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Journal articles on the topic 'Teaching pedagogic practice'

Author: Grafiati

Published: 10 September 2021

Last updated: 29 July 2025

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1

Kashyap, Geeta, and Harikrishnan Bhaskaran. "Teaching Data Journalism: Insights for Indian Journalism Education." Asia Pacific Media Educator 30, no. 1 (2020): 44–58. http://dx.doi.org/10.1177/1326365x20923200.

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With emergent subspecialties like data journalism bringing new skillsets and job roles, professionals and journalism educators find it difficult to imbibe the fast-changing industry demands. Such challenges in some countries and media industries put journalism educators in an advantageous position, offering them an agency to actively shape the contours of industry practice than getting shaped by it. From this perspective, the present study tries to understand data journalism practices in India and suggests certain insights to integrate data journalism training in programmes offered by Indian j

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Donnelly, Roisin. "Learning Development’s Role in Supporting Academic Synergies through Co-evolution of Teaching Excellence and Practice." Journal of Learning for Development 8, no. 3 (2021): 611–20. http://dx.doi.org/10.56059/jl4d.v8i3.520.

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This report from the field discusses a new approach taken to the co-evolution of teaching excellence and evidence-based practice in the context of Learning Development in a Technological University in Ireland. It explores supporting faculty in their exploration of pedagogic inquiry and teaching excellence and how this can co-evolve to generate synergies in academic productivity (the core activity sets of the faculty). A key part of this Learning Development work is understanding how integrating inquiry and teaching can drive excellence and pedagogic innovation in practice.

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Chmiel-Bożek, Halina. "Tłumaczenie dydaktyczne w nauczaniu języka francuskiego na poziomie szkolnym – między teorią a praktyką pedagogiczną (na przykładzie nauczycieli języka francuskiego w województwie śląskim)." Acta Neophilologica 2, no. XXII (2020): 97–108. http://dx.doi.org/10.31648/an.5587.

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Despite the growing number of publications devoted to the potential of translation in modern teaching of foreign languages, in practice pedagogic translation is seen equivocally. This article is an attempt to confront the present-day discourse on pedagogic translation with school practice. Based on the results of a survey con-ducted in the first half of 2019 among teachers of French in the Silesian Voivodeship, the article presents teachers’ opinions on: 1) perceiving pedagogic translation on the basis of knowledge gained during studies and teaching trainings, 2) the purposes of using translat

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Cobb, Hannah, and Karina Croucher. "Assembling archaeological pedagogy. A theoretical framework for valuing pedagogy in archaeological interpretation and practice." Archaeological Dialogues 21, no. 2 (2014): 197–216. http://dx.doi.org/10.1017/s138020381400021x.

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AbstractDrawing on relational theoretical perspectives in archaeological discourse, this paper considers how we can address the undervaluation of pedagogy and pedagogic research in archaeology. Through examining the relationships between fieldwork, teaching, and research, in light of Ingold's concept of the meshwork and DeLanda's assemblage theory, the division between teaching and research is undermined, and students and pedagogy are recentred as fundamental to the production of archaeological knowledge. This paper provides a theoretical grounding for resituating our current practices, sugges

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Maharani, Maharani, Fetri Yeni J, Ulfia Rahmi, and Mutiara Felicita Amsal. "Hubungan Antara Kompetensi Pedagogik Mahasiswa Kampus Mengajar dengan Hasil Belajar Praktik Mengajar TP FIP UNP." Indo-MathEdu Intellectuals Journal 5, no. 6 (2024): 6818–26. http://dx.doi.org/10.54373/imeij.v5i6.2085.

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This research was motivated by students who participated in the Teaching Campus (KM) who had not been able to master and apply pedagogic competencies properly while participating in the KM program. This study aims to determine the relationship between the pedagogic competence of teaching campus students and the learning outcomes of TP FIP UNP teaching practice. This research was conducted using a quantitative research method in the form of correlation. Where there are 31 sample students who took part in KM. The data collection technique is the learning outcomes of student teaching practice. Th

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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 implementat

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Pollard, Wendy. "School Culture and Effectiveness: An Autoethnography of a Casual Relief Teacher." Educational Practice and Theory 46, no. 2 (2024): 5–24. https://doi.org/10.7459/ept/460202.

