Relevant bibliographies by topics / Pedagogy for autonomy

Contents

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

Academic literature on the topic 'Pedagogy for autonomy'

Author: Grafiati
Published: 8 September 2021
Last updated: 29 July 2025

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Journal articles on the topic "Pedagogy for autonomy"

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KAVENY, M. Cathleen. "Autonomy, Solidarity and Law's Pedagogy." Louvain Studies 27, no. 4 (2002): 339–58. http://dx.doi.org/10.2143/ls.27.4.943.

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Pickett, Howard. "Pedagogy of Responsibility." Études Ricoeuriennes / Ricoeur Studies 14, no. 2 (2023): 63–77. http://dx.doi.org/10.5195/errs.2023.640.

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The following article reconstructs the philosophy of education implicit in Paul Ricœur’s late writings —above all, his “Autonomy and Vulnerability”— to address the current crisis in the humanities. In keeping with Kant and the Bildung tradition, Ricœur reminds us that education aims, above all, at self-formation. In particular, a “pedagogy of responsibility” serves as a bridge between vulnerability and “autonomy”: shorthand in Ricœur’s thought for character, intellectual independence, and moral maturity. Unlike orthodox Kantians, however, Ricœur highlights the indispensable role symbolic repre
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Sharmin, Sonia. "TEACHER AUTONOMY IN PEDAGOGY FOR AUTONOMY IN LANGUAGE EDUCATION." JOURNAL OF ENGLISH LANGUAGE AND LITERATURE 11, no. 01 (2024): 34–42. http://dx.doi.org/10.54513/joell.2024.11105.

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This article delves into the emerging idea of teacher autonomy in language education pedagogy. Even though it is commonly acknowledged that teacher autonomy is essential for professional development and for promoting learner autonomy, the term has proven challenging to define. To provide a more comprehensive grasp of the concept, this article compiles the various definitions of teacher autonomy offered by various authors. While doing so, it seeks to demonstrate the significance of educating educators on the value of learner autonomy-promoting pedagogical techniques and the significance of self
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Bizzocchi, Carlos Eduardo, and Júlia Félix de Oliveira. "Pedagogia da Autonomia de Paulo Freire na Educação Física escolar - Relações e possibilidades diante da BNCC." Caderno de Educação Física e Esporte 19, no. 3 (2021): 1–7. http://dx.doi.org/10.36453/cefe.2021.n3.27411.

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OBJETIVO: Este artigo tem como proposta trazer as possíveis relações e as potenciais possibilidades propostas por Paulo Freire em sua obra Pedagogia da Autonomia para o desenvolvimento de oito dimensões do conhecimento elencadas para a Educação Física na Base Nacional Comum Curricular (BNCC). MÉTODOS: Valendo-se das recomendações de Freire para a formação progressista dos professores, procuramos associar a prática docente à essência das práticas pedagógicas com vistas ao atingimento dos objetivos relacionados indiretamente às competências da educação básica. RESULTADOS: Por meio do desenvolvim
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Lewis, Mel Michelle. "Intersex Justice Pedagogy." TSQ: Transgender Studies Quarterly 9, no. 2 (2022): 255–63. http://dx.doi.org/10.1215/23289252-9612921.

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Abstract This article coins the term Intersex Justice Pedagogy and outlines this practice as a decolonial and intersectional teaching and learning praxis that affirms bodily integrity and bodily autonomy as the practice of liberation for intersex people of color. The author examines the personal, political, and pedagogical exigency for a pedagogy that centers voices from overlapping and interlocking intersex, queer, trans, nonbinary, and feminist communities of color, and takes a critical approach to examining paradigms of power, sovereignty, and “the science of sex” in a social world. Using s
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Jiménez Raya, Manuel. "CASE PEDAGOGY IN MODERN LANGUAGE TEACHER EDUCATION: AN EXPLORATORY STUDY." Philologia hispalensis 1, no. 34 (2020): 63–78. http://dx.doi.org/10.12795/ph.2020.v34.i01.03.

