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Articles de revues sur le sujet « Pedagogical epistemology »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 31 juillet 2025

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1

Sousa, Tairone Lima de, and André Ferrer Pinto Martins. "Gaston Bachelard e a educação: por uma pedagogia da formação." Cadernos de Pesquisa 27, no. 1 (2020): 401. http://dx.doi.org/10.18764/2178-2229.v27n1p401-430.

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ResumoA epistemologia de Gaston Bachelard critica as formas tradicionais de ensino ao entender a educação com o sentido de formação, defendendo uma formação permanente dos sujeitos. Esse sentido de formação, no pensamento bachelardiano, percorre as duas vertentes da sua obra – a científi ca e a poética – ressaltando a impreterível necessidade da vivência do real e do irreal para a formação do sujeito. É por um processo copioso de desiludir-se, retifi car os erros e afastar os obstáculos que Bachelard entende a formação permanente do homem, que nunca se apresenta a priori objetivo, mas com um p

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Gagaev, Pavel A. "On the Epistemology of Classes in Pedagogy at a Higher Educational Institution." Review of Omsk State Pedagogical University. Humanitarian research, no. 44 (2024): 153–56. https://doi.org/10.36809/2309-9380-2024-44-153-156.

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The article examines the problem of the epistemology of classes in Pedagogics in higher education. It criticises the rational-positivistic approach to teaching pedagogy in higher education. It substantiates the need to turn to the provisions of intuitionistic and idealistic-substrate reflections in pedagogic classes. Through the latter, the irrational-idealistic — universally conditioned — nature of human spirituality is consistently taken into account in pedagogical interaction. A scheme for introducing these reflections into the learning process is outlined. It is stated that this is appropr

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Zhu, Gang, and Aidong Zhang. "Understanding ESL Preservice Teachers’ Metaphorical Epistemology in the Teaching Practicum Context." International Journal of Contemporary Education 6, no. 1 (2023): 65. http://dx.doi.org/10.11114/ijce.v6i1.6098.

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This study examined twenty English as Second Language (ESL) preservice teachers’ learning-to-teach experiences amid the teaching practicums from the perspectives of social realist theory and practice architectures in the US. Through iterative discourse analysis and constant-comparative approach, this paper reveals four aspects of the participants’ metaphorical epistemology. First, the participants developed the constructivist metaphorical epistemology on ESL teaching by grappling with the emergent properties and practice architectures. Second, the participants’ metaphorical epistemology change

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Eun, Eunsuk. "The Epistemology of Geometry and Its Pedagogical Implication." Journal of The Society of Philosophical Studies 65 (April 30, 2022): 191–245. http://dx.doi.org/10.26839/ps65.6.

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Ponchirolli, Osmar, and Marilda Aparecida Behrens. "Innovative practice in teacher training from the perspective of complexity epistemology: an experience report." Concilium 24, no. 17 (2024): 70–87. http://dx.doi.org/10.53660/clm-3951-24r07.

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This article aims to analyze the relevance of presenting and reflecting on innovative practice in teacher training from the perspective of complex thinking. We chose the studies of Edgar Morin, who formulates the complexity epistemology. The research problem was: how can Edgar Morin's epistemology of complexity, which embraces the reform of thought and the reconnection of knowledge, support innovative practice in teacher training? The research methodology was qualitative, of the action-research type, which is justified because the author carried out an intervention with teachers, through a thr

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Feitosa, Pedro Walisson Gomes, Jolouise Ramos Correia, Thailine Francis Leite, Rodrigo Silva Nascimento, Vitor Lucas Daves de Moraes Oliveira, and Cicero Lucas Gomes Ramalho. "Registros Epistêmicos, Práticas e Saberes: Experiências de um Encontro Pedagógico Realizado pelo Observatório Maria Parteira / Epistemic Records, Practices and Knowledge: Experiences of a Pedagogical Meeting Held by the Maria Midwife Observatory." ID on line. Revista de psicologia 16, no. 61 (2022): 204–9. http://dx.doi.org/10.14295/idonline.v16i61.3523.

