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Journal articles on the topic 'Teaching of tact'

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Published: 4 June 2021

Last updated: 17 February 2022

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Bak, MY Savana, Ana D. Dueñas, Sarah M. Avendaño, Ariel C. Graham, and Tavon Stanley. "Tact instruction for children with autism spectrum disorder: A review." Autism & Developmental Language Impairments 6 (January 2021): 239694152199901. http://dx.doi.org/10.1177/2396941521999010.

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Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD.

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Daniel, Ben Kei. "Empirical verification of the “TACT” framework for teaching rigour in qualitative research methodology." Qualitative Research Journal 18, no. 3 (2018): 262–75. http://dx.doi.org/10.1108/qrj-d-17-00012.

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Purpose The purpose of this paper is to present a framework intended to guide students and novice researchers in learning about the necessary dimensions for assessing the rigour of qualitative research studies. The framework has four dimensions – (T)rustworthiness, (A)uditability, (C)redibility and (T)ransferability. The development of TACT is informed by various discourses of rigour in the qualitative research methods literature. Results of an empirical verification of TACT suggests that postgraduate students and faculty learning qualitative research found the framework useful for learning rigour in qualitative research methods. TACT also serves as an important theoretical tool for setting directions for further discourses on teaching and learning critical aspects of rigour in qualitative research methodology. Design/methodology/approach The formal verification of the TACT started with a development of a rating tool. The tool consisted of a total of 16 items, 4 items per each dimension. The items were ranked on five-scale Likert points (1=very important, 2=important, 3=neutral, 4=less important, 5=not important). The instrument was piloted and tested for reliability revealing an overall Cronbach’s α (α=0.86), which indicates a good level of internal consistency (George and Mallery, 2003) among the dimensions. The tool was put online and sent out to participants enroled in workshops on “assessing rigour in qualitative research studies”. Findings Overall, participants found TACT to be a useful framework for learning different dimensions for assessing qualitative research. They saw various benefits associated with the use of the framework including providing a better process for undertaking and reporting outcomes of qualitative research and for exploring different dimensions of rigour. Participants also indicated that using TACT facilitates reflexivity and fosters dependability of research outcomes. They stated that TACT could help researchers think about their personal relationship with a phenomenon being studied as well as the quality of data collected. Others said that TACT allows researchers to think about achieving transference and gaining confidence in the research findings. Research limitations/implications TACT is best suited as a teaching toolkit in qualitative research methodology courses. It is also useful as a platform for fostering a shared language in undertaking peer-review of methodological dimensions of qualitative research studies. Practical implications Though a general framework for accessing rigour in qualitative research studies is highly desirable, the usefulness of TACT in rendering rigour is subject to a particular academic tradition. Social implications TACT facilitates the exploration of different dimensions for assessing the outcome of qualitative research. Originality/value TACT is a general framework drawn from the literature and teaching practice and empirically validated.

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Kralova, Eva. "Ethical issues in the teacher and the student relationship." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (2018): 30–35. http://dx.doi.org/10.18844/prosoc.v5i3.3908.

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The mutual interaction of teacher and student and observance of ethical principles in their communication are currently actual problem in the teaching process, including university study. In order to map the current situation in the application of ethical principles and pedagogical tact in the teaching, we realised long-term pedagogical survey in acad. years 2009/2010 and 2017/2018 (65/105 respondents, respectively). Respondents—students of the first year of Faculty of Medicine Comenius University in Bratislava evaluated the level of ethical principles observance and pedagogical tact during teaching and the quality of mutual communication teacher–student and student–teacher. The results of this survey are analysed in this paper.  Keywords: Ethics, ethical principles in education, pedagogical tact, communication teacher—student.

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Cangelosi, Pamela R. "The tact of teaching RN-to-BSN students." Journal of Professional Nursing 20, no. 3 (2004): 167–73. http://dx.doi.org/10.1016/j.profnurs.2004.04.002.

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Deimling, Paula. "I Teaching Complaint and Adjustment Letters—and Tact." Bulletin of the Association for Business Communication 55, no. 4 (1992): 48. http://dx.doi.org/10.1177/108056999205500412.

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Löhr, Thaise, and Maria Stella Coutinho de Alcantara Gil. "Learning by Playing: Echo and Tact in Expanding the Verbal Repertoire of Infants." Paidéia (Ribeirão Preto) 25, no. 60 (2015): 77–84. http://dx.doi.org/10.1590/1982-43272560201510.

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To refer to an object or event by providing its corresponding name is an important acquisition in the learning of verbal behavior. The relationship between the spoken name and its referent, called tact, is considered essential in the expansion of verbal repertoires in children. This study aimed to teach tact to four institutionalized children, aged between 26 and 29 months, with reduced exposure to verbal stimulation. The procedure introduced playful characteristics into the teaching of tact and the required repertoire, which was the emission of echoic responses, through procedures typically used to teach verbal repertoire for children with language delay. All children learned to tact (and echo). The procedure was effective in increasing the echoic repertoire and promoting the acquisition of the tact repertoire. These results confirm the literature that considers learning echoic repertoire to be a requirement for the acquisition of tact.

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Hare, William, and Max van Manen. "The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 4 (1992): 454. http://dx.doi.org/10.2307/1495441.

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Palla, Linda, and Ann-Christine Vallberg-Roth. "Undervisande förskollärare i svensk förskola." Educare - vetenskapliga skrifter, no. 1 (January 8, 2020): 1–26. http://dx.doi.org/10.24834/educare.2020.2.1.

