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Journal articles on the topic 'Pedagogy for autonomy'

Author: Grafiati

Published: 8 September 2021

Last updated: 29 July 2025

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1

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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Nascimento, Victor Wladimir Cerqueira. "Autonomy and education in Immanuel Kant." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no. 1 (2020): e11738. http://dx.doi.org/10.20952/jrks1111738.

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The principles of Kantian pedagogy are deeply rooted in educational thinking. Although many educators and philosophers did not fully embrace their pedagogical conception, the principles and notions served on a large scale as a toolbox for different names such as Piaget, Kohlberg, Adorno, Habermas, etc. In this sense, Kantian pedagogy is a source of inexhaustible revisiting and critical reflection. The relationship between education and autonomy in Kant is the foundation of educational thinking in modern times. In view of the critique of modern values established by postmodernity, it is necessa

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Dju, Antonio Oliveira, and Darcísio Natal Muraro. "A infância como o outro libertador." Praxis Educativa 16 (2021): 1–17. http://dx.doi.org/10.5212/praxeduc.v.16.16618.019.

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his paper aims at analysing the conception of Otherness in Freire in order to understand the relations with childhood and the liberation from oppression. For that, we raised the following question: What contribution can Freire’s conception of the Other make to understand childhood and liberation? The text follows a qualitative bibliographic methodology, whose contribution is the philosophical analysis, as part of our Master’s research project which has as its investigative focus the question of Other and humanizing education. As a theoretical framework, the works of Freire: Pedagogy of the Opp

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Borja, Manzano-Vázquez. "Pedagogy for Autonomy in FLT: An Exploratory Analysis on its Implementation through Case Studies." Porta Linguarum, no. 23 (June 5, 2015): 59–74. https://doi.org/10.30827/Digibug.53755.

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Through different case studies, this paper analyses the teaching practice of six foreign language teachers to investigate whether learner autonomy is a relevant goal in foreign language teaching and how the concept of pedagogy for autonomy is implemented regarding the pedagogical principles proposed by Jiménez Raya et al. (2007). The main conclusion to be drawn from this research is that there is a striking lack of learner autonomy in the context of foreign language learning. The pedagogical principles for the development of pedagogy for autonomy are marginally implemented as in mo

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Shapovalova, Ol'ga Nikolaevna, and Nadezhda Fedorovna Efremova. "Formative Assessment as a Technique to Develop Schoolchildren’s Educational Autonomy." Pedagogika. Voprosy teorii i praktiki, no. 1 (March 2020): 1–8. http://dx.doi.org/10.30853/pedagogy.2020.1.1.

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Murray, Garold. "Pedagogy of the possible: Imagination, autonomy, and space." Studies in Second Language Learning and Teaching 3, no. 3 (2013): 377. http://dx.doi.org/10.14746/ssllt.2013.3.3.4.

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Vieira, Flávia. "Pedagogy of Experience in Teacher Education for Learner and Teacher Autonomy." Profile: Issues in Teachers´ Professional Development 22, no. 1 (2020): 143–58. http://dx.doi.org/10.15446/profile.v22n1.78079.

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Language teacher education programmes can promote autonomy-oriented change when they are based on a transformative rationale regarding learner and teacher development. This involves adopting an experience-based approach whereby dominant ideas and practices are problematized and opportunities are provided for teachers to learn about, experience, and inquire into autonomy-oriented language teaching practices. A proposal based on the analysis and construction of cases in post-graduate teacher education is presented, in which teachers analyse and design autonomy-oriented action research experience

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Petrishcheva, Natal'ya Sergeevna, and Tat'yana Grigor'evna Rybalko. "FORMATION OF LINGUISTIC STUDENTS’ EDUCATIONAL AUTONOMY BY MEANS OF MASS OPEN ONLINE COURSES." Pedagogy. Issues of Theory and Practice, no. 3 (October 2019): 91–96. http://dx.doi.org/10.30853/pedagogy.2019.3.18.

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McDonald, Brent, and Michael Burke. "Coaching pedagogy and athlete autonomy with Japanese university rowers." Sport in Society 22, no. 8 (2019): 1433–48. http://dx.doi.org/10.1080/17430437.2019.1621842.