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Discourses advocating autonomy pervade current language research and policies but teaching practices are often alien to these. This mismatch is reinforced when teacher education represents a disempowering space where student teachers are expected to assimilate and apply academic knowledge, rather than inquire into and explore their own practices. In this paper I analyse the uses of case pedagogy in teacher education for autonomy and argue that case pedagogy can fulfil this purpose. If teacher education is to promote educational change towards autonomy, it needs to focus on the professional exp
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Kostkiewicz, Janina. "On how the absence of one pedagogical trend in the discourse leads to misinterpretations of it... and more on the 'backwardness' in the development of Polish pedagogy." Studia z Teorii Wychowania XV, no. 2 (47) (2024): 9–20. http://dx.doi.org/10.5604/01.3001.0054.6575.

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Summary:The article is a polemic, an attempt to make some necessary corrections required by a reading of the text by Tomasz Szkudlarek "Instrumentalizm a autonomia edukacji" [Instrumentalism and the autonomy of education] (Szkudlarek, 2023). It contains interpretations (criticism) of the issue of educational equality in conservative pedagogy - the author does so on the basis of the article „Edukacja, która ocala i tworzy: pozostał już tylko awangardowy konserwatyzm?” [Education, that saves and creates: is only avant-garde conservatism left?"] (Kostkiewicz, 2022). The texts represent two opposi
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Suanno, João Henrique, Anna Paula de Freitas Rufino, and Priscylla Lorrana Rodrigues Prazeres de Moura. "O pensamento criativo e as TDIC: perspectivas e possiblidades para uma pedagogia da autonomia." Professare 12, no. 3 (2023): e3231. http://dx.doi.org/10.33362/professare.v12i3.3231.

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Este artigo explora o uso do pensamento criativo e das tecnologias digitais de informação e comunicação como ferramentas para promover uma pedagogia da autonomia, com base nos princípios de Paulo Freire. O objetivo é investigar quais elementos didáticos e pedagógicos podem contribuir para essa abordagem. A pesquisa é fundamentada em revisão bibliográfica e estudo empírico, em que, foi realizada uma entrevista com uma educadora do 4º ano do Ensino Fundamental em uma escola pública municipal, buscando compreender como o pensamento criativo e o uso das tecnologias digitais podem ser mediados em s
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Jiménez Raya, Manuel, and Borja Manzano Vázquez. "Case Pedagogy in Initial Teacher Education: An Analysis of its Contribution to the Development of Professional Competences for Autonomy." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (2022): 262–85. http://dx.doi.org/10.37237/130206.

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Case pedagogy is advocated in teacher education for autonomy as a teacher development strategy which can empower (student) teachers to understand and explore the implementation of pedagogy for autonomy. In an initial teacher education module implemented at the University of Granada (Spain), cases have become a crucial tool for promoting student teachers’ professional development towards teacher and learner autonomy. One of the strategies used in the module engages student teachers in exploring the implementation of pedagogy for autonomy during their internship and writing a case narrative on t
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Manuel, Jiménez Raya, and Manzano Vázquez Borja. "Case pedagogy in initial teacher education: An analysis of its contribution to the development of professional competences for autonomy." SiSAL Journal 13, no. 2 (2022): 262–85. https://doi.org/10.37237/130206.

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Case pedagogy is advocated in teacher education for autonomy as a teacher development strategy which can empower (student) teachers to understand and explore the implementation of pedagogy for autonomy. In an initial teacher education module implemented at the University of Granada (Spain), cases have become a crucial tool for promoting student teachers’ professional development towards teacher and learner autonomy. One of the strategies used in the module engages student teachers in exploring the implementation of pedagogy for autonomy during their internship and writing a case narrativ
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Dissertations / Theses on the topic "Pedagogy for autonomy"

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Kotavuopio, Olsson Riitta Anneli. "Beslutsfattning och kontroll : Rektors upplevda autonomi i Sverige och i Finland." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-373864.

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Kämäräinen, Victoria, and Rebecka Hogevall. "Digitaliseringens pris : En studie om det digitala verktyget Workday och dess påverkan på mellanchefens profession och autonomi." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-341379.

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Haerr, Catherine. "Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354218011.

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Hamad, Karmand Abdulla. "Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/33927.

