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Articoli di riviste sul tema "Field pedagogy"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 1 febbraio 2022

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1

Romanovna, Ablaeva Diana. "Problems And Solutions In The Field Of Pedagogy." American Journal of Management and Economics Innovations 3, no. 05 (2021): 75–79. http://dx.doi.org/10.37547/tajmei/volume03issue05-12.

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This article provides an overview of the shortcomings in online education in today's pandemic conditions and the possible solutions to them. Indeed today, the quality of online education is at a very above level and not everyone is aware of it. If this article is little, foreign experiments have come to eliminate these shortcomings.

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Tinning, Richard. "Pedagogy, Sport Pedagogy, and the Field of Kinesiology." Quest 60, no. 3 (2008): 405–24. http://dx.doi.org/10.1080/00336297.2008.10483589.

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3

Silva, Vantielen da Silva, and Dionísio Burak. "A FORMAÇÃO MATEMÁTICA NO CURSO DE PEDAGOGIA: aprendizagens a partir da modelagem matemática." Cadernos de Pesquisa 24, esp. (2018): 159. http://dx.doi.org/10.18764/2178-2229.v24n.especialp159-175.

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A investigação apresentada, situada no campo da Modelagem Matemática na perspectiva da Educação Matemática, é resultado de um curso desenvolvido com acadêmicos de Pedagogia da Universidade Estadual do Centro-Oeste do Paraná, UNICENTRO. E, mais precisamente, sob uma postura fenomenológica, foi construída a partir da seguinte interrogação: O que se revela sobre a Modelagem Matemática na formação inicial de pedagogos? Esta que permitiu compreender e interpretar, a partir da argumentação de acadêmicos de Pedagogia, que atividades desta natureza contribuem para uma formação inicial mais significati

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Nottingham, Paula McIver. "Re-evaluating work-based learning pedagogy." Higher Education, Skills and Work-Based Learning 7, no. 2 (2017): 129–40. http://dx.doi.org/10.1108/heswbl-11-2015-0057.

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Purpose The purpose of this paper is to examine work-based learning (WBL) pedagogy within higher education (HE) related to the use of the “field of study” concept. Design/methodology/approach This paper reviews WBL literature to discuss the original context of the concept and relates this to current pedagogic approaches through qualitative interviews and written explanations. Findings WBL pedagogy continues to use the concepts from field of study WBL but the study also indicates that academic practitioners are developing pedagogy to meet the needs of current workplace and educational policy. R

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Ke, Chuanren, and Scott McGinnis. "Chinese Pedagogy: An Emerging Field." Modern Language Journal 81, no. 3 (1997): 414. http://dx.doi.org/10.2307/329319.

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Santos, Jocyléia Santana dos, and Maria de Lourdes Leoncio Macedo. "PEDAGOGIA DA ALTERNÂNCIA: teoria e prática na construção do conhecimento." Revista Observatório 3, no. 4 (2017): 581. http://dx.doi.org/10.20873/uft.2447-4266.2017v3n4p581.

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A pesquisa objetiva analisar se a Pedagogia da Alternância desenvolvida na Escola Família Agrícola de Porto Nacional realiza a integração do tempo escola com o tempo comunidade, trazendo melhoria e conhecimentos técnicos para a produção no campo. Os dados foram coletados por meio de pesquisa documental e de campo, utilizou-se do método da história oral temática, com entrevistas semiestruturadas com pessoas ligadas ao objeto de estudo, sendo os pais, alunos e funcionários da Escola. Conclui-se que a Pedagogia da Alternância desenvolvida na Escola traz qualidade de ensino e de vida para o educan

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Miano, María Amalia, and Erik S. Lara Corro. "Temáticas, geografías y debates en el campo de la pedagogía de la alternancia." CPU-e, Revista de Investigación Educativa, no. 27 (August 3, 2018): 60–89. http://dx.doi.org/10.25009/cpue.v0i27.2558.

