. "Pedagogy." In Becoming a Better Sports Coach, 133–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195153-5.

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Conference papers on the topic "Pedagogs"

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Martins, Fernanda, and Shirleide Cruz. "A construção da profissionalidade docente do pedagogo do Instituto Federal de Brasília: entre a realização e o desafio." In Simpósio Internacional Trabalho, Relações de Trabalho, Educação e Identidade. Appos, 2020. http://dx.doi.org/10.47930/1980-685x.2020.1503.

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Este artigo buscou compreender a construção da profissionalidade docente dos pedagogos que atuam na docência da educação profissional no contexto do Instituto Federal de Brasília. A pesquisa faz parte de uma pesquisa maior de mestrado que foi desenvolvida a partir da realização de entrevistas semiestruturadas com dezessete pedagogos docentes efetivos, temporários e substitutos que atuam nos cursos de formação inicial e continuada a pós-graduação no IFB. Utilizou-se como metodologia a abordagem quanti-quali, numa perspectiva crítico-dialética A análise dos dados se deu pela metodologia dos Núcleos de Significação a partir da proposta de Aguiar e Ozella (2006), o que nos possibilitou realizar uma análise empírica encontrando como núcleo de significação “Função docente: entre a realização e o desafio no trabalho docente do pedagogo no IFB”. Nele constatamos que o pedagogo docente constrói sua profissionalidade em meio aos desafios encontrados na complexidade na realização do seu trabalho e na falta de acolhimento e de integração da instituição, como também na realização pela valorização de seus conhecimentos pedagógicos por parte da instituição e dos alunos.
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Guo, Enyang. "A Note on the Pedagogies about Comprehensive Learning." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5233.

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This paper is an empirical study to examine the effectiveness of different pedagogies in knowledge perception. The study uses data from 562 students during the period from 2012 to 2016 that measures students’ performance in the Finance courses aligned with the commonly implemented pedagogies in teaching. The results from the empirical tests verify the theme proposed by Richard L. Gregory (a prominent British neuropsychologist) that learning is achieved through a process of analogizing and aligning the new information with available and stored knowledge in the brain, and the continuous efforts to discover and solve the problems in learning bring about this effectiveness. The study provides a detailed assessment for different pedagogies in teaching that offers reflections on effectiveness for teaching and learning. Keywords: Pedagogy, Education Research, and Finance
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Magauova, Akmaral, Zhamilya Makhambetova, and Svetlana Lukashova. "Comparative Analysis of Educational Programs for Training Social Pedagogues on the Example of Universities in Kazakhstan, Lithuania and Germany." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.031.

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Abstract. In the context of integration of national education systems into a single global educational space, the competency-based paradigm of education serves as the main for training competitive strategy specialists. The transition to competency-based educational standards of higher education involves the formation of students' professional competences for successful professional activity. The aim of the research is to study and analyse the experience of development of professional competences in the training of social pedagogues in Kazakhstan, Lithuania, and Germany. In this paper, the study and comparative analysis of the experience of forming professional competences in the training of social pedagogues in Kazakhstan, Lithuania and Germany are carried out. The research showed that during the period of study at the University in the specialty "Social pedagogy and self-cognition", it is necessary to introduce a competency-based approach aimed at the formation of professional competences for working in an inclusive education. As a result of the research, the nature and trends of training social pedagogues in three countries are identified, then general and special competences of social pedagogues are analysed; finally, the professional competences adopted by the world community are highlighted.
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Hughes, Michael. "Constructing Interior Design Pedagogy." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.26.

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This paper explores the nascent state of hands-on pedagogy within interior design education with regard to the impact of design-build precedents native to architectural curricula, as well as the challenges imposed by conventional assumptions linked to intellectual hierarchies and gender bias. Two primary models are emerging: Objects and the, less common, Augmentation. These methods will be discussed and illustrated with examples drawn from schools in North America and the Middle East. Taken together the methods and projects structure an evolving taxonomy for pedagogies of making in interior design.
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Dalila da Silva Almeida Santiago, Debora, and Jose Avelino da Hora Neto. "PEDAGOGIA E EDUCAÇÃO NÃO FORMAL: FORMAÇÃO DO PEDAGOGO PARA ALÉM DOS MUROS DAS ESCOLAS." In VI Congresso internacional das lincenciaturas. Instituto internacional despertando vocações, 2017. http://dx.doi.org/10.31692/2358-9728.ivcointerpdvl.2017.00199.

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Hadjerrouit, Said. "Using a Learner-Centered Approach to Teach ICT in Secondary Schools: An Exploratory Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3225.

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Despite the importance of ICT (Information and Communication Technology) as a school subject in secondary education, there is a lack of an integrated ICT pedagogy that is elucidated within a broad framework of educational practice. The focus is still on technicalities and reproduction of knowledge rather than conceptual understanding of ICT. To realize the potential inherent in ICT, there is a need for innovative ICT pedagogies in secondary education. The purpose of this work is to involve student teachers in applying and evaluating a learner-centered ICT teaching method in their teaching practice at the secondary school level. The goal is to explore student teachers’ learning processes when practicing the method and critical factors of success.
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RODRIGUES, GISELE SONCINI. "A UTILIZAÇÃO DAS METODOLOGIAS ATIVAS E IMERSIVAS NAS AULAS AO VIVO: NOVAS PERSPECTIVAS PARA O ENSINO NO CURSO DE PEDAGOGIA A DISTÂNCIA." In 26º CIAED Congresso Internacional ABED de Educação a Distância. Associação Brasileira de Educação a Distância - ABED, 2020. http://dx.doi.org/10.17143/ciaed.xxviciaed.2020.54904.