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Learner autonomy has been recognised as a desirable educational goal, especially within the domains of adult and higher education. Whereas this has led to a growing body of research addressing learner autonomy across different educational and cultural contexts, there are still contexts, including Kurdistan-Iraq (i.e. the context of this research), which have remained under-researched. On that account, researchers (e.g. Dickinson, 1996; Little, 1999; Palfreyman, 2003; Usuki, 2007) encourage examining learner autonomy within such settings. This research, therefore, was an attempt to understand t
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Ahmeti, Donarta, and Selma Bacevac. "Utbildningspolitiska reformer och dess inverkan på lärarprofessionen." Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39501.

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Profession is an autonomous social system based on the fact that the work emanates in some form of scientifically produced knowledge. The purpose of the knowledge overview is to find out how the political arena has shaped subject teachers as a profession. Our question for the essay is: What does the educational science research say about how political decisions and governance have affected the teaching profession? The method in the overview was based on research after making a selection based on the relevance to our defined area of the 649 search results (which arefurther presented in the meth
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Anderson, Victoria. "Language Learner Autonomy: Both Sides of the Coin : A study of EFL teachers' and students' perceptions of autonomy in Spain." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122476.

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Learner autonomy has become the latest buzzword in the world of EFL pedagogy and practice, but what do contemporary practitioners and learners of EFL understand by learner autonomy, what do they believe it is, and do they consider it to be valuable? The purpose of this mixed-methods study in Spain is to garner teacher and student perceptions of this popular notion – to identify and compare their beliefs and understandings of autonomous learning and learners within the Spanish EFL context. Specifically, we are focused upon a comparative interpretation of the desirability and feasibility of auto
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Salvi, Ana Inés. "Exploring criticality in teaching English for academic purposes via pedagogy for autonomy, practitioner research and arts-enriched methods." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/107962/.

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This is a practitioner-research study of the development of criticality in English for Academic Purposes (EAP) contexts, via pedagogy for autonomy, exploratory practice (EP), and arts-enriched research methods. The study begins with an exploration of criticality with respect to the literature on Critical English for Academic Purposes (CEAP), critical pedagogy, critical thinking, and critical theory. The context for the empirical research was three short programmes/modules on academic English, involving 56 students in total, at two HE institutions in the UK and a partner university in China, ov
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Ahmed, Farah. "Pedagogy as dialogue between cultures : exploring halaqah : an Islamic dialogic pedagogy that acts as a vehicle for developing Muslim children's shakhsiyah (personhood, autonomy, identity) in a pluralist society." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278513.

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This thesis presents an argument for the use of dialogic halaqah to develop the personal autonomy of young Muslims in twenty-first century Britain. It begins by developing a theoretical grounding for Islamic conceptualisations of personal autonomy and dialogic pedagogy. In doing so, it aims to generate dialogue between Islamic and ‘western’ educational traditions, and to clarify the theoretical foundation of halaqah, a traditional Islamic oral pedagogy, that has been adapted to meet the educational needs of Muslim children in contemporary Britain. Dialogic halaqah is daily practice in two inde
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Cardona, Villegas Claudia Cecilia. "Vers un dispositif hybride autonomisant pour les futurs enseignants de FLE en Colombie. Expérimentation dans une classe de licence de langues vivantes à l’université d’Antioquia." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA065/document.

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Les technologies de l’information et la communication constituent actuellement un défi pour l’éducation en Colombie. La plupart des institutions éducatives, encouragée par le Gouvernement, savent qu’il faut les inclure dans leurs programmes. Cependant, il existe encore une forte réticence qui repose principalement sur la méconnaissance de la part des enseignants.Cette thèse en didactique de langues et cultures essaie de montrer à travers la présentation d’un cours hybride (combinaison de séances en présentiel avec des séances à distance ou virtuelles), que les technologies de l’information et
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Hellsing, Edvin, and Jacob Ragnarsson. "Ledarskapets påverkan på kreativitet : En studie om ledarskapets påverkan på kreativa arbetsprocesser hos ledare och medarbetare inom kommunikationsbyråer." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339614.

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Studiens syfte är att utveckla kunskap om medarbetares samt ledares upplevelser av hur relationen mellan medarbetare och ledare påverkar kreativa arbetsprocesser. Som underlag för att närma oss syftet genomförde vi semistrukturerade intervjuer med nio personer, fördelade på två kommunikationsbyråer. Vi har intervjuat både ledare och medarbetare med olika befattning för att få ett brett svarsunderlag. Vi har utgått från det teoretiska ramverket Leader-Member Exchange (LMX) och har genom det perspektivet undersökt relationen mellan ledare och följare och sökt utkristallisera vik
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Books on the topic "Pedagogy for autonomy"

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Shainberg, Shilah. אוטונומיה וחינוך: Hebeṭim biḳortiyim. Resling, 2008.

