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Books on the topic 'Professional didactics'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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1

James, Calderhead, ed. Teachers' professional learning. London: Falmer Press, 1988.

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2

Professional and student portfolios for physical education. Champaign, IL: Human Kinetics, 1998.

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3

De precaire professionele identiteit van sociaal werkers. Utrecht: Nederlands Instituut voor Zorg en Welzijn NIZW, 1993.

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4

Developing professional knowledge and competence. London: Falmer Press, 1994.

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5

Grijspaarde, Linda van der, 1971- and Braak Astrid ter 1967-, eds. Leren (en) doceren in het hoger onderwijs. 2nd ed. Den Haag: LEMMA, 2009.

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6

Enhancing scholarly work on teaching and learning: Professional literature that makes a difference. San Francisco, CA: Jossey-Bass, 2006.

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7

Braswell, Michael. Morality stories: Dilemmas in ethics, crime & justice. 2nd ed. Durham, N.C: Carolina Academic Press, 2007.

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8

Kovadlo, Lyudmila. Russian language and speech culture. Workshop. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1014771.

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The textbook is a didactic material for the textbook "Russian language and culture of speech. Theory". Russian Russian vocabulary and stylistics are outlined in the books, which instills the skills of using the norms of Russian speech. The study of the Russian language in professional educational organizations implementing the educational program of secondary general education has its own characteristics depending on the profile of vocational education, which is expressed through the content of training. When mastering the professions of technical, natural-scientific, socio-economic profiles of vocational education, the Russian language is studied at the basic level of secondary education. When mastering the specialties of secondary vocational education in the humanities, the Russian language is studied in depth as a specialized academic discipline that requires a higher level of language training of students. In this regard, much attention is paid to functional styles of speech, especially the official business style, and the specifics of the use of language units in accordance with the speech situation, which has practical application not only for students of secondary vocational education, but also for a wide range of business people. The manual contains practical material: tasks of varying complexity; answers to questions and tasks; historical references, as well as historical information on the history of the origin of words related to all parts of speech; entertaining and reference materials that can be useful for reports, abstracts and other independent works. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education, applicants and high school students.
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9

Phlip, Visser, ed. En nu de praktijk: Een leer- en oefenboek voor groepsleiding. Nijkerk: Intro, 1987.

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10

P, Rohlen Thomas, and LeTendre Gerald K, eds. Teaching and learning in Japan. Cambridge: Cambridge University Press, 1995.

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11

Sue, Johnston-Wilder, ed. Learning to teach mathematics in the secondary school. 2nd ed. London: RoutledgeFalmer, 2004.

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12

Alan, Waters, ed. English for specific purposes: A learning-centred approach. Cambridge [Cambridgeshire]: Cambridge University Press, 1987.

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13

Szypielewicz, Ludmiła, ed. Sovremennye trendy v mežkulʹturnoj kommunikacii i didaktike/Contemporary Trends in Intercultural Communication and Didactics. University of Warsaw Press, 2022. http://dx.doi.org/10.31338/uw.9788323555131.

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The monograph presents a system-dynamic model of intercultural communication and pedagogy. Authors hailing from eight countries (Armenia, Finland, Georgia, Iraq, Japan, Poland, Russia and Ukraine) examine the principles of interaction of linguistic cultures, components of intercultural dialogue, models and mechanisms of overcoming difficulties in communication between representatives of different cultures. The volume offers answers to a number of crucial questions. Why is it so important to highlight the current trends in intercultural communication? Which factors help and which hinder the development of communication? Which pedagogical methods and techniques are more effective? What is the influence of language on personality formation? How are the individual and the collective mentality, ideology, and culture reflected in language and at the same time formed by it? Among the authors are both those with extensive research experience and young ones. The monograph may be of interest not only to linguists but also to diplomats, sociologists, businesspeople, ethnographers, psychologists, cultural studies scholars, and, more generally, all those who confront these issues in their professional or everyday lives.
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14

Licardo, Marta, and Isabel Simões Dias, eds. Contemporary themes in early childhood education and international educational modules. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-269-5.