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Resumo: Este trabalho tem por objetivo apresentar as experiências do I Círculo de Saberes – Colhendo a cura e as tradições caririenses, desenvolvido pelo Observatório de Práticas Culturais em Saúde, junto ao projeto Raízes da Cura e o coletivo Urucongo de artes, discutindo sobre o ofício das meizinheiras e o uso de plantas medicinais. Com participação de meizinheiras, estudantes e professores, o encontro remoto proporcionou a construção de aprendizados e respeito à epistemologia em saúde popular.Palavras-chave: Saúde coletiva; Epistemologia; Práticas culturais; Saúde popular. Abstract: This wo

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Mina Harafah, Putri Julita, and Setiawati Setiawati. "Non-Formal Education as a Discipline." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 12, no. 4 (2024): 532. https://doi.org/10.24036/spektrumpls.v12i4.123746.

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This article tries to explore the epistemology of science, ontology of science, and axiology of science. Looking at these three things, we try to present the epistemology of science, ontology of science, and axiology of science from the perspective of non-formal education. Pedagogical ontology examines the nature of education. Pedagogical epistemology is related to the source or origin of education, elements of education, educational methods, educational goals, etc. Meanwhile, the axiology of education examines the use value of education. The nature of education is a conscious effort to develo

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Басенко, Руслан. "ІСТОРИКО-ПЕДАГОГІЧНА РЕКОНСТРУКЦІЯ РАННЬОМОДЕРНОЇ ІДЕЇ ЦІЛІСНОЇ ОСВІТИ ОСОБИСТОСТІ: КОНЦЕПТУАЛЬНО-ЕПІСТЕМОЛОГІЧНІ ІНТЕНЦІЇ ДОСЛІДЖЕННЯ". Педагогічні науки: теорія, історія, інноваційні технології 4, № 138 (2024): 357–69. http://dx.doi.org/10.24139/2312-5993/2024.04/357-369.

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The article is devoted to the analysis of the epistemological foundations of the historical and pedagogical study of the development of the idea of a holistic education of the individual in the European worldview systems of the early modern period. The author's vision of the research tools for the formation of historical and pedagogical knowledge is proposed, presented according to four conceptual and epistemological intentions: epistemes, concepts, priorities and risks. The author's definition of the concept of "conceptual and epistemological intentions of historical and pedagogical research"

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Vladimir, GUȚU. "PEDAGOGY FOR ADULTS: CONCEPT AND EPISTEMOLOGY." STUDIA UNIVERSITATIS MOLDAVIAE Științe ale Educației, no. 5(145) (2021): 3–9. https://doi.org/10.5281/zenodo.4883120.

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This article addresses the issue of establishing and developing adult pedagogy from the perspective of epistemology: to establish the factual categories and guidelines of adult pedagogy. The psychological and philosophical-pedagogical approaches to adult learning and education and the connection of adult pedagogy with other sciences are extensively analysed. The concept produced contributes to the elaboration of a Reference Framework of adult education in formal, non-formal and informal plan.

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Sobczak, Sławomir. "Max Scheler’s Epistemology of Values as the Basis for Pedagogical Thinking." Annales Universitatis Mariae Curie-Skłodowska, sectio J, Paedagogia-Psychologia 30, no. 3 (2018): 17. http://dx.doi.org/10.17951/j.2017.30.3.17.

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Kumar, Muthu. "Constructivist Epistemology in Action." Journal of Educational Thought / Revue de la Pensée Educative 40, no. 3 (2018): 247–62. http://dx.doi.org/10.55016/ojs/jet.v40i3.52544.

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In alignment with the challenges of knowledge-based economies of today, teachers are compelled to constantly revise traditional notions of learning in order to motivate students to find delight in the active creation, exploration, and discovery of disciplinary knowledge. In examining innovative philosophies of education, constructivism stands out as one much heralded alternative that has been widely promoted in recent times in attempts at moving away from old ways of instruction and their attendant limitations. By empowering learners to be self-directed, in theory, a learning model underpinned

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Blomberg, Doug. "An “Epistemology” of Teaching." Philosophia Reformata 64, no. 1 (1999): 1–14. http://dx.doi.org/10.1163/22116117-90000571.

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When parents see their children’s problems as opportunities to build the relationship instead of as a negative, burdensome irritation, it totally changes the nature of parent-child interaction.... When a child comes to them with a problem ... their paradigm is, “Here is a great opportunity for me to really help my child and to invest in our relationship.”... [S]trong bonds of love and trust are created as children sense the value parents give to their problems and to them as individuals (Covey 1989: 203). Many of us will know the scenario: sitting peacefully in a chair after a hard day’s work

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Vujisic-Zivkovic, Natasa. "The role of pedagogical historiography in forming pedagogical knowledge." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 257–73. http://dx.doi.org/10.2298/zipi0802257v.

