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Books on the topic 'Teaching pedagogic practice'

Author: Grafiati

Published: 10 September 2021

Last updated: 29 July 2025

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1

Estévez Cuervo, Hernando Arturo, ed. Teaching to discern. Universidad de La Salle. Ediciones Unisalle, 2019. http://dx.doi.org/10.19052/9789585486782.

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The issue of academic environments involves both research and practice. It gathers theoretical and practical pieces of knowledge for a permanent analysis and evaluation of pedagogy, content, and accomplishments in the educational field. Moreover, educational practices no longer occur within the boundaries of a specific field; in a globalized world, those practices must overcome their traditional boundaries in order to expand to different disciplines and to different ways of understanding pedagogy. In our time, knowledge travels; ideas and experiences are shared in educational platforms worldwi

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2

Tyut'kova, Irina. Pedagogical terminological dictionary. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2157181.

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The pedagogical terminological dictionary covers the scope of modern professional pedagogical and psychological knowledge. It is an educational reference guide on the theory and practice of teaching, upbringing and modern education. It is intended for students, university teachers, colleges, heads of educational organizations, teachers, employees of additional education, the social security system, and anyone interested in pedagogy. The purpose of this dictionary is to assist in teaching, mastering the conceptual framework and applying it in the practical work of the education system and the d

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3

M, Schwartz Beth, ed. Optimizing teaching and learning: Pedagogical research in practice. Wiley-Blackwell, 2009.

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4

Wright, W. Alan. Teaching improvement practices: Successful strategies for higher education. Anker, 1995.

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5

Sandy, Muspratt, Luke Allan, and Freebody Peter, eds. Constructing critical literacies: Teaching and learning textual practice. Allen & U., 1997.

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6

Guske, Iris, and Bruce C. Swaffield. Global encounters: Pedagogical paradigms and educational practices. Cambridge Scholars Pub., 2011.

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7

Kashlev, Sergey. Interactive learning technology. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.

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The educational and methodological manual examines interactive methods, the technology of interactive learning as an innovative pedagogical phenomenon, defines the features, content and structure of interactive methods, justifies the classification of interactive teaching methods, reveals the theoretical and methodological foundations of the use of interactive teaching methods in the pedagogical process, provides characteristics of about 70 individual interactive teaching methods, as well as the content of interactive classes, scientific and methodological seminars on pedagogy with students, l

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8

John, Loughran J., ed. Researching teaching: Methodologies and practices for understanding pedagogy. Falmer Press, 1999.

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9

Lyle, Ellyn Rachael. Bridging theory & practice: Pedagogical enactment for socially just education. Backalong Books, 2013.

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10

Graham, Crookes, and Gass Susan M, eds. Tasks in a pedagogical context: Integrating theory and practice. Multilingual Matters, 1993.

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11

Sandy, Muspratt, Luke Allan, and Freebody Peter, eds. Constructing critical literacies: Teaching and learning textual practice. Hampton Press, 1997.

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12

Tim, O'Brien. Differentiation in teaching and learning: Principles and practice. Continuum, 2001.

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13

Castañeda, Carmelita Rosie. Teaching and learning in diverse classrooms: Faculty reflections on their experiences and pedagogical practices of teaching diverse populations. RoutledgeFalmer, 2004.

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14

Vieluf, Svenja, David Kaplan, Eckhard Klieme, and Sonja Bayer. Teaching Practices and Pedagogical Innovations. OECD, 2012. http://dx.doi.org/10.1787/9789264123540-en.

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15

Lemons, Gary L., and Cheryl R. Rodriguez, eds. Power and Freedom of Black Feminist and Womanist Pedagogy. The Rowman & Littlefield Publishing Group, Inc., 2022. https://doi.org/10.5040/9781978734388.

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The Power and Freedom of Black Feminist and Womanist Pedagogy: Still Woke celebrates and reaffirms the power of Black feminist and womanist pedagogies and practices in university classrooms. Employing autocritography (through personal reflection, research, and critical analysis), the contributors to the volume boldly tell groundbreaking stories of their teaching experiences and their evolving relationships to Black feminist and womanist theory and criticism. From their own unique perspectives, each contributor views teaching as a life-changing collaborative and interactive endeavor with studen

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16

Veliz, Leonardo, Miguel Farias, and Michelle Picard, eds. Reimagining Literacies Pedagogy in the Twenty-first Century. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350413696.

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This book sheds light on the array of transformative literacies in the Global South, which English language teachers and educators seek to integrate within their pedagogical practices. In English language teaching (ELT), there is an increasing need for a shift away from dominant literacy thinking, knowledge and practices that originate in the Global North. This collection brings together contemporary research and practice on how literacies are theorized, challenged, embedded and enacted in ELT practice in the Global South. It showcases research that focuses on the intersections of multiple lit

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17

Crappell, Courtney. Teaching Piano Pedagogy. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190670528.001.0001.