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De Lissovoy, Noah. "Pedagogy of the anxious: rethinking critical pedagogy in the context of neoliberal autonomy and responsibilization." Journal of Education Policy 33, no. 2 (2017): 187–205. http://dx.doi.org/10.1080/02680939.2017.1352031.

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Marojević, Jovana, Katarina Todorović, and Saša Milić. ""Pedagogy of Listening" vs. "Pedagogy of Listening to Educators": Ethnographic Research on Child Autonomy in Kindergartens in Montenegro." Drustvena istrazivanja 29, no. 4 (2020): 575–97. http://dx.doi.org/10.5559/di.29.4.04.

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The paper discusses the phenomenon of child autonomy from the perspective of educators' personal epistemologies and power relations in the adult-child interaction in the practices of institutional education in Montenegro. The construct of child autonomy is approached from the standpoint of critical-constructivist theory and the self- -determination theory, as a socio-cultural product shaped by ethnopedagogies and personal epistemologies of educators. The main goal of the ethnographic study conducted in three preschool educational institutions in Montenegro was to explore the epistemological th

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Hanuszkieiwcz, Wojciech. "Problem autonomii kształcenia w pedagogice Paula Natorpa." Kwartalnik Pedagogiczny, no. 1 (March 20, 2017): 102–11. http://dx.doi.org/10.5604/01.3001.0009.8118.

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This article presents the idea of the autonomy of self-formation (Bildung) as the guiding idea of Natorp’s pedagogy. In his late texts, the author modifies this idea. Using the distinction made by Sergius Hessen, one can show that Natorp moves on from the abstract notion of autonomy to autonomy as completeness. This transition triggers a very strong critical potential of Natorp’s project. The aim of the article is to show this potential.

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Bacus, Remedios C. "Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching." International Journal of Learning, Teaching and Educational Research 20, no. 1 (2021): 86–102. http://dx.doi.org/10.26803/ijlter.20.1.5.

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To address the challenge of identifying an effective English language teaching pedagogy, this study explored the Grade 10 teachers (n=50) and students’ (n=2,221) beliefs of effective language teaching methods and the teachers’ classroom practices. It further investigated the convergence and divergence of the teachers’ and students’ beliefs and the teachers’ practices along with the pedagogic parameters of practicality and particularity. Using the descriptive quantitative design, the findings revealed the convergence of responses between (a) teachers’ and students’ beliefs of effective language

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Kuchah, Kuchah, and Richard Smith. "Pedagogy of autonomy for difficult circumstances: from practice to principles." Innovation in Language Learning and Teaching 5, no. 2 (2011): 119–40. http://dx.doi.org/10.1080/17501229.2011.577529.

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Kultaieva, Maria. "Political Implications of Philosophical Pedagogy." Filosofiya osvity. Philosophy of Education 24, no. 1 (2019): 32–51. http://dx.doi.org/10.31874/2309-1606-2019-24-1-32-51.

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The article proposes the critical analyses of the P. Mehring conception of philosophical pedagogy founded on the German idealism and Humboldt’s philosophy of education. Transformations of the philosophical pedagogy are considering on the background of organizing changes in the education in the industrial and post-industrial contexts with regard to its meaning, logics and causes. The advantages of the interdisciplinary approach are proving on the problem field of the philosophical pedagogy in times of its rising and falls.The restoration of philosophical pedagogy of the early and developed indu

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O'Donnell, Daniel Paul, Jessica Bay, Emma Dering, et al. "The third academic freedom." Light on teaching 2016-2017 (January 1, 2016): 7–12. https://doi.org/10.5281/zenodo.3596098.

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We believe autonomy is essential for our own academic success. Why don’t we insist on it for our students? Article discusses approach to grading and teaching essay writing adopted by the author.

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Argiropoulos, D. "THE AUTONOMY AS AN EXPRESSION OF THE HUMAN BEING." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3 (106) (October 31, 2021): 5–19. http://dx.doi.org/10.35433/pedagogy.3(106).2021.5-19.

