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Journal articles on the topic 'Practice-oriented learning'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Liu, ZuoYuan, Akmatali Alimbekov, Sergey Glushkov, and Lyazzat Ramazanova. "Modern Tendency to Practice-Oriented Learning." MENDEL 29, no. 2 (2023): 155–61. http://dx.doi.org/10.13164/mendel.2023.2.155.

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Today, technology is changing quickly and apparently affects all parts of life. Compared to a few years ago, many things have changed, including thoughts, habits, social activities, and ways of life. Thus, this study determined the impact of virtual reality technologies as practice-oriented learning stimuli on the development of information competence and academic performance of future primary school teachers. One hundred eighteen students from the Pedagogy Faculty of the M. Utemisov West Kazakhstan University and 105 students from the Kyrgyz National University majoring in the same field were

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Sinclair, J., M. Joy, Jane Yin-Kim Yau, and S. Hagan. "A Practice-Oriented Review of Learning Objects." IEEE Transactions on Learning Technologies 6, no. 2 (2013): 177–92. http://dx.doi.org/10.1109/tlt.2013.6.

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Салихов, М. Р., and Е. В. Ширинкина. "PRACTICE-ORIENTED TRAINING IN HR MANAGEMENT." Human Progress 9, no. 5 (2023): 16. http://dx.doi.org/10.34709/im.195.16.

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Актуальность исследования обусловлена тем, что в HR-менеджменте нет полного представления о процессах, которые происходят во время преобразования знаний в навыки. Однако, накопленных «полевых» данных хватает, чтобы сформулировать эффективные методы, принципы и приемы практико-ориентированного обучения. Цель исследования – представить практико-ориентированные технологии в обучении персонала компаний. Объектом исследования являются практики обучения деятельности HR-сообщества профессионалов. В данном исследовании представлены следующие результаты: авторское определение практико-ориентированного

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Sobina, E. V., and T. A. Starchenko. "Practice-oriented learning as mechanism of interaction between educational organizations and employers." Transport Technician: Education and Practice 4, no. 4 (2023): 385–91. http://dx.doi.org/10.46684/2687-1033.2023.4.385-391.

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The questions of practice-oriented education in professional educational organizations are considered. The conditions and results of practice-oriented professional education are analyzed. The mechanisms of synchronization of interaction between professional educational organization and employers through the introduction of practice-oriented education are studied. The article presents a practice-oriented model of training a specialist of the railway industry of Volgograd Technical School of Railway Transport — branch of Rostov State Transport University. It is determined that the proposed model

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Ashutova, Tatiana Vyacheslavovna. "Practice-oriented approach use for prospective designers and teachers training at higher educational establishments." Samara Journal of Science 6, no. 1 (2017): 156–62. http://dx.doi.org/10.17816/snv201761302.

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This paper deals with the problem of results quality improving in educational programs and their development in connection with the introduction of new higher education standards, which require the usage of a practice-oriented approach in training future designers and teachers. Topical aspects of competence model in training students majoring in graphic design are elucidated in the paper. A trend that traditional education is losing ground to practice-oriented education is also considered. The paper deals with basic modern approaches to understanding and defining the essence of practice-orient

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Salmina, A. P. "Competence-oriented tasks as a tool of practice-oriented training." Informatics in school, no. 5 (November 25, 2023): 46–49. http://dx.doi.org/10.32517/2221-1993-2023-22-5-46-49.

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The article discusses one of the tools of practice-oriented training, that is competence-oriented tasks. Their use in training sessions contributes to the formation of certain general and professional competencies of students. Competence-oriented tasks have a clear structure and are selected depending on the learning goal. Accordingly, they can be used at different stages of the lesson. The article presents examples of competence-oriented tasks in the discipline "Informatics". To demonstrate the possibilities of using such tasks, tasks from different sections of the discipline are presented: "

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Wu, Hui-Chin, and Yue-Shan Chang. "Using cloud-based mobile learning for practice-oriented education." Journal of the Chinese Institute of Engineers 39, no. 6 (2016): 755–64. http://dx.doi.org/10.1080/02533839.2016.1187085.