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Schwienhorst, Klaus. Learner Autonomy in Second Language Pedagogy and Research: Challenges and Issues. Independently Published, 2018.

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Wehmeyer, Michael L., James E. Martin, Deirdre K. Mithaug, Dennis E. Mithaug, and Martin Agran. Self-Instruction Pedagogy: How to Teach Self-determined Learning. Charles C Thomas Pub Ltd, 2007.

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Aprender escuchando: Autonomía, educación, y guerrilla en Chiapas y Kurdistán. Pensaré Cartoneras, 2015.

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Freire, Paulo. PEDAGOGIA DE LA AUTONOMIA. SIGLO XXI -82 / 1170-124, 2014.

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Freire, Paulo. Pedagogia de La Autonomia. Siglo XXI, 1999.

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Freire, Paulo. Pedagogia de la autonomia. Siglo XXI Editores, 2012.

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Freire, Paulo. Pedagogia da Autonomia - Edicao especial. 2019.

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Domingo, Jose Contreras, and José Contreras Domingo. Autonomia del Profesorado, La (Pedagogia. Manuales). Ediciones Morata, 1998.

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Pedagoginga, autonomia e mocambagem. Aeroplano Editora, 2013.

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Book chapters on the topic "Pedagogy for autonomy"

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Netter, Julien, and Christophe Joigneaux. "The “pedagogy of autonomy”." In The Fabrication of the Autonomous Learner. Routledge, 2023. http://dx.doi.org/10.4324/9781003379676-5.

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Smith, Richard C. "Pedagogy for Autonomy as (Becoming-)Appropriate Methodology." In Learner Autonomy across Cultures. Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230504684_8.

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Brophy, Enda, Mark Coté, and Jennifer Pybus. "8. The Diffused Intellectual: Women’s Autonomy and the Labour of Reproduction: An Interview with Mariarosa Dalla Costa." In Utopian Pedagogy, edited by Mark Cote. University of Toronto Press, 2007. http://dx.doi.org/10.3138/9781442685093-012.

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Nurkamto, Joko. "Teachers' roles in fostering EFL learner autonomy: A literature review." In Post Pandemic L2 Pedagogy. Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-1.

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Claude, Marie-Sylvie, and Patrick Rayou. "Group pedagogy and the acquisition of autonomy in learning." In The Fabrication of the Autonomous Learner. Routledge, 2023. http://dx.doi.org/10.4324/9781003379676-11.

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Raya, Manuel Jiménez. "Exploring Pedagogy for Autonomy in Language Education at University: Possibilities and Impossibilities." In Competency-based Language Teaching in Higher Education. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5386-0_8.

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Sinnema, Claire. "The Ebb and Flow of Curricular Autonomy: Balance Between Local Freedom and National Prescription in Curricula." In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set. SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n59.

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Padovani, Flavia. "Hans Reichenbach and the Freistudentenschaft: School Reform, Pedagogy, and Freedom." In Veröffentlichungen des Instituts Wiener Kreis. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84887-3_5.

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AbstractLike many of his contemporary students, Hans Reichenbach was a member of the Freistudentenschaft. This movement strongly defended the idea of moral self-determination and intellectual autonomy of the individual, and aimed at reforming the German university system that the Free Students regarded as no longer adequate to reflect their needs. As a Free Student, Reichenbach stood against any form of dogmatism, be it scholastic, religious, philosophical, political, or institutional. It is against this background that he developed the ideals that would ultimately provide the basis for his ph
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Karlberg-Granlund, Gunilla. "The Heart of the Small Finnish Rural School: Supporting Roots and Wings, Solidarity and Autonomy." In Living Well in a World Worth Living in for All. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-7985-9_4.