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This qualitative study adopts an analytical autoethnograhic approach to present an exploration of school culture and pedagogic effectiveness as experienced by a casual relief teacher in six P-12 public schools in Victoria, Australia, 2022-2023. Organisational culture theory, as presented by Schein, and culture and effectiveness theory, as presented by Quinn and Rohrbaugh, as well as culturally responsive teaching, presented by Vavrus, are utilised to extend current understandings of school culture on teaching and learning. The empirically driven results indicate that cultural context impacts e

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HB, Zulfahmi, Zulvia Trinova, and Mahmud Mahmud. "Students’ Pedagogic and Professional Competencies in Teaching Practice Program." Al-Ta lim Journal 27, no. 2 (2020): 156–65. http://dx.doi.org/10.15548/jt.v27i2.608.

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The research aims to describe pedagogical and professional competencies of students who enroll at the department of Islamic elementary education at Faculty of Tarbiyah and Teacher Training UIN Imam Bonjol Padang. A mixed method was implemented where the data collected through observation, interviews, questionnaires, and documentation. The results of the study on aspects of pedagogical competence was at the level of very good (82.4%). It was also found that the criteria to master the characteristics of students from the physical, moral, spiritual, social, cultural, emotional, and intellectual a

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Bourne, Jill. "Pedagogic practice, culture and the globalization of yoga teaching." Journal of Applied Linguistics and Professional Practice 7, no. 1 (2010): 11–26. http://dx.doi.org/10.1558/japl.v7i1.11.

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Arvind, Gaysu R. "Institutional context, classroom discourse and children's thinking: pedagogy re-examined." Psicologia & Sociedade 20, no. 3 (2008): 378–90. http://dx.doi.org/10.1590/s0102-71822008000300008.

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At this time when credibility of public schooling in India is at low ebb, there is a need to analyze pedagogic discourse in terms of organization and structure of knowledge, school practices that mediate it, and the ways in which it is experienced by children. Building upon the works of Vygotsky, Bernstein and Bruner, a more encompassing account of pedagogic analysis can be realized that links sociological perspective of teaching practices with psychological understanding of learning processes. Drawing on findings from research in two different genres of pedagogic setting, the study provides a

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Sommerlad, Elizabeth. "Theory, Research and Practice – The Problematic Appearance of ‘Pedagogy’ in Post-Compulsory Education." Journal of Adult and Continuing Education 8, no. 2 (2003): 147–64. http://dx.doi.org/10.7227/jace.8.2.3.

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This article explores the problematic nature of pedagogy and pedagogic effectiveness in post-compulsory education – the politics of the discourse, the challenges to pedagogic “old-think” by the new learning, and the methodological difficulties of measuring outcomes as attention moves from the theatre of instruction to the setting of application. It takes as its starting point a study commissioned by the UK's Teaching and Learning Research Programme to review and document the evidence base for pedagogic effectiveness in the different field of post-compulosry education. The article unpicks the m

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Adyatama, Yudha Adhenda Jaka, Yuni Rahmawati, and Gres Dyah Kusuma Ningrum. "Field Practice Studies, Self-Efficacy, and Pedagogic Competence Effect on Interest in Teaching Profession to Candidates for Undergraduate Informatics Education at Universitas Negeri Malang." Letters in Information Technology Education (LITE) 4, no. 2 (2021): 60. http://dx.doi.org/10.17977/um010v4i22021p60-67.

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The background problem in this research is that the 2015 Informatics Engineering Study Program students have low interest in the teaching profession. This study aims to: (1) describe the Field Practice Study, self-efficacy, pedagogic competence, and interest in being a teacher; (2) revealing the partial effect of Field Practice Study, self-efficacy, and pedagogic competence on interest in becoming a teacher in undergraduate students of Informatics Engineering Education Faculty of Engineering, State University of Malang; (3) revealing the simultaneous influence of Field Practice Studies, self-e

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Pratami, Fuji, Nur Hamidah Pulungan, and Hamdanil Hamdanil. "PENINGKATAN KOMPETENSI PEDAGOGIK GURU MDTA MELALUI PELATIHAN VARIASI GAYA MENGAJAR." Turast: Jurnal Penelitian dan Pengabdian 10, no. 2 (2022): 171–78. http://dx.doi.org/10.15548/turast.v10i2.4072.