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Kuchinskaya, Elena V., and Vladimir S. Tormozov. "DEVELOPING ECONOMIC THINKING IN STUDENTS THROUGH PRACTICE-ORIENTED LEARNING." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 5/4, no. 158 (2025): 206–14. https://doi.org/10.36871/ek.up.p.r.2025.05.04.026.

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Developing students’ economic thinking is a priority in the context of transitioning to a digital and innovation-driven economy. Practice-oriented learning allows the integration of knowledge, skills, and behavioral attitudes into a coherent cognitive system, enabling analysis, forecasting, and rational economic decision-making. The article explores the essential characteristics of economic thinking, its structure, and relevance to professional training. A range of practice-based teaching approaches and tools contributing to the development of economic rationality is presented. The article sub

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Hoshmand, Lisa Tsoi. "Supervision of Predoctoral Graduate Research." Counseling Psychologist 22, no. 1 (1994): 147–61. http://dx.doi.org/10.1177/0011000094221010.

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A practice-oriented approach to research supervision is described, which emphasizes the application of clinical thinking and practice-oriented methods to inquiry and involves a process of learning by doing. The research interests, orientation, and learning response of the students who have experienced this research practicum are reported. It is concluded that a research practicum of this nature can engage the interest of those counseling students who are practice oriented and prepare them for a contributing role in research relevant to practice.

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Ji, Kan, and Bangying Wu. "Research and Practice on Integrated Online and Offline Deep Group Cooperative Learning Mode Oriented Towards the Learning Process of Students." International Journal of Science and Research (IJSR) 12, no. 11 (2023): 1432–36. http://dx.doi.org/10.21275/sr231117151458.

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Sagitova, Zh. "TEACHING PRACTICE AS THE BASIS OF PRACTICE-ORIENTED TRAINING." BULLETIN Series of Pedagogical Sciences 71, no. 3 (2021): 71–78. http://dx.doi.org/10.51889/2021-3.1728-5496.08.

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The global educational space requires specialists who reproduce not only theoretical knowledge, but also have personal and professional competences that can quickly adapt to the modern requirements of the labor market. Many countries have come to the conclusion that practice-oriented training has the necessary components for the development of competences necessary for a modern specialist in the field of education, as well as the acquisition of professional experience. Practice-oriented training is based on the application of theoretical knowledge in practice. This article considers teaching (

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Chaldanbaeva, Aigul, Aida Madieva, and Aydin Zhaanbaeva. "PRACTICE-ORIENTED TEACHING TECHNOLOGIES BIOLOGIES IN HIGHER EDUCATION INSTITUTION." Alatoo Academic Studies 20, no. 1 (2020): 31–39. http://dx.doi.org/10.17015/aas.2020.201.04.

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This article is devoted to the problem of implementing the competency-based approach to the educational process of the university in the preparation of future biology teachers. The authors consider practice-oriented pedagogical technologies that contribute to the formation of subject competencies: problem-based learning technology, project-based learning technology, discussion technology, media technology, game technology (business, role-playing, simulation games), case technology (situation analysis), portfolio technology , quasi-professional technologies. Their use in the process of professi

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Kusemererwa, Christopher, John C. Munene, Orobia A. Laura, and Juma Waswa Balunywa. "Individual learning behavior: do all its dimensions matter for self-employment practice among youths in Uganda?" Journal of Enterprising Communities: People and Places in the Global Economy 14, no. 3 (2020): 373–96. http://dx.doi.org/10.1108/jec-02-2020-0012.

