Relevant bibliographies by topics / Practical Pedagogical Research

Contents

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

Academic literature on the topic 'Practical Pedagogical Research'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Practical Pedagogical Research"

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Robson, Rachel L., and Vaughn E. Huckfeldt. "Ethical and Practical Similarities Between Pedagogical and Clinical Research." Journal of Microbiology & Biology Education 13, no. 1 (2012): 28–31. http://dx.doi.org/10.1128/jmbe.v13i1.360.

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Poliak, O. "FEATURES OF PRACTICAL STUDENTS' TRAINING IN OLEXIY HRYHOROVYCH MOROZ'S SCIENTIFIC AND PEDAGOGICAL RESEARCH." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (9) (2019): 47–50. http://dx.doi.org/10.17721/2415-3699.2019.9.11.

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The article deals with the scientific and pedagogical heritage of Moroz Oleksiy Hrygorovych, the issue of the importance of out-ofclass modern students' work, the concepts and content of their individual work, pedagogical conditions of ensuring the individual educational activity of students of third level educational institutions. The article analyzes Oleksiy's Hrygorovych Moroz scientific and pedagogical heritage. It emphasizes the importance of effective organization and pedagogical conditions for providing individual student's work. It is concluded, that: – in conditions of students' creat
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Rubacha, Krzysztof. "Conditions governing the development of research methodology in pedagogical sciences. Theoretical and practical research." Studia z Teorii Wychowania XII, no. 1 (34) (2021): 11–25. http://dx.doi.org/10.5604/01.3001.0014.8452.

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The aim of the article is to formulate methodological conditions for the development of pedagogical sciences, including the methodological procedures used by these sciences. The starting point of the analysis is to show the tension between theoretical and practical research. This tension means that without theory there is no practical research, and without practical research no theories can arise. The following parts of the article show the conditions related to exploratory and verification research and to types of explanations present in social sciences. These conditions are also shown as dir
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Чудинова, Светлана, Svetlana Chudinova, Николай Козырев, Nikolai Kozyrev, Елена Митькина, and Elena Mitkina. "Basic Pedagogical Support in the System of Continuous Education: Optimization of Pedagogical Conditions Modeling." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 3, no. 1 (2019): 21–28. http://dx.doi.org/10.21603/2542-1840-2019-3-1-21-28.

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The paper clarifies the pedagogical conditions for improvement of pedagogical support modeling in the system of continuous education and provides some practical examples. The quality of determinations and models of pedagogical support in continuous education is determined by the adaptive, acme-pedagogic, personified-productive, and functional-labor approaches, which reveal the direction of scientific inquiry and visualize solutions. Social, professional, and educational orientation of the search for optimal pedagogical conditions of optimization reveals various facets and opportunities of the
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Salybekova, Nurdana, Gani Issayev, Zhanna Abdrassulova, Ardak Bostanova, Rustembek Dairabaev, and Murat Erdenov. "Pupils’ research skills development through project-based learning in biology." Cypriot Journal of Educational Sciences 16, no. 3 (2021): 1106–21. http://dx.doi.org/10.18844/cjes.v16i3.5829.

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The study aims to develop theoretical foundations, methods of forming research skills of pupils in biological education, and experimental substantiation of its effectiveness. The following methods were used: analysis of psychological and pedagogical, biological, scientific, and methodological literature, the definition of the theory, the innovative methods of biological education, practical work, pedagogical practice, control, questionnaires, interviews, statistical analysis, identification, and implementation of training experiments. It is proposed to develop methods and determine the content
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Smolyar, Antonina Ivanovna, and Svetlana Gennadyevna Zogol. "Master students’ scientific research design as a teacher training professional development factor." Samara Journal of Science 7, no. 2 (2018): 262–66. http://dx.doi.org/10.17816/snv201872310.

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The paper proves that master students scientific research is the essence for teacher training professional development. The authors describe the model, substantiate approaches to master students scientific research position and content understanding based on their analyses of the experience of master students scientific research predictive model representation. Methodologically these are activity and research approaches; and their implementation principles are practice-oriented educational process principle, activity and creative content of education principle and the educational process perso
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Johnston, Brenda. "Action research in teaching and learning: a practical guide to conducting pedagogical research in universities." Journal of Further and Higher Education 34, no. 3 (2010): 467–73. http://dx.doi.org/10.1080/0309877x.2010.487321.

