Relevant bibliographies by topics / Pedagogy|Teacher education|Educational philosophy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Pedagogy|Teacher education|Educational philosophy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Pedagogy|Teacher education|Educational philosophy"

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Koptseva, Natalia P. "Constructivist pedagogy in context of modern philosophy of education." Perspectives of Science and Education 48, no. 6 (2020): 40–54. http://dx.doi.org/10.32744/pse.2020.6.4.

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Introduction. The relevance of the research is underpinned by the lack of conceptual and methodological framework for the upgrade of educational practices against the background of common transition to new educational technologies associated with e-learning and distance learning technologies. The purpose of this article is to identify the key features of constructivist pedagogy to build the educational design understood as a set of teaching practices to create a series of educational events that allow a teacher to acquire the necessary knowledge and skills in the most effective way. Materials and methods. We used methods of critical analysis of modern constructivist epistemology approaches; we applied methods of ideal type differentiation and content analysis; we used principles of definition of concepts reflecting the substance of constructivist pedagogical paradigm. Results. The analysis of modern forms of the constructivist pedagogical paradigm revealed its capabilities for overcoming crisis points in modern processes of common transition to e-learning formats and distance learning technologies. Increasing information competence of teachers will make it possible to leverage constructivist methods and stimulate the students' abilities to create their own sense of learning. Among the innovative educational technologies of constructivist pedagogy, there is a great potential for education related to the performance of creative artistic tasks in non-artistic professional education. Conclusion. The constructivist pedagogical paradigm is a new philosophy of education that is likely to systematically restructure the educational process at the undergraduate level and form an active position of student as the main subject of educational process.
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Hedges, Helen, and Joy Cullen. "Subject Knowledge in Early Childhood Curriculum and Pedagogy: Beliefs and Practices." Contemporary Issues in Early Childhood 6, no. 1 (2005): 66–79. http://dx.doi.org/10.2304/ciec.2005.6.1.10.

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The concept of ‘subjects' has posed a philosophical dilemma and polarised debate within early childhood education. Consequently, little attention has been paid to teachers' and children's subject knowledge and the role these might play in early childhood curriculum and pedagogy to extend and enhance children's learning. This article reports on a study that explored beliefs and practices about subject knowledge in one kindergarten in New Zealand. The study's findings are analysed from two contrasting perspectives: categories of teacher knowledge and sociocultural theory. The article argues that a contemporary sociocultural view of knowledge has potential within the existing philosophy underpinning early childhood curriculum and pedagogy to recognise and strengthen the position of subject knowledge. Implications for curriculum, pedagogy and teacher education are discussed.
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Hryhorieva, Natalia. "M. MONTESSORI’S IDEAS ABOUT THE ROLE AND FUNCTIONS OF THE TEACHER OF PRESCHOOL EDUCATION INSTITUTION AND THEIR USE IN THE CONDITIONS OF REFORMING THE DOMESTIC PRESCHOOL EDUCATION." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 79–85. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235188.

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Today, the unconditional value and uniqueness of Montessori’s ideas is recognized. Preschool teachers are recommended to build the educational process focusing on humanistic philosophy and pedagogy. That is why it becomes important to study and comprehend the potential of pedagogical systems and methods of personality-oriented nature, which have taken leading positions in the world educational space and proved their importance and effectiveness. One of the brightest representatives of humanistic pedagogy is the Italian pedagogue, psychologist, author of the pedagogical system that bears her name ‒ M. Montessori. The article mentions the names of teachers who studied the pedagogical heritage of the Italian teacher. The article considers the requirements of personal and professional nature to the modern educator in the context of reforming preschool education in Ukraine. On the basis of the theoretical analysis the basic pedagogical ideas of the outstanding Italian pedagogue-humanist M. Montessori concerning the role and functions of the teacher in educational process are revealed. The relevance of their application to the professional development of a teacher in a traditional preschool institution is substantiated. The author noticed the main functions of the Montessori teacher,which were first specified by M. Sorokova in the textbook for students “M. Montessori system: theory and practice”. It is determined that further research is needed to create a structured program of professional and personal self-development of the teacher, which will help to adapt freely to non-standard situations of life in general and professional activity in particular. Keywords: child, M. Montessori pedagogical system, Montessori teacher, personality-oriented concept, humanism, preschool age, preschool education, functions of the teacher.
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Kremen, Vasyl. "PHILOSOPHICAL AND PEDAGOGICAL HERITAGE OF ACADEMICIAN IVAN ZIAZUN IN THE CONTEXT OF MODERNIZATION OF EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 9–19. http://dx.doi.org/10.33989/2226-4051.2018.17.176275.