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Teachers in the learning process at MDTA Diya’ul Islamiah Islamiah Tanjung Jae Village have not used viriety of teaching styles to the maximum. So, it affects the activities of students in following the learning process. The purpose of this service is to provide training on viriety of teaching styles to improve the pedagogic competence of teachers at MDTA Diya’ul Islamiah Islamiah Tanjung Jae Village. The method used to solve problems in this service is service learning. The results of this service are (1) the MDTA Diya’ul Islamiah Islamiah teacher in Tanjung Jae Village has been given materia

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Langsford, Dale. "Coping in complex, changing classroom contexts: An investigation of the bases of pre-service teachers' pedagogic reasoning." Journal of Education, no. 83 (August 6, 2021): 1–15. http://dx.doi.org/10.17159/2520-9868/i83a03.

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Despite its central role in enabling professional judgements and decision-making in teaching, pedagogic reasoning is a slippery concept and difficult to pin down. Although pedagogic reasoning is understood to inform all aspects of teaching practice, we still do not know what pedagogic reasoning looks like. In this article, I present a conceptual tool, using concepts from Legitimation Code Theory (Maton, 2014), to explore analytically the differences between the abstraction and context-embeddedness of ideas expressed in the pedagogic reasoning of a sample of pre-service teachers. I argue that p

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Marten, Gesa, and Jyoti Mistry. "Positions and Perspectives on Artistic Research in Film." International Journal of Film and Media Arts 7, no. 1 (2022): 115–30. http://dx.doi.org/10.24140/ijfma.v7.n1.06.

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As editors of this issue, we have approached the dimensions of artistic research from our own personal experience as practitioners, knowing that it is significant in a research-teaching context. As a film editor Gesa Marten’s approach to teaching montage through edit labs and collaborative engagement creates frameworks to work through the processes of editing, not simply as part of the production line in filmmaking but one in which editing is a continuation of the research process. Montage is conceived as a practice of critical thinking, exploring and speaking through contextualization, throug

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Marten, G., and J. Mistry. "Positions and Perspectives on Artistic Research in Film." International Journal of Film and Media Arts 7, no. 1 (2024): 115–30. https://doi.org/10.24140/ijfma.v7.n1.06.

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As editors of this issue, we have approached the dimensions of artistic research from our own personal experience as practitioners, knowing that it is significant in a research-teaching context. As a film editor Gesa Marten’s approach to teaching montage through edit labs and collaborative engagement creates frameworks to work through the processes of editing, not simply as part of the production line in filmmaking but one in which editing is a continuation of the research process. Montage is conceived as a practice of critical thinking, exploring and speaking through contextualization,

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Bansilal, Sarah, and Thelma Rosenberg. "REFLECTIONS OF SOUTH AFRICAN TEACHERS TEACHING UNDER ADVERSARIAL CONDITIONS." Problems of Education in the 21st Century 70, no. 1 (2016): 34–44. http://dx.doi.org/10.33225/pec/16.70.34.

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Teachers often teach under difficult conditions of which they do not have oversight. In order for teacher development programmes to be responsive to teachers’ needs, it is necessary to understand the teaching contexts of their participant teachers. Accordingly the purpose of the research was to identify the problems of practice reported by 41 Mathematical Literacy teachers who teach under impoverished conditions in South Africa. The participants identified their problems of practice and focused on one problem which they tried to address during a two-week teaching intervention. They were requir

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M., Papaiah &. Dr. Shahanaz Begum. "PEDAGOGIC PRACTICES OF SOCIAL SCIENCE TEACHERS." Scholarly Research Journal for Interdisciplinary studies 12, no. 81 (2024): 83–89. https://doi.org/10.5281/zenodo.10796355.

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<em>in practice. Pedagogy is shaped by learners tutoring beliefs and involves their understanding of culture and different literacy styles. Pedagogic practices are means by which literacy gests can be amended to promote scholars' literacy veritably creative. Pedagogy refers to the way of tutoring scholars, whether it's the proposition or practice of educating. It's a relationship between the culture and ways of literacy. The present abstract exploration concentrated on Pedagogic practices of Social Science preceptors. The main end of pedagogy is to make on former literacy of the scholars and w

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Tambak, Syahraini, Desi Sukenti, Yusuf Hanafi, Rianawati Rianawati, and Amril Amril. "How Does Learner-Centered Education Affect Madrasah Teachers' Pedagogic Competence?" Journal of Education Research and Evaluation 6, no. 2 (2022): 358–66. http://dx.doi.org/10.23887/jere.v6i2.42119.