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En este artículo mapeamos la producción teórica elaborada en los últimos siete años sobre la pedagogía de la alternancia, con el fin de exponer un estado del conocimiento actual en este ámbito. Metodológicamente, el mapeo siguió dos ejes: (a) la agrupación semántica de las producciones de acuerdo con las temáticas recurrentes para dar cuenta de qué se ha estudiado y los tipos de producciones, y (b) el agrupamiento con un enfoque geográfico para reconstruir la cantidad de producciones y temáticas recurrentes por país. Nuestros resultados muestran que este campo de investigación aloja perspectiv

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Antonelli, Mariana, Larissa Rafaela Galatti, Gisele Viola Machado, and Roberto Rodrigues Paes. "Pedagogia do esporte e basquetebol: considerações para a elaboração de programa esportivo a partir do clube divino Salvador, Jundiaí-SP." Conexões 10, no. 2 (2012): 49–65. http://dx.doi.org/10.20396/conex.v10i2.8637674.

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Resumo A pesquisa busca identificar a realidade da iniciação ao basquetebol feminino no Clube Divino Salvador (Jundiaí-SP), que é referência na modalidade no cenário nacional. Para isso, foi elaborado um referencial teórico que dialogou com: Pedagogia do Esporte, Iniciação Esportiva e Pedagogia do Basquetebol e foi realizado um Resgate Histórico do basquetebol na Instituição, através de pesquisa documental. Ademais, foram feitas entrevistas semi-estruturadas com professores de iniciação ao basquetebol e realizados diários de campo dos treinos. Após a Análise dos dados, verificou-se que o Progr

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9

Locke, Lawrence F. "Field Systems Research: Sport Pedagogy Perspectives." Journal of Teaching in Physical Education 12, no. 1 (1992): 85–89. http://dx.doi.org/10.1123/jtpe.12.1.85.

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O'Neil, Kara. "Bridging Traditions and Innovations: the First International Social Pedagogy Conference." Papers of Social Pedagogy 9, no. 2 (2018): 55–58. http://dx.doi.org/10.5604/01.3001.0012.4387.

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The first International Social Pedagogy Conference took place February 22-24, 2018 in Puebla, Mexico. The conference, Social Pedagogy and Social Education: Bridging Traditions and Innovations, was hosted by Benemérita Universidad Autónoma de Puebla (BUAP) in partnership with the Social Pedagogy Association, ASU, REMPES, and Ceiba. The conference hosted over 350 participants from 17 countries and offered presentations in English, Spanish and Portuguese, representing a wide variety of topics which reflect many of the diverse areas encompassed by social pedagogy research and practice. In 2011, th

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11

De Araújo, Regina Magna Bonifácio, Célia Maria Fernandes Nunes, and Nilzilene Imaculada Lucindo. "Um estudo com egressos do curso de Pedagogia: avaliando a formação inicial." Revista @mbienteeducação 11, no. 2 (2018): 240. http://dx.doi.org/10.26843/ae19828632v11n22018p241a59.

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O estudo apresenta um recorte da pesquisa que teve como objetivo investigar a função profissional que os egressos do curso de Pedagogia, formados após a Resolução CNE/CP nº 1/2006, estão exercendo. Este texto avalia a formação oferecida no curso de Pedagogia da UFOP sob a ótica de seus egressos. A pesquisa de abordagem qualitativa fez uso da análise documental, pesquisa bibliográfica e pesquisa de campo que utilizou um questionário on-line em 145 egressos formados entre 2012 e 2015. Com base nas respostas de 70 egressos identificamos que esse grupo se constitui, em sua maioria, por mulheres, n

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Rosendal Jensen, Niels. "Social pedagogy in modern times." education policy analysis archives 21 (April 30, 2013): 43. http://dx.doi.org/10.14507/epaa.v21n43.2013.

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The article identifies several key concepts used to describe and categorize social pedagogy. The first section of the paper establishes a framework for considering the diversity that characterizes the field, including reflection on social pedagogy’s theoretical, political and social dimensions. This is followed by a discussion based on a holistic understanding of the interaction between individuals and society, which leads to recognition of the profession’s tendency to present itself with a “Janus face.” The paper concludes by pointing out prospects for further development of social pedagogy i

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LIMA, Bruna Pontel de, Francis Laura de S. BARBOSA, Miriã Hauck Macedo DAL RI, and Amélia de Lourdes Nogueira da FONSECA. "ATUAÇÃO DO PROFISSIONAL PEDAGOGO HOSPITALAR: UM ESTUDO DE CASO." UNIFUNEC CIENTÍFICA MULTIDISCIPLINAR 10, no. 12 (2021): 1–19. http://dx.doi.org/10.24980/ucm.v10i12.4283.