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AbstractThe aim of this chapter is to explore the cultural, educational, and social environment and characteristics of small rural schools, laying a foundation for understanding the possibilities, challenges, and constraints that teachers and pupils may face in these contexts. Questions about what educational quality and equity mean in the rural context underpin the narrative. The inquiry builds on research in some of the smallest rural schools in Finland, schools that might not even exist anymore due to demographic and political reasons. A figure, in the symbolic form of a candle, sums up the
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Waghid, Yusef. "Faith-Based Education and the Notion of Autonomy, Common Humanity and Authenticity: In Defense of a Pedagogy of Disruption." In International Handbook of Learning, Teaching and Leading in Faith-Based Schools. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8972-1_15.

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Conference papers on the topic "Pedagogy for autonomy"

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Lima, Cleber de Carvalho. "A NAVEGAÇÃO RIZOMÁTICA COMO METODOLOGIA DIDÁTICA EM PROCESSOS FORMATIVOS DOCENTES." In II FÓRUM LATINO AMERICANO DE FORMAÇÃO INICIAL E CONTINUADA DE EDUCADORES. Even3, 2024. https://doi.org/10.29327/1496607.2-1.

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Este artigo explora a navegação rizomática, fundamentada nos estudos de Deleuze e Guattari, como uma metodologia didática inovadora para a formação de professores. A prática rompe com a linearidade curricular, permitindo a construção de percursos de aprendizagem personalizados e colaborativos. O objetivo do estudo é analisar como a navegação rizomática pode ser aplicada na formação docente, incentivando autonomia, interdisciplinaridade e reflexão crítica. A metodologia adotada consiste em uma pesquisa bibliográfica e análise conceitual, com revisão de obras sobre pedagogia contemporânea e diál
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Broedel, Edinéia Giori, and Andréia Weiss. "IMPLEMENTAÇÃO CURRICULAR." In I CONGRESSO DE EDUCAÇÃO, INTERDISCIPLINARIDADE E PRÁTICAS ESCOLARES. CEEINTER, 2025. https://doi.org/10.56579/eduinterpe.v1i1.1928.

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O currículo é um elemento essencial no contexto escolar, servindo como guia para as atividades educacionais, desde o planejamento até a execução do ensino em sala de aula (Arroyo, 2013). Portanto, o presente estudo foi realizado com o objetivo de analisar como os professores que atuam com os 5º anos dos anos iniciais do Ensino Fundamental de uma escola da rede municipal de Cachoeiro de Itapemirim-ES compreendem a implementação da BNCC enquanto política educacional curricular. A fundamentação teórica desta pesquisa foi pautada nas concepções de Arroyo (2013) e Gómez (2015) sobre currículo, bem
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Wang, Xue. "Critical Pedagogy as a Pathway to Learner Autonomy." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2010298.

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Wang, Xue. "Critical Pedagogy as a Pathway to Learner Autonomy." In AERA 2023. AERA, 2023. http://dx.doi.org/10.3102/ip.23.2010298.

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Cruz, Andreia. "The Pedagogy of Autonomy as a Category for Confrontation to the Pedagogy of Competencies." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2108162.

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Tsaniah, Syafrina Maula, Nurhudaya, and Nandang Budiman. "Sociodrama to Develop Emotional Autonomy of the Adolescents." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.123.

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Khan, Alya. "Pedagogy, Learner Autonomy and Student Experience: A Case-Study using Oral History Methods." In 2nd International Conference on Modern Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/2nd.icmetl.2020.11.81.

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Costello, Bridget McKenney. "Travel as pedagogy: embodied learning in short-term study abroad." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11312.

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In this paper I discuss a model for creating embodied learning opportunities in study abroad curricula, which purposefully uses students’ physical movement through foreign landscapes to inform and enhance their understanding of local social, political, economic, cultural, and historical phenomena. Pedagogical tactics include: challenging and reframing the common distinction between “important” and “unimportant” instructional times and places; loosely structured itineraries that allow for greater student autonomy and collaboration; seeking multiple vantage points (both geographic and textual) f
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Smith, Benjamin J., and Carrie Norman. "Representing Authenticity: Drawing an Aesthetic Pedagogy." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.92.

