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Journal articles on the topic 'Pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Syabarrudin, Agus, Imamudin Imamudin, and Marlina Saptariana. "CRITICAL PEDAGOGY IN THE DIGITAL ERA." JURNAL EDUSCIENCE 10, no. 1 (2023): 159–64. http://dx.doi.org/10.36987/jes.v10i1.3917.

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In the 4.0 industrial revolution, the world of education has taken advantage of developing technology. In this case, pedagogy which is the science of educating, play an important role. Therefore, this study was conducted to find out more about role of pedagogy. This research was conducted through literature review research methods. In fact, in this digital era, there is a gap. Namely that students are more adept at adapting technology compared to educators, this is what makes educators have to study, master, and adapt technology, especially in the teaching and learning process takes place whil

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Mulyana, Endang, Turmudi Ph.D., and Dadang Juandi. "MODEL PENGEMBANGAN DESAIN DIDAKTIS SUBJECT SPECIFIC PEDAGOGY BIDANG MATEMATIKA MELALUI PROGRAM PENDIDIKAN PROFESI GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 19, no. 2 (2014): 141. http://dx.doi.org/10.18269/jpmipa.v19i2.454.

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Salah satu kompetensi inti sebagai guru matematika adalah kompetensi pedagogi yaitu mengembangkan kurikulum (enacted curriculum) dalam mata pelajaran matematika. Dalam Pendidikan Profesi Guru (PPG) Matematika di Universitas Pendidikan Bandung (UPI), kemampuan pedagogi ini dilatih melalui workshop yang disebut subject specific pedagogy (SSP). Tujuan dari kajian ini adalah mengembangkan suatu model/prosedur workshop yang efektif dalam mendorong peserta PPG untuk meningkatkan kompetensi pedagoginya. Model ini dikembangkan atas dasar teori segitiga didaktik antara siswa, guru dan materi yang melip

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Farné, Roberto. "Pedagogia Visuale/Visual Pedagogy." Proceedings 1, no. 9 (2017): 872. http://dx.doi.org/10.3390/proceedings1090872.

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Suchánková, Eliška, and Renáta Matušů. "Spiritualita pedagogů tradičních a alternativních škol." Sociální pedagogika / Social Education 8, no. 2 (2020): 29–43. http://dx.doi.org/10.7441/soced.2020.08.02.02.

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Studie se zaměřuje na spiritualitu pedagoga jako významnou dimenzi osobnosti člověka, který vstupuje do edukačního procesu a ovlivňuje jej. Představuje výsledky výzkumu, jehož cílem bylo prostřednictvím dotazníkového šetření zjistit míru spirituality u pedagogů základních škol (N = 192), rozdíly v míře spirituality mezi pedagogy tradičních a alternativních škol a souvislost spirituality s empatií. Ukazuje se, že míra spirituality pedagogů alternativních škol je významně vyšší v dimenzích ekospiritualita, etický entuziasmus, sounáležitost, mystika, svědomitá starostlivost a latentní monoteismus

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D'AROZ, M. S., A. A. HICKMANN, and Araci ASINELLI-LUZ. "Pedagogia, Pedagogos e a extensão universitária (Pedagogy, Pedagogues and university extension)." emancipacao 16, no. 2 (2016): 191–204. http://dx.doi.org/10.5212/emancipacao.v.16i2.0001.

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Gow, James. "Strategic Pedagogy and Pedagogic Strategy." International Relations 20, no. 4 (2006): 393–406. http://dx.doi.org/10.1177/0047117806069401.

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Ndona, Yakobus, Liber Siagian, and Sampitmo Habeahan. "Pedagogi Yesus Dalam Perspektif Progresifisme Pendidikan." Jurnal Christian Humaniora 5, no. 1 (2021): 25–46. http://dx.doi.org/10.46965/jch.v5i1.614.