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The aim of this study was to use a didactical grounding to develop knowledge about teaching in Swedish preschools, with a focus on preschool teachers’ and managers’ written descriptions of teaching preschool teachers during 2018. This article examines what might constitute a teaching preschool teacher in the Swedish preschool, focusing specifically on preschool teachers’ didactical approach, knowledge, and practice. Multi-voiced didactical modelling was used to analyze 160 written reflections. The results highlight several characteristic components, such as awareness, presence, reflection, theoretical knowledge, goal-oriented planning, implementation, and follow-up. A picture emerges signifying didactical ambitions in tact with the curriculum but not fully in tact with the prerequisites of today’s preschool.

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Rinne, Ilona. "Pedagogic Being in a Neoliberal School Market: Developing Pedagogical Tact Through Lived Experience." Phenomenology & Practice 14, no. 1 (2020): 105–17. http://dx.doi.org/10.29173/pandpr29401.

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Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative.

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Dass, Tina K., April N. Kisamore, Jason C. Vladescu, Kenneth F. Reeve, Sharon A. Reeve, and Catherine Taylor-Santa. "Teaching children with autism spectrum disorder to tact olfactory stimuli." Journal of Applied Behavior Analysis 51, no. 3 (2018): 538–52. http://dx.doi.org/10.1002/jaba.470.

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Hanney, Nicole M., James E. Carr, and Linda A. LeBlanc. "Teaching children with autism spectrum disorder to tact auditory stimuli." Journal of Applied Behavior Analysis 52, no. 3 (2019): 733–38. http://dx.doi.org/10.1002/jaba.605.

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Lindroth, Scott. "Teaching Composition: Artistic Growth through Confrontation, Tact, Sympathy, and Honesty." Contemporary Music Review 31, no. 4 (2012): 297–304. http://dx.doi.org/10.1080/07494467.2012.725816.

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Matos, Daniel Carvalho de, Neylla Cristina Pereira Cordeiro, Bruna Pereira Mendes, et al. "Efficiency of expressive and receptive language teaching in children with autism spectrum disorder." Research, Society and Development 9, no. 8 (2020): e104985268. http://dx.doi.org/10.33448/rsd-v9i8.5268.

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Research in Applied Behavior Analysis (ABA) investigated the efficiency of receptive and expressive language interventions in learners with Autism Spectrum Disorder (ASD). Listener responding by function, feature and class (LRFFC) and intraverbal (FFC) are some types of receptive and expressive language, respectively, which were targets in investigations. The previous literature demonstrated experimentally that teaching intraverbal first is more efficient, in the sense that it produced a better emergence effect of related untaught LRFFC in children with ASD, contrary to the recommendation by a traditional literature, which suggests that receptive skills, such as the LRFFC, should be taught first. The current research had the goal to compare the efficiency of intraverbal and LRFFC training as well, considering the effects on the possible emergence of related untaught repertoire in two children with ASD. The difference from the previous literature was that, during the teaching of LRFFC responses, the tact (labeling) of pictures involved was also taught, considering that this was a recommendation of previous research. The purpose was to assess if tact training would increase the efficiency of LRFFC training. The results showed that both instructional sequences (training LRFFC - probing intraverbal; training intraverbal - probing LRFFC) successfully established emergent responding, regarding the untaught related repertoire for both participants. However, intraverbal training produced emergence of LRFFC to a lesser extent for both. Data were discussed in the sense that tact training during LRFFC training probably increased its efficiency and that preexisting skills, regarding each participant, also influenced the efficiency of teaching.

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Dounavi, Katerina. "Tact training versus bidirectional intraverbal training in teaching a foreign language." Journal of Applied Behavior Analysis 47, no. 1 (2013): 165–70. http://dx.doi.org/10.1002/jaba.86.

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Ehly, Stewart. "Review of The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness." Contemporary Psychology: A Journal of Reviews 37, no. 5 (1992): 498. http://dx.doi.org/10.1037/032159.

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Belisle, Jordan, Mark R. Dixon, Amani Alholai, Lindsey Ellenberger, Caleb Stanley, and Megan Galliford. "Teaching Children with Autism to Tact the Private Events of Others." Behavior Analysis in Practice 13, no. 1 (2019): 169–73. http://dx.doi.org/10.1007/s40617-019-00334-9.

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Cihon, Traci M., Rachael White, Valerie L. Zimmerman, Jeffrey Gesick, Stephany Stordahl, and John Eshleman. "The effects of precision teaching with textual or tact relations on intraverbal relations." Behavioral Development Bulletin 22, no. 1 (2017): 129–46. http://dx.doi.org/10.1037/bdb0000056.

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Denisenko, Sergei Ivanovich. "Of the faculty tact: problems, way of the two." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2019): 70–78. http://dx.doi.org/10.51314/2073-2635-2019-3-70-78.

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The article highlights issues related to the reform of higher education, which is carried out in the Russian Federation since the 1990s. Its main conditions are to improve the fnancing of universities, upgrade the educational and material base, the transition to new educational standards that meet the requirements of the Bologna process. However, at all times the main value of high school were teachers who know their subject well, are prone to pedagogical activities, masterfully mastering the technology of teaching.The pedagogical tact is an integral part of pedagogical skill. This is the quality of the university teacher, which allows him in all situations of pedagogical practice to apply adequate means of infuence on students, giving the greatest effect and leading to confict-free resolution of contradictions. Teaching tact is also manifested in the ability to manage their feelings, not to lose their composure, emotional poise combined with high integrity, discipline and humane attitude towards students.