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At one time, authorship was derivative. From Quatremere de Quincy’s theories on type, to Jean-Nicolas-Louis Durand’s study of morphology, some of the earliest theoretical texts on architecture propose imitation as the common starting point for any process of artistic production. The following paper elaborates on a course co-taught by an architect and an historian on design’s relationship to the aesthetics of architectural production. The motive of the course was twofold: introduce architecture students to digital media and address concepts that influence representation, including intellectual
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Arias-Jiménez, Nelson, Nicolás Moraga-Herrera, Rodrigo Ortiz-Salgado, and Hernán Ascui-Fernández. "Aprender de la experiencia: el conocimiento previo en la formación inicial del arquitecto." In Jornadas sobre Innovación Docente en Arquitectura. Grup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA), 2023. http://dx.doi.org/10.5821/jida.2023.12357.

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In architectural education, transitioning from academia to the professional world can often lead to formal standardization, diminishing autonomy and originality in design tasks. To tackle this challenge, a pedagogical approach is proposed in the first year of the program, bridging students' prior knowledge with new insights. Through exercises employing natural materials, students are immersed in design experiences reminiscent of their early childhood years. This aims to stimulate creativity and alleviate the initial pressure of spatial configuration. Qualitative analysis tested the pedagogy, c
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Reports on the topic "Pedagogy for autonomy"

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Valdivia-Vizarreta, Paloma, and Johana Evelyn Montalvan Castilla. Flexibility and Playful Learning as Strategies for a Transformative Pedagogy in Higher Education. University of Stavanger, 2024. http://dx.doi.org/10.31265/usps.295.

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This essay explores how flexibility and playful learning address the current challenges in higher education, aligned with the principles of transformative pedagogy. This pedagogical approach views the university as an inclusive and adaptable space, where teaching aligns with students’ realities and needs, promoting accessibility, engagement, and holistic development. Flexibility enables students to manage their learning in a personalised manner, adapting to their individual paces, schedules, and environments (whether in-person or virtual), fostering autonomy and a better balance between person
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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing
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Watanapokakul, Satita. A Development of a game-based supplementary e-learning program for english for veterinary profession I. Chulalongkorn University, 2016. https://doi.org/10.58837/chula.res.2016.52.

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In the era of globalization, gam-based learning is one of the options that teachers implement with the students both inside and outside the classroom. This study focuses on the role of edutainment at the tertiary level. The context is the teaching and learning of English for Veterinary Profession I (Eng Vet Prof I) for 2nd year students at Chulalongkorn University Language Institute (CULI) in Bangkok, Thailand. This course focuses on improving the students’ listening and speaking skills in the Veterinary field. In order to make the materials relevant and attractive to Net Gen learners, a game-
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Espínola, Viola. Autonomía escolar: Factores que contribuyen a una escuela más efectiva. Inter-American Development Bank, 2000. http://dx.doi.org/10.18235/0011983.

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En este estudio se analizan los efectos de la autonomía escolar sobre los resultados educativos en Argentina, Brasil, Bolivia, Chile, El Salvador, Nicaragua, Paraguay y Uruguay. Las dos estrategias utilizadas en estos países son la Autonomía Administrativa (AA), en la cual el gobierno delega la contratación de docentes y el control sobre el uso de los recursos, y la Autonomía Pedagógica (AP), en la que se otorga un margen más focalizado de autonomía al exigir a la escuela rendición de cuentas sobre el uso de los recursos asignados competitivamente en función de pequeños proyectos pedagógicos.
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Rincón Nivia, Andrés Camilo, María Camila Zambrano Hernández, Andrea Patricia Rodríguez Alarcón, and Ivonne Stefanny Rodríguez Rodríguez. Protocolo de atención a población diversa: un enfoque interseccional para la atención inclusiva. Ediciones Universidad Cooperativa de Colombia, 2024. http://dx.doi.org/10.16925/gcgp.119.

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El Consultorio Jurídico y Centro de Conciliación es un ambiente práctico de aprendizaje que permite a los estudiantes, aplicar los conocimientos adquiridos a través de los problemas de la comunidad que accede a los servicios jurídicos habilitados por la ley. La Clínica de Género, Interseccional y Diversa “Géneri”, busca garantizar a través de la pedagogía y la investigación, el acceso a los servicios del Consultorio Jurídico y Centro de Conciliación, inclusivos y equitativos para todas las personas, fundamentado en el respeto a los derechos humanos, la igualdad de trato y la no discriminación.
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