To see the other types of publications on this topic, follow the link: Principi pedagogici.
Journal articles on the topic 'Principi pedagogici'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Principi pedagogici.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Orefice, Carlo, and Andrey Felipe Sgorla. "Analizzare le pratiche artigianali attraverso i principi freiriani. Alcune riflessioni educative su una ricerca in corso." EDUCATIONAL REFLECTIVE PRACTICES, no. 1 (July 2022): 149–60. http://dx.doi.org/10.3280/erp1-2022oa13736.
Full textAbstract:
Nel presente articolo si analizza il rapporto tra alcuni principi pedagogici freiriani e le pratiche artigianali, in particolare quelle legate alle imprese birraie in Brasile attraverso una ricerca di Dottorato in corso. L'obiettivo è verificare come tali principi permettano di svelare una attualità di Freire che chiama in causa una prospettiva capace di ridefinire in chiave generativa la relazione tra lavoro, creatività e innovazione. Nel rileggere oggi Freire, infatti, si può verificare come le coordinate che hanno caratterizzato e connotato la sua pedagogia – la riflessione in azione, l'idea che l'uomo è perennemente in costruzione e agisce tramite la mediazione del mondo, la competenza come capitale privato/sociale – forniscano un modo per riflettere e analizzare le pratiche artigianali e la trasformazione degli attuali sistemi produttivi.
2
Ilardo, Marta. "Le ambivalenze del desiderio in educazione: percorsi di riflessività pedagogica." EDUCATION SCIENCES AND SOCIETY, no. 2 (November 2020): 383–94. http://dx.doi.org/10.3280/ess2-2020oa9493.
Full textAbstract:
Numerosi studi pedagogici riflettono attorno al concetto di desiderio come di un principio fondamentale dell'educazione. Particolarmente interessante è la tesi di Burch (2013), secondo cui il desiderio andrebbe riconsiderato come l'unione dei valori simbolici da cui partire per ripensare "la speranza di un rinnovamento democratico" dell'esperienza educativa. Partendo da ciò, l'elaborato cercherà di sostenere che, se si vuole davvero comprendere e continuare a promuovere il desiderio come un carattere fondamentale dell'esperienza umana, così come quella educativa, non è possibile escludere la riflessione sui caratteri di ambivalenza che lo definiscono. Per argomentare questa tesi, l'articolo affronterà e sosterrà il pensiero di Renè Girard (1961) sulla natura mimetica e conflittuale del desiderio, ricercandone le possibili strade di conciliazione tra le sue caratteristiche creative e quelle distruttive. Infine, cercheremo di riaffermare il desiderio come un importante fattore regolativo dei principi fondamentali dell'educazione in virtù di tali ambivalenze.
3
Miotto Altomare, Gianni, and Martino Beltrani. "La scuola dell’infanzia nel canton Ticino: sviluppi storici et modelli pedagogici." Swiss Journal of Educational Research 25, no. 2 (September 1, 2003): 211–34. http://dx.doi.org/10.24452/sjer.25.2.4661.
Full textAbstract:
Dopo aver attraversato nel suo sviluppo storico tutti i diversi modelli che hanno accompagnato l’evoluzione delle strutture pedagogiche destinate alla seconda infanzia (l’asilo infantile, il Kindergarten, la Casa dei bambini montessoriana, la scuola materna), l’educazione prescolastica del Cantone Ticino, negli ultimi decenni, si è progressivamente avvicinata a una nuova visione del proprio compito educativo che ha poi assunto forma compiuta negli Orientamenti programmatici del 2000 che dettano i principi generali di quella che si è voluta denominare Scuola dell’infanzia.Si tratta di una visione dell’educazione del bambino contrassegnata da un organico itinerario di apprendimento che tenta di armonizzare i tratti caratterizzanti più positivi dei precedenti modelli per fornire risposte idonee ai bisogni di crescita del bambino nei diversi ambiti educativi della corporeità, della comunicazione verbale e non verbale, della vita affettiva e della sfera cognitiva. Partendo da alcune domande-chiave l’articolo ricostruisce i diversi passaggi attraverso i quali ha preso forma l’attuale struttura dell’educazione infantile per la fa-scia di età dai tre ai sei anni. Vengono pertanto esaminati i punti di forza e i meriti, mettendone, nel contempo, in evidenza i risvolti problematici su cui, alla ricerca di un migliore assetto, vale la pena di chinarsi ancora a riflettere. I punti specifici di osservazione qui assunti concernono la capacità di rispondere ai bisogni del bambino, il rapporto in cui la scuola dell’infanzia sa porsi rispetto alle richieste sociali, le coordinate pedagogiche di riferimento, la capacità istituzionale di porre il corpo docente in sintonia con i traguardi educativi che esso è chiamato a realizzare, la continuità educativa tra la scuola dell’infanzia e la scuola elementare.
4
Giugliano, Giovanna, Mario Buono, and Sonia Capece. "Design per configurare nuovi luoghi e spazi di apprendimento adattivi." i+Diseño. Revista Científico-Académica Internacional de Innovación, Investigación y Desarrollo en Diseño 16 (December 16, 2021): 107–24. http://dx.doi.org/10.24310/idiseno.2021.v16i.12804.
Full textAbstract:
Diseñar formas y espacios de aprendizaje es un proceso que requiere creatividad pedagógica, arquitectónica, social, cultural y política.La literatura científica nacional e internacional (OCDE, 2017) sobre innovación educativa destaca la estrecha relación que conecta la didáctica con el entorno de aprendizaje. Por ello, los procesos de renovación educativa no pueden prescindir de una nueva visión de los espacios escolares y de los entornos educativos.Surgen nuevas pautas de planificación escolar, se enfatiza el aprendizaje como un proceso activo y constructivo en el que cada niño tiene un papel «protagonista».De hecho, en el escenario contemporáneo, los estudiantes se convierten en participantes activos en la creación de información y nuevas ideas en el entorno educativo. En consecuencia, la educación del siglo XXI se basa en tres principios pedagógicos (McLoughlin & Lee, 2008): personalización, participación y productividad (Luna Scott, 2015).El estudio de estos aspectos, acompañado del análisis evaluativo y comparativo de experiencias de diseño en el ámbito escolar, nos ha permitido configurar el nuevo concepto SINAPSI 0-14, un sistema de mobiliario que adapta y adopta tecnologías avanzadas para satisfacer las necesidades de los niños y profesores, actuales y futuras, según una perspectiva holística.El objetivo era diseñar un sistema de celdas «orgánicas» modulares, flexibles y adaptables que pudieran ser utilizadas de forma transversal por usuarios de diferentes edades, desde jardines de infancia hasta centros de enseñanza primaria y secundaria. SINAPSI 0-14 se configura en formas que pertenecen a un universo de geometrías que se remontan a una única matriz de elementos orgánicos. El conjunto de símbolos que pueden agregarse definen diferentes formas del sistema de mobiliario, haciendo que el espacio educativo sea «cronotópico» y capaz de cambiar según el tiempo y el lugar que se cree y según el uso y las necesidades.Estos estudios en profundidad han permitido reconstruir un repertorio analítico crítico sobre el tema de los espacios educativos y la arquitectura escolar, entrelazando sus cambios en función de los modelos pedagógicos y los instrumentos normativos, para definir la escuela del futuro.
Progettare forme e spazi di apprendimento è un processo che richiede creatività pedagogica, architettonica, sociale, culturale e politica.La letteratura scientifica nazionale e internazionale (OECD, 2017) sull’innovazione educativa evidenzia la stretta relazione che connette la didattica all’ambiente di apprendimento. Per tale ragione, i processi di rinnovamento della didattica non posso prescindere da una nuova visione degli spazi scolastici e dei setting educativi.Emergono nuove linee guida per la progettazione scolastica, si enfatizza l’apprendimento come un processo attivo e costruttivo nel quale ogni bambino ha un ruolo di “protagonista”.Difatti, nello scenario contemporaneo, gli studenti divengono partecipanti attivi alla creazione di informazioni e di nuove idee nell’ambiente educativo. Di conseguenza, l'istruzione del ventunesimo secolo si basa su tre principi pedagogici (McLoughlin & Lee, 2008): personalizzazione, partecipazione e produttività (Luna Scott, 2015).Lo studio di tali aspetti, accompagnato dall’analisi valutativa e comparativa di esperienze progettuali in campo scolastico, ha consentito di configurare il nuovo concept allestitivo SINAPSI 0-14, un sistema d’arredo che adatti e adotti le avanzate tecnologie per rispondere ai bisogni di bambini e insegnanti, attuali e futuri, secondo una prospettiva olistica.L’obiettivo è stato progettare un sistema di cellule “organiche” modulari, flessibili e adattabili che possano essere utilizzate in maniera trasversale da utenti di diverse età, dalle scuole d’infanzia alle scuole primarie e secondarie di primo grado. SINAPSI 0-14 si configura in forme appartenenti a un universo di geometrie riconducibili a un’unica matrice di elementi organici. L’insieme dei simboli aggregabili definiscono differenti forme del sistema di arredo rendendo lo spazio didattico “cronotopico” atto a modificarsi in funzione del tempo e del luogo che si crea e in funzione dell’uso e delle esigenze.Tali approfondimenti hanno consentito di ricostruire un repertorio critico analitico sul tema degli spazi educativi e delle architetture scolastiche intrecciandone i cambiamenti in linea con i modelli pedagogici e gli strumenti normativi, al fine di definire la scuola del futuro.