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Fitriyah, Fitriyah, Nurmala Dewi, Octa Pratama Putra, and Meiva Eka Sri Sulistyawati. "LECTURERS’ POLITENESS STRATEGIES AND STUDENTS’ COMPLIANCE IN ENGLISH FOR FOREIGN LANGUAGE (EFL) CLASS." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 1 (2020): 75–91. http://dx.doi.org/10.30743/ll.v4i1.2463.

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The aim of this study is to find out the politeness strategies used by the teachers and students, and how the politeness affects to the student’s compliance. The focus is on directive and expressive speech acts in English for Foreign Language (EFL) Class. The subjects of this study were three lecturers and the students of three English classes. In data collecting procedure, the researcher used observation techniques. The observation was used to record the audio and video of teaching and learning process from the beginning until the end of the class. The audio-record of teaching and learning process will be transcribed into convention transcript, and then the transcript will be selected and classified into ten maxims in doing politeness strategies. The analytical part adopts the viewpoints of Leech’s (2014) “The Components Maxims of the General Strategy of Politeness”. In the data analysis, it is found that 1) the teachers used ten maxims in their communication to the students. They are tact maxim, generosity maxim, approbation maxim agreement maxim, Obligation (of S to O) maxim, sympathy maxim, modest maxim, Obligation (of O to S) maxim, Opinion reticence maxim, and feeling reticence maxim. 2) The lecturers dominantly used tact maxim in their directive speech acts to the students. The last part of this paper aims at summarizing the implications that this paper, its theoretical summary, and its research, have for teaching English as a Foreign Language (EFL) class.

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Albright, Ann Cooper. "Matters of Tact: Writing History from the Inside Out." Dance Research Journal 36, no. 1 (2004): 11–26. http://dx.doi.org/10.1017/s0149767700007543.

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Long before I became a committed academic, long before I was a college professor teaching dance history, long before terminal degrees and professional titles, I chanced upon an exhibition of early dance photographs at the Rodin Museum in Paris. I bought the small catalogue, and from time to time I would page through the striking black and white images searching for dancing inspiration. I always paused at a certain one of Loïe Fuller. There she is, radiant in the sunlight of Rodin's garden, chest open, arms spread like great wings, running full force towards the camera. It is an image of a strong, mature woman, one who exudes a joyful, yet earthy energy. A copy of this photograph taken in 1900 by Eugène Druet currently hangs above my desk.With a nod to the meanings embedded in historical study, Walter Benjamin once wrote: “To dwell means to leave traces” (1999, 9). Indeed, traces are the material artifacts that constitute the stuff of historical inquiry, the bits and pieces of a life that scholars follow, gather up, and survey. The word itself suggests the actual imprint of a figure who has passed, the footprint, mark or impression of a person or event. These kinds of traces are omnipresent in the case of Loie Fuller. Some traces are more visible than others, some more easily located. But all traces—once noticed—draw us into another reality.

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Skyba, Yurii. "PERSONALITY VALUE QUALITIES OF AN IDEAL HIGHER EDUCATION TEACHER." Scientific Journal of Polonia University 34, no. 3 (2019): 74–83. http://dx.doi.org/10.23856/3409.

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The paper analyses the results of the survey, conducted by the scientists among the students of foreign and Ukrainian higher education institutions, and our own scientific researches on the personality value qualities of an ideal higher education teacher. It has been defined that students of foreign higher education institutions focus on the following personality value qualities of an ideal higher education teacher: the first position is taken by expertise in the relevant field, communication skills; the second is taken by teaching tact, intelligence, empathy, emotional stability, openness; the third is occupied by self-awareness, tolerance, knowledge of behavioural strategies, creativity, and ability to build relationships with students. At the same time, the negative characteristics that a higher education teacher should not have are revealed, namely: in the first position students point out bias and injustice and the following positions are taken by arrogance; illiteracy; unprofessionalism; pride; condescension, vanity, etc. The analysis of the researches of the Ukrainian scientists demonstrates the following personality value qualities of an ideal higher education teacher, which are identified in the descending sequence: high intelligence; in-depth knowledge of the discipline, mastery of teaching methodology, teaching tact, communication skills; fairness, creativity, attentiveness, sense of humour and benevolence; moral rectitude, organizational skills, emotional and volitional stability; adherence to principles, exactingness, politeness and responsibility. In this paper we present our own survey among the students of the Ukrainian higher education institutions and introduce the following personality value qualities of an ideal higher education teacher in the descending order: moral; communication; mastery of teaching methodology of the discipline; intelligence, expertise in the relevant field and in-depth professional knowledge; organizational and volitional qualities.

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Sorrell, Jeanne M., and Georgine M. Redmond. "The lived experiences of students in nursing: Voices of caring speak of the tact of teaching." Journal of Professional Nursing 13, no. 4 (1997): 228–35. http://dx.doi.org/10.1016/s8755-7223(97)80093-2.

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Daly, Damien, and Katerina Dounavi. "A Comparison of Tact Training and Bidirectional Intraverbal Training in Teaching a Foreign Language: A Refined Replication." Psychological Record 70, no. 2 (2020): 243–55. http://dx.doi.org/10.1007/s40732-020-00396-0.