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The article stated that modern Ukrainian education and science require a new understanding of the philosophical and intellectual concepts, theories, and the experience of education organization in synchronic and diachronic discourse, which provides the quality of innovative educational and scientific reformation, enrichment of the nation's intellect, and search for landmarks in the establishment of Ukraine in the European space. The conceptual ideas of academician Ivan Andriiovych Ziaziun are generalized in order to actualize the philosophical and pedagogical achievements of the scientist-philosopher in modern pedagogical theory and educational practice.The conceptual ideas of academician I. Ziaziun were embodied in the author's conceptions of the philosophical and pedagogical heritage: "philosophy of education", "pedagogical excellence", "pedagogy of good", "the beauty of pedagogical action" etc. The scientist substantiated the interdisciplinary connection of psychology and pedagogy, extrapolating it in the context of the meaning of consciousness and sub- consciousness in professional and personal development of a teacher, giving meaningful value to reflection as an instrument of self-evaluation and self-perfection. The problem of human nature is a pivot in the philosophical concept of academicianI. Ziaziun, which manifests itself in the spiritual, psychic, ethical and aesthetic dimensions of human life. In the context of defining the human nature of the individual, the academician substantiated the principles of the philosophy of education.The key requirement of the humanistic paradigm of education is pedagogical thinking and pedagogical action, which constitute the values of subject-subject interaction in the educational environment. The scientist emphasized that pedagogical excellence is a manifestation of activity of teacher personality, a humanistic philoso- phical position, the effectiveness of extrapolation of adequate methods and forms of learning. The teacher's pedagogical act is manifested in self-realization within pedagogical activity, which ensures the self-development of student's personality, in pedagogical technique, speech culture, the dialogic nature of communication, the search for truth, in figurative aesthetic worldview, and creative activity.
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Laws, Kevin, and Feng Xun. "Teacher Professional Learning Whilst in Quarantine: A Case Study from China." IAFOR Journal of Education 9, no. 2 (2021): 127–44. http://dx.doi.org/10.22492/ije.9.2.08.

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Transforming two early education centres in China to incorporate the educational philosophy of Maria Montessori is a huge task. To induct teaching staff into Montessori’s philosophy, pedagogy, and curriculum when their past educational experiences have been formed by a rigid, traditional model added to the challenge. To further complicate matters the transformation took place during lockdown due to the COVID-19 pandemic and the staff participated in a completely voluntary capacity whilst in isolation. For this research project the authors collected data through direct observations, surveys, questionnaires, individual teacher interviews, and focus group interviews. How online professional learning for 35 staff members was planned, organised, modified, and undertaken is outlined. Practical and technical issues involved in moving from face-to-face to online teaching are also included. Teachers reported that the professional learning program had prepared them well for when the centres reopened and the children returned.
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Kizel, Arie. "following philosophy with children concepts in practice of teacher education." childhood & philosophy 15 (December 30, 2019): 01–21. http://dx.doi.org/10.12957/childphilo.2019.44574.

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Teacher-student dialogue plays a central role in facilitating the ongoing growth of those engaged in education, particularly dialogue that invites student reflection on the instruction being given and the teacher herself. Dialogue should aid students in articulating self-awareness (conscious or unconscious) regarding their behaviour and learning habits and the learning process and its results at the same time as assessing their quality and the ways in which they may be improved. One of the reasons behind our increasing inability to break down the inherent barrier between teachers and students is due to a lack of engagement in ongoing dialogical reflection as a means of advancing the teaching-learning process within the school. This article summarizes the philosophical concepts of a ten years of teacher education program which was designed according to the principals of Philosophy with Children. The program fostered creativity and self-reflective thinking in schools and in teacher education and offered dialogical methods. It is based also on six dimensions that are the basis of Philosophy with Children: learning from a place of questions, community of learning that resists the educational hierarchy that boasts of omniscience, coordinator as a participant in the learning process, learning in the real present, legitimization of improvisation as a way of learning , learning as liberating the learner from disciplinary boundaries. All six dimensions view Philosophy with Children as a pedagogy of searching at whose center lies the pursuit of meaning that facilitates personal development—and thus self-direction and capability.
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Burbank, Mary D., Melissa M. Goldsmith, Jennifer Spikner, and Koeun Park. "Montessori Education and a Neighborhood School." Journal of Montessori Research 6, no. 1 (2020): 1–18. http://dx.doi.org/10.17161/jomr.v6i1.8539.