5
Vlček, Petr. "Srovnávací výzkum v pedagogice: některé úvahy o metodologii problémového přístupu." Pedagogická orientace 25, no. 3 (July 19, 2015): 394–412. http://dx.doi.org/10.5817/pedor2015-3-394.
Full textAbstract:
Studie se zaměřuje na vybrané problémy metodologie srovnávacího výzkumu v pedagogice s cílem přispět do debaty o metodologické kvalitě komparativního výzkumu. Snahou autora je pokusit se provést čtenáře procesem vědeckého srovnávání v pedagogice založeném na problémovém přístupu. Vedle stručných teoretických a historických východisek studie, které tvoří základnu pro autorovy další úvahy, jsou v textu uvedeny některé principy pedagogické komparatistiky. Ty autor opírá o současné pojetí srovnávací pedagogiky, její výzkumné pole a vybrané druhy komparativního výzkumu. Následně jsou stručně představeny jednotlivé kroky komparativní vědecké metody. Závěrečné odstavce jsou věnovány úvahám o roli deskriptivních a případově orientovaných studií v komparativním pedagogickém výzkumu, a to zejména z pohledu metodologie problémově orientovaného přístupu.
6
MacNeill, Neil, Robert F. Cavanagh, and Steffan Silcox. "Pedagogic principal leadership." Management in Education 17, no. 4 (October 2003): 14–17. http://dx.doi.org/10.1177/08920206030170040401.
Full text
7
Pps, Jurnalpps, Rusjanto ÔÇÄ, Indra Prasetyo, and C. Sri Hartati. "PENGARUH SUPERVISI KEPALA SEKOLAH DAN KOMPETENSI PEDAGOGIK GURU TERHADAP KINERJA GURU SMKN 2 BALIKPAPAN." Jurnal Manajerial Bisnis 4, no. 3 (August 18, 2021): 235–44. http://dx.doi.org/10.37504/jmb.v4i3.341.
Full textAbstract:
The study was conducted to determine the effect of principal supervision on teacher performance and the effect of pedagogic competence on teacher performance. In addition, to determine the simultaneous effect of principal supervision and pedagogic competence on teacher performance. The population of this study was 80 teachers of SMKN 2 Balikpapan as a sample taken according to the number of teachers in SMKN 2 Balikpapan. The results showed (1) there was a positive and significant effect of principal's supervision on performance (2) there was a positive and significant influence of teacher pedagogical competence on teacher performance (3) there was a positive and significant influence of principal's supervision and teacher's pedagogic competence on teacher performance. This shows that all the variables of the principal's supervision and the teacher's pedagogic competence have a significant simultaneous effect on the teacher's performance at SMKN 2 Balikpapan.
8
Bojkov, Vanče. "Didactical principles in creating a multimedial message." Artefact 6, no. 1 (2020): 65–78. http://dx.doi.org/10.5937/artefact6-28597.
Full textAbstract:
The process of creating multimedia message is a very specific creative act, a kind of art with universal characteristics, but with its unique tendecieses. In its ideal form, art usually targets the indefinite, while the message follows predictable targets in the short period of time. The art of creating a successful message is in decoding the meaning of that message. The essence of concept of multimedia message is hidden in its formula because the whole physionomy of that message and the volume of expected effect depend on the formula. It is the base for building up tipological, graphic and music concepts. Global development of informational and comunicological technologies catalyzes diversificiation of platforms for distribution of audiovisual contents. multimedial message allows more supstantional contents, and its main goal is to convince a reciptient. modern technologies transfer the pedagogical knowledge and form contemporary visual culture within the recipients. The use of contemporary technologies asks for particular principles. This paper is focused on didactical principles used in the process of creation of multimedia messages.
9
Tursunova, Dilnavoz Tolqin qizi. "PRINCIPAL AND IMPORTANT FACTORS IN THE FORMATION OF SOCIAL ACTIVITY STUDENT WOMEN." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 05 (May 30, 2021): 53–62. http://dx.doi.org/10.37547/pedagogics-crjp-02-05-11.
Full textAbstract:
The article analyzes the principles of renewal and succession in the formation of involvement of women in reforms, the state youth policy, comprehensive reforms in all spheres of life, the processes of radical change in society.
10
Mulyono, Mulyono. "PENINGKATAN KOMPETENSI PEDAGOGIK GURU DALAM HASIL BELAJAR SISWA MELALUI SUPERVISI PEMBELAJARAN DI SMP SUNGAI RAYA." Jurnal Kajian Pembelajaran dan Keilmuan 5, no. 1 (April 4, 2021): 20. http://dx.doi.org/10.26418/jurnalkpk.v5i1.48732.
Full textAbstract:
Abstract Carrying out supervision activities to improve learning is one of the duties of a school principal. For the implementation to run effectively, it requires a technical skill that must be possessed by a school principal. These skills include the ability to apply appropriate supervision techniques in the implementation of supervision activities. Understanding and mastery of these techniques by the principal as a supervisor is a must if you want the implementation of supervision in schools to run well so that it can improve the quality of learning. The purpose of this school action research is to find out to what extent the coaching of the principal through the supervision of learning can improve teacher pedagogical competence on student learning outcomes. This school action research was carried out in 2 cycles, from the results of the actions taken were proven to increase teacher pedagogical competence on student learning outcomes, namely from 65% in cycle 1, increasing to 99% in cycle 2. In other words, the supervision of learning carried out by researchers as the principal can improve the pedagogical competence of teachers on student learning outcomes. Keywords: Teacher Pedagogic Competence, Student Learning Outcomes, Learning Supervision
11
Erätuulj, Matti, and Jarkko Leino. "School Principal as Pedagogical Leader." European Journal of Teacher Education 19, no. 1 (January 1996): 83–91. http://dx.doi.org/10.1080/0261976960190108.
Full text
12
Rahmadi, Bobby, Yasir Arafat, and Andi Arif Setiawan. "Principal Leadership in the Development of Teacher Pedagogical Competence." Journal of Social Work and Science Education 2, no. 2 (November 16, 2021): 117–26. http://dx.doi.org/10.52690/jswse.v2i2.231.
Full textAbstract:
This study described the principal's leadership in guiding teacher pedagogic competence at SMP Negeri 1 Ogan Komering Ulu. This study used a qualitative method where observation, interviews, and documentation used as instruments. The research subjects were principals, teachers and staff. The results of this study indicate that the principal has two leadership styles in empowering and mobilizing teachers and staff. The two styles are charismatic and democratic leadership style. The principal used four models of pedagogical competency development for teachers were supervision, workshops, regular meetings, and the principal directs teachers to participate in educational trainings and seminars. The obstacles were the lack of teacher preparation in making learning tools such as lesson plans and syllabus, the schedule of the principal's activities impromptu so that the implementation of supervision, meetings, or workshops is delayed. There are some teachers who cannot attend meetings or workshops.
13
Soedjono, Soedjono. "APPLICATION THE ACADEMIC OF SUPERVISION USING ARTISTIC AND COOPERATIVE DEVELOPMENT MODEL TO IMPROVE THE COMPETENCY OF PEDAGOGICAL FOR TEACHER IN ELEMENTARY SCHOOL PUTAT GEDE 1/94 SURABAYA." AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan 3, no. 1 (September 1, 2021): 15–27. http://dx.doi.org/10.46773/muaddib.v3i1.119.
Full textAbstract:
The development of teacher pedagogical competence in schools is a must, considering the teacher as the spearhead in learning. While the principal as a leader who has a function as a manager and supervisor has a strategic role in utilizing the teachers in the school. This research produces the following: 1. Principal supervision strategies to improve teacher pedagogical competence through the effective application of academic supervision with (a) conceptual skills; (b) interpersonal; and (c) technical. 2. Principal supervision approach to improve teacher pedagogical competence. The approach used (a) Directif Approach; (b) Non-directive Approach; and (c) Collaborative Approach. In this case, the core pedagogic competencies covered include: First, Mastering learning theory and principles of learning that educate with Second, Developing a curriculum related to the subjects being taught. Third, Utilizing information and communication technology in learning. (3) Implications for schools namely the creation of a conducive school atmosphere. the creation of effective learning by applying interesting learning methods, the implementation of curricula that are following the standards, and the implementation of ICT-based learning processes
14
Jan, Jelena. "Geštalt pedagogija i enciklika Laudato si ’." Crkva u svijetu 56, no. 2 (June 7, 2021): 271–89. http://dx.doi.org/10.34075/cs.56.2.6.