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This paper discuses the role of pedagogical historiography in forming pedagogical knowledge, both from the aspect of history and from the aspect of the present status of this discipline. Our aim is to observe the problems of pedagogical historiography, as a scientific and teaching discipline, in the context of forming of pedagogical knowledge. The process of transformation of heuristic function of the history of pedagogy is analyzed - from the traditional approach which emphasizes its role in forming pedagogical culture to the orientation of historical research and education in pedagogy toward

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Lisitsin, Boris B. "THE ANTHROPOLOGICAL TURN IN K. D. USHINSKY’S EDUCATIONAL ANTHROPOLOGY AND THE PROBLEM OF “MAN-MASS”." Научное мнение, no. 12 (December 25, 2023): 81–85. http://dx.doi.org/10.25807/22224378_2023_12_81.

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The article examines the main pedagogical work of K. D. Ushinsky “Man as a Subject of Education: the Experience of Pedagogical Anthropology”. The experience of addressing the heritage of our outstanding teacher from the perspective of ontology and epistemology is demonstrated. A conclusion is made about the relevance of Ushinsky’s legacy in the light of the emergence of the phenomenon of “man-mass”, as well as his belonging to the “anthropological turn” occurring in Western philosophy in the 19th century.

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Carley, Robert. "Riotous Epistemology: Open Referentiality and Reconfigured Temporalities in AK Thompson’s Black Bloc, White Riot." Theory in Action 14, no. 1 (2021): 71–84. http://dx.doi.org/10.3798/tia.1937-0237.2105.

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This paper suggests that AK Thompson’s text be viewed through the twin lenses of what I describe as “open referentiality” and “reconfigured temporalities” in order to broadly understand the pedagogical and epistemological contributions of his work. I argue that Thompson’s work, at the pedagogical level, provides several reference points through which readers are invited to consider how theories, concepts, and the traditions that they are embedded in can be reinterpreted in the context of contemporary forms of social struggle, protest, demonstrations, and direct action. I connect the pedagogica

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Luft, Eric v. d. "The Pedagogical Primacy of Language in Mental Imagery: Pictorialism vs. Descriptionalism." Journal of Aesthetic Education 56, no. 3 (2022): 1–24. http://dx.doi.org/10.5406/15437809.56.3.01.

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Abstract This paper argues for the primacy of language over vision as a means of communication. Words convey information more clearly, accurately, reliably, and profoundly than images do. Images by themselves give only impressions; they do not denote, unless accompanied by some sort or level of description. Also, any visual image, whether physical or mental, unless it is eidetic, must involve some degree of interpretation, interpolation, or description for it to be capable of conveying information, having meaning, or even being intelligible. Pictorialism is the theory that mental imagery is vi

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Marshall, Ian, and Wendy Ryden. "Interrogating the Monologue: Making Whiteness Visible." College Composition & Communication 52, no. 2 (2000): 240–59. http://dx.doi.org/10.58680/ccc20001417.

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The authors attempt to confront the construction of “whiteness” as a silent but potent epistemology that pervades writing instruction and contributes to racism within academic institutions. Pedagogical practices as well as university policies are discussed, focusing particularly on the subject positions of “black” and “white” for both students and instructors.

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Hyslop-Margison, Emery J. "The Failure of Critical Thinking: Considering Virtue Epistemology as a Pedagogical Alternative." Philosophy of Education 59 (2003): 319–26. http://dx.doi.org/10.47925/2003.319.

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Tochon, Francois V. "Entre didactique et pedagogie: Epistemologie de I' espace/temps strategique." Journal of Educational Thought / Revue de la Pensée Educative 25, no. 2 (2018): 120–33. http://dx.doi.org/10.55016/ojs/jet.v25i2.44303.

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This paper deals with the double agenda of teaching and its epistemology. Both subject-matter and pedagogical realities merge in one strategic focus while immediate actions impose a constant adaptation of planning and relational guidance. Actually, strategic space/time would be a flow experience where cognitions meet the field of practice. Its junction "way of knowing" or epistemology might define the domain of educational pragmatics. The author examines the way transformations of knowledge could be represented according to recent trends in artificial intelligence. Mental models may be most ad

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Ratkowska-Pasikowska, Justyna. "INITIATION: PHILOSOPHICAL REFLECTIONS, PEDAGOGICAL CHALLENGES, LITERARY INSPIRATIONS." HUMANITAS Pedagogika i Psychologia 2(30) (December 31, 2024): 11–21. https://doi.org/10.5604/01.3001.0055.0291.