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Balikaeva, Marina B. "Competence Approach as Factor of Higher School Students’ Professional Mobility Development." SHS Web of Conferences 50 (2018): 01204. http://dx.doi.org/10.1051/shsconf/20185001204.

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The article studies the concept of “professional mobility” based on the philosophical, psycho-pedagogical and sociological literature analysis. It discusses the competence approach specificity as a factor of the students’ professional mobility development process. The research reveals the criterion-evaluation complex components for checking the pedagogical conditions effectiveness and providing the students’ professional mobility development process by means of the competence approach implementation. It considers the pedagogical conditions complex for the students’ professional mobility develo
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Litts, Breanne K., Melissa Tehee, Jennifer Jenkins, et al. "Culturally disruptive research: a critical (re)engagement with research processes and teaching practices." Information and Learning Sciences 121, no. 9/10 (2020): 769–84. http://dx.doi.org/10.1108/ils-02-2020-0019.

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Purpose As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work, especially with and in diverse project teams. The purpose of this paper is to provide a critical examination of adopting a culturally disruptive approach in a research–practice partnership (RPP) that includes Indigenous and non-Indigenous researchers, designers and educators who worked together to collaboratively design culturally situated experiences for sixth graders. Design/methodology/approach Following a de
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Heikkinen, Hannu L. T. "Developing pedagogical practices under umbrellas of different colours." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 7, no. 2 (2019): 23–39. http://dx.doi.org/10.12697/eha.2019.7.2.02b.

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The aim of this article is to introduce different ways to conceptualise approaches aimed at improving practices by combining practitioners’ professional work and research. In historical terms, the oldest of these approaches is action research which was introduced in the 1940’s. Thereafter, approaches combining practical work with academic aspirations have been conceptualised in a number of ways, such as design research, translational research, developmental work research (DWR) and practitioner research, and their numerous versions and combinations. Secondly, the purpose of this paper is, from
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Dissertations / Theses on the topic "Practical Pedagogical Research"

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Coimbra, Camila Lima. "A pesquisa e a prática pedagógica como um componente curricular do curso de pedagogia: uma possibilidade de articulação entre a teoria e a prática." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/9985.

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Made available in DSpace on 2016-04-27T14:31:59Z (GMT). No. of bitstreams: 1 camila coimbra.pdf: 1612887 bytes, checksum: f856dee91314c332514b00ce6a726ef7 (MD5) Previous issue date: 2007-06-15<br>This thesis has as its central theme the proposal of an initial training whereby pedagogical practice and research are presented as curricular components. This work has the objective of investigating the role of practical and pedagogical research in the enunciation of the theory and its practice in the curriculum of the Pedagogy Course of the Catholic College of Uberlândia. To that end the first c
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Gunvik-Grönbladh, Ingegerd. "Att bli bemött och att bemöta : En studie om meritering i tillsättning av lektorat vid Uppsala universitet." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-234705.

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The general purpose of this thesis is to contribute to further understanding of the academic appointment process explored and defined as participation in a collegial educational process. The appointment process for academic positions has historically been regulated by state authorities ever since the first university was established in Sweden and has continuously been questioned for necessity, procedure etc. The object of study is the appointment process focusing the consideration of teaching skill in appointing academic teachers. A theoretical construction is used as a method in order to gras
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Garrett, Stephen Thomas. "Professional development for the integration of biotechnology education." Queensland University of Technology, 2009. http://eprints.qut.edu.au/25966/.

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Views on the nature and relevance of science education have changed significantly over recent decades. This has serious implications for the way in which science is taught in secondary schools, particularly with respect to teaching emerging topics such as biotechnology, which have a socio-scientific dimension and also require novel laboratory skills. It is apparent in current literature that there is a lack of adequate teacher professional development opportunities in biotechnology education and that a significant need exists for researchers to develop a carefully crafted and well supported pr
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Liviero, Sara. "Teachers' reported beliefs about the role of grammar, and their observed pedagogical practices of foreign languages teaching in England." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16005.