Full textAbstract:
Promišljanje o čovjeku kroz pojam odgoja pod kojim se najčešće podrazumijeva razvoj osobnosti, a koji se događa kroz razvoj kognitivnoga, afektivnoga i psihomotornoga područja te osobnosti, formiranja stajališta, mišljenja i uvjerenja pojedinca i vrednota, kao skup općih uvjerenja, mišljenja i stavova o tome što je ispravno, dobro ili poželjno i koja se ostvaruje na različite načine, varira od osobe do osobe, mjesta i razdoblja, podložna je promjenama, a usvaja se tijekom cijelog života. Pozitivno iskustvo terapeuta geštalt terapije, koje je potaknulo integraciju spoznaja geštalt terapije na pedagoška područja, posebno u odgojne svrhe i razvoj osobnosti, predstavlja važan korak prema produbljivanju razumijevanja pedagogije, proširenju njezinih granica i prihvaćanju istraživanja psihološkog i psihoterapeutskog znanja u pedagogiji, omogućuje danas geštalt pedagogiji, kao jednoj od struja humanističke pedagogije, holistički pristup odgoju. Oslanjajuči se na prvu encikliku pape Franje, dokument važan za razumijevanje i pristup gorućim ekološkim problemima koji naglašava složene odnose siromaštva, uništenja okoliša i skrbi za budućnost, temeljeći se na biblijski nadahnutoj duhovnosti stvaranja, ukazujemo na načine na koje čovječanstvo može učinkovito odgovoriti na te složene izazove. I to prvenstveno odgojem, primjenjujući principe geštalt pedagogije, koji se temelji na kršćanskoj poruci spasenja, a koja se odnosi na čovjeka u cjelini i uključuje djela u osobnom životu i na društvenoj razini.
15
Mutia, Rini, Niswanto Niswanto, and Yusrizal Yusrizal. "The Effects of School Principals' Leadership Style, Work Motivation, and Work Discipline on Teacher Pedagogical Competencies." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 31, 2021): 1464–70. http://dx.doi.org/10.35445/alishlah.v13i2.530.
Full textAbstract:
This study aimed to elicit data regarding the effect of school administrators' leadership styles, work motivation, and work discipline on teacher pedagogical competency. This study employs a quantitative methodology. The researchers conducted a quantitative study to demonstrate the effect of the principal's leadership style, work motivation, and work discipline on the pedagogical competency of teachers at SMA Negeri 1 Badar, Aceh Tenggara Regency. The findings indicate that principal leadership has a considerable effect on teacher performance and that teacher work motivation greatly affects teacher performance. Principal leadership and teacher work motivation have a major impact on teacher performance. The purpose of this study was to elicit data regarding the effect of school administrators' leadership styles, work motivation, and work discipline on teacher pedagogic competency. This study employs a quantitative methodology. The researchers conducted a quantitative study to demonstrate the effect of the principal's leadership style, work motivation, and work discipline on the pedagogical competency of teachers at SMA Negeri 1 Badar, Aceh Tenggara Regency. The findings indicated that principal leadership has a substantial effect on teacher performance, that teacher work motivation has a significant effect on teacher performance, and that principal leadership and teacher work motivation significantly affect teacher performance.
16
MACIEL, Sandra Arlinda Santiago, Mario Luís Cabello RUSSO, and Cássia do Carmo Pires FERNANDES. "Delineando uma proposta de curso na modalidade Formação Inicial e Continuada (FIC) na área de construção civil: apontamentos freireanos." INTERRITÓRIOS 6, no. 11 (August 6, 2020): 124. http://dx.doi.org/10.33052/inter.v6i11.247752.
Full textAbstract:
A construção civil é uma área com baixo grau de mecanização e grande utilização de mão de obra. Parte dessa mão de obra é composta por profissionais de nível operacional (pedreiros, carpinteiros, eletricistas, etc.) que, na maioria das vezes aprendem a profissão nos próprios canteiros de obra. O objetivo desse trabalho é descrever o processo de elaboração e reflexões em torno de uma proposta de curso na modalidade Formação Inicial Continuada (FIC) a ser ofertado no campus Ouro Preto do Instituto Federal de Minas Gerais, a partir de princípios da pedagogia do renomado educador Paulo Freire. Para isso, foi adotada a metodologia qualitativa, com uma revisão bibliográfica a respeito de variáveis que envolvem o delineamento de um curso FIC na área de construção civil. A literatura aponta aspectos como o perfil sociodemográfico do público-alvo, técnicas de ensino específicas para adultos (andragogia) e a formação humanista como fundamento de práticas educativas para a conscientização e a emancipação dos sujeitos. Formação Inicial Continuada. Andragogia. Construção Civil. ABSTRACT In Brazil, civil construction has low degree of mechanization and high dependence of labor, and manpower has few or no qualifications. The workers, as bricklayers, electricians, carpenters and others, in most cases, learned a profession with the coworkers in the work site. This paper aims to propose a curse to qualify unskilled and older workers, as well as workers of other areas that want to migrate to civil construction. This curse would be offered inside the Instituto Federal de Minas Gerais, in the campus Ouro Preto. A bibliographic review was done addressing issues as the wide age ranges of the students, social origins and occupations, teaching strategies focused on adults (andragogy), and humanist formation. Adult Education. Andragogy. Civil Construction.RESUMEN La construcción civil es un área con un bajo grado de mecanización y gran uso de mano de obra. Parte de esta fuerza laboral está compuesta por profesionales de nivel operacional (albañiles, carpinteros, electricistas, etc.) que, en la mayoría de las veces, aprenden la profesión en los propios sitios de construcción. El objetivo de este trabajo es describir el proceso de elaboración y reflexiones en torno a una propuesta de curso en la modalidad de Formación Inicial Continua (FIC) que se ofrecerá en el campus de Ouro Preto del Instituto Federal de Minas Gerais, basado en los principios pedagógicos del reconocido educador Paulo Freire. Para esto, se adoptó la metodología cualitativa, con una revisión bibliográfica sobre variables que involucran el diseño de un curso FIC en el área de la construcción civil. La literatura señala aspectos como el perfil sociodemográfico del público objetivo, técnicas de enseñanza específicas para adultos (andragogía) y la formación humanística como base de las prácticas educativas para la concienciación y la emancipación de los sujetos. Educación Continua. Andragogía. Construcción Civil.RIASSUNTO l'edilizia civile è un'area con un basso grado di meccanizzazione e un grande uso del lavoro. Parte di questa forza lavoro è composta da professionisti a livello operativo (muratori, carpentieri, elettricisti, ecc.) Che, il più delle volte, apprendono la professione nei cantieri stessi. L'obiettivo di questo lavoro è quello di descrivere il processo di elaborazione e riflessioni intorno a una proposta di corso nella modalità di formazione continua (FIC) da offrire nel campus di Ouro Preto dell'Istituto Federale del Minas Gerais, sulla base dei principi pedagogici del famoso educatore Paulo Freire. Per questo, è stata adottata la metodologia qualitativa, con una revisione bibliografica sulle variabili che coinvolgono la progettazione di un corso FIC nell'area dell'edilizia civile. La letteratura indica aspetti come il profilo sociodemografico del pubblico target, tecniche di insegnamento specifiche per adulti (andragogia) e formazione umanistica come fondamento di pratiche educative per la consapevolezza e l'emancipazione delle materie.Formazione Continua. Andragogia. Edilizia civile.
17
Dea Mustika, Nurhayati, Zulhendri, Rusdinal, and Nurhizrah Gistituati. "The Principal's Role as Supervisor to Develop Pedagogic Competence of the Elementary School’s Teacher." East Asian Journal of Multidisciplinary Research 1, no. 4 (June 3, 2022): 585–94. http://dx.doi.org/10.55927/eajmr.v1i4.362.
Full textAbstract:
This study aims to determine the role of school principals in the development of teacher pedagogic competencies in elementary schools. For the development of teacher pedagogic competence, this research refers to the academic supervision of teachers. This study used descriptive qualitative method. Data collection techniques through observation, interviews and documentation review. Testing the validity of the data using source triangulation and technical triangulation. Data analysis techniques include data collection, data reduction, data presentation and drawing conclusions. The conclusion of this study is that the principal acts as a supervisor in the development of teacher pedagogical competencies through the implementation of activities to review learning tools, monitor learning tools and choose supervision assessment instruments.
18
Valatkienė, Stasė. "Veiklos principo istorinė raida." Acta Paedagogica Vilnensia 6 (January 17, 2016): 58–66. http://dx.doi.org/10.15388/actpaed.1999.06.9457.
Full textAbstract:
Straipsnyje siekiama apžvelgti ilgą istorinio vystymosi kelią – nuo pirmykštės kultūros ugdymo iki šių dienų. Autorė daugiausiai dėmesio skiria antikinos ir viduramžių ugdymui, klasikinei pedagogikai. Išryškinamos ir naujosios pedagogikos tendencijos. Autorė taip pat atskleidžia veiklos principo Lietuvoje raidą ir “naująjį ugdymą” Lietuvoje.
19
Romy, Elly, Muhammad Ardansyah, and Hambali Hambali. "The Influence of Pedagogic Competency, Leadership of Schools, and Work Motivation Towards Teacher Performance in State Elementary Schools in Medan City." International Journal for Educational and Vocational Studies 3, no. 3 (August 13, 2021): 169. http://dx.doi.org/10.29103/ijevs.v3i3.3716.