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The article focuses on the role of initiation in two contexts: philosophical-pedagogical and personal development, with consideration of literary threads. The first part of the text analyzes the integral dimension of initiation in philosophical-pedagogical reflection, examining its influence on the process of knowledge accumulation and self-awareness. Subsequently, the context of initiation is expanded, treating it as a universal phenomenon in the light of anthropology, psychology, and religion, utilizing the theories of Mircea Eliade and Carl G. Jung. This analysis focuses on the significance

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Heikkinen, Hannu L. T. "Developing pedagogical practices under umbrellas of different colours." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 7, no. 2 (2019): 23–39. http://dx.doi.org/10.12697/eha.2019.7.2.02b.

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The aim of this article is to introduce different ways to conceptualise approaches aimed at improving practices by combining practitioners’ professional work and research. In historical terms, the oldest of these approaches is action research which was introduced in the 1940’s. Thereafter, approaches combining practical work with academic aspirations have been conceptualised in a number of ways, such as design research, translational research, developmental work research (DWR) and practitioner research, and their numerous versions and combinations. Secondly, the purpose of this paper is, from

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Luitel, Bal Chandra, and Niroj Dahal. "Conceptualising Transformative Praxis." Journal of Transformative Praxis 1, no. 1 (2020): 1–8. http://dx.doi.org/10.3126/jrtp.v1i1.31756.

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Transformative praxis covers a wide range of scholarly pursuits for social change via reflexive research and practice. Praxis is used to raise the consciousness of researchers, participants and social actors through a constant embracing of a critical stance toward text, discourse, and the lifeworld. A host of images are used to conceptualise the notion of transformative praxis as epistemology, theory, methodology, professional development, genres and logics, and empowerment. Transformative praxis as epistemology refers to multiple ways of knowing embedded in critiquing, reconceptualizing self,

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Jacobson, Michael J., Hyo-Jeong So, Timothy Teo, June Lee, Suneeta Pathak, and Hans Lossman. "Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools." Computers & Education 55, no. 4 (2010): 1694–706. http://dx.doi.org/10.1016/j.compedu.2010.07.014.

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Girault, Bénédicte. "From Didactics to the Epistemology of History A Shared Reflexivity." Annales (English ed.) 70, no. 01 (2015): 199–209. http://dx.doi.org/10.1017/s2398568200001084.

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Abstract Behind the complex issue of the relationship between the professionalization of teacher training and the spaces where academic and disciplinary knowledge is produced lie questions about the very nature of historical research. This paper suggests that the reflexive practices of professional historians and of those who teach history can be a meeting ground for scientific, didactic, and pedagogical questions that concern secondary schools and universities alike. In terms of the training of future history teachers, this implies combining the acquisition of historical knowledge and a perso

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Ortiz OCAÑA, Alexander Luis, María Isabel Arias LÓPEZ, and Zaira Esther Pedrozo CONEDO. "Decolonial pedagogy: towards the configuration of decolonizing pedagogical biopraxis." Region - Educational Research and Reviews 7, no. 1 (2025): 1. https://doi.org/10.32629/rerr.v7i1.3291.

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The decolonial turn is more concerned about issue of ideopolitics, epistemics, and epistemology than problems by discipline (pedagogical, curricular and didactic), and its preocupation with the evaluation of learning outcomes is almost non-existent. We have not worked with the breadth and depth of decoloniality in education. It is necessary to decolonize the categorical system of pedagogy, curriculum, and didactics. It is urgent to make a decolonial reading of the genealogy of educational sciences. Looking at pedagogy, curriculum, and didactics from a decolonial viewpoint will allow us to unco

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Vieira, Camila Kuhn, Carine Nascimento da Silva, Bibiana Medeiros Araujo, and Vaneza Cauduro Peranzoni. "A Teacher knowledge as a student: socialization practices by pedagogical reflection." International Journal for Innovation Education and Research 8, no. 1 (2020): 205–12. http://dx.doi.org/10.31686/ijier.vol8.iss1.2151.