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The purpose of the book is to present contemporary themes in early childhood education that are important for preschool education in practice and as topics in the education of students who will work in preschool education settings. The presented scientific research includes various themes in the field of pedagogy, didactics, special didactics and psychology. The results of the research reveal important conclusions regarding relationships between children and preschool teachers, children’s relationships with peers, important practices for social-emotional learning, problems that occur in students’ mathematics knowledge and the possibilities of promoting family literacy. Professional reports present international good practices in various educational settings for preschool education students. The presented good practices are innovative and are all based on socio-constructivist pedagogies. Authors report on how to activate learning in early childhood education with service learning, programming with children, science technology and maths, daily training in kindergartens, multimodal literacy, dance and didactic materials. In the last chapter international educational modules are presented that were prepared and tested within the project Erasmus+: International Learning Module in Early Years Education (EYE), between the years 2017 and 2019. These modules are examples of innovative education and how to integrate important topics in international early childhood education.
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15

Großkopf, Steffen, and Michael Winkler, eds. Reform als Produktion. Ergon – ein Verlag in der Nomos Verlagsgesellschaft, 2020. http://dx.doi.org/10.5771/9783956506697.

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To what extent are progressive and democratizing innovations in education to be understood as ideological? The volume explores this question and exposes the seemingly neutral, distant scientific pedagogy as a committed part of an ideology production. The authors of the volume examine this using the example of a student-oriented philosophy didactics, the theory production of early childhood education, the much discussed topic, inclusion 'and the parenting and educational partnership as a' new form 'of the relationship between private and public education. The book is aimed at professional educators and social workers in school, kindergarten and other areas, interested parents and, last but not least, their own discipline and their students. With contributions by Louisa Frintert, Ulf Sauerbrey, Michael Winkler, Michael Knoll und Steffen Großkopf
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16

Prática de Ensino e Didática Pedagógica para Formação de Professores. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-646-7.

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We present the Practical Collection of Teaching and Pedagogical Didactics for Teacher Training, consisting of 2 volumes, which expresses the production of articles by educators, in different thematic fields, to contribute to the learning process in teacher education. This is about three important contextualizations that the internship seeks to offer: Early Childhood Education, Elementary School and School Management. In the first volume we will be addressing about early childhood education and elementary school and the second volume related article teaching project. Teaching and, consequently, teacher education is a field of education that has raised countless reflections on teacher identity, practices and knowledge, since being a teacher today brings very complex challenges and thus there is a need for formative projects that prepare them to face them. We consider that the internship in question has a very large professional formative dimension, because this is a moment that provides to unite knowledge and do. Knowledge that will become a guide of action of the practice, and to contribute to the acquisition of professional and pedagogical skills in view of future professional performance. As organizers, we want this collection to become an incentive for teacher training and for this collection to find convergences capable of building living and creative proposals for quality education for all. We also hope that the joy lived by us in the production path of this material will be present between the lines of these texts, so as to weave, jointly and severally, a huge network of commitments to education on our planet.
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17

Calderhead, James. Teachers' Professional Learning. Taylor & Francis Group, 1988.

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18

Pereira, Araída Dias, Bárbara Paixão de Gois, and Jussara Maysa Silva Campos. Oncologia: uma visão interdisciplinar. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-216-2.