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AbstractJesus Christ is not only a founder of Christianity. Jesus is from pedagogical perspective including an educational figures with the power of charisma who until now has influenced to the world of Christianity. The charisma pedagogy of Jesus appears in authoritative teaching, the charismatic, delivery of messianic expectations and a distinctive educational pattern. A study of a gospels, reveals that the pedagogy of Jesus was not oriented toward the inculcation of religious laws as done by the Jewish rabbis. Jesus education focused on renewing the heart based on the value of the kingdom o

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Martins, Ernesto Candeias. "Embasamento dos pressupostos psicopedagógicos do escolanista Faria Vasconcelos na pedagogia contemporânea." REVISTA INTERSABERES 18 (September 6, 2023): e023tl4013. http://dx.doi.org/10.22169/revint.v18.e023tl4013.

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RESUMO A pesquisa, de teor histórico-educativa, aborda os pressupostos psicopedagógicos da pedagogia contemporânea no pensamento de Faria de Vasconcelos, escolanovista português, os quais foram alavancas nas ações que efetuou no âmbito da formação de educadores/professores, na orientação escolar/profissional e reabilitação pedagógica de crianças/jovens com dificuldades de aprender. Utilizamos a metodologia hermenêutica analítica ao conteúdo da obra deste pedagogo (fontes primárias, secundárias), elencada nos seguintes objetivos: analisar as caraterísticas da pedagogia contemporânea em Vasconce

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Waliyadin, Waliyadin, Zaharil Anasy, and Desi Nahartini. "EXPLORING TEACHER EDUCATORS’ UNDERSTANDING OF CRITICAL PEDAGOGY AND ITS IMPLEMENTATION IN THE ENGLISH READING CLASS." IJEE (Indonesian Journal of English Education) 10, no. 1 (2023): 182–206. http://dx.doi.org/10.15408/ijee.v10i1.31894.

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ABSTRACTGrounded in the Freire’s (1971) critical pedagogy premise stating that education should impact social change and reading words should be followed by reading the world, this study explores the experiences of English language teachers who teach English reading classes with the critical pedagogy approach. We employed qualitative research with a case study as the research design to dig into the depth of teachers’ perspectives. The data were garnered through in-depth interviews with four lecturers and analyzed following Braun and Clarke’s (2006) thematic analysis. The present study revealed

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Zieliński, Paweł. "The Relationships and Differences of the Kantian Philosophy and Pedagogy in Regard to Postmodern Pedagogic." Studia Edukacyjne, no. 48 (April 15, 2018): 115–32. http://dx.doi.org/10.14746/se.2018.48.8.

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The aim of the study is articulated in the title. The author is reconstructing Kantian philosophy and pedagogic, the thesis of postmodernism and post-modern pedagogic and indicates the relationships and differences of those two systems. Both Kant and the Baden-based neo-Kantians enabled the emancipation of the humanities. The Kantian model of pedagogy was the basis for pedagogic directions, belonging to the meta-theory of humanistic education and critical pedagogy, especially the postmodern one. There are clear links with Kantian ideas of pedagogy, the way to capture the role of dignity, knowl

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Yang, Tian. "On the Epistemology of Freire's Pedagogy." Lecture Notes in Education Psychology and Public Media 46, no. 1 (2024): 87–93. http://dx.doi.org/10.54254/2753-7048/46/20230622.

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This paper serves as an analysis of Freires pedagogy from a philosophical perspective, illustrating how knowledge is acquired in pedagogy and relating pedagogy back to its philosophical sources. This paper is structured into four sessions: 1. an overview of Freires pedagogy; 2. an epistemological analysis on pedagogy; 3. Freires epistemological materialism; 4. the philosophical source of Freires pedagogy. The first session is a brief introduction to pedagogy, clarifying what problems pedagogy is trying to solve and how pedagogy addresses these problems. The second session fits pedagogy into a

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Cacchiarelli, Matteo. "Sport e Fenomenologia: una teoresi pedagogica." Rivista Italiana di Pedagogia dello sport 1, no. 2 (2015): 74–83. https://doi.org/10.5281/zenodo.1059419.