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Purpose The purpose of this paper is to establish whether all the dimensions of individual learning behavior matter for self-employment practice among youths, using evidence from Uganda. Design/methodology/approach This study is a correlational and cross-sectional type. A questionnaire survey of 393 youths was used. The data collected were analyzed through SPSS. Findings The results indicate that meaning-oriented learning behavior, planned learning behavior and emergent learning behavior do matter for self-employment practice among youths in Uganda unlike instruction-oriented learning behavior

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Kovaleva, Мaria N., Nadezhda V. Mrvich, Elena V. Pakhonina, Tatiana I. Sinitsyna, and Dmitriy V. Shibaev. "On the issue of practice-oriented education in distance learning." SHS Web of Conferences 103 (2021): 02012. http://dx.doi.org/10.1051/shsconf/202110302012.

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This article discusses the challenges of implementation and organization of practice-oriented education in the format of distance learning. The distance format included all spheres of life, thus promoting implementation of federal program of digital economy of the Russian Federation. The study is based on collection, analysis and generalization of data of the Russian and foreign experience of distance learning, including the technologies of artificial intelligence, virtual practices, education in the pandemic environment. Adaptation to the innovative distance format of communications revealed

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Horbenko, Halyna. "PRACTICE-ORIENTED LEARNING OF BACHELORS OF ADVERTISING AND PUBLIC RELATIONS." Continuing Professional Education: Theory and Practice, no. 4 (2015): 64–69. http://dx.doi.org/10.28925/1609-8595.2015.4.6469.

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Sun, Lu. "Book Review: Learning-Oriented Language Assessment: Putting Theory into Practice." PASAA 68, no. 1 (2024): 469–72. http://dx.doi.org/10.58837/chula.pasaa.68.1.14.

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Bronkhorst, Larike H., Paulien C. Meijer, Bob Koster, and Jan D. Vermunt. "Fostering meaning-oriented learning and deliberate practice in teacher education." Teaching and Teacher Education 27, no. 7 (2011): 1120–30. http://dx.doi.org/10.1016/j.tate.2011.05.008.

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Kulikova, V. V., and E. A. Kovaleva. "PRACTICE-ORIENTED LEARNING ON THE EXAMPLE OF THE DISCIPLINE «LIFESAFETY»." Современные наукоемкие технологии (Modern High Technologies) 1, no. 12 2022 (2022): 116–21. http://dx.doi.org/10.17513/snt.39447.

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Dubrovskaya, Yuliya A., and Leonid V. Pikhkonen. "Frame-based and practice-oriented learning in training mining engineers." Izvestia: Herzen University Journal of Humanities & Sciences, no. 205 (2022): 102–15. http://dx.doi.org/10.33910/1992-6464-2022-205-102-115.

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Sukharev, A. I., G. A. Lanschikova, and T. Yu Pozdnyakova. "INDEPENDENT WORK OF STUDENTS IN A PRACTICE-ORIENTED LEARNING MODEL." Современные наукоемкие технологии (Modern High Technologies), no. 2 2023 (2023): 179–84. http://dx.doi.org/10.17513/snt.39542.

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PURWATI, LINA. "PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING PADA MATERI DESCRIPTIVE TEXT DI KELAS VII SMP AL AZHAR SYIFA BUDI JATIBENING." STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran 3, no. 3 (2023): 250–54. http://dx.doi.org/10.51878/strategi.v3i3.2424.

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The purpose of writing this practice is to describe the author's practice in implementing higher order thinking skills (HOTS) oriented learning. The target for implementing this best practice is 70 grade VII students at SMP Al Azhar Syifa Budi Jatibening. Descriptive text learning with the discovery learning model is appropriate as a HOTS-oriented learning practice because it can improve students' abilities in transferring knowledge, critical thinking, and problem solving. By systematically and carefully preparing lesson plans (RPP), learning descriptive text using the discovery learning model

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Razumeyko, N. "PRACTICE-ORIENTED LEARNING TECHNOLOGIES IN THE PROCESS OF GRADUAL PROFESSIONAL TRAINING OF SPECIALISTS OF THE STATE PENITENTIARY SERVICE OF UKRAINE." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2025, no. 1 (2025): 208–21. https://doi.org/10.32755/sjeducation.2025.01.208.