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Muste, Delia. "The role of feedback in the teaching-learning process." Educatia 21, no. 19 (December 19, 2020): 137–42. http://dx.doi.org/10.24193/ed21.2020.19.17.

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"Feedback can be considered as the totality of information that is provided to the student, parent, or teacher regarding the student's performance, concerning learning objectives or learning outcomes and aims to improve learning among students. It has the role of reorienting the actions of the teacher, parent, or student in the direction of achieving specific goals of the learning process by aligning the effort and activity with a certain expected result. It can be offered about the results of the activity, the process itself, the way the student manages his learning or self-regulates in the learning activities. The power of feedback comes from the fact that he can straighten, maintain a good attitude, or change a student's behavior. Giving direct but at the same time, empathetic feedback means allowing students to express their opinion, to give feedback in turn, to contradict you, or to recognize the problems when they arise. But all this requires tact, empathy, and understanding, because only in this way can we, the teachers, correct, direct and manage the challenges, in parallel with building communities in which students collaborate and care about each other. Feedback allows the other person to receive a real response to his action and is constructive when referring only to the action itself and nothing else."

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Carnett, Amarie. "A promising procedure for teaching children with autism spectrum disorder to tact categories and engage in listener behavior." Evidence-Based Communication Assessment and Intervention 7, no. 4 (2013): 145–49. http://dx.doi.org/10.1080/17489539.2014.923162.

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van der Merwe, Liesl, and John Habron. "Exploring lived experiences of spirituality amongst five Dalcroze teachers." Psychology of Music 48, no. 2 (2018): 163–81. http://dx.doi.org/10.1177/0305735618785011.

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This article presents an interpretative phenomenological analysis (IPA) of the lived spiritual experiences of five Dalcroze teachers while teaching Dalcroze Eurhythmics. It responds to a recent expansion of research into spirituality within music education and also in relation to Dalcroze Eurhythmics. However, there is no study on the lived spiritual experiences of Dalcroze practitioners. Therefore, the purpose of this article is to understand how five Dalcroze teachers make sense of their spiritual experiences while teaching Dalcroze Eurhythmics. After semi-structured interviews, we interpreted the experiences of each individual participant separately before doing a cross-case analysis. A six-step, iterative, and inductive data analysis cycle was followed. The superordinate themes that emerged are: Breathing is essential; Giving and receiving energy (physical and emotional); Creating connections through sound and movement; Awareness of self, other, environment, and music; Growth and learning; Meaning and holism; Wellbeing; and Precious moments of transcending time and space. Participants’ spiritual experiences are discussed against the background of “A conceptual model of spirituality in music education” as well as “A conceptual study of spirituality in selected writings of Émile Jaques-Dalcroze.” Music educators’ awareness of spirituality while teaching Dalcroze Eurhythmics could be heightened to increase their “pedagogical thoughtfulness and tact.”

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Skenderović, Ibro. "THE IMPORTANCE OF RHETORIC IN TEACHING." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (2019): 1859–71. http://dx.doi.org/10.35120/kij31061859s.

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This paper presents activities that can be used in order to enforce the use of rhetoric in teaching. The conversation is the method in which general, linguistic, and analytical culture comes to expression, but also the logic of students and teachers and their engagement. The conversation requires a subtle approach and impeccable knowledge of the language, didactic and various tactics, as well as mutual respect of interlocutors, where exceptional and successful answers are followed by the expressions of joy and satisfaction. The reward for successful conversation is the tact, acknowledgment, and acceptance of the answer with a positive facial expression; the atmosphere expressed in countless ways supporting or disputing the given answers.There are some crucial differences between conversation and oral presentation methods. The oral presentation method is followed by rules, where the speech is organized in a hierarchical way, and the roles of students and teachers are previously well-known and hierarchically assigned. The teacher is responsible for the idea, plan, dynamics, tempo and the rhythm of the oral presentation, while students act more as listeners, with a few possibilities to induce the oral presentation and have some effect on it. The level of material processing in the oral presentation method is the role of the teacher, and the student has more of a passive role as its role is reduced to listening and interpreting. This is why the oral presentation method is often criticized, named as verbalistic, and marked negatively with the demand to be less used in teaching, and when used, to be complemented by other teaching methods.The problem that follows conversation method activities in teaching presents the topic with crucial importance in didactics, as the conversation method is most frequently used by teachers. This problem has its own importance in both pedagogy and developmental psychology since it is very important to determine which teaching methods and forms of teaching are most suitable for transferring the knowledge from teacher to student. The aim of this paper is to tackle some of the problems that applying rhetoric in teaching, and its activities might carry. In my opinion, this paper presents systematization of knowledge in the field of introducing rhetoric in the teaching, which could benefit all parties interested in this way of teaching, as I, myself have learned a lot of new things while writing this paper and searching for new ways to introduce rhetoric in teaching.

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Muralidharan, Minuja, Anne Getzin, Kjersti E. Knox, et al. "Triple Aim for Clinical Teachers (TACT): Faculty Physician Perceptions on Their Ability to Balance Clinical Quality, Trainee Learning, and Teaching Efficiency." Journal of Patient-Centered Research and Reviews 2, no. 4 (2015): 209–10. http://dx.doi.org/10.17294/2330-0698.1233.