Full textAbstract:
Teacher performance is the result of work achieved when planning, implementing, and assessing learning in schools. The results showed: (1) the effect of pedagogic competence on the work motivation of public elementary school teachers in the Medan City is 0.242; (2) the influence of the principal's leadership on the work motivation of State elementary school teachers in the Medan City is 0.238; (3) the influence of pedagogical competence on the performance of public elementary school teachers in the Medan City is 0.259; (4) the influence of principal leadership on the performance of public elementary school teachers in the Medan City is 0.207; and (5) the effect of work motivation on the performance of public elementary school teachers in the Medan City is 0.200. Based on the results of the study, it was found that the pedagogic competence, principal leadership, and work motivation on teacher performance was 28.7% and the rest was determined by other circumstances.
20
Aswinda, Aswinda, Arifuddin Siraj, and Saprin Saprin. "Effect of Principal Supervision on Teacher Pedagogic Competencies." Jurnal Ilmiah Ilmu Administrasi Publik 9, no. 1 (June 9, 2019): 95. http://dx.doi.org/10.26858/jiap.v9i1.9331.
Full textAbstract:
The research aims to Effect of Principal Supervision on Teacher Pedagogic Competencies at Public Elementary School 237 Aletellue in Soppeng Regency.This research use quantitative methodology with correlational ex post facto design to explain the research questions. To understand the issue, this research use methodological approach (quantitative-positivistic) and scientific approach (pedagogic and psychological). The participants of this reseach are 13 teachers at Publich Elementary School 237 Aletellue. The data were gathered using survey and dokumentasi, and then analysed through descriptive statistic with hypothesis testing using correlation and linear regression coefficient. The research reveals some key findings. The first finding shows that the supervision of principals shows a comparison of the competence of pedagogic teachers. This, seen from every activity of the teacher who is able to be effective in improving the competencies possessed. Helps develop science with innovation and creativity.
21
Sucirama, Sucirama, and Imam Tholkhah. "PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN KOMPETENSI PEDAGOGIK GURU PAI TERHADAP HASIL BELAJAR SIWA KELAS VIII SMP SWASTA SE-KECAMATAN LEUWISADENG KABUPATEN BOGOR." Jurnal Dirosah Islamiyah 2, no. 2 (August 25, 2020): 173–98. http://dx.doi.org/10.47467/jdi.v2i2.118.
Full textAbstract:
ABSTRACT
This study aims to determine whether or not the influence of the Principal's Leadership Leadership and Pedagogical Competence of PAI Teachers Against Student Learning Outcomes of Class VIII Private Schools in Leuwisadeng District, Bogor Regency. This research method is a quantitative method. This research is a radom sampling study because the population of 495 is taken from 15% of the total sample, namely 74 respondents. To get empirical data on variable X (students' perceptions of teacher competency) and Y variables (student learning outcomes) that is done by questionnaire or questionnaire. The Principal's leadership covers the Cognitive element, which is managing the school effectively and implementing a daily program. The apective element is able to motivate students to discipline in learning and work and achievement and the Psychomotor element is maintaining a student-centered learning climate. In PAI Teacher Pedagogical Competence has a cognitive element that is mastering the theory and principles of learning that educates, learning activities that educate and evaluate or evaluate, the apective element takes over the characteristics of students and the psychotoric element is communication with students and the development of potential students. while the Learning Outcomes have a cognitive element that is curiosity of students, dare to experiment and academic values, apective elements namely attitudes toward teachers and friends, class attendance and responsibilities towards homework, psychomotor elements namely self-actualization. From the results of the comparison of the Principal Leadership Variable significance value of 0.10> 0.05 means significant and obtained T count (2,652) and t table (1,993) then T arithmetic> T table means there is an influence between the principal's leadership on student learning outcomes. From the results of the PAI Teacher Pedagogical Competence variable the comparison of significance values .17> 0.05 means significant and obtained the value of T arithmetic (22,439) and t table (1,993) then T arithmetic> T table means there is an influence between PAG Teacher Pedagogic Competence on student learning outcomes. From the comparison of F arithmetic 23.508 F table 3.12 then F arithmetic> F Principal Leadership and Pedagogical Competence of PAI Teachers jointly affect the learning outcomes of Class VIII (Eight) SMP students in Leuwisadeng District, Bogor Regency.
Keywords: Learning, Teacher, School Principal, Leadership, Pedagogic, Students
22
Tyagita, Brigitta Putri Atika, and Ade Iriani. "Strategi Peningkatan Kompetensi Pedagogik Guru Untuk Meningkatkan Mutu Sekolah." Kelola: Jurnal Manajemen Pendidikan 5, no. 2 (December 27, 2018): 165–76. http://dx.doi.org/10.24246/j.jk.2018.v5.i2.p165-176.
Full textAbstract:
This study aimed to obtain a strategy to increase the pedagogic competence of teacher to improve school quality. Teacher pedagogy competencies are important to have so that the teacher can understand and direct students to learn well and appropriately, and can help students to actualize their potential. Pedagogy competence of teachers can improve the school quality because one of them seen from a professional teacher and good performance. The subject of this study: 1 principal, 1 vice principal, 6 teachers. The research data was taken through an interview, observation, and document study with source triangulation. Data analysis using SWOT to analyze internal and external factors. The results of the SWOT analysis shows that schools are in the SO or strength-opportunity quadrant, which supports aggressive strategies by utilizing the strengths and opportunities that schools have to improve teacher pedagogic competence. By optimizing the strength factor and the school opportunity, there are 6 strategic plans to increase the pedagogic competence of teachers by emphasizing cooperation among teachers, students and also parents. The strategic plan is to optimize the performance of leaders, optimize collaboration among teachers, the collaboration between teachers and students, optimize external support, optimize teacher pedagogical development, and improve teacher, student, and parent collaboration.
23
Marno, Dendi. "Strategies for Improving pedagogical Competence of Islamic Religious Education Teachers in Junior Secondary Schools." Ruhama : Islamic Education Journal 5, no. 2 (October 29, 2022): 155–66. http://dx.doi.org/10.31869/ruhama.v5i2.3724.
Full textAbstract:
Teacher competence is an important part that can be an indicator of achieving educational goals. To date, there are several problems related to the pedagogical competence of teachers in various educational institutions. Therefore, this study aims to reveal how strategies for improving the pedagogical competence of teachers in schools. The research was conducted with a qualitative approach, data were collected by observation techniques, interviews and documentation studies. The informants of this study were teachers at the First Menegah Negeri School 6 Koto XI Tarusan, additional data obtained from the principal and teachers of Islamic religious education. The findings of this study are that the principal of the first menegah school of the country 6 Tarusan set several policies related to increasing teacher competence, the policy taken was to send Islamic religious education teachers to be active in workshops, attend seminars, workshops. In accordance with the policy set by the principal, it is known that the teacher of Islamic religious education at the State Junior High School 6 Koto XI Tarusan has good pedagogic competence. The recommendation of this study is that the principal as the leader of each educational institution must increase his attention in improving the competence of teachers in the educational institution he leads.
24
Karno Diharjo, Mantri, Hendi S. Muchtar, Yosal Iriantara, and Deti Rostini. "Management Of Teacher Pedagogic Competency Development In Improving Teacher Performance Productive Network Computer Engineering (Case Study Of SMKS Kosgoro and SMKS Nusantara Bogor City)." International Journal of Educational Research & Social Sciences 3, no. 5 (October 20, 2022): 1964–72. http://dx.doi.org/10.51601/ijersc.v3i5.490.
Full textAbstract:
This research is motivated by the implementation of pedagogic competence development in general has not been able to improve its quality because it does not yet have a superior quality culture. This study aims to determine the implementation of the management of teacher pedagogical competence development in an effort to improve their performance. The theories in this research are: management theory, coaching (empowerment), competence, performance and six value systems. This study uses a descriptive exploratory method with a qualitative approach to the type of case study that focuses on one particular object as a case and makes general conclusions based on scientific facts. The results of the research in general have obtained an overview of the implementation of management of pedagogic competence development in an effort to improve its performance. Specifically, it is concluded that: (1) Planning for teacher competency development to improve teacher pedagogic competence has a 5-year program formulation and an annual coaching program. (2) The organization of teacher competency development to improve teacher pedagogic competence is prepared by the School Team, consisting of school principals, vice principals and heads of the Computer Network Engineering program. (3) Implementation of teacher competency development to improve teacher pedagogic competence is sometimes not in accordance with the programmed schedule/time and established procedures, as well as operational cost constraints. (4) Supervision of teacher competency development to improve teacher pedagogic competence has been carried out by the Head by recommending suggestions to teachers to make follow-up plans, (5) Factors that support teacher competency development to improve teacher pedagogic competence are good activity planning according to the program and objectives; high enthusiasm and passion for the profession. As for the obstacles in the implementation of the development of pedagogical competence include: a) Lack of competent teachers; b) productive teachers of Network Computer Engineering have not fully utilized the data obtained from the coaching; and c) productive teachers of Network Computer Engineering have not carried out their duties according to their duties and responsibilities. (6) Efforts made to overcome obstacles and obstacles in the implementation of teacher pedagogical competence development to improve the performance of productive teachers in Networking Computer Engineering are: a) maintaining communication always connected and monitoring more intensely, b) Principal recommending the results of coaching to the Foundation , c) sharing good practices of knowledge and experience with other productive teachers; and d) Utilizing information technology in the form of applications and social media to facilitate the implementation of coaching. The research product of the hypothetical model is depicted in a schematic diagram and its explanation.