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The article aims to study the features of applying practice-oriented learning technologies in forming the professional competence of specialists of the State Penitentiary Service of Ukraine. The research methodology is based on the modern provisions of pedagogical science, psychology, and law. It reflects the synergistic relationship in the system ‘teacher-student of a certain level of education (staff undergoing advanced training)’, based on innovative and interactive teaching methods, which are the constituent elements of practice-oriented educational technologies. Scientific novelty. The ar

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Rahmawati, Diana. "Pengembangan Rencana Pelaksanaan Pembelajaran Discovery Learning Pada Muatan Pelajaran IPA di Sekolah Dasar." EduStream: Jurnal Pendidikan Dasar 4, no. 1 (2022): 86–91. http://dx.doi.org/10.26740/eds.v4n1.p86-91.

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Students' thinking processes are still at the C1 (remembering), understanding (C2), and C3 (application) levels. Teachers almost never take high-order thinking skills (HOTS) oriented learning. Researchers also rarely use learning media. It seems that the learning atmosphere in the classroom is stiff and the children are not cheerful. For that students must be equipped with higher order thinking skills (higher order thinking skills). One of the HOTS-oriented learning models requested in the implementation of the 2013 Curriculum is the Discovery Learning learning model. Recovery learning model i

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Опушко, Надія. "PRACTICE-ORIENTED LEARNING AS AN IMPORTANT COMPONENT OF THEDUAL FORM OF EDUCATION." Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, no. 70 (January 22, 2024): 240–52. http://dx.doi.org/10.31652/2412-1142-2023-70-240-252.

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The current stage of development of higher vocational education includes a change in the result-oriented basis of training (knowledge, skills, abilities) to a competence-based model of training. The requirements for the results of mastering an educational programme include general and professional competences that are necessary for awarding a graduate with an appropriate qualification. The introduction of a competency-based approach in the national education system requires fundamental changes in all its components, including the development of content, methods and teaching technologies. We co

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Yessen, A. S., and B. S. Ismakova. "Activity-competence approach for designing the content of practice-oriented learning." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 143, no. 2 (2023): 68–74. http://dx.doi.org/10.32523/2616-6895-2023-142-1-68-74.

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Creating modern education requires a new, activity-oriented approach. In contrast to traditional education, experience-oriented education, which is aimed at mastering knowledge, along with education, is aimed at acquiring skills, skills, and practical experience. Without gaining experience in the service, education is not considered practice-oriented, the level of which is determined by the methods of activity-competence approaches. The competence approach is aimed primarily at looking at the goals of professional education from a new perspective and evaluating the results, imposing its requir

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Kuandykova, Elmira, Sholpan Karbayeva, Nursipa Karmenova, Kenzhekey Tleubergenova, and Assyl Ziyavdinova. "The importance of practice-oriented tasks in the field of education." Scientific Herald of Uzhhorod University Series Physics 2024, no. 55 (2024): 2197–207. http://dx.doi.org/10.54919/physics/55.2024.219sv7.

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Relevance. The relevance of the examined subject is related to the fact that the use of practice-oriented tasks in the educational process affects the effectiveness of teaching students and is oriented towards the final product of professional training.Purpose. The purpose of this study is to analyse the impact of a practice-oriented approach on the educational process in geography lessons, using the example of one of the educational institutions in Almaty, specifically School No. 183.Methodology. The following methods were used in the paper: the structural-functional method, synthesis, logica

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Sagitova, Zhanna, Zhazira Abdykhalykova, Assel Makhadiyeva, and Aizhan Baimukhanova. "Introduction of practice-oriented learning in the training of future teachers." Scientific Herald of Uzhhorod University Series Physics, no. 56 (May 7, 2024): 1946–56. http://dx.doi.org/10.54919/physics/56.2024.194lb6.