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A Pedagogia Hospitalar é uma prática educativa, numa perspectiva inclusiva, em busca de uma Educação que apoie crianças hospitalizadas em períodos de longa duração. Com o trabalho desenvolvido pelo pedagogo nas alas hospitalares, o aluno tem um auxílio personalizado em que se trabalha uma proposta pedagógica, respeitando os níveis de escolarização de cada criança, para que estas tenham uma vivência escolar, mesmo estando fora da sala de aula regular de ensino. Este estudo tem como objetivo compreender o trabalho do pedagogo em Classes Hospitalares no Hospital de Câncer Infanto-juvenil de Barre

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TADA, Yoko. "Translated Terms in the field of Pedagogy." Historical English Studies in Japan, no. 38 (2005): 59–69. http://dx.doi.org/10.5024/jeigakushi.2006.59.

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Villanueva, Catalina, and Carmel O'Sullivan. "Analyzing the Degree of Consensus in Current Academic Literature on Critical Pedagogy." Scenario: A Journal for Performative Teaching, Learning, Research XIII, no. 2 (2019): 71–93. http://dx.doi.org/10.33178/scenario.13.2.6.

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Critical Pedagogy is a philosophy and approach to education which has influenced theory and practice for almost 50 years, most recently in the fields of Applied Drama and performative pedagogy. However, what exactly is understood by Critical Pedagogy in the 21st century is unclear, and whether its roots still align with the ideas and practices of its progenitor Paulo Freire is uncertain. Therefore, this systematic review of literature aims to explore the interpretations of Critical Pedagogy presented in 100 peer-reviewed papers published in recent times. After identifying frequently emergent t

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Pavelkiv, Kateryna, Valentina Fedyaeva, Nataliia Butenko, Iraida Tombulatova, and Iryna Borysiuk. "Partnership pedagogy." LAPLAGE EM REVISTA 7, Extra-D (2021): 175–86. http://dx.doi.org/10.24115/s2446-622020217extra-d1082p.175-186.

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The purpose of the investigation is to study the concept of pedagogy of partnership in the EU and determine the implementation of Western experience in Ukraine on the basis of a sociological survey. The sociological survey was conducted among 400 teachers - practitioners representing different types of classes (NUS members, inclusive practitioners, small-numbered schools, national minorities). It has been established that the key issues for the implementation of partnership pedagogy for NUS classes are the reluctance of parents to participate in school management; low level of “triangular” con

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Hull, R. Bruce, Courtney Kimmel, David P. Robertson, and Michael Mortimer. "International field experiences promote professional development for sustainability leaders." International Journal of Sustainability in Higher Education 17, no. 1 (2016): 86–104. http://dx.doi.org/10.1108/ijshe-07-2014-0105.

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Purpose – This paper aims to describe, explain and evaluate a graduate education program that provides international project experiences and builds competencies related to collaborative problem-solving, cultural capacity to work globally and sustainable development. Design/methodology/approach – Qualitative analysis of survey data from 28 students supplemented by observation and interviews conducted before, during and after a multi-week project and a ten-day trip to China in 2014. Supplemental data and contextual information were provided by a series of related projects and trips led by the au

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Shmachilina-Tsibenko, S. V. "MEDICAL PEDAGOGY AS AN INTEGRATIVE SCIENTIFIC FIELD OF PEDAGOGY, PSYCHOLOGY AND MEDICINE: HISTORICAL ASPECT." Science of the Person: Humanitarian Researches 39, no. 1 (2020): 77–81. http://dx.doi.org/10.17238/issn1998-5320.2020.39.77.

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Lyter, Sharon C. "Potential of Field Education as Signature Pedagogy: The Field Director Role." Journal of Social Work Education 48, no. 1 (2012): 179–88. http://dx.doi.org/10.5175/jswe.2012.201000005.

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Weyeneth, Robert R., and Daniel J. Vivian. "Public History Pedagogy." Public Historian 38, no. 3 (2016): 25–49. http://dx.doi.org/10.1525/tph.2016.38.3.25.

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Is there a crisis in public history education and employment today? Many experienced public historians believe there is. This article examines issues related to public history training and recent efforts by the National Council on Public History to improve the quality of graduate programs in the field through targeted advice to students and educators. It focuses on the thinking behind development of the new best practices document, “Establishing and Developing a Public History Program,” which appears in full at the end of the article.