25
Sudarmiatun, Sudarmiatun, Azhar Azhar, and Dudung Burhanuddin. "PENGARUH SUPERVISI KEPALA SEKOLAH DAN BUDAYA ORGANISASI TERHADAP KOMPETENSI PEDAGOGIK GURU DI SMP NEGERI KECAMATAN BANGKO KABUPATEN ROKAN HILIR HILIR." Jurnal Kepemimpinan dan Pengurusan Sekolah 7, no. 2 (June 30, 2022): 192–99. http://dx.doi.org/10.34125/kp.v7i2.731.
Full textAbstract:
This research is motivated by phenomena such as, There are several teachers in the field of study who do not explain the learning objectives, There are several teachers in the field of study when teaching do not use learning media or learning technology in schools. This study aims to analyze the contribution of two independent variables, namely the supervision of the principal and organizational culture, and the dependent variable is the pedagogic competence of teachers at SMPN Bangko District, Rokan Hilir Regency. To obtain the data needed, the writer uses descriptive statistical analysis techniques and inferential analysis. Based on the results of this study, it can be seen that 1) There is an effect of principal supervision on pedagogic competence in SMPN Bangko District, Rokan Hilir Regency. This is evidenced from the results of the t-test that is 3.351 while the t-table is 2.000, thus t-count > ttable (3,351>2,000). 2) There is an influence of organizational culture on the pedagogical competence of teachers at SMPN Bangko District, Rokan Hilir Regency. The results of the calculation of the t test on organizational culture are 3,432 while the t table is 2,000. t count > t table (3,432>2,000). 3) There is a joint influence of principal supervision and organizational culture on the pedagogic competence of teachers at SMPN Bangko District, Rokan Hilir Regency. This is evidenced by Fcount > Ftable or 27.775 > 2.76. The influence of the two variables of supervision and organizational culture on pedagogoic competence is 50.2% while the remaining 49.8% is not discussed in this study.
26
McPherson, R. Bruce, and John A. Lorenz. "The Pedagogical and Andragogical Principal—The Consummate Teacher." NASSP Bulletin 69, no. 481 (May 1985): 55–60. http://dx.doi.org/10.1177/019263658506948108.
Full text
27
Sundari, Tri, Babang Robandi, and Yuyus Suherman. "PENGEMBANGAN KOMPETENSI PEDAGOGIK GURU ANAK GIFTED." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 10, no. 3 (December 15, 2020): 204–11. http://dx.doi.org/10.24114/sejpgsd.v10i3.19112.
Full textAbstract:
The purpose of this study is to find and formulate a pedagogical competency development program for gifted teachers suitable for use in Cugenang Gifted School at the elementary school level. In this study, the authors used qualitative, research methods used were qualitative with case studies. The research subject is the principal and class teachers, in qualitative research the main research instruments are the research itself, data collection techniques, namely interviews, observation, documentation studies, and data triangulation. The results of the study are the competencies of teachers of gifted children can be seen from the results of research on gifted teachers who actively support and diligently support actively in the classroom and can be seen in terms of speaking about the competencies of 10 teacher competencies and pedagogical competencies based on research results, we support that gifted teachers have maximally and special ideal with the needs of gifted children. Keywords: Gifted Children, Pedagogic Competencies, Qualitative
28
Siswanto, Heru, Hasan Hariri, Sowiyah Sowiyah, and Ridwan Ridwan. "The influence of principal performance on teachers’ pedagogical competence." Journal of Social, Humanity, and Education 1, no. 1 (November 13, 2020): 13–26. http://dx.doi.org/10.35912/jshe.v1i1.259.
Full textAbstract:
Purpose: The principal's job is very essential and governs the equal of student learning consequences. Principal performances are also in line with teachers' output and self-esteem. In this case, it can be said that the principal's working area creates a feeling of comfort for teachers. The principal performances create the feeling at home in encouraging teachers and employees to work in harmony with the rules and programs that have been delineated so that work output becomes great and pupil learning outcomes also upsurge. One of the teachers’ productivity can be seen from the teachers’ pedagogical proficiency. Pedagogical proficiency is a talent for understanding students and management of educational and dialogical learning. This study targets to determine in what way the impact of the principal’s performance on teachers’ pedagogical competence. Research Methodology: The method used is the method of search and review. The review process starts with the search engine, Google scholar and reviewing related articles about principal performance and teachers’ pedagogical competence. Results: The results from 22 reviewed articles are that the role of the principal’s performance is very influential in affecting the teacher's pedagogical competence. Limitations: Since this study includes many cases, further research could include performing to analyze how principal performance could affect teacher pedagogical competence. Contribution: This study can be useful in Faculty of Teacher Training and Education Lampung University and secondary education level Keywords: Principal performance, Teacher pedagogical competence, Responsibility
29
Richter, Kenneth G., and Romero Lara Herrera. "Characteristics and Pedagogical Behaviours of Good EFL Instructors: The Views of Selected Southeast Asian and Mexican SLTE Students." RELC Journal 48, no. 2 (June 24, 2016): 180–96. http://dx.doi.org/10.1177/0033688216645473.
Full textAbstract:
This article reports on the views of selected Southeast Asian and Mexican second language teacher education students regarding the characteristics and pedagogical behaviours of good EFL instructors. A total of 116 participants from Mexico, Brunei, Malaysia, Myanmar, the Philippines, Thailand, Indonesia, Cambodia, and Vietnam took part in the current investigation. These countries have all been characterized as pedagogically conservative and slow to adopt educational innovations. Data was gathered using the repertory grid technique and was subjected to content, cluster, and principal component analyses. Results foregrounded the importance placed on teachers’ positive personality traits. Most significantly, findings indicated a preference for modern teaching approaches among the research participants, despite the pedagogic conservatism of their home countries.
30
Elorinne, Anna-Liisa, Lasse Eronen, Milja Pollari, Johanna Hokkanen, Helen Reijonen, and Jamie Murphy. "Investigating Home Economics Teachersí Food Waste Practices and Attitudes." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 6–20. http://dx.doi.org/10.2478/jtes-2020-0002.
Full textAbstract:
AbstractAlthough studies highlight the role of education in sustainable Food Waste (FW) behaviors, few studies examine basic education pedagogies concerning FW. The present research explores Finnish comprehensive schoolteachersí food and FW attitudes, personal FW practices, and FW pedagogy - educational approach, learning environment, classroom actions, and learning materials. Principal Component Analysis and Spearman correlation analyses of data from a convenience-sampled survey examined FW attitude and practice connections. Respondents (n=52), mostly females (85 %) and Home Economics teachers (62 %), reported two main attitudinal components. Wide Range Responsibility (WRR) represented holistic, global, and communal FW perspectives, while Restricted Responsibility (RR) represented individual and hedonistic FW views. WRR together with school related environmental activities correlated significantly with teacher pedagogical practices to enhance pupilsí ability to recognize factors influencing their FW practices. As personal attitudes may carry into teachersí pedagogical practices, future research should examine teachersí personal values and their consistency with basic curriculum values.
31
Bianchini, Paolo. "Educazione alla tradizione. I gesuiti e la scuola tra soppressione e Restaurazione." SOCIETÀ E STORIA, no. 134 (February 2012): 689–709. http://dx.doi.org/10.3280/ss2011-134003.
Full textAbstract:
Il saggio esplora l'intensa attivitÀ della Compagnia di Gesú in campo scolastico e pedagogico dopo la soppressione, ai fini di una piů dettagliata e concreta conoscenza delle strategie culturali e religiose dell'Ordine dopo il 1773. Il caso preso in analisi č quello dei gesuiti francesi nei decenni successivi al loro scioglimento, avvenuto prima per mezzo dell'espulsione dal regno di Luigi XV, tra il 1762 e il 1767, e poi della soppressione pontificia, decretata da papa Clemente XIV nel 1773. Vengono ricostruite le carriere degli ex gesuiti all'interno dei collegi francesi o come precettori di famiglie nobili, ma sono anche presi in esame i trattati pedagogici, i manuali scolastici e i libri di lettura composti dai discepoli di sant'Ignazio. Ciň che emerge č che, dopo la morte dell'Ordine, i gesuiti francesi individuarono proprio nella scuola e nell'educazione un mercato interessato a servirsi di quelle che erano ritenute le loro principali abilitÀ, trovandovi estimatori ed alleati che avrebbero caldeggiato la riorganizzazione della Compagnia nel 1814.
32
Yuliarni, Yuliarni. "PENINGKATAN KOMPETENSI PEDAGOGIK GURU MELALUI MANAJEMEN KEPALA SEKOLAH DI SMP NEGERI 1 SUNGAI AMBAWANG." Jurnal Kajian Pembelajaran dan Keilmuan 5, no. 2 (October 10, 2021): 105. http://dx.doi.org/10.26418/jurnalkpk.v5i2.50229.