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The purpose of this dissertation was to investigate teachers’ beliefs about a fundamental aspect of foreign language teaching: grammar. Whilst progressively reinstated in the national curriculum and consistently sustained by foreign languages teachers’ practices, grammar’s perceived irrelevance for assessment criteria of the nationally adopted method of assessment - the General Certificate of Secondary Education – kept it caught in conflicting discourses of policy, linguistic research and teaching practices. Whilst foreign languages policy and practice kept converging towards increasing focus
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Walimbwa, Michael. "Developing proficiency in pedagogical integration of emerging technologies: an educational design research of a community of practice at Makerere University." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27303.

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This thesis investigated the development of proficiency in pedagogical integration of emerging technologies amongst educators at Makerere University. Limited educator CoPs focused on pedagogical integration of ETs inhibit educator potential to contribute to quality learning through pedagogical integration of ETs. The general question in this thesis is how social architecture in an educator CoP provides opportunities for enhancing proficiency development in pedagogical integration of ETs. Based on educational design research framework and situated learning theory, a community of practice as an
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El-Karnichi, Fouad. "Exploring pedagogical and curricular practices in postgraduate and undergraduate translation programs in Qatar : towards the development of a localized competency-based approach." Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/10967.

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The number of translation programs within a university context has multiplied in many countries worldwide, which led to the need to question their quality (Gambier, 2012). In the Arab world, especially in the Gulf region, translator education is an emerging practice. For instance, in Qatar, the first translation programs were launched in 2012 at both Qatar University (BA minor in translation ) and the MA programs in translation studies at the Translation and Interpreting Institute (College of Humanities and Social Sciences; Hammad bin Khalifa University). Arabic scholars in the field of transl
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Ens, Romilda Teodora. "Significados da pesquisa segundo alunos e professores de um curso de pedagogia." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/16244.

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Made available in DSpace on 2016-04-28T20:57:02Z (GMT). No. of bitstreams: 1 Tese ROMILDA TEODORA ENS.pdf: 464342 bytes, checksum: 32fd1a4a17bb2cceaf5bb12041110bcf (MD5) Previous issue date: 2006-06-23<br>ABSTRACT This investigation analyses the different concepts of research identified in a program for teachers formation and looks for the meaning given by professors and undergraduate students to the Research on Pedagogical Practice present in the curricula of a Pedagogy Course. The study considered the different forms of organization in the Institution responsible for the formation, in th
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Roza, Jacira Pinto da. "A prática da pesquisa no processo de formação de professores em pedagogia : um desafio ao docente do ensino superior para a formação de um profissional reflexivo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17718.

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A tese "A PRÁTICA DA PESQUISA NO PROCESSO DE FORMAÇÃO DE PROFESSORES EM PEDAGOGIA: um desafio ao docente do ensino superior para a formação de um profissional reflexivo" investigou como os cursos de Pedagogia estão organizando seus processos pedagógicos de modo a contribuir na formação de profissionais reflexivos e quais as estratégias pedagógicas docentes que podem contribuir para o desenvolvimento deste profissional. Fundamentaram basicamente esse estudo os aportes teóricos nacionais de Demo, Anastasiou & Alves e Krahe ; e Schön, Alarcão e Tardif como internacionais. A coleta de dados foi re
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Lustosa, Francisca Geny. "InclusÃo, o olhar que ensina: o movimento da mudanÃa e a transformaÃÃo das prÃticas pegagÃgicas no contexto de uma pesquisa-aÃÃo." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3909.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>A presente pesquisa teve como objetivo investigar os aspectos envolvidos na apropriaÃÃo e no desenvolvimento de prÃticas pedagÃgicas que atendessem à diversidade de todos os alunos, favorecendo a inclusÃo no sistema comum de ensino, notadamente, daqueles com deficiÃncia. O quadro teÃrico-conceitual desse estudo contemplou quatro pilares de referÃncia, agrupado nas discussÃes sobre inclusÃo (AINCOW; BOOTH, 2000; MANTOAN, 2002; FIGUEIREDO, 2008; MITTLER, 2003. POULIN, 2006); PrÃtica pedagÃgica (ZABALLA, 1995; MERRIEU, 2006) formaÃÃo
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Forssten, Seiser Anette. "Stärkt pedagogiskt ledarskap : Rektorer granskar sin egen praktik." Doctoral thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-63822.