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The teaching knowledge starts from the premise of reflection and dialogue of the practices experienced by the teacher. Thus, the objective of this research is to analyze the main discussions of the research project ‘Teaching Knowledge of Students of the Pedagogy Course - PARFOR (National Program for Basic Education Teacher Training). The method adopted was through dialogued workshops, with a total of four workshops with themes and discussions about teaching knowledge, entitled as: ‘The teaching practice in the classroom’; ‘I woman, I academic’; ‘Pleasure and Suffering in teaching practice’; ‘T

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(Corresponding Author), Husni Husni, and Walter Hayden. "The Epistemology of Ta’dib in Islamic Civilizational Discourse: Reviving and Reconstructing Contemporary Muslim Scholars' Views." Journal of Al-Tamaddun 19, no. 1 (2024): 181–97. http://dx.doi.org/10.22452/jat.vol19no1.14.

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Since the end of the twentieth century, a new epistemic discourse on education has emerged. This discourse appears in tandem with the enthusiasm of the pioneers of the new age of science movement in offering brilliant ideas as an alternative to modern scientific epistemology. This study aims to provide a new epistemological construction of education synthesized from contemporary Muslim scholars' ideas and works. This study adopts the narrative literature review method. We use this method to locate the literature on contemporary epistemology and the current educational crisis. This study has no

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Mahmudulhassan and Muhammad Abuzar. "ETHICAL CURRICULUM DEVELOPMENT: INSIGHTS FROM ISLAMIC EPISTEMOLOGY." JURNAL PEDAGOGY 17, no. 2 (2024): 169–78. https://doi.org/10.63889/pedagogy.v17i2.219.

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Integrating ethical principles into the curriculum is essential for nurturing moral development among students. This study explores the fundamental role of Islamic epistemology in shaping the acquisition of knowledge and ethical behavior. Through a qualitative research approach that combines literature review and content analysis, this study investigates ethical curriculum practices in Islamic education. Islamic epistemology, which is rooted in Quranic revelation, prophetic tradition, and scientific interpretation, describes the source and ethical dimension of knowledge. Islamic scholars disti

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Shipovalova, L. V., and R. I. Gallyamov. "Intellectual Virtues in Education: Digital Challenges." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 10 (2022): 56–68. http://dx.doi.org/10.31992/0869-3617-2022-31-10-56-68.

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The study discusses the issue arising at the intersection of the virtue epistemology, the philosophy of education, and the contemporary philosophy of technology. Education turns out to be a field of application of the virtue epistemology, and attention to digital technologies gives it an expanded character. From an epistemological point of view, it is obvious that intellectual virtues have advantages in the field of education, concretizing its goals, justifying the acquisition of knowledge, endowing educational practices with value meaning. However, from a pedagogical point of view, there are

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Sumonja, Milos. "Computational thinking in education - epistemology, pedagogy and politics." Sociologija, no. 00 (2023): 5. http://dx.doi.org/10.2298/soc220401005s.

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The paper discusses computational thinking (CT) in education, as a new curricular content, and as a technosolutionist project to reshape educational practice. Proponents of CT argue that all students should learn to ?think like computer scientists?, because that is a universal mental skill for solving problems. However, practical difficulties in teaching and assessing this skill show that CT is contextually specific to computer programming, which means that its educational universalisation unjustifiably marginalizes other forms of knowledge. At the same time, especially during the pandemic, CT

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Ubaque-Casallas, Diego Fernando, Edgar Augusto Aguirre-Garzón, Juliana Angélica Molina-Ríos, and Adriana María Salazar-Sierra. "English Language Pedagogization: A Territory-Based Approach to Student-Teachers’ Epistemologies." Revista Colombiana de Educación, no. 96 (March 7, 2025): e20384. https://doi.org/10.17227/rce.num96-20384.

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This study offers a perspective from the notion of territory to re-configure English language pedagogy by considering acts of pedagogization as an alternative construction path for teacher epistemology. Framed within the concept of community-based pedagogies, this article shares the experiences of one pre-service teacher who participated in a teaching experience in Vista Hermosa, Meta, in Colombia. Luisa explored her teaching practices regarding English language instruction and re-configured her epistemologies by working with the community. In so doing, she examines her beliefs about teaching

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Galante, Peter, and Kevin W. Tharp. "Preparing Student Sojourners for Cultural Immersion in Multiple User Virtual Environments." International Journal of Social and Organizational Dynamics in IT 2, no. 3 (2012): 48–58. http://dx.doi.org/10.4018/ijsodit.2012070104.