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Various studies illustrate that pedagogical competence is studied more psychologically in the learning process but has not revealed the strengthening of project-based learning in madrasa teacher learning. This study analyze whether increasing the use of project-based learning (PBL) by madrasah edago teachers in Indonesia improves the pedagogic competence of madrasah teachers in learning. This type of research is experimental and uses a quasi-experimental method. The instrument used to collect data is a questionnaire. The technique used to analyze the data is descriptive qualitative analysis, q

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Lewthwaite, Sarah, Sarah Horton, and Andy Coverdale. "Researching Pedagogy in Digital Accessibility Education." ACM SIGACCESS Accessibility and Computing, no. 134 (October 2022): 1. http://dx.doi.org/10.1145/3582298.3582300.

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Teaching Accessibility in the Digital Skill Set is a 5-year study researching the pedagogy of digital accessibility. Digital disability rights legislation and the digital transformation spurred by COVID-19 expose a lack of accessibility capability in the workforce that indicate major gaps in graduate education and other programs. This pedagogic research responds by examining how accessibility is taught across a range of contexts, working with educators to provide an evidence base and enrich pedagogic culture. This paper describes the study's rationale, methodology, focus and activities. We als

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Antoni, Rivi, and Jamilah Mustafa. "Pre-Service Teachers’ Pedagogic Practices on Recognizing Students’ Characteristics During Practicum." Interdisciplinary Social Studies 2, no. 4 (2023): 1786–93. http://dx.doi.org/10.55324/iss.v2i4.375.

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Background: Issues about pre-service teachers and their teaching competences have been an endless discussion among Indonesian scholars, especially lecturers in University of Pasir Pengaraian. In teachers training programmes, courses are designed to equip them with competences and knowledge needed in real classrooms. As part of the programme, trainees have to go for a teaching practicum in schools where they can practice pedagogic skills and knowledge in real classrooms. However, though trainees have been equipped with pedagogic competences and knowledge, they still find it difficult to deliver

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Marwaeni, Safa, and Sri Kusuma Ningsih. "An analysis of pedagogical factors influencing efl teachersâ€™ instructional practices in the classroom." English Teaching Journal : A Journal of English Literature, Language and Education 11, no. 1 (2023): 14–22. https://doi.org/10.25273/etj.v11i1.15944.

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Pedagogic competence is the ability or skill teachers must possess to recognize the characteristics of their students from various aspects of life, such as moral, emotional, and intellectual. This article analyzes teachers' linguistic ego, views on their teaching role, and attitudes toward English as factors that influence English language teaching and relate to teacher education. This article presents the results of a qualitative research study on pedagogic factors influencing English teaching in three public schools. Three linguistics principles were discussed with five EFL teachers during i

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Shamshiev, Toychubek. "ROLE OF PEDAGOGICAL PRACTICE IN THE FORMATION OF PROFESSIONAL COMPETENCES OF SPECIALISTS OF PEDAGOGICAL PROFILE." Alatoo Academic Studies 20, no. 1 (2020): 71–76. http://dx.doi.org/10.17015/aas.2020.201.09.

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The article is a result of a theoretical and practical investigation of pedagogic practicum’s role in the formation of the fundamentals of students’ professional competences in the higher professional education the system. The article also considers the typologization of the basics and the conditions of the success in their formation. Pedagogic practicum is being carried out on the base of the higher educational institution or in other educational institutions. Normative documents in organizing and carrying out teaching practicum are worked out in the higher educational institution. The basics

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ILJAZI, Agron, Florina SHEHU, and Jehona REXHEPI ILJAZI. "ANALYSIS OF THE STUDY PROGRAMS OF PEDAGOGIC FACULTIES IN NORTH MACEDONIA." Journal of Educational Research - EDUCATION 6, no. 11-12 (2024): 203–7. http://dx.doi.org/10.62792/ut.education.v6.i11-12.p2657.

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Through the analysis of the study programs of the pedagogic faculties in the Republic of North Macedonia, it will be proven how much the descriptors of the pedagogic faculties in the country address the benefit of the competencies that students can achieve, in terms of the application of knowledge in practice and their understanding, communicative skills, and the ability to judge different situations. Furthermore, these competencies are meant to be applied by students as future teachers. Through the analysis of the study programs of the pedagogic faculties, the descriptors of the pedagogic fac

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Khara, Arjun, and Matthew Lickiss. "Designed Co-spontaneity: A New Model for Facilitating Pedagogic Practice." International Journal of Management and Applied Research 10, no. 2 (2023): 270–82. https://doi.org/10.18646/2056.102.23-021.