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Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.
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Cação, Maria Izaura. "DESAFIOS DA FORMAÇÃO DOCENTE NO CURSO DE PEDAGOGIA: aligeiramento e pragmatismo." education policy analysis archives 21 (November 11, 2013): 84. http://dx.doi.org/10.14507/epaa.v21n84.2013.

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This paper analyzes recent policies of teacher eduation in Brazil related to the employment and professional dimmensions of the teaching career. It analyzes teacher education policies, and the guidelines established by the World Bank in the 1990s, to reform higher education in the so-called developing countries, focusing on th implementation of neolibera educational policies. These policies have produced a "new" value for educational insititutions: they are emptying schools of education; “defertilization” of schools; “deintellectualization” of the teacher profession; pauperization, fragmentation and emptying the contents teacher education programs and recontextualization of the nexus theory-practice. The reforms after the Directives and Bases of Education - Law No. 9394/1996, with respect to the education of teachers, are analyzed in relation to the process of productive restructuring. We analyze the relation between theory and practice, given the National Curriculum Guidelines for the Education Course (DCNCP, 2006), focusing on the Course of Pedagogy for the Faculty of Philosophy and Science, at the Paulista State University, Campus of Marilia. This course offers an extensive practical training, but restricted as to the academic content offered, limiting the possibilities of an in-depth training for the future teachers. Discussing these relations, this article presents the assessment of the students in the course and concludes offering perspectives for a humanizing and critical training.
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Sukhanova, Natalia P. "Anti-pedagogy in the mirror of philosophical reflection." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2, 2020 (2020): 9–14. http://dx.doi.org/10.31862/2218-8711-2020-2-9-14.

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Technologization and digitalization have an impact on public life and culture in general, culture is becoming mainstream. The inevitability of the onset of the postmodern epoch with its basic principles, including pluralism, relativism, mosaicism and heterogeneity, is considered. Postmodern philosophy represents the world as a multitude of fragments, stable links between which are not observed. The influence of postmodernist principles on pedagogy and the formation of anti-pedagogy is analyzed. The concept of anti-pedagogy in a radical form rejects the value and significance of upbringing and education. Attention is focused on the critical attitude of anti-pedagogy not only to educatory and pedagogic methods, but also to the consumer society. The technocratic approach is being criticized, the trainee must have a correct idea of a democratic society, and teachers must be broad-minded people who can step beyond the bounds of the subject being taught. The implementation of postmodernist principles leads to an increase and saturation of the educational environment, to the alignment of the subject-subject interaction of the teacher and student. It is concluded that particular ideas of anti-pedagogy organically exist in the modern education system, but the idea of anti-pedagogical theorists seems to be utopian that a reliable and sure way of changing the educational system is the destruction of this system.
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Nuradin, G., E. Kuandykov, and G. Musabekov. "New Realities of Teaching Philosophy in Teacher Training University." Adam alemi 486 (December 15, 2020): 42–51. http://dx.doi.org/10.48010/2020.4/1999-5849.04.

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The proposed scientific article is devoted to the effective aspects of modern philosophy teaching in secondary and higher pedagogical educational institutions of the country. The authors for many years work in Taraz state pedagogical University as a result of studying the subject “Philosophy” offer future teachers a system of quality humane education, formed from the spheres of philosophy of education, pedagogical philosophy, philosophical anthropology, philosophy of culture, ethnography. The article reveals the philosophy of teacher training with a philosophical justification of pedagogy. The main goal is to develop the discipline of philosophy, which directly contributes to the implementation of pedagogical University students in favorable conditions of professional and social adaptation to their profession. When mastering their profession, the student is faced with positive and negative consequences of the future profession. One of the most common problems in our study was that the student in any situation in contact with the real sides of his profession in the course of pedagogical practice, was able to skillfully overcome their emotions and humanely respond to emerging problems with a philosophical view. Positive skills, formed through the study of the subject of philosophy, help the student of the pedagogical University to develop the path from theory to practice through pedagogical praxiology, to optimize the negative moments, to overcome difficulties, to help them in mastering their profession.
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Dissertations / Theses on the topic "Pedagogy|Teacher education|Educational philosophy"

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Salmacia, Kaycee Ann. "Developing Outcome-Driven, Data-Literate Teachers." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599195.

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Outcome-driven data literacy is a relatively new discipline in the field of K-12 education. With the exception of a few researchers, a handful of teacher training organizations, and practices observed in some public schools, there is little guidance for how teacher training organizations interested in developing outcome-driven, data-literate teachers should go about this work. In response to this problem, this study investigates how four teacher training organizations already engaged in developing outcome-driven, data-literate teachers are going about teaching these kinds of knowledge, skills, and mindsets. Using a qualitative case study approach, the study aims to help teacher training organizations identify approaches for teaching data literacy by sharing promising practices and lessons learned from organizations that have pioneered this work over the last several years.