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This paper examines the results of student reflections of their interactions in Second Life (SL) which were prompted by required class related activities. The research methodology used was qualitative meta-analysis based on a grounded theory approach. A theoretical framework based in a constructivist epistemology was used to examine cultural and pedagogical implications of introducing students to a virtual environment as part of a classroom experience. Data was gathered from two different populations, one consisting of undergraduate students utilizing SL as a pedagogical tool for learning visu

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Kuby, Candace R., and Rebecca C. Christ. "Productive Aporias and Inten(t/s)ionalities of Paradigming: Spacetimematterings in an Introductory Qualitative Research Course." Qualitative Inquiry 24, no. 4 (2017): 293–304. http://dx.doi.org/10.1177/1077800416684870.

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We seek to illustrate the inten(t/s)ional ways we tried to create spaces for thinking about paradigms as polyphonic and proliferating. We also share the joyful tensions of this work (hence, inten(t/s)ionalities) and specific pedagogical practices that we believe created a space for students to lean into and explore paradigms not only as a thing but also as a doing—paradigming. Our focus is to discuss (a) how some of Barad’s posthumanist theoretical concepts (e.g., ethico-onto-epistemology and intra-action) became pedagogical inspiration, and (b) through a diffractive reading of data with Barad

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Constantin, Cucos. "There Is No Education without Vision and Projection (In Defense of Advocacy for a Philosophy of Education)." Journal of Educational Theory and Practice DIDACTICA PRO... 18, no. 1 (107) (2018): 2–5. https://doi.org/10.5281/zenodo.3462713.

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The author argues in favor of a philosophy of education as a vector of formative action, aiming at a reflexive plan in order to design a vision, an idea-based perspective able to justify, direct, and validate pedagogical practice. The philosophy of education is an integrative discipline with a metatheoretical and holistic character, which questions and reflects upon (from the viewpoint of existence, action, knowledge, values, normativity, and temporality) a number of horizons related to education: the essence and the meaning of education, the foundations of educational acti

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Cifuentes, José Carlos, and Lucimar Donizete Gusmão. "Epistemology and rationality of intuition and imagination in the field of mathematics." Revista Pesquisa Qualitativa 8, no. 18 (2020): 503–23. http://dx.doi.org/10.33361/rpq.2020.v.8.n.18.342.

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This paper aims to contribute to the clarification of the role of mathematical intuition and imagination in the constitution of mathematical knowledge, evidencing its epistemological and procedural characteristics. For that, an "epistemology of intuition and imagination" in the field of mathematics is outlined (suggested) emphasizing the need to adopt a dynamic conception of mathematics. In this context, intuition and imagination present themselves as forms of mathematical experience that give access, through paths that are not purely logical, to mathematical knowledge. Its epistemological and

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ALKOUATLI, CLAIRE. "Muslim Educators’ Pedagogies: Tools for Self, Social, and Spiritual Transformation." Harvard Educational Review 92, no. 1 (2022): 107–33. http://dx.doi.org/10.17763/1943-5045-92.1.107.

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In this interpretive research study, Claire Alkouatli inquires into the pedagogical activities Sunni Muslim educators employ in sites of Islamic education that are often marginalized by stereotypes, misperceptions, and charges of anachronism and indoctrination. She invited thirty-five Muslim Canadian educators to share their perspectives on their pedagogies around teaching Islam to children and youth. Her thematic analysis of participants’ variegated descriptions coalesced into a three-theme pedagogical typology. Distinct from mainstream secular pedagogies at the levels of ontology, epistemolo

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Luthfi, Khabibi Muhammad. "PENERAPAN USHUL AN-NAHW DALAM PENYUSUNAN MATERI PEMBELAJARAN NAHW PEDAGOGIS." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 11, no. 2 (2016): 88. http://dx.doi.org/10.18860/ling.v11i2.3594.

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The study of Arabic syntax and the foundation is essentially in the Arab world there is a group that reconstruct the foundation in order to prepare syntactic and group developing pedagogical syntax essentially Arab and foundation combined with Western linguistics, but do not link it with language learning. This article would describe the concept of syntax as a basic foundation of Arabic linguistics epistemology that could be the basis of linguistic pedagogical education in Arabic. Furthermore, this article would identify its application in the preparation of teaching materials for students of

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Jenkins, Simon. "The deconstruction and reconstruction of sports coaching: An interview with Professor Robyn Jones." International Journal of Sports Science & Coaching 12, no. 4 (2017): 413–20. http://dx.doi.org/10.1177/1747954117718019.