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Relevance. The relevance of the study is conditioned by the modernisation of the modern higher education system, specifically, by the need to apply effective teaching methods for training polyfunctional pedagogical specialists. Purpose. The purpose of this study was to find best methods and techniques of training future teachers in the context of forming their interest in learning and mastering practical skills in the context of modern requirements to a pedagogical specialist. Methodology. The conceptual framework of the theoretical and methodological approach to the research problem was a qua

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Pykhteeva, E. V. "PRACTICE-ORIENTED APPROACH TO TEACHING POLITICAL SCIENCE AT UNIVERSITY." Vestnik Orenburgskogo gosudarstvennogo universiteta, no. 1 (2024): 116–22. https://doi.org/10.25198/1814-6457-241-116.

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In the last two decades, political disciplines have become firmly established in the curricula of Russian universities in both specialized and non-core areas of student training. Political science is designed to promote the development of civic literacy, activity and responsibility of society. The teaching of political science in Russian universities is carried out in a traditional university format, which does not allow the educational potential of political disciplines to be fully used. Teaching political science through the organization of practice-oriented activities has the necessary pote

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DRUZHENENKO, R. "PROFESSIONALLY ORIENTED LEARNING SITUATIONS IN CLASSES ON TEACHING METHODS OF THE UKRAINIAN LANGUAGE AS A PREREQUISITE FOR SUCCESSFUL PRODUCTION PRACTICE IN THE FUTURE TEACHER-PHILOLOGY." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 34 (December 18, 2024): 56–62. https://doi.org/10.33989/2075-146x.2024.34.317983.

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The scientific work is devoted to the problem of using professionally oriented educational situations in classes on the methodology of teaching the Ukrainian language in secondary education institutions, which serves as a basis for the formation of methodological competence of the future philologist teacher.In the author's opinion, one of the priority conditions for the use of situational methods is preparation for production practice: the systematic use of professionally oriented situational exercises in class brings closer to the real conditions of teaching the Ukrainian language school cour

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Bayimbetova, M. "How can be put “learner- oriented assessment” in practice?" Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 198–99. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp198-199.

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Traditionally, assessment plays a large role in the world of studying and directs learners towards what is important and what they should be doing in order to further progress [Boud, 2006: 22]. There is more to assessment than test scores. By assessing students' passions, learning styles, success skills, and levels of rigor, teachers can create a student-centered classroom.

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Hlebova, Andriana Andriivna. "PERSONALLY ORIENTED LEARNING TECHNOLOGY IN THE PRACTICE OF TEACHER’S ASSISTANT WORK." Pedagogical innovation: modernity and perspectives, no. 1 (2023): 5–9. http://dx.doi.org/10.32782/ped-uzhnu/2023-1-1.

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Ellström, Eva, and Per-Erik Ellström. "Two modes of learning-oriented leadership: a study of first-line managers." Journal of Workplace Learning 30, no. 7 (2018): 545–61. http://dx.doi.org/10.1108/jwl-03-2018-0056.

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Purpose The purpose of this study was to explore what learning-oriented leadership could mean in practice and to identify possible sources of variability in this leadership between first-line managers (FLMs). The empirical basis of the study comprised FLMs in nursing homes for elderly care. Design/methodology/approach The study was carried out using a sequential mixed-method design based on interviews, observations and documentary analysis. Findings The study contributes an in-depth analysis of two modes of learning-oriented leadership: development-oriented and production-oriented. The two ori

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Li, Yue. "Trainee Interpreters’ Comments on Sight Translation Practice Oriented to Simultaneous Interpreting Learning: An Interpretative Phenomenological Analysis." International Journal of Translation and Interpretation Studies 5, no. 1 (2025): 51–59. https://doi.org/10.32996/ijtis.2025.5.1.6.