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This book, comprising 24 chapters, proposes in an interdisciplinary way to present updated technical content from different areas such as nutrition, nursing, psychology, pharmacy and occupational therapy. The main objective of this work is to contribute to the clinical professional practice in oncology, as well as, to the training of students in the health field. The contents were carefully selected, compiled and approached in a didactic way, so that they provide an intuitive and pleasant reading. Starting from the molecular basis, risk and nutrition factors and cancer prevention, going through screening and nutritional assessment, since diet therapy treatment, symptom control, main nutritional problems and palliative care, and even spirituality, with the nutritional approach for adults and pediatric patients as one of its strengths. This way, readers are invited to enjoy the knowledge shared by experienced health professionals and researchers, who work in oncology. In addition to these experiences, valuable reports are presented from patients who have experienced (or are experiencing) cancer treatment, with the aim of bringing the reader closer to a different perspective of this multidimensional reality. It is known that the experience of an oncological treatment is accompanied by varied emotions and feelings for everyone involved, both for the team of professionals and for family members, in addition to the role of the patients themselves. And that is why, from the different spectrums covered, it is expected to help the professional performance in this ascending area of health to occur even more in a holistic and humanized way.
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19

Lang, Birgit. Erich Wulffen and the case of the criminal. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9780719099434.003.0005.

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State Prosecutor and legal reformer Erich Wulffen used the case study genre for legal and largely didactic purposes. Chapter 4 illustrates the adoption of the conventions of sexological case writing by the legal fraternity in twentieth-century Central Europe, and ways in which Wulffen brought the case study genre from the hidden world of the court to the wider public. In doing this, Wulffen carved a niche for himself as an expert in legal reform and sexology in Wilhelmine and Weimar Germany. He embraced different kinds of case modalities over the course of his professional career, targeting professional, middle-class audiences and the wider reading public during his thirty years in the role of prosecutor. The changing success of Wulffen’s publications highlights the intensifying crisis of the expert case study as a modality able to ‘speak the truth’ about modern sexuality and deviance. While Wulffen’s expert case studies about con men and other criminals were highly successful during the Wilhelmine era, the same approach and model for case writing met a more critical audience after 1918. Wulffen embraced the challenge of a new democratic environment by writing implicitly didactical popular crime novels. However, eventually his criminal subjects literally ‘wrote back’ after their sensationalised trials, using case studies in an attempt to narrate their own versions of events. The accounts of these criminals-turned-writers such as convicted paedophile Edith Cadivec. Thus the popularisation of sensationalist case studies, written, for instance, by perpetrators of crime, was an important factor in the case study genre’s loss of respectability.
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20

Wilkinson, Susie, and Anita Roberts. Training facilitators to deliver an advanced communication course for senior healthcare professionals in cancer and palliative care. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0026.

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This chapter presents a communication skills training initiative designed to train facilitators to deliver an advanced communication skills training course for senior healthcare professionals working in cancer and palliative care. It is generally accepted that communication skills training benefits healthcare professionals. However, little has been written about the training and support of those healthcare professionals who deliver this training. The chapter describes the content, process, and guidelines trainee facilitators explore while learning to deliver the experiential learner-centred advanced communication skills training course for senior healthcare professionals working in oncology or palliative care. The teaching methods presented include group safety, agenda setting, didactic methods, the use of trigger tapes, working with actors, and video-recorded role play with feedback. The facilitator training course was evaluated across six UK settings and had a positive effect on the participants’ perceived confidence in delivering communication skills training.
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21

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 2002.

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22

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 2002.

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23

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 2002.

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24

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 1994.

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25

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 2002.

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26

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 2002.

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27

Córdoba-Aguilar, Alex, Daniel González-Tokman, and Isaac González-Santoyo, eds. Insect Behavior. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198797500.001.0001.

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The astonishing diversity of insects is well reflected at their behavioral level. This book summarizes the main behavioral findings and maintreams at different hierarchichal levels of insect behavior as well as how this information could be understood and used in terms of pest and vector control, and conservation biology. It contains 22 chapters written by leading authorities in the field, using a didactic language. Both advanced students and professionals will find this text an important source of reference and research ideas.
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28

Trültzsch-Wijnen, Christine, and Gerhard Brandhofer, eds. Bildung und Digitalisierung. Nomos Verlagsgesellschaft mbH & Co. KG, 2020. http://dx.doi.org/10.5771/9783748906247.