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The aim of the study is to generate knowledge about principals´ pedagogical leadership practice. Furthermore, the study aims at generate knowledge of what is happening in a joint action research practice when principals explore a pedagogical leadership. In the study the theory of practice architectures interacts with the choice of methodological orientation and is used to analyse the results. The study is embedded in the Nordic action research tradition. Partnership between universities and practitioners is seen as an important arena for professional development. The results are of importance
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Books on the topic "Practical Pedagogical Research"

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Korzhuev, Andrey, and Eleonora Nikitina. Research intelligence, solving pedagogical problems. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1086405.

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The monograph presents basic research skills that need to be mastered to participants of pedagogical research; particular attention is paid to research the correct dialogue and reflection the research design at all stages of its implementation.&#x0D; For researchers in the field of pedagogy, undergraduates, postgraduates and doctoral students of pedagogical specialties, workers of practical education involved in research and project activities, bachelors preparing for the defence of graduation thesis.
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Kozhuhar', Galina, Nikita Kochetkov, Tat'yana Krasilo, et al. Social psychology of education. Practicum. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014623.

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The workshop presents classic and original author's methods that can be effectively used in project and research work, in consulting practice, in the development of academic disciplines that consider the issues of harmonization of interaction in the educational environment.&#x0D; Meets the requirements of the Federal state educational standards of higher education of the latest generation.&#x0D; For practical classroom and extracurricular activities of undergraduate students studying in the areas of "Psychology" and "Psychological and pedagogical education", as well as for teachers of psycholo
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Walkerdine, Valerie. Surveillance, subjectivity, and struggle: Lessons from pedagogic and domestic practices. Center for Humanistic Studies, University of Minnesota, 1987.

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McGregor, Gail. Inclusive schooling practices: Pedagogical and research foundations : a synthesis of the literature that informs best practices about inclusive schooling. University of Montana, 1998.

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Shirshov, Vladimir. Psychological readiness for actions in emergency situations. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/993543.

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The tutorial covers the issues of psychological competence and the willingness to act in emergency situations. Examines the theoretical and practical aspects of recognition, evaluation and prevention of emergency situations in the contemporary human environment.&#x0D; Meets the requirements of Federal state educational standards of higher education of the last generation.&#x0D; Can be used in the preparation of undergraduate students for 44.03.01 direction of preparation "Pedagogical education" (an optional component) in the conditions of multilevel training of future teachers and can also be
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Barsch, Sebastian, ed. Geschichtsdidaktische Perspektive auf die 'Vormoderne'. Universitätsverlag Kiel | Kiel University Publishing, 2021. http://dx.doi.org/10.38072/2703-0784/v1.

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Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history.
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Norton, Lin. Action Research in Teaching and Learning: A practical guide to conducting pedagogical research in universities. Routledge, 2008.

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Action Research in Teaching and Learning: A practical guide to conducting pedagogical research in universities. Routledge, 2008.

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Khine, Myint Swe. Science Education in East Asia: Pedagogical Innovations and Research-informed Practices. Springer, 2015.

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Khine, Myint Swe. Science Education in East Asia: Pedagogical Innovations and Research-informed Practices. Springer, 2016.

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Book chapters on the topic "Practical Pedagogical Research"

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Thomson, Pat, and Christine Hall. "Using Film to Show and Tell: Studying/Changing Pedagogical Practices." In Visual Research Methods in Educational Research. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137447357_7.

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Hunter, Roberta, Jodie Hunter, Robyn Jorgensen, and Ban Heng Choy. "Innovative and Powerful Pedagogical Practices in Mathematics Education." In Research in Mathematics Education in Australasia 2012-2015. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1419-2_11.

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Hunter, Jodie, Jodie Miller, Ban Heng Choy, and Roberta Hunter. "Innovative and Powerful Pedagogical Practices in Mathematics Education." In Research in Mathematics Education in Australasia 2016–2019. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4269-5_12.

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Koç, Selma, and Joanne E. Goodell. "Preparing Teachers for Mobile Learning Applications Grounded in Research and Pedagogical Frameworks." In Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2706-0.ch008.

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Contrary to the benefits and opportunities mobile learning may provide, “Teacher preparation programs are often devoid of opportunities to teach with mobiles” (Herro, Kiger, &amp; Owens, 2013, p. 31). Educators need to understand the pedagogical affordances and limitations of mobile technology tools and develop materials and lessons based on frameworks or models grounded in research and practice. This article presents an overview of research and mobile learning integration frameworks in order to provide a theoretical and practical basis for app selection and integration in the K-12 and higher education classroom. Educators need to understand the pedagogical affordances and limitations of mobile technology tools and develop materials and lessons based on frameworks or models grounded in research and practice. This article presents an overview of research and mobile learning integration frameworks in order to provide a theoretical and practical basis for app selection and integration in the K-12 and higher education classroom.
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Phelan, James E. "Research, Theories, and Pedagogical Practices of Cultural Metacognition in Cross-Cultural Business Education." In Handbook of Research on Cross-Cultural Business Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3776-2.ch006.