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Maria Fernandes Nunes, Celia, and Fernanda Karine Moura Silva Sales. "OS COORDENADORES DE ÁREA DO PIBID: PERCEPÇÕES SOBRE O SER PROFESSOR FORMADOR." COLLOQUIUM HUMANARUM 17, no. 1 (2020): 188–202. http://dx.doi.org/10.5747/ch.2020.v17.h477.

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Teacher training is a theme that permeates the field of studies in the field of education, as well as educational policies. Among the policies, we highlight the Institutional Teaching Initiation Scholarship Program (PIBID), which consists of an inductive action in the training of teachers aiming to value and improve teacher training. The programis developed in partnership with Universities and Basic Education Schools and involves graduates, supervisors (basic education teachers), area coordinators and teachers who work in institutional coordination and in the management of educational processes (higher education teachers). This article is part of a qualitative research that sought to investigate the relationship between training and teaching practice in theperception of the area coordinators of PIBID / Federal University of Ouro Preto (UFOP). In this article, we will present the analysis of the data collected, through questionnaires and interviews, referring to the category: “What it is to be a teacher and teacher trainer”. Among the perceptions, it was possible to identify that the PIBID / UFOP area coordinators are in permanent training and the PIBID was a possibility of approaching the public school of basic education. The study allowed us to conclude that there is a formative reciprocity among the participants, which as they form. The area coordinators reinforced the conception of knowledge and pedagogical tact in line with the inseparation of theory and practice, the work of the trainer based on dialogue, commitment to public education, teacher training, teaching and learning and the constant reassessment of its own practice.

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Kravchenko, O. "THE ASSISTANT PRACTICE AS A FACTOR FOR PREPARING FUTURE LIBRARY TEACHERS TO PROFESSIONAL SELF-EXPRESSION." Innovative Solution in Modern Science 3, no. 39 (2020): 49. http://dx.doi.org/10.26886/2414-634x.3(39)2020.5.

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The article is devoted to one of the topical problems of professional training of future teachers-philologists - preparation for professional self-expression. In particular, the essence of the concepts of "professional self-expression of the future teacher-philologist" is revealed. It is substantiated that the self-expression of a teacher differs from the self-expression of another specialist by the specific types of activity that he performs, namely, educational, methodical, organizational, communicative, research.It is substantiated that the teaching practice is an important component of the professional training of the future teacher-philologist. Preparing for the future self-expression of future philology teachers will be effective if the students' relations with the teachers during the practice are built on a partnership basis, based on respect, tact, understanding. The conditions under which the professional self-expression of the future philology teacher will be effective are revealed.Keywords: assistant practice, future teacher-philologist, vocational training, practical training, professional self-expression, conditions of preparation for self-expression.

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Caridade, Nelcicleide Viana Dias. "Inclusion of a deafblind student in a public school in Macapá, Amapá State." Research, Society and Development 9, no. 6 (2020): e116962724. http://dx.doi.org/10.33448/rsd-v9i6.2724.

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The aim of this paper is to socialize the schooling of a deafblind student in a school in Macapá, Amapá. We will present aspects of the teaching learning process, didactic resources, methodology, advances and difficulties. The student is a 10 years-old female, reported with deep deafness and blindness. She is studying at the 3rd year of Elementary I for the second time. The regular classroom teacher has a higher education level and has already been mentored by the Multifunctional Resource Room (MRR) teacher. However, this teacher says she has no other professionals to accompany students with difficulties, so the student does not attended classes. At MRR, the student was assiduous and communicated with the teacher through reference objects and tactile pounds. She played games and activities using tact and overlapping hands, and recognized the surroundings when conducted freely by the teacher. This teacher has college and postgraduate degrees and is pursuing a master's degree. We emphasize the importance of trained professionals to the deafblind person from an early age to higher education, because it is necessary to meet their needs, respecting and valuing their time and knowledge. However, there are still noticeable gaps in school to become inclusive, regarding the ability of providing access, permanence and completion of studies.

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Raihany, Afifah, and Eva Nikmatul Rabbianty. "Pragmatic Politeness of the Imperative Speech Used by the Elementary School Language Teachers." OKARA: Jurnal Bahasa dan Sastra 15, no. 1 (2021): 181–98. http://dx.doi.org/10.19105/ojbs.v15i1.3810.

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As a means of communication, the politeness aspect of language always comes together with interpersonal communication. People can reflect politeness in communication activities through their verbal language. This research aims to analyze and describe the elementary school language teachers' imperative speech focusing on the form, meaning, and imperative pragmatic politeness. This study is descriptive qualitative research. The data were teachers' speeches during the teaching-learning process. The data were collected by using the observation method with observing, recording, and note-taking techniques. The imperative pragmatic meaning of the prohibition and interrogative speech describes the pragmatic meaning of imperative commands widely used by SD Integral Lukman al-Hakim Sumenep language teachers. Meanwhile, according to Leech's politeness principles, the teachers use six maxims categories; tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. In addition, imperative speech with the complete agreement is also found, namely in the form of action as a student's reaction to the teacher's imperative speech; the findings also prove that imperative speech found in the imperative form and the non-imperative form of politeness. Both of the politeness in the speech of the Language teacher forms are based on the construction of Leech's politeness principles.