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<strong>Abstract:</strong> La fenomenologia ha determinato un ripensamento critico del rapporto tra scienza e il proprio oggetto di studio. La pedagogia, come altre scienze umane, volendo emanciparsi da un approccio tecnicistico, ha adottato gli assunti metodologici della fenomenologia per una valida rifondazione epistemologica. Si sono così delineate le basi per quella che è definita pedagogia fenomenologica. Obiettivo di questo lavoro è mostrare la validità del metodo fenomenologico in pedagogia e l’auspicabilità di sviluppare una pedagogia fenomenologica dello sport capace di comprendere le

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KAZADI MULOPWE, Ananie. "From Dogmatic Pedagogy to Inclusive Pedagogy." International Journal of Science and Research (IJSR) 11, no. 2 (2022): 1195–99. http://dx.doi.org/10.21275/sr22221115116.

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Sumara, Andry Rivan, Yusrizal, Arsyad, and Neti Budiwati. "ANALISIS BIBLIOMETRIK: TREN DAN PERSPEKTIF PENELITIAN PENDIDIKAN PEDAGOGI DI ERA DIGITAL (2014-2024)." JMBI UNSRAT (Jurnal Ilmiah Manajemen Bisnis dan Inovasi Universitas Sam Ratulangi). 12, no. 1 (2025): 1–13. https://doi.org/10.35794/jmbi.v12i1.59616.

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Kajian pedagogi menjadi sangat penting karna memiliki peran dan dampak yang signifikan pada pola pembelajaran di dunia pendidikan. perkembangan digital memberikan dampak yang sangat kuat pada pendekatan dan pola kajian pedagogi. oleh sebab itu diperlukan kajian dan trend mendalam terkait penelitian pedagogi di era digital dalam satu dasawarsa terakhir. Analisis Bibliometrik pada topik ini bertujuan untuk memetakan penelitian tentang pedagogik dalam era digital. Sumber data di ambil dari database Scopus, dengan area subjek pembahasan pedidikan dan digital, dari pencarian kata “Pedagogik” dan “E

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Saulėnienė, Sigita, and Skirma Grikietytė. "PEDAGOGŲ KOMPETENCIJOS TAIKANT INOVACIJAS IKIMOKYKLINIAME UGDYME." STUDIJOS – VERSLAS – VISUOMENĖ: DABARTIS IR ATEITIES ĮŽVALGOS, no. VII (December 22, 2022): 95–103. http://dx.doi.org/10.52320/svv.v1ivii.240.

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Straipsnyje aptariamos pedagogų kompetencijos ir gebėjimai, taikant inovacijas ikimokykliniame ugdyme. Inovacijos švietime įvardijamos kaip svarbus žingsnis kokybiniams pokyčiams Lietuvoje. Taikant inovacijas yra svarbios pedagogų kompetencijos, turinčios užtikrinti kokybišką ir efektyvų jų taikymą. Ikimokyklinio ugdymo pedagogai, taikantys šiuolaikines ugdymo inovacijas savo ugdomojoje veikloje, kasdien veikia skirtingose situacijose ir susiduria su naujomis problemomis, kurias daugiausiai lemia pedagogų kompetencijos. Todėl kyla tokie klausimai: ar pedagogai geba į ikimokyklinio ugdymo turin

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Danilova, Antonina S. "Festival pedagogy as a pedagogic innovation. Oxfordshire Festivals (the UK)." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 250–52. http://dx.doi.org/10.34216/2073-1426-2019-25-4-250-252.

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The article considers the festival pedagogy phenomenon as innovative for Russian pedagogic reality. The author of the article in this study summarises the practical pedagogic experience of educational institutions of Oxfordshire (state and public schools, colleges, universities) in the search for new non-traditional forms of sociocultural partnership. The author focuses on the identification of the upbringing aspects of the festival as the main technology of festival pedagogy. When considering the phenomenon from the point of view of authentic British pedagogic practice of one of the oldest ex

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Dos Santos, Ana Paula Teodoro, Fernanda Lays da Silva Santos, and Walter Matias Lima. "O ENSINO DE FILOSOFIA NOS CURSOS DE LICENCIATURA EM PEDAGOGIA: UMA REVISÃO SISTEMÁTICA DA LITERATURA." REVISTA FOCO 16, no. 02 (2023): e943. http://dx.doi.org/10.54751/revistafoco.v16n2-079.