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Cultural metacognition, or thinking about cultural assumptions, can help increase awareness, build trust, and create successful business outcomes. The role of cultural metacognition in business is vital. This chapter will enable building a cultural metacognition knowledge base, and promote appreciation of its importance and effect on business enhancement. The context of this chapter will amplify knowledge, ideas, and skills necessary to connect various issues of teaching and learning cultural metacognition in cross-cultural environments. The chapter will facilitate business educators' teaching practices that foster learning cultural metacognition and its effects on cross-cultural business practices. In addition, it includes discussion of the facts related to tools for developing metacognition skills, as well as suggestions for how to fill the gap between theoretical and practical implications. The ultimate goal is to help elevate teaching, learning practices, and research related to the topic of cultural metacognition in cross-cultural business education.
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Phelan, James E. "Research, Theories, and Pedagogical Practices of Cultural Metacognition in Cross-Cultural Business Education." In Research Anthology on Business and Technical Education in the Information Era. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5345-9.ch072.

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Cultural metacognition, or thinking about cultural assumptions, can help increase awareness, build trust, and create successful business outcomes. The role of cultural metacognition in business is vital. This chapter will enable building a cultural metacognition knowledge base, and promote appreciation of its importance and effect on business enhancement. The context of this chapter will amplify knowledge, ideas, and skills necessary to connect various issues of teaching and learning cultural metacognition in cross-cultural environments. The chapter will facilitate business educators' teaching practices that foster learning cultural metacognition and its effects on cross-cultural business practices. In addition, it includes discussion of the facts related to tools for developing metacognition skills, as well as suggestions for how to fill the gap between theoretical and practical implications. The ultimate goal is to help elevate teaching, learning practices, and research related to the topic of cultural metacognition in cross-cultural business education.
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Grundén, Kerstin. "Competence Development of E-Government." In Handbook of Research on E-Government in Emerging Economies. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0324-0.ch030.

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Effective implementation of e-Government demands the likelihood of appropriately incorporating all the multi-dimensional socio-technical factors in its design strategy. These socio-technical factors may involve, apart from the technological penetration and adoption, the different attitudes and competencies that may influence e-Government uptake. In this chapter, an interview study of a Web-based course for issues related to the implementation of e-Government is described and analysed. The design of the course was inspired by a study circle pedagogical approach. The respondents were especially positive to the group discussions of the studied course. Group-discussions and follow-up activities contributed to integrate learning outcomes into work practice. This study opines that there is a need to combine both development-oriented approaches with adaptive-oriented approaches in order to link different theoretical and practical aspects of the changed work-situation in the community of practice. There is also a need for pedagogical learning of producers and organisers of Web-based education in public organisations, in order to make them to be conscious about the importance of different pedagogical approaches, and the importance of making a thorough problem analysis before the design of the course.
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Aerila, Juli-Anna, and Merja Kauppinen. "Stories Make Readers." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2722-1.ch018.

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Using literature in multilingual and second language classes promotes literacy skills and helps children to adapt to second language instruction. This chapter presents the theoretical framework and practical implementations for enhancing the use of literature in multilingual environments employing Stories Make Readers (StoRe)–project as an example. StoRe concept helps to promote the use of fictional literature and to increase the reading materials and reading time at school and at home. An important aim is to offer, in multilingual groups, reading materials that correspond to the reading abilities and interest of the readers, and to connect different collaborative, child-centered, and multidisciplinary activities in reading. The multilingual line of the StoRe project, called Creating Innovative Approaches to Language Education (IKI), identifies and promotes innovative models for the use and development of language in education and creates research-based, pedagogical maps that help teachers develop and improve their pedagogical practices.
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Hrychanyk, N. І. "PRACTICAL IMPLEMENTATION OF LABORATORY PRACTICALS ON THE METHODOLOGY OF TEACHING SCHOOL ANALYSIS OF EPIC WORKS FOR FUTURE PHILOLOGISTS." In NEW IMPETUS FOR THE ADVANCEMENT OF PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES IN UKRAINE AND EU COUNTRIES: RESEARCH MATTERS. Izdevnieciba “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-032-2-11.