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This paper presents a conceptual model for a design thinking approach to achieving co-spontaneity in higher education contexts, particularly within ‘meetings’, (i.e., lectures, tutorials, and tutor-student feedback sessions). The model re-evaluates these meetings as an essential part of ideation and exploration—rather than as a barrier—in spaces where uncertainty can be embraced. Uncertainty is often seen as a factor to be reduced or avoided, especially in teaching, but is here viewed as essential to bringing about engaging staff-student experiences through strategicall

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GĘBAL, Przemysław, and Slavomira KOLSUT. "The task-based approach in the theory and practice of teaching foreign languages in Poland." EUROPEAN HUMANITIES STUDIES: State and Society, no. 4 (December 29, 2021): 111–21. http://dx.doi.org/10.38014/ehs-ss.2021.4.07.

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Foreign language teaching reforms in Poland involved chiefly a change in the way classes are conducted. The communicative approach present in programme materials and in practice was supplemented with elements of task-oriented approach. Instructionism, dominant in the didactic discourse, has been replaced with pedagogic constructivist concepts. This text is an analysis of the task-oriented programme premises and means of their implementation in teaching foreign languages (also in teaching Polish as a foreign language) in contemporary Polish education practice.

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Putri, Emiliana. "An Examination of the Pedagogical Elements Impacting the Classroom Practices of English as a Foreign Language Instructors." Majapahit Journal of English Studies 2, no. 1 (2025): 35–56. https://doi.org/10.69965/mjes.v2i1.107.

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Pedagogic competence is the ability or skill teachers must possess to recognize the characteristics of their students from various aspects of life, such as moral, emotional, and intellectual. This article analyzes teachers' linguistic ego, views on their teaching role, and attitudes toward English as factors that influence English language teaching and relate to teacher education. This article presents the results of a qualitative research study on pedagogic factors influencing English teaching in three public schools. Three linguistics principles were discussed with five EFL teachers during i

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Salama, Amir H. Y. "The Kinetic-Vectorial Design of the Internet-Mediated L2 Teaching Practices: The Case of BBC Learning English Website." World Journal of English Language 14, no. 3 (2024): 120. http://dx.doi.org/10.5430/wjel.v14n3p120.

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This study offers new insights into the educational-linguistic visual semiotics of online teaching as a digital practice with kinetic-vectorial design. Towards this end, a twofold social semiotic approach is utilized as a synthetic methodology. First, Van Leeuwen’s (2016) kinetic design model is employed with a view to revealing the movement types of Internet-mediated L2 teaching practices. Second, Kress and Van Leeuwen’s (2021) model of ideational vector analysis is used in a way that uncovers the subtle pedagogical practices of the same type of teaching as directional and transactional acts

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Yu, Xia. "The Use of Text Recitation as a Teaching Tool in EFL: A Cross-educational Level Investigation in China." International Journal of Applied Linguistics and English Literature 6, no. 5 (2017): 191. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.191.

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The purpose of this investigation is to address the situation that although general ELT (English Language Teaching) literature does not endorse the practice of text recitation (TR), recent literature cautiously recommends it as a teaching tool with clear learning objectives, especially in countries with Confucian heritage. This paper therefore investigates why TR is commonly practiced in Chinese schools at all educational levels up to tertiary education. In particular, this inquiry considers teachers’ view of why TR is practiced and what its effects are. Furthermore, these views across groups

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Kristina, Fera, Destri Sambara Sitorus, and Arief Sadjiarto. "ANALISIS PENGARUH PROGRAM MAGANG DAN EFIKASI DIRITERHADAP KOMPETENSI PEDAGOGIK." VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan 14, no. 1 (2023): 14–24. http://dx.doi.org/10.31932/ve.v14i1.1926.

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ABSTRAKKompetensi pedagogik diperlukan oleh calon pendidik sebagai dasar dalam menjalankan proses pembelajaran yang bermutu. Tujuan penelitian ini adalah untuk mengetahui kompetensi pedagogik mahasiswa FKIP UKSW Salatiga melalui program magang dan efikasi diri. Jenis penelitian ini adalah kuantitatif. Populasi dalam penelitian ini adalah 292 mahasiswa FKIP UKSW dengan penentuan sampel sebanyak 88 mahasiswa. Teknik pengumpulan data yang digunakan dalam penelitian ini menggunakan kuesioner melalui google form. Hasil penelitian ini secara parsial nilai signifikansi variabel program magang (X1) se

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Iman, Iqbal, Weningtyas Parama Iswari, and Dian Anggriyani. "Pedagogical Competence of Pre-Service Teachers’ of English Department Mulawarman University During Online Teaching Practice." E3L: Journal of English Teaching, Linguistic, and Literature 6, no. 1 (2023): 1–7. https://doi.org/10.30872/e3ljengteaclingliter.v6i1.2390.