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Pesquisas mais recentes apontam que o pedagogo atua em diversas áreas e modalidades profissionais. Dessa maneira, o currículo do curso de Pedagogia ganha um caráter mais técnico, buscando atender essas novas especificidades, o que algumas vezes, diminui o valor à filosofia nesse contexto, provocando uma fragmentação de componentes curriculares, o que dificulta a real qualidade na formação do pedagogo, impossibilitando-o de analisar as discussões educacionais e a problematização política das práticas educativas. Nesse sentido, este trabalho tem como objetivo principal identificar os estudos cie

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Laili, Muawwinatul. "Multiliteracies Pedagogy In Raising Gender Awareness Through Sue Monk Kidd’s The Secret Life Of Bees." EDUSCOPE: Jurnal Pendidikan, Pembelajaran, dan Teknologi 8, no. 2 (2023): 15–27. http://dx.doi.org/10.32764/eduscope.v8i2.3471.

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ABSTRACT The purpose of this study is to investigate the implementation of the Multiliteracy Pedagogy approach promoted by the New London Group (1996) in raising gender awareness through The Secret Life of Bees movie, which was adapted from Sue Monk Kidd's novel of the same name (2001). The participants of this research are seventeen fifth semester English Education students and an English lecturer. Using qualitative data from observation and an online questionnaire. The findings revealed that through The Secret Life of Bees, the four elements of Multiliteracies Pedagogy are well implemented i

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Vella, Mary Grace. "Carceral pedagogy: avenging panopticism." Form@re - Open Journal per la formazione in rete 24, no. 3 (2024): 5–22. https://doi.org/10.36253/form-16612.

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Carceral pedagogy lies at the nexus of pedagogy and penology intertwined in a complex web of disciplinarity and panopticism. The role of punishment in education through punitive education and the role of education in prison through reformative education are examined within the context of carceral pedagogy. Adopting Willis’ “learning to labour” and Bowles and Gintis’ correspondence principle, the correlation between education and employment is extended to the area of corrections. This correspondence is sustained through the school-to-work-to-prison pipeline in a vicious cycle of disciplinary co

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Sapkota, Narayan Prasad. "Post Method Pedagogy: Opportunities and Challenges in EFL Context of Nepal." English Language Teaching Perspectives 7, no. 1-2 (2022): 46–53. http://dx.doi.org/10.3126/eltp.v7i1-2.47407.

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Post-method pedagogy is an attempt to go beyond the quest of the best method or method-based restrictions in language teaching. Pedagogy in these premises is not limited to classroom activities, teaching materials, curricular objectives, and evaluation procedures, but also covers traditionally overlooked areas such as historical, political and socio-cultural experience. It is a tripartite system with the three pedagogic parameters such as particularity, practicality, and possibility. This research was conducted to explore the opportunities and challenges of adopting post method pedagogy in the

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Lestari, Tita, Ika Lestari Damayanti, and Iyen Nurlaelawati. "Reading to Learn (R2L) Pedagogy: Teaching Reading Comprehension to a Young English Language Learner." JoLLA: Journal of Language, Literature, and Arts 2, no. 11 (2022): 1558–69. http://dx.doi.org/10.17977/um064v2i112022p1558-1569.

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Abstract: Reading to Learn (R2L) pedagogy is a child-friendly approach that aims to minimize the literacy gap among learners. R2L pedagogy is applicable at every level of education with the use of various text types. Considering many significant aspects of R2L, this approach could be used in Indonesia to help learners fulfilling the high demand of Kurikulum Merdeka at primary and junior high school levels. However, only little research using R2L pedagogy in Indonesian primary school contexts was found. Therefore, this research is intended to discover how R2L pedagogy supports a young English l

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Manery, Rebecca. "Revisiting the Pedagogy and Theory Corral: Creative Writing Pedagogy Teachers’ Conceptions of Pedagogic Identity." New Writing 12, no. 2 (2015): 205–15. http://dx.doi.org/10.1080/14790726.2015.1040030.