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This volume discusses the challenges posed by digitalisation in the field of education from different professional perspectives. Authors from various disciplines analyse general theoretical questions, present current empirical findings, discuss didactic models and projects, and consider the use of digital media in tertiary education. In addition, they present specific projects from educational practice. With contributions by Alessandro Barberi, Gerhard Brandhofer, Josef Buchner, Markus Ebner, Martin Ebner, Nicole Duller, Walter Fikisz, Sonja Gabriel, Barbara Getto, Nina Grünberger, Elke Höfler, Fares Kayali, Michael Kerres, Philipp Leitner, Peter Micheuz, Marlene Miglbauer, Thomas Nárosy, Daniel Otto, Alexander Pfeiffer, Claudia Schreiner, Carmen Sippl, Elke Szalai, Caroline Roth-Ebner, Karin Tengler, Manfred Tetz, Christine W. Trültzsch-Wijnen, Thomas Wernbacher, Christian Wiesner
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29

Pollock, Joycelyn M., Scott Braswell, and Michael Braswell. Morality Stories: Dilemmas in Ethics, Crime & Justice, Second Edition. 2nd ed. Carolina Academic Pr, 2007.

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30

Brenni, Paolo. From Workshop to Factory: The Evolution of the Instrument-Making Industry, 1850–1930. Edited by Jed Z. Buchwald and Robert Fox. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199696253.013.21.

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This article focuses on the evolution and transformations of the instrument-making industry between 1850 and 1930. It begins with an overview of some broad categories of instruments, namely: research and precision measurement instruments, didactic and teaching instruments, industrial instruments, professional instruments, and scientific instruments. It then examines the history of the production of physics instruments and how workshops were organized, along with some of the techniques and materials used in the production of instruments. It also discusses the advertising, trading, and selling of instruments during the period; how instrument-makers in France, Britain, and Germany fared; the state of instrument-making from 1900 to World War I; and instrument-making in the United States and other countries in Europe. Finally, it evaluates instrument-making during the inter-war years.
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31

Bhering, Leonardo Lopes. Estatística Experimental no Rbio. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-360-2.

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This book deals with a set of analyzes that can help the student / researcher to analyze the data of their academic and professional research. With theory and application, in a small and didactic example. Along with this presented step by step, it is shown how to proceed with the analysis of the same example in the Rbio software, so that the user is able to assimilate the theoretical and practical teachings at the same time. As statistical software is used in practice, due to its speed and convenience, this interface with the software was emphasized in this material. The Rbio software presented is free software owned by one of the authors of the work, with the capacity for several biometric-statistical analyzes. In this work only those analyzes related to experimentation were addressed.
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32

Costa, Maria Adélia da, Eduardo Henrique Lacerda Coutinho, Alexandre Ferry, Roberto Valdés Puentes, Daniela Masckio Gramático Puentes, Michele de Oliveira Gonçalves Araújo, Cláudio Eduardo Resende Alves, et al. Ensino pesquisa e extensão na educação profissional e tecnológica: Olhares multidisciplinares. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-86854-06-0.

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This is the third book in the EPT Teaching, Research and Extension Collection. The purpose of the seminar is to dialogue with researchers in the field of EFA, enabling the exchange of interinstitutional experiences. The organization of this work consists of a transcript of the opening conference given by the respected professional education researcher, Prof. Dr. Dante Henrique Moura (IFRN), who provided master students, teachers and other participants, a class on the advances and setbacks in EPT. The exquisite debate of the researcher professor, Dr. Alexandre Ferry (Cefet-MG) was also transcribed, which in a very didactic way, provides a better understanding of the terminological inaccuracies that make up the EFA. The other texts that consolidate the collection are the results of research carried out by teachers and students, the Master in Technological Education (Cefet-MG) and the Master in Professional and Technological Education (ProfEPT) from IFMG and IF Sudeste de Minas. And, also, by professors from the Federal University of Uberlândia (UFU), from other courses at Cefet-MG, as well as from other institutions such as Faculdade Pitágoras and Puc-Minas. The themes that make up this volume are quite variable and broad, as is the field of professional and technological education. The idea of the subtitle: multidisciplinary views, translates well the meaning of the work. It is a network of knowledge that gets mixed up in a hybrid connection, showing the reader that science is not linear, nor is it watertight.
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33