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The article focuses on the autonomy achieved by a person with disabilities in connection with a network that has to make the imaginary project feasible. A multidisciplinary reading on the concept of autonomy that is related to the idea of dependence and independence is essential within this network. Furthermore, possible autonomies are presented, dealing with spheres of the human being that are usually regarded as inaccessible to a person with disabilities, such as the sexual sphere, living alone, social life and work. These aspects of life belong to adulthood, which every human being undertak

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Fonseca, Sérgio C., and Soraya Maria Romano Pacifico. "Paulo Freire antes de "Pedagogia do Oprimido", ou, de "Educação e atualidade brasileira" à "Educação como prática da liberdade" / Paulo Freire before "Pedagogy of the oppressed"..." Cadernos CIMEAC 7, no. 2 (2017): 36. http://dx.doi.org/10.18554/cimeac.v7i2.2445.

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A obra de Paulo Freire é bastante lembrada a partir de trabalhos centrais no conjunto de suas produções, a exemplo de "Pedagogia do oprimido"; "Professora sim, tia não"; "Pedagogia da esperança" e "Pedagogia da autonomia", além de diversos outros títulos de sua autoria não menos importantes, porém, nem tão exitosos em termos de edições, traduções e publicações em outros países. Ademais, uma espécie de jargão freireano tem como fonte "Pedagogia do oprimido", a exemplo das expressões opressor, oprimido, educação bancária e educação libertadora. Em contraposição a essa fama vinda do início dos an

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Stygles, Justin. "Discovering Giftedness and Autonomy: Jayda Becomes a Reader." Voices from the Middle 24, no. 4 (2017): 53–58. http://dx.doi.org/10.58680/vm201729078.

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When students face challenges in reading because of pedagogy, practices, or programs, they can become accommodating readers rather than gifted readers, especially when under pressure for meeting expectations along a continuum. When students like the one featured in this piece are allowed to discover autonomy by volume and strategic reading, their gifts—a combination of perception and comprehension—flourish. As a result, disenfranchised readers become more committed and engaged readers.

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Nørgaard, Flemming Oehlenschlæger. "Frihed i fritidspædagogik." Educare, no. 1 (March 7, 2025): 45–71. https://doi.org/10.63310/edu.2025.1.48250.

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This article aims to delve into perspectives on freedom and conversation within the realm of leisure pedagogy. Furthermore, the project will investigate whether there exist unique paradoxical conditions within a freedom-oriented approach in the context of leisure pedagogy. The article is grounded in the project "Freedom in Leisure Pedagogy”, which employed the following research questions: What constitutes freedom from an educational standpoint for children in leisure-time pedagogy? How does the social teacher foster children's autonomy and independence during leisure time? The project primari

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Nicolaides, Christine Siqueira, and Vera Fernandes. "Learner autonomy in the light of Freire." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 24, spe (2008): 493–511. http://dx.doi.org/10.1590/s0102-44502008000300006.

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Concepts on autonomy in language learning usually converge to the responsibility over one's own learning. This paper aims to emphasize that learner autonomy is also a matter of getting involved with the social environment in which the learner is inserted in. This conception will be analyzed in the light of Freire's Critical Pedagogy. OTÁVIO, considered a "rebel" by his own teachers, is brought up as a case study to illustrate kinds of transformation, which might happen under the influence of the environment and of the opportunities generated in it.

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Dr. I. Ajit, Dr I. Ajit. "Learner Autonomy through Smartphone Applications Vis-À-Vis Paulo Freire’s Pedagogy of The Oppressed." International Journal of Scientific Research 3, no. 5 (2012): 99–100. http://dx.doi.org/10.15373/22778179/may2014/32.

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Davis, William S., and Liam Printer. "Toward a Basic Needs-Supportive World Language Pedagogy: Four Illustrative Examples." Relay Journal 5, no. 1 (2023): 4–18. http://dx.doi.org/10.37237/relay/050102.