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Ling, Ran, та Anna Provotorova. "Main Challenges of Teaching the Chinese Particle了 to Russian-speaking Students at Elementary Level". Nizhny Novgorod Linguistics University Bulletin, № 54 (30 червня 2021): 9–27. http://dx.doi.org/10.47388/2072-3490/lunn2021-54-2-9-27.

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The particle 了 is a commonly used word in the Chinese language. Since the particle 了 is a structure word, it does not carry any semantic meaning, but it has many grammatical meanings and is used in a variety of ways. Due to the large number of its grammatical meanings and complexity of its grammatical functions, it poses certain challenges for both teachers when explaining the material and students when using it. This especially concerns Russian-speaking students due to significant differences in the grammar of Russian and Chinese. This article examines several classifications of the particle 了, described in Chinese and Russian textbooks and focuses on grammatical features of the particle 了 depending on its position in the middle and at the end of the sentence, as well as its simultaneous use of both in the middle and at the end of the sentence. The article also describes the particle’s main grammatical meanings, such as: completeness of an action, change of an action or a situation, emphasis on something, duration of an action, a way of expressing tact, and a few others. The authors analyze the most common mistakes made by Russian-speaking elementary level students when using the particle, basing their analysis on many years of their teaching experience. Among the mistakes, they highlight such as excessive use, insufficient use, and use of the particle 了 in the wrong place. Excessive use includes mistakes such using the particle 了 in negative sentences with the adverb 没, in an objective description of past events, facts, or in characteristic judgments and descriptions; with verbs followed by a predicative object; after the first verb in a sequential sentence; with verbs showing an action of a constant or repetitive nature, as well as in various constructions which exclude its use. Insufficient use includes mistakes when learners construct incomplete sentences without the 了 particle in cases where its use is required for correct meaning or for a grammatically correct construction. Mistakes where the particle 了 is used in the wrong place occur if students do not understand the specifics of verb connections in the sentence.

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Kovalchuk, Inna. "Organizational and methodological foundations of pedagogical practice in the system of a future teacher’s professional formation." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 94–99. http://dx.doi.org/10.28925/1609-8595.2018.3-4.9499.

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The article deals with the methodical issues of student pedagogical practice. The author emphasizes that this type of work is very important for the professional development of a specialist. It is advisable to take into account the experience and requirements for the classics of world and domestic pedagogy in order to improve the practice. The main conditions for the successful passing of the practice to students is their motivation, love for children, knowledge of the subject and teaching methods, psychology and pedagogy. It is also worth reviewing existing practice programs, updating the method of their recommendations in terms of a person-centered approach. The emphasis on the future teacher's cooperation with colleagues, students, and parents deserves attention. A comprehensive approach to the solution of educational and educational problems will contribute to the formation of respect for education in general. The idea of training methodologists for such work, focusing their attention not only on the content of the subject, but also on working with the future teacher in the direction of their socialization in school, deserves attention. The procedure for passing the practice is regulated by the Regulations on the practice of students. An important role is played in the process of passing the practice of mastering students-practitioners with pedagogical tact, pedagogical technique, and communicative skills. New approaches to the organization of pedagogical practice include: developing a system of practical training in accordance with the new content of pedagogical education; introduction of modern forms of continuous pedagogical practice as an important factor in forming the professional readiness of the future teacher and his ability to work in the context of expanding teaching and pedagogical space; introduction of pre-diploma practice at the place of future employment.

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Burbules, Nicholas C. "Tacit Teaching." Educational Philosophy and Theory 40, no. 5 (2008): 666–77. http://dx.doi.org/10.1111/j.1469-5812.2008.00453.x.

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Alika, Shintia Dwi. "PENYIMPANGAN PRINSIP KESANTUNAN BERBAHASA DALAM INTERAKSI BELAJAR-MENGAJAR BAHASA INDONESIA (THE VIOLATION OF LANGUAGE POLITENESS PRINCIPLES IN THE INTERACTION OF INDONESIAN LANGUAGE TEACHING AND LEARNING)." JALABAHASA 13, no. 1 (2017): 39. http://dx.doi.org/10.36567/jalabahasa.v13i1.51.

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Studi kasus ini bertujuan untuk mendeskripsikan jenis-jenis penyimpangan prinsip kesantunan berbahasa dan penyebab penyimpangannya. Sumber data dari studi kasus ini adalah beberapa tuturan siswa dalam kelas dan guru bahasa Indonesia dalam interaksi belajar mengajar bahasa Indonesia. Metode yang digunakan dalam studi kasus ini adalah deskriptif kualitatif. Studi kasus ini difokuskan pada permasalahan prinsip kesantunan berbahasa di dalam kelas yang dikaji secara pragmatik. Hasilnya menunjukkan beberapa hal berikut. (1) Jenis penyimpangan prinsip kesantunan berbahasa terdiri dari penyimpangan tunggal dan penyimpangan ganda. Penyimpangan tunggal meliputi penyimpangan maksim kearifan, penyimpangan maksim kedermawanan, penyimpangan maksim pujian, penyimpangan maksim kerendahhatian, penyimpangan maksim kesepakatan, dan penyimpangan maksim kesimpatian. Penyimpangan ganda meliputi penyimpangan maksim kearifan dan maksim kedermawanan, penyimpangan maksim kearifan dan maksim pujian, penyimpangan maksim kedermawanan dan maksim pujian, penyimpangan maksim pujian dan maksim kesepakatan, penyimpangan maksim kerendahhatian dan maksim simpati, penyimpangan maksim kesepakatan dan maksim simpati, penyimpangan maksim kearifan, maksim kedermawanan, dan maksim pujian, dan penyimpangan maksim pujian, maksim kerendahhatian, dan maksim kesepakatan. (2) Penyebab penyimpangan prinsip kesantunan berbahasa dalam interaksi belajar mengajar bahasa Indonesia siswa di dalam kelas meliputi penyimpangan disebabkan penutur sengaja menuduh lawan tutur, sengaja berbicara tidak sesuai konteks, protektif terhadap pendapat, dorongan rasa emosi penutur, kritik secara langsung dengan kata-kata kasar, dan mengejek. ABSTRACTSchool is a formal institution that has a strategic function to educate the future generation in using Indonesian language profi ciently, correctly, and politely. However, there are many students found not applying the politeness principles eventhough the teachers have taught it in the class. Based on that background, this research is conducted to fi nd out the types of the politeness principles in the teaching and learning interaction. Source of the data is the students and the Indonesian language teacher speeches in the class. The research uses descriptive qualitative research. Focus of this research is the language politeness using the pragmatic approach. The result indicates that (1) the violation of politeness principles in the teaching and learning interaction are happened in tact,generositiy, approbation, modesty, agreement, and symphaty maxims, (2) the cause of the violation of the politeness principles in the class interaction are the speaker accused the hearer in purpose,giving no sympathy, protective to assumption, direct critics using harsh words, and mocking.