Topuzov, Oleg, Angelica Tsimbalaru, Tetiana Zasekina, and Luidmyla Popova. A set of advanced training programs for teaching staff of general secondary education institutions. Field of knowledge: 01 Education Specialty 014 Secondary education. Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, 2021. http://dx.doi.org/10.32405/topuzov-2021-42.

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A set of advanced training programs for teachers of general secondary education institutions is designed to train management and teaching staff of general secondary education institutions who will implement an innovative educational project of the all-Ukrainian level on the topic "Didactic, methodological and educational support to implement the conceptual foundations of basic secondary education reformation" for April 2021- December 2026 (Order of the Ministry of Education and Science of Ukraine No. 484 dated April 29, 2021). The content of the programs is a set of modules and topics, the choice of which takes into account the peculiarities of the professional activity of a modern teacher and the requirements of society for providing educational institutions with highly qualified specialists; the main directions of state policy in the field of education, in particular, the National Qualifications Framework, educational standards, requirements for the competencies of teaching staff, in particular, for the introduction of innovative educational systems.
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34

Talbert, Joan E., and Milbrey W. McLaughlin. The Contexts of Teaching in Secondary Schools: Teachers' Realities (Professional Development and Practice). Columbia University Press, 1990.

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35

Talbert, Joan E., and Milbrey W. McLaughlin. The Contexts of Teaching in Secondary Schools: Teachers' Realities (Professional Development and Practice Series). Columbia University Press, 1990.

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36

Swan, Malcolm. Collaborative Learning in Mathematics. National Institute of Adult Continuing Education, 2006.

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37

Coyer, Megan. Professionalisation and the Case of Samuel Warren’s Passages from the Diary of a Late Physician. Edinburgh University Press, 2017. http://dx.doi.org/10.3366/edinburgh/9781474405607.003.0005.

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This chapter reads Samuel Warren’s Passages from the Diary of a Late Physician (1830–7) in its vexed original publishing context – the ideologically charged popular periodical press – in terms of its inception and reception, as well as its initiation of a new genre of ‘medico-popular’ writing, and places this reading in relation to debates surrounding the professionalisation of medicine. The political significance of the original intention to publish the series within the New Monthly Magazine is discussed. Within Blackwood’s, the series is read as a new development of the tale of terror, in which the genre re-coalesces with the case history, a continuation of the morally didactic and implicitly conservative mode of John Wilson’s proto-Kailyard writings, and an idealistic and politicised depiction of a literary and gentlemanly medical man. With its avowed mission to reunite intellect and feeling, Blackwood’s provided an apt platform for the construction of a professional medical man of feeling, following in the tradition of medical ethics initiated by John Gregory (1724–73). However, the reception of the controversial series, as tracked both through letters, reviews, parodies, and imitations, reveals that Warren’s series may be read as both contributing to and detracting from the agenda of professionalisation.
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38

Theory and Methodology in International Comparative Classroom Studies. Cappelen Damm Akademisk, 2021. http://dx.doi.org/10.23865/noasp.130.