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Autonomy, competence, and relatedness—the three basic psychological needs of self-determination theory (SDT)—have consistently been shown to underlie language learners’ intrinsic motivation, engagement, and persistence in language learning. Synthesizing findings of recent studies in the world (i.e., “foreign”) language teaching and learning, this article presents a hypothesized framework for a “needs-supportive world language pedagogy” through which world language learners’ basic needs of autonomy, competence, and relatedness are satisfied in an interdependent and mutually-facilitatory way. To

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Corrêa, Shirlei de Souza, Sabryna Pereira, Sidnei Gripa, and Edineia Pereira da Silva. "REORGANIZAÇÃO DIDÁTICO-PEDAGÓGICA NO PROCESSO DE FORMAÇÃO INICIAL DE PROFESSORES EM TEMPOS DE PANDEMIA." Professare 12, no. 2 (2023): e3336. http://dx.doi.org/10.33362/professare.v12i2.3336.

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Este trabalho tem como objetivo analisar o impacto que esse movimento de enfrentamento ao vírus teve sobre a formação inicial de professores no curso de licenciatura em Pedagogia. Foi desenvolvido com a técnica de grupo focal com sujeitos que são acadêmicos do curso de Pedagogia de uma instituição privada no litoral norte catarinense e posterior análise de conteúdo com base em Bardin (2017), que resultou em duas categorias, a saber: enfrentamento dos dilemas e novas possibilidades e descobertas. Os achados indicam que, embora algumas dificuldades de natureza híbrida tenham feito parte desse pr

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Muldoon, Timothy P. "Ignatian Contemplative Pedagogy." Horyzonty Wychowania 21, no. 57 (2022): 43–50. http://dx.doi.org/10.35765/hw.2022.57.06.

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Research Objective: There is a growing literature about contemplative pedagogy in higher education, an approach to learning which prioritizes experiential, reflective practices meant to promote autonomy in learning. This essay will explore how Ignatian pedagogy, rooted in the 475-year tradition of Jesuit education, promotes a form of contemplative pedagogy especially apt for what this journal describes as the VUCA world (volatility, uncertainty, complexity and ambiguity). Research Problem and Methods: The essay addresses questions particularly relevant in the wake of the global pandemic:

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Correlli,, Bethany, and Rosie Hanneke,. "Enriching Caring Pedagogy Through Faculty-Librarian Partnerships." International Journal of Human Caring 19, no. 2 (2015): 62–65. http://dx.doi.org/10.20467/1091-5710.19.2.62.

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Nursing faculty at Notre Dame of Maryland University and librarians at Loyola/Notre Dame Library have partnered to strengthen the caring science curriculum through the incorporation of information literacy instruction in the RN-to-BSN program. In this article, the authors explain how partnering to teach information literacy empowers students toward autonomy as they become active participants in the learning process. The authors reflections align with Hills and Watsons (2011) 3 major elements of caring relationshipscollaboration, power/empowerment, and participationwhich are used as a frame

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Lundie, David. "Authority, Autonomy and Automation: The Irreducibility of Pedagogy to Information Transactions." Studies in Philosophy and Education 35, no. 3 (2016): 279–91. http://dx.doi.org/10.1007/s11217-016-9517-4.

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Joseph, John E. "Language Pedagogy and Political-Cognitive Autonomy in Mid-19th Century Geneva." Historiographia Linguistica 39, no. 2-3 (2012): 259–77. http://dx.doi.org/10.1075/hl.39.2-3.04jos.

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Summary Charles-Louis Longchamp (1802–1874) was the dominant figure in Latin studies in Geneva in the 1850s and 1860s and had a formative influence on the Latin teachers of Ferdinand de Saussure (1857–1913). Longchamp’s work was in the grammaire générale tradition, which, on account of historical anomalies falling out from the Genevese Revolution of 1846 to 1848, was still being taught in Geneva up to the mid-1870s, despite having been put aside in France in the 1830s and 1840s. Longchamp succeeded briefly in getting his Latin grammars onto the school curriculum, replacing those imported from

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Madhav Prasad Poudel, Laxmi Sharma, Sarala Luitel, Maheshwor Pokhrel, Lekhnath Sharma,. "Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education." Communications on Applied Nonlinear Analysis 31, no. 1 (2024): 238–52. http://dx.doi.org/10.52783/cana.v31.409.