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Kidwell, Tabitha. "Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies." Register Journal 10, no. 2 (2017): 221. http://dx.doi.org/10.18326/rgt.v10i2.221-233.

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ENGLISH ABSTRACT Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén’s (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual kno

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Khasri, M. Rodinal Khair. "Liberating People; Critical Pedagogy on the Revolutionary Thought of Hassan Hanafi." Nadwa 1, no. 1 (2019): 1. http://dx.doi.org/10.21580/nw.2019.1.1.3914.

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<pre>The researcher observed the dimension of critical pedagogy in the context of Hassan Hanafi revolutionary thought. He was very good founding the fundamental thought in theology of liberation named Left Islam. This research used a literature study and historical-factual method to analyze the dimension of critical pedagogy on Hassan Hanafi revolutionary thought. The result of this research was new understanding about critical pedagogy dimension on Hassan Hanafi thought. <em>First.</em> Dehumanization in the context of education is inseparable from the influence of Western c

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Soares dos Santos, Franciele, and Conceição Paludo. "A atualidade das contribuições de Moisey M. Pistrak e Viktor N. Shulgin para a pedagogia do Movimento dos Trabalhadores Sem Terra." Perspectiva 33, no. 3 (2016): 1163–83. http://dx.doi.org/10.5007/2175-795x.2015v33n3p1163.

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O objetivo deste artigo é contribuir para o debate sobre a atualidade da pedagogia socialista para os avanços da Pedagogia do Movimento dos Trabalhadores Sem Terra (MST), por meio da proposta de implementação do plano de estudos de Moisey M. Pistrak e da categoria do trabalho socialmente necessário, elaborada por Viktor N. Shulgin. Para a sua elaboração, foi realizado estudo bibliográfico dos autores citados, assim como das obras de Caldart e de documentos do MST. Os resultados indicam que o MST ensaia e engendra, na atualidade, estabelecendo o diálogo com os educadores russos, a possibilidade

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Handayani, Wuri. "Pedagogi Estetik Berbasis Kearifan Lokal melalui Kriya Nusantara Batik Cianjur." Journal of Urban Society's Arts 5, no. 2 (2019): 59–65. http://dx.doi.org/10.24821/jousa.v5i2.2086.

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ABSTRAKJawa Barat memiliki keanekaragaman seni dan budaya, salah satunya ialah kriya nusantara berupa batik yang ada di Kabupaten Cianjur. Motif batik Cianjur disesuaikan dengan keadaan alam dan kearifan lokal yang ada dan hal ini menjadi pendukung bagi Kabupaten Cianjur sebagai salah satu destinasi wisata di Jawa Barat. Motif batik Cianjur selain memiliki nilai estetik juga memiliki nilai pendidikan, sehingga bisa dijadikan sebagai media pedagogi estetik bagi masyarakat,. Penelitian ini menggunakan pendekatan kualitatif, metode studi kasus, dengan tujuan untuk mendapatkan gambaran komprehensi

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Suryati, Nunung, Farah Ulfa Riadina, Retno Istiqomah, Asih Kusumawati, and Hirlya Intan Febryan. "The Implementation of Reading to Learn Pedagogy in Indonesian Junior Schools: Impact on Students’ Writing Skills and Students’ Perceptions." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 6, no. 11 (2021): 1743. http://dx.doi.org/10.17977/jptpp.v6i11.15137.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study investigates the effect of Reading to Learn Pedagogy on the writing skill of Indonesian students and their perceptions of the usefulness of the pedagogy. A quasi-experimental study involved 32 seventh graders and 54 ninth graders and two teachers of Junior High School in Indonesia. They were assigned into two groups: experimental and control. The treatment was conducted at eight session

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M., Papaiah &. Dr. Shahanaz Begum. "PEDAGOGIC PRACTICES OF SOCIAL SCIENCE TEACHERS." Scholarly Research Journal for Interdisciplinary studies 12, no. 81 (2024): 83–89. https://doi.org/10.5281/zenodo.10796355.