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Depaepe, M. "The Practical and Professional Relevance of Educational Research and Pedagogical Knowledge from the Perspective of History:." In Between Educationalization and Appropriation. Leuven University Press, 2012. http://dx.doi.org/10.2307/j.ctt9qdwdd.21.

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Conference papers on the topic "Practical Pedagogical Research"

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Kolesov, Aleksey Yurievich. "Philosophical, sociological and psychologically-pedagogical aspects of the research of occupational mobility." In 3rd International research and practical conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114404.

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Knyazeva, Alisa Sergeevna. "Principals of pedagogical cooperation of educational process participants in a liberal arts college." In 3rd International research and practical conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114883.

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Lomonosova, Natalia Viktorovna. "Development of the planetary consciousness of older preschoolers as a social order and pedagogical problem." In 6th International Research and Practical Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-115312.

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Voitovska, Oksana. "SOME ASPECTS OF TEACHERS’ PROFESSIONAL DEVELOPMENT IN HIGHER AND POSTGRADUATE PEDAGOGICAL EDUCATION INSTITUTIONS." In THEORETICAL AND PRACTICAL ASPECTS OF MODERN SCIENTIFIC RESEARCH. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-30.04.2021.v2.15.

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Terekhina, Svetlana Vladimirovna. "Phycological and pedagogical basis of information competency by means of older preschooler’s research activity." In VIII International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-116238.

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Jerkunkova, Aleksandra, Irena Katane, and Regina Baltusite. "Changes in the engineering students’ procrastination self-evaluation within the experimental approbation of career education program." In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.041.

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One of the modern education problems being investigated is a phenomenon of student procrastination and minimisation of its influence on achievement of career goals. A transformative pedagogical experiment was carried out involving 1st year engineering students of Latvia University of Life Sciences and Technologies during the 2018/2019 academic year. The aim of the transformative pedagogical experiment was to promote the reduction of student procrastination levels and achievement of their goals by practical experimental approbation of a career education program. During the experiment, self-eval
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Salogub, Tatiana Aleksandrovna, and Galina Aleksandrovna Antropova. "Test tasks Application for Effective Assessment of Student Performance." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86108.

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The article deals with the actual problem of using test tasks to control students' knowledge, practical recommendations for the development of test tasks. The existing model of education focuses students on independence, mobility, and obtaining a competitive profession. The acquisition of the necessary competencies, from school to University, is accompanied by pedagogical training of students, with constant monitoring of training. At all stages of training, tested knowledge control is applied, and it becomes important to correctly compile and apply test tasks as a means of evaluating the quali
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Shapovalov, V. К., I. F. Igropulo, M. M. Аrutyunyan, and E. V. Khokhoeva. "Psychological and pedagogical features of development of nonformal social-entrepreneural education in the north caucasus." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.708.723.

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The current situation in the North Caucasus is characterized by a high level of social tension, the severity of socio-economic problems, the solution of which is possible on the basis of the potential of social entrepreneurship. The lack of a scientifically based methodological and theoretical basis for teaching social entrepreneurship in the system of non-formal education is a constraining factor in the rapid, holistic development of social entrepreneurship in the republics of the North Caucasus. The aim of the study is to analyze the content-structural and technological features of informal
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Umerkaeva, Sofiya Shavkatovna. "Some aspects of practical training of bachelors and masters of welfare activity in condition of pedagogical institute and museum interaction." In IX International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112379.

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Valgasova, I. N., M. O. Zotova, and Zh R. Tegetaeva. "Type of the nervous system as a psychological resource of self-regulation of a student of a pedagogical profile." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.805.817.

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The article is devoted to the importance of the connection of the type of the nervous system and self-regulation in the professional development of future teachers. Particular attention is drawn to the fact that the formation of the foundations of selfregulation occurs during the period of training, when the process of personality formation takes place. Self-regulation of activity has its own characteristics among representatives of various areas of professional training and is associated with the structure of their temperament. Nowadays, the most urgent problem is the introduction of a differ
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Reports on the topic "Practical Pedagogical Research"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige
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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral,
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