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Mathematics is important subject in our daily life. It is taught in school level all over the world. Nowadays students are indifferent towards learning mathematics. Those indifferences are related to learning strategy in mathematics teaching. The main purpose of this study is introduce Self-Directed Learning (SDL) pedagogy in the context of mathematics education. The research employed a qualitative document analysis methodology, synthesizing information from diverse sources to explore a self-directed learning pedagogy through the development of conceptual and theoretical categories. We have pr

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Archbald, Douglas A., and Andrew C. Porter. "Curriculum Control and Teachers' Perceptions of Autonomy and Satisfaction." Educational Evaluation and Policy Analysis 16, no. 1 (1994): 21–39. http://dx.doi.org/10.3102/01623737016001021.

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High school mathematics and social studies teachers were studied to determine the influence of curriculum control policies on their sense of autonomy and job satisfaction. Control policies were found to have their largest effects on content decisions in mathematics. Nevertheless, teachers in all conditions studied reported relatively high degrees of personal control over both content and pedagogy. Further, there was little evidence that teachers felt less efficacious or satisfied about their jobs because of curriculum policy constraints.

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Pasechnik, Tat'yana Borisovna, and Alena Igorevna Starokadomskaya. "DEVELOPING LEARNERS’ COGNITIVE AUTONOMY ON THE BASIS OF ‘GOOGLE MAPS’ GEO-SERVICE AND TEACHER’S PERSONAL SITE WHILE CONDUCTING ADDITIONAL ENGLISH CLASSES." Pedagogy. Issues of Theory and Practice, no. 4 (December 2019): 123–30. http://dx.doi.org/10.30853/pedagogy.2019.4.22.

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Nowak-Kluczyński, Konrad. "Naukowa, dydaktyczna i organizacyjna działalność Ludwika Jaxy-Bykowskiego na rzecz rozwoju poznańskiej uniwersyteckiej pedagogiki." Polska Myśl Pedagogiczna 7 (November 30, 2021): 311–36. http://dx.doi.org/10.4467/24504564pmp.21.017.13947.

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The Scientific, Educational and Organizational Activities of Ludwik Jaxa-Bykowski to Develop Poznań Academic Pedagogy The work is dedicated to Ludwik Jaxa-Bykowski – a pioneer of educational psychology and experimental pedagogy in Poland. He received professors’ recognition and was liked by Poznań University students. The work is a trial to reconstruct the scientific, educational and organizational activities of Ludwik Jaxa-Bykowski in accordance with chronological order. The topics reorganization was also taken into account, considering the change of organizational structure of Poznań academi

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Holmes, Catherine Claire. "Introduction of Montessori Education to a remote Indigenous Early Childhood program: A study of the ways in which Aboriginal students respond." Journal of Montessori Research 4, no. 2 (2018): 33–60. http://dx.doi.org/10.17161/jomr.v4i2.6715.

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This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research

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Jamila, Mariam, and Ainol Madziah Zubairi. "A Systematic Review of Autonomous Learning in ESL/EFL in Bangladesh: A Road to Discovery Era (2009-2022)." English Language Teaching 15, no. 4 (2022): 47. http://dx.doi.org/10.5539/elt.v15n4p47.

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Learner autonomy has been a major focus of educational researchers in Bangladesh for more than a decade now. Studies in this area have generated significant themes in ESL/EFL pedagogy in Bangladesh, particularly during the last ten years or so, and the prospect looks promising. This article reviews the research pertaining to learner autonomy in Bangladesh during the years 2009-2022. The review revealed that studies related to learner autonomy in Bangladesh tend to focus on how autonomy facilitates English language teaching, examining teachers&rsquo; and learners&rsquo; attitudes, perce

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Gjems, Liv, and Inge Vinje. "Teaching Future Teachers in the Subject of Pedagogy." Journal of Educational Issues 1, no. 1 (2015): 19. http://dx.doi.org/10.5296/jei.v1i1.7591.

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<p>In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in the subject of pedagogy. Though they have to follow the curriculum, they express that they have different conceptions and emphasise different issues both in theoretical and practical pedagogy. Their answers point to the challenges between th

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Laxmi, Sadashiv Kadambande, and Ganpat Nirbhavne Suvarna. "Teacher Autonomy and Accountability." Educational Resurgence Journal 5, no. 1 (2022): 34 49. https://doi.org/10.5281/zenodo.6908065.