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COM A VASTA INSERÇÃO DA TECNOLOGIA NA SOCIEDADE, PRINCIPALMENTE, NO ÂMBITO EDUCACIONAL, O ENSINO A DISTÂNCIA GANHA FORÇA E EXPRESSIVIDADE. DIANTE DA FACILIDADE E DO ACESSO AOS MEIOS DE COMUNICAÇÃO, É RELEVANTE A COMPREENSÃO DOS RECURSOS TECNOLÓGICOS EM FAVOR DE UMA APRENDIZAGEM MAIS DINÂMICA E ACESSÍVEL PARA O ALUNO. DESSA FORMA, A PROBLEMÁTICA DA PESQUISA ADEQUA-SE EM COMO SELECIONAR E UTILIZAR METODOLOGIAS ATIVAS E IMERSIVAS, QUE AGREGADAS ÀS TECNOLOGIAS DA INFORMAÇÃO, SEJAM CAPAZES DE OFERECER UM MAIOR INTERESSE PELOS CONTEÚDOS PEDAGÓGICOS E QUE PRIVILEGIAM PARA UMA DECISIVA FORMAÇÃO DE FUTUROS PEDAGOGOS. O OBJETIVO DESTE ARTIGO, CONSISTE EM APRESENTAR A DEFINIÇÃO E SUGESTÕES DE METODOLOGIAS ATIVAS E IMERSIVAS NAS AULAS AO VIVO DO CURSO DE PEDAGOGIA, NA MODALIDADE À DISTÂNCIA, BEM COMO SINALIZAR AS DIFERENTES FERRAMENTAS METODOLÓGICAS E RECURSOS DIDÁTICOS EXISTENTES, VISANDO À MELHORIA DO PROCESSO DE ENSINO E APRENDIZAGEM.PARA ELABORAÇÃO DO PRESENTE ARTIGO UTILIZOU-SE A PESQUISA BIBLIOGRÁFICA, FAZENDO USO DE LIVROS, ARTIGOS CIENTÍFICOS E DISSERTAÇÕES QUE TRATAM DO REFERIDO TEMA. ALÉM DISSO, REALIZOU-SE UMA PESQUISA NO AMBIENTE VIRTUAL DE APRENDIZAGEM DO CURSO DE PEDAGOGIA EAD, COM O PROPÓSITO DE IDENTIFICAR A PRESENÇA DE ESTRATÉGIAS METODOLÓGICAS QUE CONTEMPLE AS METODOLOGIAS ATIVAS E IMERSIVAS.
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Dahnoun, Naim. "Pedagogy for Engineering and Digital Pedagogy." In 2020 9th Mediterranean Conference on Embedded Computing (MECO). IEEE, 2020. http://dx.doi.org/10.1109/meco49872.2020.9134311.

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Harvey, Jen, Claire McAvinia, Kevin O'Rourke, and Jason FitzSimmons. "Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.24.

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Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.
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VILAR DA SILVA, VIRGINIA RENATA, and VIVIANE DE BONA. "CULTURA DIGITAL E FORMAÇÃO DO PEDAGOGO NA SOCIEDADE CONTEMPORÂNEA: ANÁLISE DE UM CURSO DE PEDAGOGIA DE PERNAMBUCO." In XIV Colóquio Internacional "Educação e Contemporaneidade". Grupo de Estudos e Pesquisas "Educação e Contemporaneidade", 2020. http://dx.doi.org/10.29380/2020.14.07.57.

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Reports on the topic "Pedagogs"

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Seeber, Kevin. The Failed pedagogy of punishment. ACRL Press, 2016. http://dx.doi.org/10.25261/ir00000048.

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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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Sweeney, Beth. Framing Transportation Planning Pedagogy for Sustainability Generalists. Portland State University Library, January 2014. http://dx.doi.org/10.15760/trec.49.

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Asadullin, R. M., and I. V. Sergienko. E-training is a specialized dictionary of "Pedagogy». OFERNIO, February 2020. http://dx.doi.org/10.12731/ofernio.2020.24483.

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R. M., Asadullin, and Sergienko I. V. E- training is a specialized dictionary of "Pedagogy». OFERNIO, March 2020. http://dx.doi.org/10.12731/ofernio.2020.24500.

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Neilson, Leighann, and Lindsay J. McShane. Closing the Loop: Community Engaged Pedagogy in Business Courses. Carleton University, April 2016. http://dx.doi.org/10.22215/cfice-2016-03.

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Bando, Rosangela, Emma Näslund-Hadley, and Paul Gertler. Inquiry and Problem Based Pedagogy: Evidence from 10 Field Experiments. Inter-American Development Bank, October 2018. http://dx.doi.org/10.18235/0001491.

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Linkov, V. V., and I. A. Katashev. DIRECTIONS OF DEVELOPING PROFESSIONAL EDUCATION IN DEAF AND DUMB PEDAGOGY. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-20111.

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Gillett-Swan, Jenna, and Jonathan Sargeant. Voice Inclusive Practice: Engaging Children’s Perspectives in Wellbeing Pedagogy: Final Report. Queensland University of Technology, 2016. http://dx.doi.org/10.5204/rep.eprints.203734.

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Evtushenko, I. V., V. V. Linkov, and E. G. Rechitskaya. Contemporary issues and training conditions in special pedagogy and special psychology. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-11120.

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