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Kidwell, Tabitha. "Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies." Register Journal 10, no. 2 (2017): 221. http://dx.doi.org/10.18326/rgt.v10i2.221-233.

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ENGLISH ABSTRACT Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén’s (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual kno

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Gass, Susan M. "Second language acquisition: past, present and future." Second Language Research 9, no. 2 (1993): 99–117. http://dx.doi.org/10.1177/026765839300900202.

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This article considers the relationship between second language acquisition (SLA) and other disciplines. It begins by reviewing the history of SLA studies, relating them to the broader picture of applied linguistics and language pedagogy. It is argued that the recognition of SLA as a field which can make valuable contributions to other fields is essential for the continuation and vitality of the field. Specific examples of how SLA has been important to the fields of linguistics, pedagogy and psychology are given.

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Han J. Lee, Taekoo Lee, and 손나래. "Mapping the Knowledge Structure of Sport Pedagogy Field." Korean Journal of Sport Science 26, no. 3 (2015): 445–60. http://dx.doi.org/10.24985/kjss.2015.26.3.445.

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Knapp, Doug, and Brian Forist. "A New Interpretive Pedagogy." Journal of Interpretation Research 19, no. 1 (2014): 33–38. http://dx.doi.org/10.1177/109258721401900103.

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One of the most prominent debates related to interpretation lies in the approach that this informal education process takes—in essence its pedagogy. At its core, personal interpretation's goal is to make the visit a memorable and meaningful encounter. It is an approach that if done properly, may be difficult to master, but one, that ultimately would increase the –success” of interpretation and improve its perception among those in the field as well as those outside the profession. This paper proposes a new pedagogic approach that focuses on the visitor more than the interpretive program. The m

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Cameron, Claire. "Social Pedagogy: What Questions Can We Ask About Its Value and Effectiveness?" Children Australia 36, no. 4 (2011): 187–98. http://dx.doi.org/10.1375/jcas.36.4.187.

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Social pedagogy is a field of professional practice associated with the care and education of young children, support of young people, and with family support that has an established place in many continental European countries. It has attracted attention in the United Kingdom (UK) for its potential relevance to the policy ambition of improving the generally poor educational and social outcomes for young people in public care. In this article, I discuss some issues arising from the task of establishing the value, or effectiveness, of the social pedagogic approach. Using findings from cross-nat

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Sliverskyi, Bohuslav. "Pedagogy of the future." Osvitolohiya, no. 6 (2017): 8–19. http://dx.doi.org/10.28925/2226-3012.2017.6.819.

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A view of pedagogy, at least in several possible contexts, is undoubtedly related to the sense of some states and the experience of those who are active creators of this discipline, the researchers or clients. The author suggests considering three aspects of the functioning of pedagogy in the academic field, the first two of which, lead to its relative «disability», destruction or anomaly with some negative consequences of the process. The similarity of the conditions of scientific work and the academic views of educators does not provide automatic cooperation in the last of the proposed dimen

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Śliwerski, Bogusław. "Ponadczasowa doniosłość pedagogiki porównawczej Bogdana Nawroczyńskiego." Studia Edukacyjne, no. 47 (March 15, 2018): 21–32. http://dx.doi.org/10.14746/se.2018.47.2.

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The subject of the analysis are the excellent scientific achievements in the field of comparative pedagogy presented by Professor Bogdan Nawroczyński (1882-1974). His contacts with the world’s leading scholars in the field of pedagogy of the New Education resulted in a radical change in comparative studies in Polish pedagogy. I pay attention to the universality of Nawroczyński’s thought and its integrity with the theory of personality and education of young people. I am introducing his contribution to the internationalization of pedagogy, its systematisation and typology of pedagogical thought

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Harrison, Jennifer, Kristen Burns, and Erica Ongstad. "Field by any means necessary: Using technology in field education." Comunitania. Revista Internacional de Trabajo Social y Ciencias Sociales, no. 14 (February 9, 2018): 47. http://dx.doi.org/10.5944/comunitania.14.3.

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In many disciplines, the field experience is the culmination of learning, and the socialization of students into the profession. In social work education, the field experience is also the signature pedagogy, which brings theory to practice. To address the needs of a changing group of stakeholders, the School of Social Work began using multiple technology platforms including field web-based software, e-mail blasts, an e-learning platform, YouTube videos, revised web content, and Facebook page all combined to provide students, field instructors, and faculty with the information they need for fie

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Asakura, Kenta, Sarah Todd, Brooke Eagle, and Brenda Morris. "Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy." Journal of Teaching in Social Work 38, no. 2 (2018): 151–65. http://dx.doi.org/10.1080/08841233.2018.1436635.