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The teacher’s level of competence is one of the factors that directly affect the quality of teaching and consequently student’s performance. This study aimed to know the implementation of teacher’s pedagogical competence of English Department students as pre- service teacher of PLP 2021, and to find out which pedagogical competence aspects that the English Department students as pre-service teacher of PLP 2021 implemented in their teaching practice. This study employed qualitative descriptive research by using interview guidelines and note-taking from the lesson plans and teaching videos. The

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Patel, Josh. "Journal of PGR Pedagogic Practice and the Warwick PGR Teaching Community." Journal of PGR Pedagogic Practice 1 (November 9, 2021): 3–9. http://dx.doi.org/10.31273/jppp.vol1.2021.925.

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In this editorial, I introduce our pilot launch issue on postgraduate pandemic pedagogies. I explain our rationale for our experimental dialogic journal and outline our ambition through the wider project the journal is a part of. We hope to bring together an organic and self-sustaining community of practice of postgraduate researchers who teach.

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MEO, ANALÍA, and ANDREW PARKER. "Teachers, teaching and educational exclusion: Pupil Referral Units and pedagogic practice." International Journal of Inclusive Education 8, no. 1 (2004): 103–20. http://dx.doi.org/10.1080/1360311032000159465.

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Elliott, Geoffrey, and Mazhar Hussain Malik. "Roadmap to overcoming the Challenges of Cyber Security and Forensics Education in the age of distance learning and the COVID-19 pandemic." Journal of The Colloquium for Information Systems Security Education 9, no. 1 (2022): 5. http://dx.doi.org/10.53735/cisse.v9i1.133.

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This paper focuses on developing a pedagogic roadmap to overcoming the challenges of delivering cyber security and forensics education in colleges and universities through distance learning during the COVID-19 pandemic. The research in this paper identifies the challenges associated with distance learning, teaching and assessment in the Sultan of Oman. The research evidence was gathered through educational practice at the Global College of Engineering and Technology (GCET), in the Sultanate Oman; and this research and pedagogic reflection acts as a case study for developing the pedagogic roadm

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Bell, Robin, and Heather Bell. "Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education." Journal of Small Business and Enterprise Development 27, no. 6 (2020): 987–1004. http://dx.doi.org/10.1108/jsbed-01-2020-0012.

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PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowle

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Sapkota, Narayan Prasad. "Post Method Pedagogy: Opportunities and Challenges in EFL Context of Nepal." English Language Teaching Perspectives 7, no. 1-2 (2022): 46–53. http://dx.doi.org/10.3126/eltp.v7i1-2.47407.

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Post-method pedagogy is an attempt to go beyond the quest of the best method or method-based restrictions in language teaching. Pedagogy in these premises is not limited to classroom activities, teaching materials, curricular objectives, and evaluation procedures, but also covers traditionally overlooked areas such as historical, political and socio-cultural experience. It is a tripartite system with the three pedagogic parameters such as particularity, practicality, and possibility. This research was conducted to explore the opportunities and challenges of adopting post method pedagogy in the

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Wood, Phil, and Matt O’Leary. "Moving beyond teaching excellence." International Journal of Comparative Education and Development 21, no. 2 (2019): 112–26. http://dx.doi.org/10.1108/ijced-08-2018-0028.

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Purpose Teaching excellence remains a contested term in English higher education (HE). This paper begins by reflecting on its complex and sometimes blurred meaning, charting the divergence between academic interests in the complexity and contextual questions relating to practice development and organisational and sectoral shifts which have been driven by managerialism, accountability and “top-down” ideas of change. The authors argue that this divergence, epitomised in the development of the teaching excellence framework, has led to a confused, if ubiquitous, use of excellence to identify organ

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Rose, David. "Viewing to Learn." Linguistics and the Human Sciences 15, no. 3 (2023): 411–39. http://dx.doi.org/10.1558/lhs.23546.