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Sight translation (ST) practice has been adopted by interpreter trainers to facilitate trainees’ simultaneous interpreting (SI) learning. However, it remains uncertain as to how trainee interpreters perceive the role of ST practice in SI learning and how such practice is carried out in different interpreter training programmes. Therefore, the study sets out to examine how trainee interpreters perceive and experience ST practice tailored to SI learning. In this study, nine trainee interpreters from three training programmes took part in one-to-one interviews about their SI-oriented ST practice,

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Calabrese Barton, Angela, Edna Tan, and Daniel J. Birmingham. "Rethinking High-Leverage Practices in Justice-Oriented Ways." Journal of Teacher Education 71, no. 4 (2020): 477–94. http://dx.doi.org/10.1177/0022487119900209.

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Justice-oriented teaching must address how classroom-based disciplinary learning is shaped by interactions among local practice and systems of privilege and oppression. Our work advances current scholarship on high-leverage practices [HLPs] by emphasizing the need for teaching practices that restructure power relations in classrooms and their intersections with historicized injustice in local practice as a part of disciplinary learning. Drawing upon a critical justice stance, and long-term collaborative work with middle school teachers and youth, we report on empirically driven insights into p

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Plakhotnik, O. V., O. Plakhotnik, Sh S. Zhaukumova, and N. N. Khanina. "Practice-Oriented Approach to the Establishing of Professional Self-Organization among Future Higher Education Teachers." Bulletin of the Karaganda University. Pedagogy series 107, no. 3 (2022): 35–42. http://dx.doi.org/10.31489/2022ped3/35-42.

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Contemporary educational system is focused on developing the appropriate ways of equipping future teachers with significant information, skills and abilities that will help them to establish themselves as professionals. The paper considers the problems of improving the learning process of teachers in higher education. Emphasis is placed on the fact that there has been a change in the vector of the educational process towards the learning outcomes from a knowledge-based approach to a practice-oriented approach. The contextual preparation of future high school teachers for self-organization in p

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Xaomian, Li, and Wu Tiejun. "Project-oriented Development and Practice of the Machinery Manufacturing Technology Course." International Journal of Emerging Technologies in Learning (iJET) 13, no. 05 (2018): 130. http://dx.doi.org/10.3991/ijet.v13i05.8354.

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The traditional teaching of machinery manufacturing technology considers typical parts, such as the axial and box – the teaching carriers and focuses on explaining theoretical knowledge and cultivating the determining process capabilities but does not integrate the processability of the product structure, processing, measurement, or assembly of mechanical parts. This type of teaching is dissociated with the actual production process of mechanical products and does not meet the requirement for students to solve actual problems by using mechanical manufacturing technology. The course development

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Ramasubramanian, Krishnamurthy, Venkateswarlu Lendale, Gillala Rekha, and Kalambur Swaminathan Lavanya. "Effectiveness of mindfulness: The evaluation using machine learning algorithm." Journal of Innovation and Technology 3, no. 1 (2022): 1–5. http://dx.doi.org/10.31629/jit.v3i1.3337.

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Mindfulness is a practice that is thousands of years old. This practice is also included in the modern mindfulness-based stress reduction training, and its effects on our cognitive system are supported by extensive literature that comprehend mostly fMRI studies and task-oriented experiments with control groups. In this paper, the problem of testing the effects of mindfulness therapy, with specific regard to the yoga practice, is addressed with a Network-Oriented Modelling approach. The first component of the proposed network simulates the elicitation of an extreme stressful emotion due to a st

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Bagramiants, N. L. "Improving the efficiency of higher education and personality-oriented learning." Izvestiya MGTU MAMI 8, no. 4-5 (2014): 185–91. http://dx.doi.org/10.17816/2074-0530-67509.

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Chuchalin, Alexander, Mikhail Minin, and Natalia Vyuzhanina. "Practice-oriented Learning as a Way to Meet Employers’ Requirements to Graduates." International Journal of Engineering Pedagogy (iJEP) 4, no. 2 (2014): 31. http://dx.doi.org/10.3991/ijep.v4i2.3440.