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Petrukhina, N. A., T. B. Mazurenko, and O. V. Martynova. "Correctional and Developmental Program of Spiritual and Moral Education and Development of Primary General Education of Hearing-Impaired and Late-Deaf Students «Along the Roads of Little Parables»." Вестник практической психологии образования 18, no. 1 (2021): 14–23. http://dx.doi.org/10.17759/bppe.2021180102.

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The program belongs to the correctional and developmental direction. In this particular version, the program is aimed at ensuring the spiritual and moral development of hearing-impaired and late-deaf students at the stage of primary general education using digital educational resources. One of the most important principles in teaching children with hearing impairments is the principle of clarity and dosed educational material. First of all, it involves the construction of the educational process based on specific objects, images, actions and small texts that are directly perceived by them. The motivational moment in training is no less important. It is important to give the child not a name for this or that concept, but to form an understanding of the information received and teach how to use the knowledge gained in everyday activities. Thus, all the functions of the learning process for hearing impaired children can be successfully implemented only if they rely on scientific data on the characteristics of the mental development of deaf students and create conditions for purposeful work to ensure this development. It should be borne in mind that the additional (correctional) goals of education for the hearing impaired and the specificity of their cognitive activity (perception, speech, thinking) determine a number of distinctive features that characterize the learning process. This program is the most accessible for use in working with hearing impaired children, as it is based on visual con-tact, which allows you to convey information to hearing impaired children in a more accessible form, in the upbringing of the spiritual and moral qualities of their personality, which helps to improve the listening comprehension of short texts.

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Koval, Ekaterina A., Andrey A. Sychev, Natalya V. Zhadunova, and Liliya Yu Fomina. "“To Follow the Law and Conscience”: Hard Skills and Soft Skills in the Legal Education." Integration of Education 24, no. 2 (2020): 276–95. http://dx.doi.org/10.15507/1991-9468.099.024.202002.276-295.

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Introduction. The study is devoted to investigation of methods to integrate “hard” and “soft” skills of law students. This approach is necessary for teaching students to make decisions in situations of value and norm uncertainty, which require the integration of law and morality, general cultural and professional competencies. The public use of hate speech is chosen as an example of a value-ambiguous problem. This problem involves the search for a certain balance of public and private interests, the right to freedom of expression and protection against discrimination, insult, stigmatization, the right to respect for private and family life. Materials and Methods. 62 students of legal specialities and areas of training were involved in the case study. Case materials were structured according to the levels of educational goals in accordance with Bloom’s classic taxonomy. The case is devoted to the analysis of the controversial commentary of Savva Terentyev. Results. The use of the case-method for decision-making under conditions of value-normative uncertainty (using the example of counteracting hate speech) made it possible to integrate the general cultural and professional competencies of law students, to involve students, who do not usually participate in discussions, in active group work. However, there are limitations to the use of the case method for integrating “hard” and “soft” skills: preparation for the lesson is resource-intensive for both teacher and students; case materials quickly become obsolete and require constant updating and processing; the choice of material and its presentation in the classroom require a special pedagogical tact and a clear arrangement of axiological accents. Discussion and Conclusion. The results can be used to develop educational cases where general cultural and professional competencies of law students can be integrated, as well as to teach students how to make decisions in the face of value and norm uncertainty and to carry out personal and professional development.

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Fugill, M. "Tacit knowledge in dental clinical teaching." European Journal of Dental Education 16, no. 1 (2011): 2–5. http://dx.doi.org/10.1111/j.1600-0579.2011.00716.x.

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Maldonado, Miguel A., Francisco J. Alós, and Amapola Povedano-Díaz. "Influence of Verbal Behavior Training on Performance for Sustainable Development in Childhood and Early Adolescence." Sustainability 12, no. 12 (2020): 5140. http://dx.doi.org/10.3390/su12125140.