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This study investigates the interplay between language, image, and gesture in science teaching in the school. It applies the theoretical framework of systemic functional semiotics, and the investigative method of pedagogic register analysis, to construct a detailed description of intermodal pedagogic practice. The approach is illustrated with a secondary science lesson that can be viewed online. The lesson is analysed from three perspectives: the structuring of learning activities, the interplay between verbal, visual, and gestural modalities in these activities, and teacher/learner interactio

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Nazira Hoosen, Nozuko Makhuvha, and Natasha Munsamy. "The enactment of critical digital pedagogical (CDP) practices through pedagogical reasoning." Independent Journal of Teaching and Learning 19, no. 2 (2024): 30–49. http://dx.doi.org/10.17159/97569m49.

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Abstract This study examines the influence of educator beliefs and pedagogic awareness apropos of their teaching practices due to the invisible nature of pedagogical reasoning especially when facilitating in online teaching environments. The research question focuses on the role of pedagogical reasoning in the enactment of critical digital pedagogy (CDP) at a Centre for Learning, Teaching and Development (CLTD) mandated to support academics. A transformative learning theory lens and the model for pedagogical reasoning and action was employed as the theoretical analytical framework. This study

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BRAUN, SABINE. "From pedagogically relevant corpora to authentic language learning contents." ReCALL 17, no. 1 (2005): 47–64. http://dx.doi.org/10.1017/s0958344005000510.

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The potential of corpora for language learning and teaching has been widely acknowledged and their ready availability on the Web has facilitated access for a broad range of users, including language teachers and learners. However, the integration of corpora into general language learning and teaching practice has so far been disappointing. In this paper, I will argue that the shape of many existing corpora, designed with linguistic research goals in mind, clashes with pedagogic requirements for corpus design and use. Hence, a ‘pedagogic mediation of corpora’ is required (cf. Widdowson, 2003).

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Cornwall, Andrea. "Decolonizing Development Studies: Pedagogic Reflections." Radical Teacher 116 (November 29, 2019): 37–46. http://dx.doi.org/10.5195/rt.2020.540.

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Even more than the discipine that was so famously labelled the 'handmaiden of colonialism' (Asad, 1973), Development Studies has been associated in critique with the perpetuation of colonial and neocolonial thinking and practice. What would it take to decolonise the teaching of Development Studies? Is it even possible? This article takes an experiential look at an experimental interactive workshop-style first year undergraduate introductory international development module. The module started off from the place I was at, as a professor who had newly come to higher education from a career on th

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Boon, Andrew. "Facilitating reflective practice via Instant Messenger Cooperative Development." Indonesian JELT: Indonesian Journal of English Language Teaching 14, no. 1 (2019): 35–54. http://dx.doi.org/10.25170/ijelt.v14i1.1417.

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Reflective practice may be considered an important part of the teaching process. By reflecting on their action, teachers can continually examine their classroom teaching and embrace possibilities for professional growth and change. This article describes how teachers can utilize Instant Messenger Cooperative Development (IMCD) (Boon, 2005, 2007, 2011, 2015); an online framework for reflecting on pedagogical practice. To illustrate IMCD in action, it examines a session in which a teacher explores ways for her learners to recycle and review language learned in previous lessons. The article then

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Kurniasari, Anita, Ahmad Ridwan, and Shalahudin. "Kompetensi Pedagogik Guru Pendidikan Anak Usia Dini dalam Pengelolaan Pembelajaran di Taman Kanak-Kanak Alam Muara Bungo." NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan 9, no. 1 (2022): 82–106. http://dx.doi.org/10.51311/nuris.v9i1.430.

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Early Childhood Education (PAUD) is a period of learning that will take effect to the children’s development and their futures. One of the components that are able to influence the success of achieving goals of the PAUD is the Human Resources or teachers. These study aims to determine the teachers’ pedagogic competence in learning management of kindergarten Alam Muara Bungo. This study uses a descriptive qualitative approach with observation, interview and documentation. The technique of analysis data is using the Miles and Huberman and Creswell model, namely credibility, transferability, depe

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QUINN, EITHNE, ELSA DEVIENNE, J. T. ROANE, et al. "In Practice: Teaching Environmental American Studies in a Time of Crisis." Journal of American Studies 55, no. 5 (2021): 1246–71. http://dx.doi.org/10.1017/s0021875821001043.

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I have been thinking a lot about environmental pedagogy in American studies, especially since I started teaching a third-year interdisciplinary course, Climate Change & Culture Wars, which focusses on the post-1970s US. I wanted to know more about how others are approaching the topic as we face up to looming climate and ecological collapse. University teachers and learners across disciplines are reckoning with it, but what's going on in American studies in Britain, and what can we learn from each other and from teachers elsewhere? How is the crisis impacting on the framing of our disciplin

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Mdlalose, Noluthando, Sam Ramaila, and Umesh Ramnarain. "Using Kahoot! As A Formative Assessment Tool in Science Teacher Education." International Journal of Higher Education 11, no. 2 (2021): 43. http://dx.doi.org/10.5430/ijhe.v11n2p43.