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<em>in practice. Pedagogy is shaped by learners tutoring beliefs and involves their understanding of culture and different literacy styles. Pedagogic practices are means by which literacy gests can be amended to promote scholars' literacy veritably creative. Pedagogy refers to the way of tutoring scholars, whether it's the proposition or practice of educating. It's a relationship between the culture and ways of literacy. The present abstract exploration concentrated on Pedagogic practices of Social Science preceptors. The main end of pedagogy is to make on former literacy of the scholars and w

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Nottingham, Paula McIver. "Re-evaluating work-based learning pedagogy." Higher Education, Skills and Work-Based Learning 7, no. 2 (2017): 129–40. http://dx.doi.org/10.1108/heswbl-11-2015-0057.

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Purpose The purpose of this paper is to examine work-based learning (WBL) pedagogy within higher education (HE) related to the use of the “field of study” concept. Design/methodology/approach This paper reviews WBL literature to discuss the original context of the concept and relates this to current pedagogic approaches through qualitative interviews and written explanations. Findings WBL pedagogy continues to use the concepts from field of study WBL but the study also indicates that academic practitioners are developing pedagogy to meet the needs of current workplace and educational policy. R

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Żukiewicz, Arkadiusz. "Participatory Pedagogy. Education vs. Pedagogy." Studia z Teorii Wychowania XIV, no. 1(42) (2023): 273–83. http://dx.doi.org/10.5604/01.3001.0016.3437.

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The book by Martha Ann Davis McGaw and Simone McGaw-Evans: Participatory Pedagogy.Emerging Research and Opportunities, published by IGI Global, Hershey, Pennsylvania, USA (2020, ps. 156), deserves to be recommended to Polish readers for both formal and cognitive reasons. The title of the monograph may be an impulse for formal changes in the sphere of translating the category of pedagogy into English. In particular, it concerns the English translation of pedagogy consistent with the ontological essence of this science and the Polish tradition of pedagogical practice. The content of the book can

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Sa'adah, Fiki, Sumaryanto Sumaryanto, Subagyo Subagyo, and Komarudin Komarudin. "PEDAGOGI PENDIDIKAN JASMANI." MAJORA: Majalah Ilmiah Olahraga 27, no. 2 (2021): 60–70. http://dx.doi.org/10.21831/majora.v27i2.47125.

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Pendidikan jasmani sebagai perwujudan konsep yang memperluas gerakan tubuh. Penelitian tentang pembelajaran dan perwujudan yang memiliki berbagai fokus, termasuk aspek sosiologis sebagai pengalaman siswa. Penelitian ini adalah tinjauan literatur studi yang memiliki tujuan untuk mengeksplorasi penelitian yang pernah dilakukan tentang pedagogi perwujudan dalam pendidikan jasmani. Penelitian literatur riview ini ditemukan ciri perwujudan pedagogi dalam pendidikan jasmani, dan aplikasi untuk pengajaran dan pembelajaran pendidikan jasmani. Tinjauan analisis tematik empat puluh dua studi yang memenu

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Sampaio Figueiredo, Helenara Regina, and Rui Marcos De Oliveira Barros. "Investigações a Respeito das Habilidades Matemáticas de Licenciandos em Pedagogia na Modalidade a Distância." Revista de Ensino, Educação e Ciências Humanas 17, no. 4 (2017): 317. http://dx.doi.org/10.17921/2447-8733.2016v17n4p317-326.