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For teachers of piano pedagogy, this book provides tools to transform college piano students into professional piano teachers. It is not simply a book about teaching piano—instead, it is a book about how piano students learn to teach. It helps teachers develop pedagogy course curricula, design and facilitate practicum-teaching experiences, and guide research projects in piano pedagogy. After an introduction to the history of the domain, to its related topics, and to course materials, the book gives unique perspectives on how pedagogy teachers can introduce students to course concepts and then

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18

Dallalfar, A., E. Kingston-Mann, and T. Sieber. Transforming Classroom Culture: Inclusive Pedagogical Practices. Palgrave Macmillan, 2011.

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19

Dallalfar, A., E. Kingston-Mann, and T. Sieber. Transforming Classroom Culture: Inclusive Pedagogical Practices. Palgrave Macmillan, 2011.

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20

Dallalfar, A., E. Kingston-Mann, and T. Sieber. Transforming Classroom Culture: Inclusive Pedagogical Practices. Palgrave Macmillan, 2011.

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21

Burns, Anne, and Jack C. Richards, eds. The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. Cambridge University Press, 2012. http://dx.doi.org/10.1017/9781009024778.

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This collection of original articles provides a state-of-the-art overview of key issues and approaches in contemporary language teaching. Written by internationally prominent researchers, educators, and emerging scholars, the chapters are grouped into five sections: rethinking our understanding of teaching, learner diversity and classroom learning, pedagogical approaches and practices, components of the curriculum, and media and materials. Each chapter covers key topics in teaching methodology such as reflective pedagogy, teaching large classes, outcomes-based language learning, speaking instr

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22

Teaching Practices and Pedagogical Innovations: Evidence from Talis. Rowman & Littlefield Publishers, Incorporated, 2012.

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23

Teaching International Law: Reflections on Pedagogical Practice in Context. Routledge, 2024.

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24

Teaching International Law: Reflections on Pedagogical Practice in Context. Routledge, 2024.

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25

Hayes, Mary, and Allison Burkette, eds. Approaches to Teaching the History of the English Language. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.001.0001.

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Approaches to Teaching the History of the English Language: Pedagogy in Practice consists of commissioned chapters, each of which focuses on an issue relevant to teaching the History of the English Language (HEL) in contemporary colleges and universities. The volume reads as a series of “master classes” taught by experienced instructors who explain the pedagogical challenges that inspired resourceful teaching practices. Although its chapters are authored by seasoned academics, many of whom are preeminent scholars in their individual fields, the book is designed for instructors at any career st

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26

Graves, Sherryl Browne, Marisa Harford, Stephen Miles Uzzo, Erin Shay, and Thompson Robert. Pedagogical Content Knowledge in STEM: Research to Practice. Springer International Publishing AG, 2018.

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27

Graves, Sherryl Browne, Stephen Miles Uzzo, and Erin Shay. Pedagogical Content Knowledge in Stem: Research to Practice. Springer International Publishing AG, 2019.

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28

Savvidou, Paola. Teaching the Whole Musician. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190868796.001.0001.

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This book offers applied music instructors a practical guide for supporting their students’ wellness by integrating holistic techniques into their pedagogy. The main argument in this book is that the mentorship dynamic within the applied studio situates pedagogues in a unique position to guide and mentor their students toward a healthy and satisfying artistic life. Wellness, as a relatively new dimension within health education for musicians, can be intimidating for applied instructors. Many teachers lack the training and confidence to enter conversations in this arena. Grounded in recent rese

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29

Woods, Michelle, and Brian James Baer. Teaching Literature in Translation: Pedagogical Contexts and Reading Practices. Routledge, 2022.

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30

Woods, Michelle, and Brian James Baer. Teaching Literature in Translation: Pedagogical Contexts and Reading Practices. Taylor & Francis Group, 2022.

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31

Woods, Michelle, and Brian James Baer. Teaching Literature in Translation: Pedagogical Contexts and Reading Practices. Routledge, 2022.

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32

Woods, Michelle, and Brian James Baer. Teaching Literature in Translation: Pedagogical Contexts and Reading Practices. Taylor & Francis Group, 2022.

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33

Teaching Literature in Translation: Pedagogical Contexts and Reading Practices. Taylor & Francis Group, 2022.

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34

Bayer, Sonja, and Svenja Vieluf. Talis Teaching Practices And Pedagogical Innovations Evidence From Talis. Oecd Publishing, 2012.

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35

Transforming classroom culture: Inclusive pedagogical practices. Palgrave Macmillan, 2011.

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36

Appleman, Deborah, and Ashley S. Boyd. Social Justice Literacies in the English Classroom - Teaching Practice in Action: Teaching Practice in Action. Teachers College Press, 2017.

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37

Practica educativa y rol docente:critica del instrumentalismo pedagogico. Aique, 1993.

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38

Travis, Jennifer, and Jessica DeSpain. Teaching with Digital Humanities. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042232.001.0001.