Full textAbstract:
Abstract The teacher's pedagogic competence affects the management ability of the principal. Therefore, primary management is an effort based on moving, directing, and maintaining one's ethics so that he is motivated to do something that is planned to achieve the desired goals. In the concept of management related to organizational life, the management ability of the principal plays an important role in moving teachers to be more professional, this is because the principal has a broad influence on the world of education in the school environment. The purpose of this school action research (PTS) is to find out the extent to which principal coaching through principal management can improve teacher pedagogic competence. This School Action Research (PTS) was carried out in 2 cycles, from the results of the actions taken it was proven to be able to improve the pedagogic competence of teachers in learning, from 57.33% in cycle 1 to 78.63% in cycle 2. So the results of the research produced were management principals carried out by researchers as school principals can improve the pedagogic competence of teachers in learning. Keywords: Improve, Principal Management, Teacher Pedagogic Competence
33
Musfah, Jejen. "Pengembangan Kompetensi Pedagogik Guru Sekolah Menengah Kejuruan." IJER (Indonesian Journal of Educational Research) 2, no. 2 (January 1, 2018): 89. http://dx.doi.org/10.30631/ijer.v2i2.40.
Full textAbstract:
Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan program pengembangan kompetensi pedagogik guru di SMK Islamiyah Ciputat. Metode penelitian yang digunakan adalah pendekatan kualitatif, yaitu untuk mengetahui dan mendeskripsikan mengenai program pengembangan kompetensi pedagogik di SMK Islamiyah Ciputat. Teknik pengumpulan data yang digunakan meliputi wawancara, observasi, dan studi dokumentasi. Pihak yang di wawancara adalah kepala sekolah sebagai subjek penelitian, wakil kepala bidang kurikulum, dan 5 orang guru sebagai sumber data. Observasi yang dilakukan saat aktivitas Kegiatan Belajar Mengajar (KBM) di kelas. Studi dokumentasi dilakukan dengan pengambilan gambar secara langsung dan meminta arsip atau berkas-berkas kepada dewan guru yang di wawancarai terkait dengan kegiatan pengembangan kompetensi pedagogik. Hasil penelitian menunjukkan bahwa program pengembangan kompetensi pedagogik di SMK Islamiyah Ciputat cukup baik. Hal ini terlihat ada beberapa strategi yang dilakukan kepala sekolah dalam mengembangkan kompetensi pedagogik guru diantaranya mengadakan pelatihan, seminar, dan workshop, mengadakan diskusi intern, dan kepala sekolah juga selalu mengikutsertakan guru-guru pada kegiatan pelatihan atau kegiatan pengembangan yang diadakan oleh lembaga lain. Akan tetapi hal ini dilaksanakan hanya sesuai kebutuhan saat itu, dan kegiatan pengembangan kompetensi pedagogik tersebut tidak terjadwalkan secara rutin dan tidak tertulis. Kata kunci: Pengembangan guru, kompetensi pedagogik, sekolah kejuruan Abstract [The Development of Teacher Pedagogical Competence of Islamic Vocational High School]. This study aims to determine and describe the pedagogic teacher competence development program at Vocational High School Islamiyah Ciputat. The research method used is a qualitative approach that is to know and describe pedagogic competence development program at Vocational High School Islamiyah Ciputat. Data collectiontechniques include interviews, observation, and documentation studies. The parties in the interview are principals as research subjects, vice head of curriculum, and 5 teachers as data sources. Observations made during the activities of Teaching and Learning Activities (KBM) in the classroom. Documentation study is done by taking pictures directly and requesting archives or files to the interviewed teacher council related to pedagogic competence development activities. The results showed that pedagogic competence development program at Vocational High School Islamiyah Ciputat was quite good. It is seen that there are several strategies that principals do in developing teacher pedagogic competence such as arranging training, seminars, and workshops, holding internal discussions, and the principal also involves teachers in training activities or development activities organized by other institutions. However, this is done only according to the needs of the time, and the pedagogic competence development activities are not scheduled on a regular or unwritten basis. Keywords: Teacher development, pedagogical competence, vocational school
34
Prilianti, Ratna, Joko Sutarto, Heri Yanto, and Titi Prihatin. "Cultivating learning quality with E-training, principal leadership, teachers’ competences and mujahadah." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3682–700. http://dx.doi.org/10.18844/cjes.v17i10.7315.
Full textAbstract:
This study aimed to analyse the effects of e-training, madrasah principals’ leadership and teachers’ pedagogical competence on learning quality through teachers’ mujahadah using descriptive and path analysis with the help of Amos 24. The data were collected from 382 madrasah teachers who have participated in e-training in 2021 using a 4-point Likert scale questionnaire. The results showed that (1) teachers’ mujahadah affected learning quality; (2) teachers’ pedagogical competence affected teachers’ mujahadah; (3) e-training affected learning quality (4) madrasah principals’ leadership affected teachers’ mujahadah; (5) madrasah principals’ leadership affected e-training; (6) madrasah principals’ leadership affected teachers’ pedagogical competence; (7) e-training affected teachers’ mujahadah; and (8) e-training affected teachers’ pedagogical competence. In conclusion, improving the learning quality of madrasahs in Central Java is determined by teachers’ mujahadah, e-training, madrasah principals’ leadership and teachers’ pedagogical competence. Stakeholders are suggested to consecutively provide more courses and trainings to keep teachers voguish of any adjustments, innovations and modifications in education. Keywords: Learning quality, e-training, mujahadah, pedagogical competence, principal leadership
35
María Victoria Castro Casanova. "Estrategias pedagógicas innovadoras que favorecen la inclusión escolar de estudiantes con capacidades diversas en Básica Primaria desde un currículo flexible." GACETA DE PEDAGOGÍA, no. 40 (August 20, 2021): 259–76. http://dx.doi.org/10.56219/rgp.vi40.925.
Full textAbstract:
El artículo se fundamenta en el constructo teórico con respecto a la innovación de estrategias pedagógicas que la escuela actual debe considerar para favorecer la inclusión escolar. La investigación se llevó a cabo porque la inclusión no debe verse como un requisito de ley, sino como un principio de toda escuela. El objetivo principal es realizar una revisión teórica sobre las estrategias pedagógicas innovadoras que favorezcan la inclusión escolar de estudiantes con capacidades diversas en aulas regulares de básica primaria. A los datos recolectados se les dio un abordaje con enfoque cualitativo y diseño documental bibliográfico, se implementó la técnica de análisis e interpretación mediante el razonamiento dialéctico de los documentos y bibliografía consultada que dan cuenta de los referentes teóricos trabajados, que soportan las estrategias pedagógicas las cuales garantizan una educación inclusiva de calidad, equidad y fomentan la cohesión social.
ABSTRACT
The article is based on the theoretical construct regarding the innovation of pedagogical strategies that the current school must consider to promote school inclusion. The research was carried out because inclusion should not be seen as a requirement of law, but as a principle of every school. The main objective is to carry out a theoretical review on innovative pedagogical strategies that favor the school inclusion of students with diverse abilities in regular elementary school classrooms. The collected data were given an approach with a qualitative approach and bibliographic documentary design, the analysis and interpretation technique was implemented through dialectical reasoning of the documents and consulted bibliography that account for the theoretical references worked, which support the pedagogical strategies the which guarantee an inclusive education of quality, equity and promote social cohesion.
Key words: school inclusion, pedagogical and innovative strategies, flexible curriculum, diverse abilities, basic primary.
RÉSUMÉ
L'article est basé sur le construit théorique concernant l'innovation des stratégies pédagogiques que l'école actuelle doit envisager pour promouvoir l'inclusion scolaire. La recherche a été menée parce que l'inclusion ne doit pas être considérée comme une exigence de la loi, mais comme un principe de chaque école. L'objectif principal est de réaliser une revue théorique sur les stratégies pédagogiques innovantes qui favorisent l'inclusion scolaire d'élèves aux capacités diverses dans les classes ordinaires du primaire. Les données recueillies ont fait l'objet d'une approche avec une approche qualitative et une conception documentaire bibliographique, la technique d'analyse et d'interprétation a été mise en œuvre à travers le raisonnement dialectique des documents et la bibliographie consultée qui rendent compte des références théoriques travaillées, qui soutiennent les stratégies pédagogiques qui garantissent une une éducation inclusive de qualité, d'équité et de promotion de la cohésion sociale.
Mots clés: inclusion scolaire, stratégies pédagogiques et innovantes, programme flexible, capacités diverses, primaire de base.
36
Paulauskas, Rolandas. "S. Šalkauskio filosofinė pedagogika." Acta Paedagogica Vilnensia 1 (January 17, 2016): 28–42. http://dx.doi.org/10.15388/actpaed.1991.01.9344.