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As dificuldades em Matemática de licenciandos de Pedagogia têm sido apontadas por autores, como Mandarino, Curi, Gatti e Oliveira, tanto na formação inicial quanto na atividade docente. O conhecimento do panorama educacional desses licenciandos associado ao estudo desses autores motivou a busca de respostas para a questão norteadora deste trabalho: como se configuram as habilidades matemáticas dos licenciandos em Pedagogia, na modalidade a distância, acerca dos temas “Espaço e Forma” e “Grandezas e Medidas”? A pesquisa utilizou a triangulação de coleta de dados, envolvendo quarenta e sete lice

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Sadiku, Matthew N. O., Adedamola Omotoso, and Sarhan M. Musa. "Digital Pedagogy." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (2019): 801–2. http://dx.doi.org/10.31142/ijtsrd21490.

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Moriña, Anabel. "Approaches to Inclusive Pedagogy: A Systematic Literature Review." Pedagogika 140, no. 4 (2021): 134–54. http://dx.doi.org/10.15823/p.2020.140.8.

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The paper presents a systematic review of inclusive pedagogy; it differences between inclusive education, inclusive practice, and inclusive pedagogy; the pedagogic approach adopted integrates four elements: beliefs, knowledge, design and actions; further research is needed to determine what teachers do, how, and why they do it.

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Cobb, Hannah, and Karina Croucher. "Assembling archaeological pedagogy. A theoretical framework for valuing pedagogy in archaeological interpretation and practice." Archaeological Dialogues 21, no. 2 (2014): 197–216. http://dx.doi.org/10.1017/s138020381400021x.

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AbstractDrawing on relational theoretical perspectives in archaeological discourse, this paper considers how we can address the undervaluation of pedagogy and pedagogic research in archaeology. Through examining the relationships between fieldwork, teaching, and research, in light of Ingold's concept of the meshwork and DeLanda's assemblage theory, the division between teaching and research is undermined, and students and pedagogy are recentred as fundamental to the production of archaeological knowledge. This paper provides a theoretical grounding for resituating our current practices, sugges

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Basu, Durba. "Teaching Macbeth in “Other” Places." Borrowers and Lenders: The Journal of Shakespeare and Appropriation 16, no. 1 (2024): 47–59. http://dx.doi.org/10.18274/fv41wq06.

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My paper arises out of my pedagogic experiences of teaching Shakespeare plays to first-generation un-dergraduate students in classrooms where the teaching of English literature must necessarily proceed in a bilingual mode, with the help of Bangla/Bengali. What does it involve to navigate between Shake-speare’s English and Bangla as it is spoken in the present times? What does it involve to bring alive a Renaissance play to the imagination of those whose only experience of theatre (if at all) is witnessing seasonal yātrā performances of touring city-based troupes on makeshift stages erected for

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Ribeiro, Márden De Pádua. "Por uma pedagogia crítica (By a critical pedagogy)." Crítica Educativa 2, no. 2 (2017): 231. http://dx.doi.org/10.22476/revcted.v2i2.59.

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O artigo trata-se da defesa de uma concepção crítica de Pedagogia amparado, sobretudo, em McLaren (1997). Convida-se o leitor a uma reflexão acerca da Pedagogia crítica como uma alternativa possível ao campo da formação de professores. Ressalta-se a politização da educação como necessária a uma postura de luta constante pela transformação social. Entendendo a formação de professores como um campo em disputa, a Pedagogia crítica torna-se uma saída viável para o educador que se compromete com justiça social, em busca de menos desigualdade. Compromete-se, assim, com a lógica dos oprimidos, a favo

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Zappe, Petr. "Reflection of experiential pedagogy in pedagogogy and kinathropology." Tělesná kultura 32, no. 1 (2009): 29–43. http://dx.doi.org/10.5507/tk.2009.003.

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Zacharias, Nugrahenny T. "INTEGRATING EIL PEDAGOGY IN A PRE-SERVICE TEACHER EDUCATION PROGRAM." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 2 (2014): 217. http://dx.doi.org/10.15639/teflinjournal.v25i2/217-232.