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The article considers the current state of engineering education in Europe in general and in Russia in particular in the light of the need to meet employers’ requirement to graduates, and the role of practice-oriented learning technologies in this process. The demand for graduates on the labour market and their competitiveness is seen as the main indicator of the education system ability to react and adapt to the market demands. Thus the employers’ requirements should be one of the most important drivers for the learning process. And the practice-oriented learning technologies are given as the

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Zhunusakunova, A. "Formation of Mathematical Literacy of Students With the Help of Practice-oriented Tasks." Bulletin of Science and Practice, no. 11 (November 15, 2023): 412–17. http://dx.doi.org/10.33619/2414-2948/96/54.

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The use of practice-oriented pedagogical tasks in the process of teaching mathematics, the task as a means of managing students’ learning activities, as a pedagogical form aimed at achieving results, and as a learning activity of students. The main features of practice-oriented tasks are defined. Considering the task as a material of educational discipline, practice-oriented tasks allow students to move from a passive object of the pedagogical process to an active subject of educational activity, as well as the use of tasks designed in accordance with local and national characteristics is the

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Пименова, М. В. "Modern problems of training bachelors of management." Экономика и предпринимательство, no. 12(125) (February 16, 2021): 1272–76. http://dx.doi.org/10.34925/eip.2021.125.12.256.

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В статье рассмотрены проблемы недостаточной готовности современных бакалавров менеджмента к будущей профессиональной деятельности. Обосновано, что выпускники, получившие диплом бакалавра по данному направлению подготовки, должны обладать не только необходимыми профессиональными компетенциями, связанными с будущей профессией, но и компетенциями, формирующими инновационное поведение. Обоснована необходимость перехода на практикоориентированную модель обучения, основанную на использовании методов проблемноориентированного обучения. Представлена целостная система практико-ориентированной обучающей

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Burmistrova, N., V. Filimonov, and V. Shamis. "Project Method in the Formation of Practice-Oriented Educational Results." Standards and Monitoring in Education 10, no. 6 (2022): 29–35. http://dx.doi.org/10.12737/1998-1740-2022-10-6-29-35.

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The article examines the problem of introducing the project method into the educational practice of higher education. It considers the possibilities of the project method for the formation of practice-oriented educational results during the subject mathematical training of students of University of Economics. The article presents an example of project assignment for the formation of an optimal deposit portfolio, included in the bachelor's thesis, master's thesis in the direction of «Economics». The implementation of project assignment requires graduates to have a sufficient high level of mathe

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Xie, Qing. "Applying vocational education and training pedagogy in business English courses for China's English major undergraduates." Education + Training 63, no. 2 (2021): 292–312. http://dx.doi.org/10.1108/et-07-2020-0183.

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PurposeIn light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants.Design/methodology/approachThe study uses online survey and participant observation to investigate their practice-oriented motivation and needs, the perceptions of using vocational education and training pedagogy in business English teaching and the learning outcomes in a Chinese university context.FindingsThe study found participants with motivations to learn business and trade knowledge, develop practice-oriented abilities and the preferences of lear

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Bakhisheva, S. M., G. B. Golub, A. M. Kemeshova, Z. G. Mukhtar, and J. S. Kazhiakparova. "Experience in Assessing Competencies in Self-Regulted Learning in Blended Learning Environments." Vysshee Obrazovanie v Rossii = Higher Education in Russia 33, no. 7 (2024): 100–123. http://dx.doi.org/10.31992/0869-3617-2024-33-7-100-123.

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The article deals with the issues related to the definition of students’ competenc-es in the field of self-regulated learning and their assessment in a mixed environment in the con-text of Kazakhstani higher education institution. The aim of the study is to develop an approach to the assessment of self-regulated learning competences of students studying in a blended envi-ronment. The descriptors of competences characterising students’ appropriation of ways of activi-ty were formed; assessment tools have been developed in the form of practice-oriented tasks using the assessment methodology deve

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Skafa, Elena I., Elena G. Evseeva, and Aleksandra S. Grebenkina. "Implementation of the practice-oriented mathematics teaching methodology to future rescue engineers." Perspectives of science and education 70, no. 4 (2024): 257–73. http://dx.doi.org/10.32744/pse.2024.4.16.