Full textAbstract:
Straipsnyje apžvelgiami pagrindiniai Stasio Šalkauskio filosofijos bruožai, nagrinėjamos filosofijos sąsajos su ugdymu. Čia sekama paties profesoriaus mintimi, kad pedagogika yra praktiškai pritaikyta filosofija. Būtent iš filosofijos išplaukia S. Šalkauskio „pilnutinio ugdymo sistema”. Šioje sistemoje išskiriamos pagrindinės ugdymo funkcijos (auginimas, globojimas, lavinimas, auklėjimas), ugdymo sritys (fizinė, kultūrinė, religinė), principai (universalumo, harmonijos, subordinacijos), lygiai (individualus, visuomeninis, tautinis, tarptautinis) ir t.t. Straipsnyje taip pat aptariami ugdymo veikėjai ir veiksniai, kuriuos S. Šalkauskis skirsto į prigimtinius - „pašauktus iš prigimties” ir paskirtinius - „pašauktus iš paskirties”. Pirmiesiems priklauso šeima, valstybė ir Bažnyčia, antriesiems - ugdymo įstaigos ir jaunimo organizacijos. Plačiau straipsnyje nagrinėjama S. Šalkauskio tautinio auklėjimo koncepcija. Šioje koncepcijoje nors ir akcentuojama patriotinis auklėjimas, ypatingos sąsajos su tautine kultūra, sykiu pabrėžiama tarptautiškumo svarba. Tarptautinis auklėjimas papildo tautinį auklėjimą, suteikia jam kokybiškai aukštesnę prasmę ir vertę.
37
Kavaliauskienė, Vanda. "Pedagogų iš pašaukimo rengimo universitete perspektyvos." Acta Paedagogica Vilnensia 8 (January 17, 2016): 198–204. http://dx.doi.org/10.15388/actpaed.2001.08.9527.
Full textAbstract:
Straipsnyje atskleidžiama pedagoginio pašaukimo samprata, struktūra, nagrinėjami pedagogų profesijos būklės ypatumai ir pateikiamas pradinių klasių mokytojų pedagoginio pašaukimo ugdymo projektas. Taip pat aprašomi projektą grindžiantys principai, pedagoginio pašaukimo ugdymo tikslai, metodai ir ugdymo eksperimento rezultatas.
38
Bini, Emanuela. "L'inclusione degli alunni disabili migranti. Progettualità educativa e approcci pedagogici." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2020): 255–69. http://dx.doi.org/10.3280/ess1-2020oa9451.
Full textAbstract:
Nel campo dell'educazione la prospettiva inclusiva diventa più complessa quando la disabilità e la migrazione sono connesse. L'aumento del numero di alunni disabili migranti nella scuola dell'infanzia e nella scuola primaria invita a riflettere sugli strumenti necessari per supportare il lavoro degli insegnanti e degli esperti del sistema socio-sanitario chiamati a collaborare nel lavoro di rete per definire il progetto di vita del soggetto disabile. Considerato il numero esiguo di ricerche sul tema, utili indicazioni emergono dai principali studi italiani che hanno individuato strategie e risorse efficaci per attivare interventi inclusivi per gli alunni migranti con certificazione di disabilità ai sensi della Legge 104/92 e per le loro famiglie. Il presente contributo, incentrato sulla rassegna delle principali ricerche condotte in Italia, è finalizzato a stimolare la riflessione sulla progettualità educativa e sugli orientamenti pedagogici. Secondo l'autrice, la presenza degli alunni disabili migranti rappresenta una sfida educativa intesa come occasione per leggere la complessità del presente e per costruire la scuola inclusiva di oggi e di domani
39
Mazur, Tamara. "Kvintilijanovi principi odgoja i obrazovanja rimskih govornika / Quintilian’s principles of education of Roman orators." Journal of BATHINVS Association ACTA ILLYRICA / Godišnjak Udruženja BATHINVS ACTA ILLYRICA Online ISSN 2744-1318, no. 6 (December 28, 2022): 61–84. http://dx.doi.org/10.54524/2490-3930.2022.61.
Full textAbstract:
Social values, as well as the state of society at a certain time, are optimally reflected in the contents and methods of education of new generations. When it comes to Roman education, Marcus Fabius Quintilian belongs to those who placed the social ideal at the center of education and subordinated everything else to it. In the 1st century. D., distinguished himself as a teacher of rhetoric by theorizing about the education of orators and, also, by giving examples for practice. He accepted the task that was somehow imposed on him - to write a work based on many years of experience - how to raise a perfect orator. The Institutio Oratoria is a completely preserved work that determines the stages and methods of mastering the art of oratory from the earliest age of a child. As far as it is known, it is the only preserved systematic ancient pedagogical reflection. This paperwork tries to concisely present the principles that Quintilian considered fundamental in education, which resulted in a perfect Roman orator. The presentation of principles was done by analyzing historical sources and comparing them with contemporary pedagogical concepts.
40
Singerin, Sarlota. "The Impact of Academic Supervision on Teacher Pedagogical Competence and Teacher Performance: The Role Moderating by Teacher Efficacy." International Journal of Elementary Education 5, no. 2 (August 9, 2021): 496. http://dx.doi.org/10.23887/ijee.v5i3.34072.
Full textAbstract:
The success of the performance shown by the teacher is influenced by the surrounding environment, one of which is the role of the principal as a school supervisor. In addition, the quality of teacher performance can also be caused by the teacher's self-efficacy. This study aims to determine the effect of academic supervision on pedagogic competence and performance moderated by teacher efficacy. This research is a quantitative research that aims to determine the causal relationship between variables. The population in this study were all elementary school teachers with a sample involving 100 teachers who were selected by simple random sampling technique. Data collection in this study used a questionnaire distributed through the Google Form. The data collected was then analyzed by researchers assisted by the Smart PLS application. The results show that academic supervision has an effect on pedagogic competence with t-count >t-table (4.790> 1.984) and a P value < 5% (0.000 <0.05), academic supervision has an effect on teacher performance with t-count > t-table (4.344> 1.984) and a P value < 5% (0.000 <0.05), Efficacy was not able to moderate the effect of academic supervision on pedagogic competence with t-count < t-table (0.946 <1.984) and P value > 5% alpha standard (0.345> 0.05). Self-efficacy is able to moderate the effect of academic supervision on teacher performance with t-count > t-table (3.165> 1.984) and a P value < 5% (0.032 <0.05). Testing the moderating effect shows that efficacy is able to moderate the effect of supervision on teacher performance, while the pedagogical competence shows that efficacy has not been able to provide a significant moderating effect on pedagogic competence.
41
Ozmusul, Mustafa. "To What Extent Do the School and School Principal Variables Predict the Principal Job Satisfaction?" New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 275–81. http://dx.doi.org/10.18844/prosoc.v3i3.1570.
Full textAbstract:
The purpose of this study was to answer the question, “To what extent do the school and school principal variables predict the principal job satisfaction?†Using the TALIS (Teaching and Learning International Survey) data deriving from OECD, 902 school principals at the schools where 15-year-olds students were enrolled, multiple regression analysis was performed to predict the job satisfaction by the other independent variables related to school context and school principal background. The independent variables deriving from the OECD database in the regression analysis lacked pedagogical personnel/index, lack of material resources/index, school delinquency and violence, school climate-mutual respect, age, gender, year(s) working as a principal at this school, year(s) working as a principal in total, year(s) working in other school management roles, year(s) working as a teacher in total, year(s) working in other jobs, professional development duration, instructional leadership, teacher - pedagogical support personnel ratio, teacher - administrative or management personnel ratio, student - teacher ratio. The results revealed that the job satisfaction was moderately correlated with the independent variables. The strongest association existed between the principal job satisfaction and school climate-mutual respect which were positively and lowly associated. The school and school principal variables accounted for approximately 14% of the variance of the job satisfaction.Keywords: principal job satisfaction; school background; multiple linear regression analysis; TALIS
42
Supadi, Supadi. "Principal Leadership: Responding to The Challenges of 21st Century Teacher Competence." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 6, no. 1 (April 17, 2022): 561–73. http://dx.doi.org/10.33650/al-tanzim.v6i2.3529.
Full textAbstract:
This study aims to understand the principal's leadership in responding to the challenges of the pedagogic competence of 21st-century teachers at SMA Negeri 68 Jakarta. A qualitative approach with a descriptive method is applied in this study. Data was collected through interviews, observation, and documentation. The data analysis was conducted interactively, starting with data collection, data reduction, data display, and concluding. The results showed that; Principal leadership in improving teacher pedagogic competence is carried out by strengthening educator certification, training organized by the department and school, strengthening collaboration, communication, critical and creative thinking, implemented through literacy skills, strengthening character education, information, and communication technology-based learning. This research has implications for the importance of teacher competence in improving the quality of education in schools, so it needs to get earnest attention from all parties.
43
Rohmi, Fauriza. "Pengaruh Pelaksanaan Supervisi Akademik terhadap Peningkatan Kompetensi Pedagogik Guru di SDN Margorejo VI/524 dan SDN Baratajay." Education and Human Development Journal 5, no. 1 (October 28, 2019): 71–77. http://dx.doi.org/10.33086/ehdj.v5i1.1167.