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Robyn Jones is arguably the world’s leading researcher and scholar in the microsociology of sports coaching. Viewing coaching as a ‘complex socio-pedagogical process’ he has drawn especially from Erving Goffman’s work on stigma, interaction and impression management, in addition to educational perspectives such as Nel Noddings’ feminist ethic of care. This article and the accompanying commentaries from Robyn’s current and past doctoral students, as well as some colleagues from academia, is focused on the ontology, epistemology and methodology of research in sports coaching.

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Paula, Érico Lopes Pinheiro de, and Natália Messina. "Reflexões sobre a Geografia escolar e a educação popular." Cadernos CIMEAC 6, no. 1 (2016): 117. http://dx.doi.org/10.18554/cimeac.v6i1.1756.

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Delineado a partir de um exercício de sala de aula aplicado a alunos de instituição particular urbana no município de Aracaju-SE, este ensaio abarca questões referentes aos instrumentos e às formas em que a avaliação se apresenta no cotidiano escolar. Conferindo ênfase a Geografia escolar, foi desenvolvido um panorama relacionado as tendências pedagógicas, inspirações filosóficas e práticas educativas desenvolvidas ao longo da história. Preceitos da Epistemologia Genética e da linguagem compõe os elementos que auxiliaram a compreensão da relação do desenvolvimento humano às praticas escolares.

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Zhong, Yihang, and Chenting Jiang. "Pedagogical complementation of functional-cognitive interface." Journal of Language Teaching 3, no. 10 (2023): 16–21. http://dx.doi.org/10.54475/jlt.2023.028.

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This commentary contributes to the understanding of integrating functional-based teaching and cognitive pedagogy by offering a mutually complementary account. Systemic functional linguistics (SFL) attaches importance to sociological aspects of language and proposes that language as a meaning-making process is simultaneously shaped by context and culture (Thompson et al., 2019). Cognitive linguistics (CL), based on the second generation of cognitive science and experiential philosophy, was born based upon the rejection of transformational-generative grammar, arguing that the creation, learning,

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Ravindran, Aisha, Jing Li, and Steve Marshall. "Learning Ethnography Through Doing Ethnography: Two Student—Researchers’ Insights." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692095129. http://dx.doi.org/10.1177/1609406920951295.

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In this article, we present the accounts of the field experiences and challenges of two graduate student-researchers practising ethnographic methodology, conducting fieldwork, and writing up “post-modern” ethnographies that are both creative and “integrative”. We describe the complexities and tensions when two student-researchers negotiated many issues in the field and “behind the desk” as they transformed the texts: epistemology and ontology, reflexivity and auto-ethnography, and writing researchers and participants in and out of accounts. We conclude with a discussion on pedagogical implicat

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Mutiono, Mutiono, Sarwititi Sarwoprasodjo, Sudarsono Soedomo, and Heri Budianto. "Komunikasi Pedagogis Pendidikan Tinggi Kehutanan dalam Perspektif Kritis." Jurnal Komunikasi Pembangunan 16, no. 2 (2019): 172–85. http://dx.doi.org/10.46937/16201825630.

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The emergence of various forest resources problem in Indonesia, pragmatically could not be launched from the processes that occured in higher education. As a manifestation of development communication events, pedagogical communication that occurs in forestry education was important to be observed. This paper aims to explain the facts that occured in the teaching and learning process at the selected Faculty of Forestry, including to explain epistemology that form those facts. The research paradigm is a critical paradigm in qualitative research. Samples were taken purposively by conducting class

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Laffin, Marcos, and Sonia Maria da Silva Gomes. "Formação do professor de contabilidade: O tema em debate." education policy analysis archives 24 (July 25, 2016): 77. http://dx.doi.org/10.14507/epaa.24.2372.

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The objective of this paper is to present the results of research that examined articles published in journals, whose subject matter was the accounting professors’ pedagogical training within the Stricto Sensu postgraduate degree in accounting in Brazil. Thus, the research problem was to recognize and discuss the articles’ contributions to the pedagogical training. The methodology was exploratory and the procedures involved a literature research with qualitative approach to content analysis. Based on Sacristan (1995), Brandão (2002), Santos Neto (2004), and Laffin (2005), the article presents

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Jorge, Juliana Macedo Balthazar, and Vânia de Fátima Matias de Souza. "DIÁLOGOS E REFLEXÕES ACERCA DAS CONTRIBUIÇÕES DA PSICOLOGIA HISTÓRICO-CULTURAL E DA PEDAGOGIA HISTÓRICO-CRÍTICA PARA A EDUCAÇÃO INFANTIL." COLLOQUIUM HUMANARUM 17, no. 1 (2020): 75–92. http://dx.doi.org/10.5747/ch.2020.v17.h459.