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This book offers theoretical perspectives and case studies for teaching American literature of the long nineteenth century using the tools and methods of the digital humanities (DH). The essays highlight best methods for integrating the building of digital tools and projects in the nineteenth-century American literature classroom and strategies for incorporating into the curriculum already established digital materials. By emphasizing a discipline-specific approach, the collection invites conversations among scholars of other disciplines about how digital pedagogies can deepen their objectives

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39

Huet, Isabel, Teresa Pessoa, and Fátima Teresa Sol Murta. Excellence in Teaching and Learning in Higher Education: Institutional policies, research and practices in Europe. Imprensa da Universidade de Coimbra, 2021. http://dx.doi.org/10.14195/978-989-26-2134-0.

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The initial ‘idea’ for the book emerged during the seminar Sharing of Innovative Pedagogical Practices that occurred at the University of Coimbra (Portugal) in 2018. Like all ‘good ideas’, this one originated in a conversation between colleagues from the University of Coimbra and the University of West London in the United Kingdom. The ‘idea’ of this book was to move away from sharing experiences related to teaching and learning in higher education in just one or two countries, but instead to organise a more European view about the policy, research and teaching practices that are shaping the w

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40

Ward, Phillip, and Shonna Snyder. Core Teaching Practices for Health education. Human Kinetics, 2022. http://dx.doi.org/10.5040/9781718222748.

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Core practices―content-specific practices that offer strategies to support student learning―are common in many subject areas but have been curiously missing for health educators … until now. Core Teaching Practices for Health Education is a compact and precise book that serves up effective core teaching practices for preservice and practicing health educators as well as for health teacher educators. Teachers can apply the evidence-based practical tips and strategies the minute they step into their classrooms; even veteran instructors will discover new teaching tactics that will be useful. Core

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41

Amzat, Ismail Hussein. Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers. Taylor & Francis Group, 2022.

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42

Amzat, Ismail Hussein. Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers. Taylor & Francis Group, 2022.

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43

Amzat, Ismail Hussein. Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers. Taylor & Francis Group, 2022.

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44

Kelly, Mary. Mary Kelly’s Concentric Pedagogy. Edited by Juli Carson. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350352476.

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Selected and introduced by Juli Carson, this book presents a collection of essential essays, interviews and never-before published archival materials that trace the development of the teaching of major artist and thinker Mary Kelly from 1980-2017. As an artist and a theorist, Kelly is known for her foundational contributions to feminism and conceptual art; she is also revered for her innovative pedagogy, which has influenced countless artists, writers and teachers within the international art community. Her description of a feminist practice of concentric pedagogy, centred on the artwork rathe

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45

Critical practice in P-12 education: Transformative teaching and learning. Information Science Reference, 2014.

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46

A prática pedagógica no processo de alfabetização e letramento no ensino regular e multisseriado. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp03.2021.22.

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This study addresses the issue of literacy and literacy in the early years of elementary school, considering the classes with regular and multi-grade education, starting from an analysis of pedagogical practices developed in the classroom, with relevant aspects such as: initial education and continuing of teachers, relating to the practices carried out in the school environment and at work with literacy and literacy. The objective was to analyze which factors influence the development of pedagogical practices from the perspective of literacy and literacy in the early years of elementary school

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47

West, Chad, and Mike Titlebaum, eds. Teaching School Jazz. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190462574.001.0001.

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Teaching School Jazz: Perspectives, Principles, and Strategies is an edited collection of suggested practices in school jazz education authored by a seasoned and diverse lineup of jazz educators with supporting research-based case studies woven into the narrative. It provides not only a wealth of school jazz teaching strategies but also, and perhaps as important, the jazz perspectives and principles from which they are derived. The first part of the book describes the current landscape of school jazz education and offers an overview of basic jazz concepts through the lenses of two expert, yet

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48

Hawthorne Johnson, Doris Gertrudis, María de la Caridad Smith Batson, and Michel Enrique Gamboa Graus. Insights on teacher’s lesson plans for enhancing effective communication skills: cases in English language teacher training, development and practicum. Editorial Tecnocientífica Americana, 2022. http://dx.doi.org/10.51736/eta2022tu2.

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Language learning has become an urgent problem to which many solutions flourish day by day; it is also a social need, English, in a specific manner has been recognized as one of the most popular languages at world scale, and it is the vehicle people use for communication in many summits; there are other important languages for many, but life in practice has made its learning massive. In the present XXI century, scientific-technical development and, person and cultural exchange, have marked this learning and teaching in a meaningful way, it is then, a good reason for concentrating in better sty

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49

Bowman, Judith. The Music Professor Online. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197547366.001.0001.

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The book provides a window onto online music instruction in higher education with the aim of helping music professors successfully integrate online teaching into their pedagogical repertoire. It highlights commonalities between online and face-to-face teaching, presents a theoretical framework for online learning, and provides practical models and techniques from professors teaching online in various music disciplines. Part I reviews the status of online learning in general and in music, identifies some similarities and differences between face-to-face and online teaching, presents standards a

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50

Swanwick, Ruth. Dialogic Teaching and Translanguaging in Deaf Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0004.

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This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging

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