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The development of 21st century competencies and skills in science teaching and learning is a key strategic imperative. Game-based learning platforms can be used to promote pedagogic innovation in various educational settings. Game-based applications such as Kahoot! have been increasingly used in education to facilitate meaningful enactment of formative assessment practices. Within the realm of science education, formative assessment is largely perceived as an assessment practice with pedagogic potential to enhance students’ academic performance, motivation and engagement during the teaching a

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Gleaves, Alan, John Grey, and Caroline Walker. "ICT and education: a range of models to suit teachers’ notions of their praxis, or a case of one model fits all?" Educational and Child Psychology 18, no. 3 (2001): 75–86. http://dx.doi.org/10.53841/bpsecp.2001.18.3.75.

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AbstractTeachers’ praxis across different education sectors reflects a plethora of variables in terms of different subject bases, including pedagogic practice, practical skill, subject knowledge, professional ideas, philosophical values and so on. Most of these have an evolutionary element, teachers’ praxis being a function of professional and personal development, and often a reconciliation between a body of ‘professional teaching knowledge’, accepted as orthodoxy in many initial teacher training (ITT) courses, and the reality of teaching as an often mechanistic and instrumentalist profession

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Bali, Megha. "Teachers’ Voices, Pedagogy and Discursive Practices in Ability Grouping Classrooms in Delhi Government Schools." Contemporary Education Dialogue 20, no. 1 (2023): 39–64. http://dx.doi.org/10.1177/09731849221149254.

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This article discusses the pedagogic practice of ability grouping in government schools in Delhi. Despite practical evidence against homogenous student settings, ability grouping is implemented as a policy solution to reduce the huge variance in students’ learning levels within a classroom. Research data is drawn from interviews with 110 government schoolteachers in Delhi, where achievement data from baseline surveys conducted by the Delhi government was used to group students. Using Bourdieu’s (1998) theoretical tools, this article explores how the objective practice of ability grouping posit

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Galimberti, Valeria. "Book: Using tasks in second language teaching. Practice in diverse contexts." Didacticae. Revista de Investigación en Didácticas Específicas, no. 16 (October 1, 2024): 1–5. http://dx.doi.org/10.1344/did.42050.

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Task-based language teaching (TBLT) emerged in the second language teaching context as a method that prepared learners for real-world language use by offering opportunities for speaking practice and meaning negotiation. Over time, tasks have also become increasingly popular pedagogic tools in the foreign language context, where opportunities for meaningful practice may otherwise be limited. However, some obstacles to the widespread implementation of TBLT remain, notably the limited availability of teaching materials and teacher training programs, and a certain reluctance to abandon traditional

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Zeng, Wei, and Letitia Fickel. "Negotiating Pedagogic Researcher Identity by Two College English Teachers in China: A Social Network Perspective." International Journal of Contemporary Educational Research 11, no. 4 (2024): 556–70. https://doi.org/10.52380/ijcer.2024.11.4.731.

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Scholarship of Teaching and Learning (SoTL) or pedagogic research (PedR) has become an international movement that encourages academics to use research-informed approaches to understand and enhance their teaching. However, the definition and understanding of SoTL/ PedR have been ambiguous, impacting career progression, orientation of scholarship activities and academics’ perception of undertaking such activities. This article adopts social network perspective to understand the SoTL/PedR experiences of two academics with a focus on teaching ---College English (CE) teachers working at a Chinese

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Shrestha, Parshu Ram. "Developing Students’ Speaking Skills through Recap(ping)." Journal of Janta Multiple Campus 4, no. 1 (2025): 1–15. https://doi.org/10.3126/jjmc.v4i1.77982.

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Recap(ping) is a practice of summarizing and reflecting upon the activities conducted during a lesson. A teacher can choose to conduct this activity either at the beginning, or at the end of a lesson. As an English language teacher, I have been using recapping as a signature pedagogy since the beginning of my teaching career. In this article, I have examined my long-time practice of recapping activity in my English language classroom using analytical-interpretive autoethnography. I have narrated and analyzed my memory data of using recapping activity in my English language classroom to discuss

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