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Introduction. In modern conditions, the practice-oriented training of rescue engineers, whose professional activities are associated with high-risk situations, is being updated. The purpose of the study is to describe the implementation of the author's methodology of practical-oriented training in mathematics of future specialists in fire and technosphere safety and experimental verification of efficiency. Materials and methods. The experimental training was attended by 685 students of the Donetsk Institute of the State Fire Service (Russian Federation), studying in the specialty "Fire safety"

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Zinchenko, Viktoriya O., and Olesya M. Rossomahina. "METHODOLOGICAL BASIS OF PRACTICE-ORIENTED EDUCATION AT THE UNIVERSITY." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 1 (2020): 151–56. http://dx.doi.org/10.34216/2073-1426-2020-26-1-151-156.

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The article considers the problem of choosing the methodological basis of practice-oriented education, the actualisation of which in the vocational education system is caused by the innovative development of all spheres of public life and by the need to train a specialist who is capable and ready to independently solve problems in an interprofessional environment. Based on the analysis of the positions of researchers, the author’s defi nition of practice-oriented education is presented. The possibilities of axiological, culturological, personality-oriented, competency and activity-based method

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Zheng, Jinyang, Fei Ren, Yong Tan, and Xi Chen. "Optimizing Two-Sided Promotion for Transportation Network Companies: A Structural Model with Conditional Bayesian Learning." Information Systems Research 31, no. 3 (2020): 692–714. http://dx.doi.org/10.1287/isre.2019.0908.

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Nurgabylov, Yerkuat, Zhalgas Akhmetov, and Sabyrkul Seitova. "Developing 21st century skills through PISA-based assessment-learning tasks." Scientific Herald of Uzhhorod University Series Physics, no. 56 (May 4, 2024): 1207–17. http://dx.doi.org/10.54919/physics/56.2024.120ju7.

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Relevance. Currently, the textbooks used in educational schools in Kazakhstan largely lack tasks that require decision-making under conditions of uncertainty. The relevance of this study lies in addressing a significant gap in the educational curriculum of the Republic of Kazakhstan. Purpose. The purpose of this study is to form and develop schoolchildren�s decision-making skills in conditions of uncertainty, and 21st century skills, by drawing up model assessment and learning tasks and assignments for them. Methodology. Diagnostic written work was carried out to identify the success of the de

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Rismiyanto, Rismiyanto, and Fitri Budi Suryani. "ANDRAGOGICALLY ORIENTED TEACHING METHODS AND VOCATIONAL SCHOOL GRADUATE STUDENTS' TEACHING PRACTICE ACHIEVEMENT." Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris 9, no. 1 (2022): 51–64. http://dx.doi.org/10.34001/edulingua.v9i1.3405.

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Different learner’s educational levels need different teaching method orientations. Adult and young learners are certainly treated by using different teaching method orientation. The independency of college students as adult learners in learning is still oftentimes found in low level. Both college students and lecturers still have big chance to be involved in a learning process which is not yet entirely supported by principles of independent learning.. This condition is quite contradicted with their status as adult learners who should have applied independent learning, and still experienced by

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Liesovets, Nelya. "Practice-oriented Technologies in the Training of Competitive Specialists in the Information and Documentation Industry." Education and Pedagogical Sciences, no. 1 (179) (2022): 38–47. http://dx.doi.org/10.12958/2227-2747-2022-1(179)-38-47.

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In the article examines the problem of training competitive specialists in information, library and archival affairs in higher education institutions. Substantiation of the concepts «technology», «practice-oriented technologies», «professional culture of a specialist in the information and documentation industry» are presented. Through clarifying the essence of the concept of «learning technology», defining its structure, the expediency of using practice-oriented technologies as the most appropriate tool of the educational process, which results in the skilful application of acquired knowledge

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