Full textAbstract:
th
The principal is fully responsible for distributing education with the help of the teacher. In the process, teachers are required to be able to master four competencies, one of which is pedagogic competence. The competency aims to realize an educational learning for students. However, not all teachers master these competencies, so it is the responsibility of the principal to hold academic supervision activities. The activity is carried out by the authorities (headmaster) by giving guidance, in the form of class meetings / visits. That way, the teacher will get the provision of new learning and motivation to improve the pedagogical competence possessed. These activities can correct problems that occur during the learning process. The explanation above makes researchers interested in conducting research that aims to analyze the implementation of academic supervision in SDN Margorejo VI / 524 and SDN Baratajaya Surabaya. The two schools are located in Surabaya. In addition, the study was conducted with the aim of examining the influence of the implementation of academic supervision on teacher pedagogical competencies using quantitative descriptive research methods and spearman rank correlation with ordinal scale data. The researcher took the population in two schools with the number of respondents 102 then taken a sample of 81 respondents with a level of error of 0.05. The study was conducted by distributing questionnaires that have been tested valid and reliable. The results obtained were also obtained using SPSS 21 for Windows 2007. The results of the study were obtained using two data analysis techniques, namely descriptive analysis and Spearman rank correlation analysis. The results of the study indicate that the two schools actually carry out academic supervision activities to improve the teacher's pedagogical competence. So that the results obtained are 0.608 ** which means categorized as very good and good and classified as medium correlation with a significant correlation value of 0.000 < 0.05. So the hypothesis in this study is that H1 is accepted and H0 is rejected.
e
44
Rozak, Abdul, and Eva Fauziah. "IMPLEMENTASI LESSON STUDY SEBAGAI UPAYA PENINGKATAN KOMPETENSI PEDAGOGIK GURU BAHASA INDONESIA DI SMP KABUPATEN CIREBON." Jurnal Pendidikan Bahasa dan Sastra 13, no. 1 (April 1, 2013): 1. http://dx.doi.org/10.17509/bs_jpbsp.v13i1.754.
Full textAbstract:
Abstrak Lesson study merupakan alternatif yang dapat dilakukan oleh guru bersama teman sejawatnya dalam rangka membudayakan belajar sepanjang hayat untuk terus meningkatkan kompetensi pedagogiknya secara mandiri yang berdampak langsung bagi perbaikan dan peningkatan mutu pembelajaran di dalam kelas. Oleh karena itu, implementasi lesson study sebagai model pembinaan dan peningkatan kompetensi pedagogik guru bahasa Indonesia memerlukan dukungan dari pihak-pihak terkait terutama kepala sekolah dan dinas pendidikan. Tanpa dukungan itu, maka lesson study hanyalah “mimpi” bagi guru-guru yang memiliki motivasi untuk meningkatkan kemampuannya. Penelitian ini dilakukan untuk mengetahui pengaruh lesson study pada kompetensi pedagogik guru bahasa Indonesia SMP kabupaten Cirebon. Berdasarkan hasil penelitian ini lesson study berdampak positif terhadap kompetensi pedagogik guru.Kata-kata kunci: lesson study, kompetensi pedagogik, peningkatan mutu pembelajaran Abstract Lesson Study is an alternative that teachers can take in implanting the culture of lifelong learning and improving their pedagogical competency independently. In addition, it has direct impact on the improvement and development of instructional quality in classrooms. Therefore, the implementation of Lesson Study as a model for improving the competency of Indonesian language teachers needs to gain support from all stakeholders, especially Principal and Office of Education in district level. Without the support, Lesson Study is just a “dream” for teachers who are highly motivated to improve their competencies. This research intended to find out the impact of Lesson Study on pedagogical competency of Indonesian language teachers in junior high schools in Cirebon Regency. This research found that Lesson Study gave positive impact on their pedagogical competenciesKeywords : lesson study, pedagogic competence, quality learning improvement
45
Wulandari, Novi. "Competencies Principal of the Islamic School." International Conference of Moslem Society 3 (April 12, 2019): 259–69. http://dx.doi.org/10.24090/icms.2019.2430.
Full textAbstract:
The principal of the Islamic school (madrasah) as the leader of an educational institution is a activator, direction setting of school policies tha will set how the school aims and education in general. Therefore, the principal has a very large role in the scope of the school, especially in improving teacher competence. So the principal as a leader in an educational institution has a big role in movingsubordinates, starting from educating, leading, managing, supervising and making improvements to their subordinates. It is done to maintain and improve the competencies of educators. To create the quality of proofessional human resources, the principal must have a precise strategy, such as; education supervision, education and training, giving continuous motivation, changing work culture, in order to the teacher competence as a basic element of educators can be realized. These competencies include; pedagogic competence, personal competence, social competence, professional competence.
46
Gomes Barbosa, Pedro. "Pedagogias hegemônicas em tempos de crise estrutural do capital." Libertas 21, no. 2 (December 9, 2021): 429–51. http://dx.doi.org/10.34019/1980-8518.2021.v21.34960.
Full textAbstract:
No presente trabalho buscamos identificar as três principais teorias pedagógicas que surgiram entre os anos 1970 e 1990, relacionando-as às mudanças que ocorreram no contexto de crise estrutural, que tem como marco histórico as mudanças na base técnica da produção capitalista a partir dos anos 1970. Num primeiro momento do presente trabalho, buscamos identificar as principais características do que Mészáros chamou de crise estrutural do capital e do capitalismo. Num segundo momento, realizamos uma análise crítica das principais tendências dentro do campo das teorias pedagógicas, como a teoria do capital humano, o “aprender a aprender” e a pedagogia das competências e a noção de qualidade total e o neotecnicismo no Brasil. Na conclusão deste trabalho propomo-nos refletir sobre como tais ideias pedagógicas tendem a contribuir para a manutenção da sociabilidade capitalista.
47
Navon, Joshua. "Pedagogies of Performance." Journal of Musicology 37, no. 1 (January 1, 2020): 63–93. http://dx.doi.org/10.1525/jm.2020.37.1.63.
Full textAbstract:
The development of modern styles of elite music education played a crucial role in entrenching Werktreue as the dominant practice within classical music performance. Focusing on Germany’s first conservatory, the Leipzig conservatory, which was founded in 1843, this article analyzes how Werktreue, understood as a set of tacit competencies and sensibilities that must be learned by musicians, was produced at a single historical site. Archival documents of the institution, as well as the correspondence and writings of teachers and students like Felix Mendelssohn, William Rockstro, and Ethel Smyth, show that the central objective of musical pedagogy was the faithful interpretation of musical works. Isolated as a discrete subject of training, performing musical works also functioned as the principal mode of student assessment through semesterly examinations. To transmit the necessary skills for this paradigm of performance, pupils’ bodily capacities (Technik) and ability to understand and interpret canonic compositions (Vortrag) became essential targets of conservatory pedagogy. Ubiquitous visibility among students, and the intense competition that this visibility engendered, went hand in hand with institutionalizing styles of musical expertise that continue to this day. In exploring these developments, this article asks how the productive power of modern conservatory training contributed not only to Werktreue’s rise over a wide geography, but also to the remarkable stability with which it has pervaded performance practice across multiple generations.
48
Ivanova, V. V. "FORMING THE READYNESS OF FUTURE TEACHERS MATHEMATICS TO CREATIVE PEDAGOGICAL ACTIVITIES." Educational Dimension 7 (May 26, 2022): 54–61. http://dx.doi.org/10.31812/educdim.5632.
Full text
49
Ngaziah, Nur, Umi Pratiwi, Siska Desy Fatmaryanti, Aulia Fakhrina, and Rizky Fadjar Choirrul Linda. "The Principal's Role as Manager and Teacher Pedagogic Competence in Online Learning." Jurnal Ilmiah Sekolah Dasar 5, no. 4 (October 7, 2021): 648. http://dx.doi.org/10.23887/jisd.v5i4.37885.
Full textAbstract:
The Covid-19 pandemic requires people to learn online, one of which is at the elementary school level. Principals must be able to play a role as managers in managing learning during the Covid-19 Pandemic. This study aims to analyze the role of the principal as a manager and the pedagogical competence of teachers in online learning during the Covid-19 period. This type of research is descriptive quantitative research, namely by interpreting the data obtained from the field. Data collection was carried out on 4 principals and 49 teachers using a questionnaire distributed via google forms. Data analysis used descriptive quantitative with percentages. The results showed that the principal's role as a manager in online learning was not optimal in the indicators of the school determining the curriculum used in online learning (44%) and the principal facilitating support for online learning (50%). At the same time, the pedagogic competence also showed less than optimal in Playing their competencies is shown by the 5 lowest percentage indicators, including understanding the cognitive development of students (59%), designing learning methods (52%), designing learning models (56%), carrying out assessments of learning outcomes (54.5%), and conducting material assessments. (56%). With a strong commitment from teachers and principals, various efforts and programs carried out during online learning will optimally achieve learning objectives.
50
Dziuba, Victoria. "Organizational and pedagogical Model of the Development of Digital Competence of School Principal." Problems of Education, no. 2(97) (November 11, 2022): 120–33. http://dx.doi.org/10.52256/2710-3986.2-97.2022.07.
Full textAbstract:
In the conditions of fundamental socio-cultural reforms and radical modernization of the concept of social development, first of all, the requirements for the personality of a new type of school principal are increasing. The meaning of management is that the school principal plays a huge role in the efficiency of the team, and its ability to respond to "external challenges". Therefore, modern principals of educational institutions must possess several general and professional competencies, skills in strategic planning, system modeling, and the organization of effective interpersonal and professional communications among the teaching staff. One of the important ones is the information and digital competence of the school principal.
Based on taking into account the specifics of the development of the digital competence of the school principal, we have developed an organizational and pedagogical model, which contains tasks for the development of its components and provides for several approaches, principles, and provisions that allow establishing the educational process from a didactic point of view.