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Landauer, Christopher N. "Social Justice and its Role in Pre-service Teacher Education." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554886661644444.

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Teeple, Jamie Eric. "A Philosophical Analysis of STEM Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543280674680388.

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Saxen, Colleen Q. "A Participatory Action Research Study with One Emancipatory School Garden." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1607604443577643.

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Cuevas, Rodolfo Jr. "Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560448.

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This qualitative study featured two research endeavors. The first was a narrative inquiry of six teachers at Weedpatch Charter School as they understood curricular and pedagogical decision- making. These teachers, along with the Weedpatch Charter School founder, participated in this study soon after the curriculum and instruction decision-making had undergone a democratization effort whereby a top-down administrative approach was replaced by a teacher- led effort. Ironically, WCS school leadership welcomed the latter effort, despite the antiteacher legacy of the charter movement, which has long featured "at will" employment and no collective bargaining. The second component of this study was a critical discourse analysis (CDA) of the curricular and pedagogical manuals used at WCS before and after the democratization effort. The findings in this study point to a dialectical set of developments at WCS that made it possible for teachers to move from a period of disillusionment into a period of active teacher agency. Similarly, the document analysis findings point to the need for more nuanced understandings of the ideological underpinnings of charter schools.

Discourse analysis determined that WCS did not necessarily present a classic example of neoliberalism. Given the latter nuance, the manual that the teachers created was counterhegemonic, liberatory, and ultimately contextual and contingent upon that very unique WCS dynamic. As such, the conclusion of this study was that charter leaders could learn from teacher understandings not by being prescriptive but by abiding by what the author has coined contingent collectivism.

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Montgomery, Richard Thomas II. "An Investigation of High School Teachers’ Epistemic Beliefs in an Urban District." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1408662790.

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Groman, Jennifer Lynn. "From Calling to Crisis: The Growth Process of Teachers Through Crisis-Like Incidents." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436525010.

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Kiess, Kolter. "Rhizomatic Resistance: A Pedagogy for Social Transformation." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1248147584.

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Thesis (M.A.)--Kent State University, 2009.
Title from PDF t.p. (viewed Mar. 26, 2010). Advisor: Masood Raja. Keywords: Rhizomatic; resistance; social transformation; pedagogy; radical; education; literature. Includes bibliographical references (p. 157-161).
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Sutters, Justin Peter. "Taking Place and Mapping Space: How Pre-Service Art Education Students’ Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345065866.

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Russell, Jan Ware. "Characteristics of Contemporary U.S. Progressive Middle Schools." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363275531.

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Books on the topic "Pedagogy|Teacher education|Educational philosophy"

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Thapan, Meenakshi, and Meenakshi Thapan, eds. J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.001.0001.

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First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti’s work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions.
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G, Adams Natalie, ed. Learning to teach: A critical approach to field experiences. L. Erlbaum Associates, 1998.

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Adams, Natalie G., Bryan Deever, Delores D. Liston, and Christine Mary Shea. Learning to Teach: A Critical Approach to Field Experiences. Taylor & Francis Group, 2016.

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Adams, Natalie G., Bryan Deever, Delores Liston, and Christine M. Shea. Learning to Teach: A Critical Approach to Field Experiences. Lawrence Erlbaum Associates, 1998.

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Phyllis, Kahaney, Perry, Linda A. M., 1947-, and Janangelo Joseph, eds. Theoretical and critical perspectives on teacher change. Ablex Pub., 1993.

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Book chapters on the topic "Pedagogy|Teacher education|Educational philosophy"

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Railean, Elena. "Instructional Dynamic and Flexible Strategy." In Advances in Early Childhood and K-12 Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5059-6.ch003.

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Globalization, Anthropology, and Existentialism (GAE) is a philosophical paradigm of PreK–12 education that adds value to a new educational ideal: professionalism, planetary thinking, and cultural pluralism. Critical pedagogy constitutes a part of this philosophy, which describes the interdependencies between teaching, learning, and environmental assessment. By comparing the Freirean approach to the affordance of new educational technologies in everyday classrooms, the authors propose an instructional dynamic and a flexible strategy. Such a strategy proves the changing roles of teacher and learner during the learning process. This chapter aims to describe the instructional dynamic and flexible strategy as integral to teaching and learning and to evaluation methods that engage learners in classroom cognitive activity. The objective of the chapter is to investigate the transition from algorithmic to empirical methods, encouraged by the increasing role of self-regulation techniques. This presents insights into the perceived significance of the new learning strategy.
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