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By now, you are familiar that the National Curriculum Framework (NCF, 2005), and the Right of Children to Free and Compulsory Education Act (RTE, 2009), have brought about a paradigm shift in school education. These developments focus on our commitment to universalizing elementary and secondary education with the inclusion of all children in regular schools by adopting the constructivist pedagogy. To achieve these goals, teachers must be skilled, innovative, and adaptable to the requirement of every student. Imagine a classroom full of 20-30 students, each with a distinct learning style and di

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Parkinson, Anna. "Adorno on the Airwaves: Feeling Reason, Educating Emotions." German Politics and Society 32, no. 1 (2014): 43–59. http://dx.doi.org/10.3167/gps.2014.320104.

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In 1949, Jewish-German critical theorist Theodor W. Adorno, a member of the group of intellectuals now known as the Frankfurt School, returned to West Germany from exile in the USA. This article examines a lesser-known aspect of Adorno's participation in the West German public sphere: namely, his radio broadcasts around the topos of “eine Erziehung zur Mündigkeit” (a pedagogy fostering political maturity/autonomy). Adorno's critique of the medium of radio as an arm of the reified “culture industry” is well documented. What, then, are we to make of his sociopolitical contribution to the German

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Krönig, Franz Kasper. "the politicization of the educable child through aethereal power." childhood & philosophy 18 (February 27, 2022): 01–16. http://dx.doi.org/10.12957/childphilo.2022.63214.

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The paper argues that a prevalent conception of power in the educational sciences is detrimental to pedagogy both as a field of practice and as a discipline and inept as a scientific concept from an epistemological standpoint. The designation of this power concept as ‘aethereal’ can provide the education theoretical discourses with a means to analyze and criticize positions and arguments that have undermined the autonomy of education since the establishment of Foucauldian thinking in the educational sciences. First, this article argues that the pedagogical notion of the educable child depends

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Sorin, Cristea. "Autonomy and Responsibility in Education." Journal of Educational Theory and Practice DIDACTICA PRO... 21, no. 3 (127) (2021): 53–56. https://doi.org/10.5281/zenodo.5036104.

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Autonomy and responsibility in education is an operational pedagogical concept derived from the fundamental pedagogical concepts that define the pedagogical norm and the outcomes of the system and of the educational process. At this level we need to highlight the double significance of the concept, establishing its reference sphere epistemologically and operationally: a) normative – autonomy implies responsibility in education, which concentrates axiologically on a set of imperatives, categorical (axioms and laws of education) and hypothetical (principles of education/training) ones; b)

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Giroux, Henry A. "The Curse of Totalitarianism and the Challenge of Critical Pedagogy." Chowanna 54, no. 1 (2020): 1–22. http://dx.doi.org/10.31261/chowanna.2020.54.04.

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Expanding critical pedagogy as a mode of public pedagogy suggests being attentive to and addressing modes of knowledge and social practices in a variety of sites that not only encourage critical thinking, thoughtfulness and meaningful dialogue, but also offer opportunities to mobilize instances of moral outrage, social responsibility and collective action. Such mobilization opposes glaring material inequities and the growing cynical belief that today’s culture of investment and finance makes it impossible to address many of the major social problems facing the United States, Canada, Latin Amer

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Nazakat, Muhammad Imran, and Adil Khan. "Critical Pedagogy and Challenges of Interpellation used Through Discourse Strategies in Academic Discourse." I V, no. I (2020): 251–59. http://dx.doi.org/10.31703/glr.2020(v-i).26.

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Interpellation is an assumption about taken for granted roles assumed by culture or any dominant strain of society, and it serves as flagship to status quo activities. In a pedagogical sense, its presence is also one of the manifestations of certain social and historical choices. If interpellation consolidates and perpetuates certain assumptions, the Critical Pedagogy does otherwise. As described by Friere (1970), Critical Pedagogy empowers marginalized educational practices. Learner autonomy and successful pedagogy are guaranteed by a neutral educational method. This approach is used in this

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