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The effective teaching of language is an aspect of special relevance regarding the good adjustment of children in contexts such as school, family, or community. This article performs an experimental procedure to check which language teaching methodology is most effective in a sample of children. The objective was to analyze the influence of training, Condition 1 (pure tacts more intraverbal) or Condition 2 (pure tacts more impure tacts), on emergence of two tests involving impure tacts (AB-C, AB-D) and four new complex intraverbals (BC-D, BD-C) for each of two sets of stimuli (Set 1 and Set 2). The sample comprised 54 children aged between 6 and 12 years, divided into two groups of different experimental conditions. The results revealed statistically significant differences in performance on the tests of impure tacts and complex intraverbal, obtaining highly effective results in Condition 2. This teaching method using compound stimuli (impure tacts) clearly favors the expansion of language. The practical implications of this work can be more effective language teaching methodologies implemented that favor the good psychosocial adjustment of children in contexts such as family, school, or the community in general.

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Svec, Vaclav, Vaclav Pavlicek, and Ivana Ticha. "TEACHING TACIT KNOWLEDGE: CAN ARTIFICAL INTELIGENCE HELP?" Journal on Efficiency and Responsibility in Education and Science 7, no. 3-4 (2014): 87–94. http://dx.doi.org/10.7160/eriesj.2014.070307.

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Ahedo, Manuel. "Comparing the Principles of Adult Learning with Traditional Pedagogical Teaching in Relation to the Use of Technology." International Journal of Web-Based Learning and Teaching Technologies 4, no. 4 (2009): 66–81. http://dx.doi.org/10.4018/jwbltt.2009091505.

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The traditional principles of adult learning are being subject to critical reconsideration from new adult teaching approaches and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in online communicative activities and the transmission of codified or explicit knowledge. On the other hand, they can reduce socially and interactive-mediated tacit teaching and learning. Thus, the crucial criterion for effective and complementary use of ICTs in adult andragogy is whether they enable time and social space for the tacit dimension of teaching and learning. This article analyzes these issues by comparing how two young universities in Spain have dealt with these effects of ICTs in relation to the tacit dimension of learning and teaching.

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Barr, Sherrie. "Embodying one’s teaching identity – Making the tacit explicit." Theatre, Dance and Performance Training 11, no. 4 (2020): 454–67. http://dx.doi.org/10.1080/19443927.2019.1673473.

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Zazkis, Rina. "Personal, Nonlocal, Tacit: On Mathematical Knowledge in Teaching." Canadian Journal of Science, Mathematics and Technology Education 20, no. 4 (2020): 647–56. http://dx.doi.org/10.1007/s42330-020-00118-2.

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Korpan, Cynthia. "14. Conversations and Collaborations." Collected Essays on Learning and Teaching 3 (June 13, 2011): 83. http://dx.doi.org/10.22329/celt.v3i0.3244.

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This paper looks at how a series of conversations contributed to the development of a newly formed role at the University of Victoria – Teaching Assistant Consultants (TACs). TACs act as departmental mentors for teaching assistants (TAs) in their respective departments, charged with providing support in the form of discipline-specific workshops aimed at improving performance of their duties and increased confidence in their roles, as well as fostering a TA community within departments.

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Stephens, Neil, and Sara Delamont. "‘They start to getmalicia’: teaching tacit and technical knowledge." British Journal of Sociology of Education 30, no. 5 (2009): 537–48. http://dx.doi.org/10.1080/01425690903101031.

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Soler, Frank P. "Who Is Teaching Introductory Statistics?" American Statistician 64, no. 1 (2010): 19–20. http://dx.doi.org/10.1198/tast.2010.09183.

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Gu, Xin, and Justin O'Connor. "Teaching ‘tacit knowledge' in cultural and creative industries to international students." Arts and Humanities in Higher Education 18, no. 2-3 (2019): 140–58. http://dx.doi.org/10.1177/1474022218824554.

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Universities in Australia – as in many other Anglophone countries – have benefited from an influx of full fee paying international students. Cultural and Creative Industries (CCIs) as an increasingly desirable career for these students and associated with rising state investment has given Anglophone universities the privilege in this international educational market. The disembeddedness of these students from very different urban context impact further their learning experiences. The unprecedented growth of ‘internationals’ has also put the curriculum at odds with its original intent based on tacit knowledge training targeting local professionals. The Master of Cultural and Creative Industries at Monash University is illustrative of this multiplicity of conflicts and tensions. Via the two field trip units designed based on ‘experiential learning', the model for tacit learning, we lay out how conflicts on fundamental cultural values have been important in our course design as part of acquiring ‘a special kind of city knowledge'.

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Lane, H. Chad, and Kurt VanLehn. "Teaching the tacit knowledge of programming to noviceswith natural language tutoring." Computer Science Education 15, no. 3 (2005): 183–201. http://dx.doi.org/10.1080/08993400500224286.

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Li, Wei Ying. "Analysis of Adaptive Learning Knowledge Model Based on Cloud Computing." Applied Mechanics and Materials 623 (August 2014): 241–44. http://dx.doi.org/10.4028/www.scientific.net/amm.623.241.

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There is a clear lack of respect about traditional network adaptive learning system teaching on individualized assessment knowledge and building tacit knowledge, and this paper presents a knowledge model that supports personalized knowledge assessment, knowledge stored in the cloud computing environment, and construct tacit knowledge for learning body, to provide a personalized learning services for learners to achieve user to adapt the system to adapt to the user's system and two-way adaptation, this paper has guiding significance for further studies of adaptive learning systems.

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