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Among the existing pedagogies to teach English, many scholars have claimed that English as International Language (EIL) pedagogy is the most suitable pedagogy to the changing sociolinguistic landscape of English and English users. Despite such strong claims, little is actually known on how EIL pedagogy is experienced by teachers. The present article documented the experience of ten bilingual English student-teachers (BESTs) on practicing EIL pedagogy in a Microteaching course and during the teaching practice. Data were collected primarily from a focus group discussion and three individual inte

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Standford, Patric, Daniel L. Kohut, Paul Farmer, and Laura Campbell. "Pedagogy." Musical Times 128, no. 1733 (1987): 387. http://dx.doi.org/10.2307/964535.

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Gauldin, Robert, and Mary Wennerstrom. "Pedagogy." Music Theory Spectrum 11, no. 1 (1989): 66–73. http://dx.doi.org/10.2307/745951.

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Smith, Laurel. "Pedagogy." English Journal 91, no. 3 (2002): 125. http://dx.doi.org/10.2307/821527.

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Gauldin, Robert, and Mary Wennerstrom. "Pedagogy." Music Theory Spectrum 11, no. 1 (1989): 66–73. http://dx.doi.org/10.1525/mts.1989.11.1.02a00100.

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Tanglen, Randi Lynn. "“Pedagogy”." Western American Literature 53, no. 1 (2018): 53–58. http://dx.doi.org/10.1353/wal.2018.0024.

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Galarte, F. J. "Pedagogy." TSQ: Transgender Studies Quarterly 1, no. 1-2 (2014): 145–48. http://dx.doi.org/10.1215/23289252-2399857.

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Schreiber, Melvyn H. "Pedagogy." Academic Radiology 3, no. 9 (1996): 789. http://dx.doi.org/10.1016/s1076-6332(96)80425-9.

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Hennessy, Claire. "Pedagogy." Prairie Schooner 96, no. 3 (2022): 17–22. http://dx.doi.org/10.1353/psg.2022.a904570.

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Sasson, V. R. "Roundtable on Pedagogy: Renunciation as Pedagogy." Journal of the American Academy of Religion 82, no. 2 (2014): 313–28. http://dx.doi.org/10.1093/jaarel/lfu005.

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Tacoh, Yuliana T. B. "PERSPEKTIF MAHASISWA TERHADAP PENDEKATAN PEDAGOGI SPIRITUAL DALAM PEMBELAJARAN DARING." Perspektif Ilmu Pendidikan 34, no. 2 (2020): 67–80. http://dx.doi.org/10.21009/pip.342.1.

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Dalam masa pandemi sekarang ini, semua kegiatan pembelajaran dilaksanakan dalam bentuk daring atau tatap maya dengan bantuan gawai dan jaringan internet. Pada masa seperti ini, apakah pendekatan pedagogi spiritual dapat terjadi dan dirasakan oleh mahasiswa? Pedagogi spiritual adalah pendekatan pembelajaran yang berparadigma spiritual. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan perspektif mahasiswa tentang pedagogi spiritual dalam pembelajaran daring. Penelitian ini merupakan penelitian deskriptif kualitatif. Data dikumpulkan melalui wawancara terstruktur yang dilakukan terha

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Oliveira, Carloney Alves de. "Matemática divertida e curiosa: jogos online na formação do pedagogo." Revista EDaPECI 13, no. 3 (2013): 377–90. http://dx.doi.org/10.29276/redapeci.2013.13.31846.377-390.

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Este artigo apresenta um relato de experiência sobre a utilização de jogos online nas aulas da disciplina Saberes e Metodologias do Ensino de Matemática 1, no Curso de Pedagogia, da Universidade Federal de Alagoas (UFAL), do Centro de Educação (CEDU), como prática educativa na formação do pedagogo, a partir de jogos disponíveis na internet. Baseado nos estudos de Lara (2003), Souza (2004), Rosa Neto (1998), Alves (2006), Fiorentini e Lorenzato (2006), Brasil (2006), Nóvoa (1992), Nacarato e Paiva (2006) e Jarandilha e Splendore (2005) sobre o lúdico no ensino de Matemática e jogos online busco

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