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This anthology is addressed to researchers, students and professionals within education and special needs education as well as related fields such as psychology, health sciences and other fields within the social sciences and humanities. Part One contains two articles; one is an introduction to the anthology, while the other gives the reader insight into the history of educational ideas from the beginning of elementary education “for all and everyone” in 1739 to current efforts being made to implement the principles of the inclusive school. Part Two contains seven articles that mainly provide perspectives from cultural-historical and didactic-curricular theories, focusing on certain aspects of practice such as communication and care as well as teaching, learning and development. Why does it take such a long time to realise the principle of inclusion? Amongst the many and legitimate assumptions, there is an increasing awareness of ethical issues. Part Three addresses these issues by paying specific attention to Bulgarian-French scholar Julia Kristeva’s social critique and her introduction of an ethical-political programme where our shared human sense of vulnerability is at the centre of civic solidarity and inclusion. Part Four is devoted to methodological considerations and choices. Small-scale research projects are in focus, particularly classroom studies related to international comparative analysis. Various qualitative approaches are investigated, including case studies and “mixed methods”. Action research has in particular attracted interest from classroom researchers and is therefore outlined and discussed in several articles. This is the second of three anthologies related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.
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39

de Jong, F. P. C. M. Innoveren en blijven leren. Aeres Hogeschool, 2021. http://dx.doi.org/10.46884/2021.2.

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Dit boek is een liber amicorum, een vriendenboek, in het kader van het afscheid van Madelon de Beus van Aeres Hogeschool Wageningen. Zij is bijna twintig jaar directeur geweest van deze faculteit en haar rechtsvoorgangers: Stoas Hogeschool, Stoas Hogeschool Wageningen,faculteitsdirecteur Vilentum Hogeschool Wageningen, en ten slotte Aeres Hogeschool Wageningen de Educatieve faculteit. In lijn met haar gedachten en intenties staat in dit vriendenboek de Educatieve faculteit in Wageningen op de voorgrond. Niet door terug te kijken maar, geheel in de geest van Madelon, vooruit te kijken.Docenten, studenten, administratieve en facilitaire ondersteuners, lectoren, docentonderzoekers, teamleiders: 39 ‘auteurs’ zijn in kleine groepjes in gesprek gegaan over wat zich in de buitenwereld en binnen Aeres Hogeschool Wageningen voordoet. Vanuit ieders perspectief, soms ook vanuit een historisch uitstapje, zijn in een vorm van collectief lerenideeën gevormd. Ideeën wat deze ontwikkelingen betekenen voor allerlei facetten van de Aeres Hogeschool Wageningen. Zoals het curriculum, het gebouw, de opleidingsprofielen, de didactiek, de ondernemende houding, bij- en nascholing, de onderzoekscultuur, de onderzoekende innovator en professioneel leiderschap.Veel van de ‘auteursgroepjes’ vonden het zo inspirerend dat ze zich hebben voorgenomen de gesprekken voort te zetten. Voor u als lezer geeft het boek op inspirerende wijze een inkijk in hoe de betrokkenen binnen de faculteit tegen toekomstige uitdagingen aankijken vanuit hundagelijkse zorg om blijvend goed onderwijs, onderzoek en dienstverlening te bewerkstelligen.De auteurs wensen u veel leesplezier.
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40

Johnston-Wilder, Sue, David Pimm, Peter Johnston-Wilder, and John Westwell. Learning to Teach Mathematics in the Secondary School: A Companion to School Experience. Taylor & Francis Group, 2007.

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41

Lee, Clare, Sue Johnston-Wilder, and David Pimm. Learning to Teach Mathematics in the Secondary School: A Companion to School Experience. Taylor & Francis Group, 2016.

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42

Lee, Clare, Sue Johnston-Wilder, and David Pimm. Learning to Teach Mathematics in the Secondary School: A Companion to School Experience. Taylor & Francis Group, 2016.

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43

Lee, Clare, Sue Johnston-Wilder, David Pimm, and Peter Johnston-Wilder. Learning to Teach Mathematics in the Secondary School: A Companion to School Experience. Taylor & Francis Group, 2010.

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Lee, Clare, Sue Johnston-Wilder, and David Pimm. Learning to Teach Mathematics in the Secondary School: A Companion to School Experience. Taylor & Francis Group, 2016.

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