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The present study aims to bring into light reflective dialogues over child development from the contributions brought by cultural-historical psychology and critical-historical pedagogy in the field of early child education. The bibliographic-analytical research supports its analyses in the epistemology of the dialectical-historical materialism when the human development conditioned to the real circumstances of existence is understood. The thematic categories found in the analyzes were the periodization of child development and the organization of its teaching practices, which restated that the

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LOPES, Telma Silva Santana, and Maristela ROSSATO. "PEDAGOGICAL ACTIONS AND RELATIONSHIPS IN THE CONTEXT OF THE PANDEMIC." Boletim de Conjuntura (BOCA) 16, no. 46 (2023): 598–617. https://doi.org/10.5281/zenodo.10056237.

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This study aims to analyze pedagogical actions and relationships in the context of Emergency Remote Teaching during the COVID-19 pandemic. The research was carried out in a public school in the Federal District, over 08 eeight months, in 2020. The theoretical foundation used was Fernando González Rey's Theory of Subjectivity, from a cultural-historical perspective. The research carried out was qualitative in nature and Qualitative Epistemology, which is expressed in Constructive-Interpretative Methodology, guided the investigative path. Conversational dynamics, participant observations, reflec

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Oppong, Seth. "Indigenizing Knowledge for Development: Epistemological and Pedagogical Approaches." Africanus: Journal of Development Studies 43, no. 2 (2017): 34–50. http://dx.doi.org/10.25159/0304-615x/2300.

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Possessing endogenous knowledge can help Africans formulate practical solutions to our problems that best fit our circumstances to improve our livelihood. Endogenous knowledge can be considered as knowledge about the people, by the people and for the people. This suggests that economic progress is most likely to occur in societies that succeed in linking their knowledge base to innovation systems. But can Africans create such indigenous knowledge? This paper outlines an approach that suggests modification in the current epistemology and pedagogy applied in teaching, learning and research. It i

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Flores, Miriam Liset, and Aníbal Roque Bar. "Train to research. Epistemological and pedagogical approaches to the educational field in Education Sciences." Praxis Educativa 25, no. 1 (2021): 1–23. http://dx.doi.org/10.19137/praxiseducativa-2021-250110.

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The article aims to reconstruct the formative-disciplinary practices that occur in the territories for disciplinary research in Education Sciences undergraduate course. For the development of the work, we position ourselves in a qualitative methodology, specifically in the case studies. In this sense, the cases selected for this study were two teams from the subjects General Didactics and History of Argentine Education, which were reconstructed from in-depth interviews with directors, researchers, undergraduate and graduate students. We fully identified three formative territories for discipli

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Bulat-Guzun, Ana. "Evaluarea progresului studenților în demersul bazat pe competențe." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 46, no. 3 (2020): 37–46. http://dx.doi.org/10.46727/jshs.2020.v46.i3.p37-46.

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The assessment is an action of knowledge about some phenomena, results of an activity, status and functionality of a system. It is realized with a distinct purpose, based on some criteria suitable to fixed objectives, in order to adopt a decision which will improve this entity. Skills paradigm is marked by an epistemological dissolution: the passing from a positivist epistemology of knowledge to a epistemology of complexity. So, assessment in Skills paradigm becomes complex, because the skill involves a series of operations: mobilization of adequate resources, verifying the relevance of these

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Isela, Almaguer. "Harnessing Cultural Epistemology in Literacy Studies: Take a Walk In My Shoes." Journal of Education and Social Development 6, no. 2 (2022): 9–15. https://doi.org/10.5281/zenodo.7241798.

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The influence of our increasingly culturally and linguistically diverse school age population is experienced throughout our educational system. Teachers diversify their pedagogical practices to best meet students’ needs in their classrooms, thereby amplifying the importance of valuing culturally and linguistically diverse learners’ rich and plentiful cultural knowledge. It is essential to expand our literacy lens to include multifaceted and multidimensional opportunities which acknowledge and respect the cultural and linguistic learner diversity that reverberates across cultures. E

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Strickland, Beth, and Emily Lawrence. "What's your epistemology?: Quiz design as a pedagogical tool in library & information science doctoral education." Proceedings of the Association for Information Science and Technology 52, no. 1 (2015): 1–3. http://dx.doi.org/10.1002/pra2.2015.145052010080.

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