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Muraviova, I., and A. Tselikova. "CREATIVE PEDAGOGY AS AN INNOVATIVE FIELD OF CREATIVITY DEVELOPMENT." Pedagogy of the formation of a creative person in higher and secondary schools 3, no. 70 (2020): 135–39. http://dx.doi.org/10.32840/1992-5786.2020.70-3.25.

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Yigitcanlar, Tan. "Cultivating the Pedagogy of Experience Through International Field Trips." SAGE Open 3, no. 2 (2013): 215824401348956. http://dx.doi.org/10.1177/2158244013489560.

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Komilovna, Kalandarova Mehribon. "“educational cluster” in the conceptual field of modern pedagogy." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 12 (2020): 1694–99. http://dx.doi.org/10.5958/2249-7137.2020.01957.6.

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Lungu, Viorelia, and Nicolae Silistraru. "Conceptual Approaches of Prospective Pedagogy." International Journal of Emerging Technologies in Learning (iJET) 16, no. 18 (2021): 69. http://dx.doi.org/10.3991/ijet.v16i18.25169.

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The theoretical and methodological foundation of Prospective Pedagogy has become one of the key issues of contemporary pedagogy, when exploring various aspects of the science of education related to personality formation, to deal requiments for present and future. The analysis perspectives of the prospective education presented the degree of complexity in terms of the characteristics that were inserted in the research, as conditions of its conceptualization. Studies of general epistemology state four main conditions that a certain field of knowledge must meet in order to acquire the status of

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Ribeiro, Luís Távora Furtado, Josefa Jackline Rabelo, Maria das Dores Mendes Segundo, and Francisca Maurilene do Carmo. "OS NOVOS CURRÍCULOS DOS CURSOS DE PEDAGOGIA: indicadores e tendências." Cadernos de Pesquisa 25, no. 4 (2018): 53. http://dx.doi.org/10.18764/2178-2229.v25n4p53-69.

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Neste artigo realizamos uma síntese proveniente de uma pesquisa, em desenvolvimento, a respeito dos indicadores teórico-metodológicos presentes na organização dos novos currículos dos cursos de Pedagogia no contexto das diretrizes curriculares nacionais. Para tanto, com base numa revisão teórico-documental, de abordagem qualitativa, revisamos os projetos pedagógicos em cinco instituições, entre os anos de 2011-2016, a saber: Universidade Federal de Mato Grosso; Universidade Federal de Pernambuco; Universidade Federal de São João Del-Rei; Universidade Federal de Viçosa e Universidade Federal do

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Londoño, Adriana Castañeda. "My Path towards Teaching with an Attitude… A Testimony on Becoming a Critical Pedagogue (Note 1)." Studies in English Language Teaching 7, no. 1 (2019): 106. http://dx.doi.org/10.22158/selt.v7n1p106.

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<p><em>This paper sets out to recount my journey in order to become a critical pedagogue in the field of English language teaching. I talk about core experiences as a student, teacher, and human being. I rely in tenets of critical pedagogy, Chicana studies and decolonial thought in order to find a voice of my own in the academic arena. I contend that writing our own testimonies towards transformation brings out little but significant changes in the way we exist in the world as teachers. Readers will encounter a reflection of my approach towards pedagogy and knowledge enriched with

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Tavares Bellato Spagiari, Nathália, Maria Gabriela Montresol Sanches, Mônica Tablas Martinez Figueiredo, Maíra Bonafé Sei, and Rafael Bianchi Silva. "A PSICOLOGIA NA FORMAÇÃO DO PEDAGOGO: ANÁLISE DAS DISCIPLINAS DE PSICOLOGIA DOS CURSOS DE PEDAGOGIA DE UNIVERSIDADES ESTADUAIS DO NORTE DO PARANÁ." COLLOQUIUM HUMANARUM 15, no. 3 (2018): 157–70. http://dx.doi.org/10.5747/ch.2018.v15.n3.h380.

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The objective of this study is to reflect on Psychology in the field of pedagogical training and whether it has been offered as a tool for an emancipatory education.This is based on the analysis of the Pedagogical Political Projects (PPP) and the Psychology courses of the Pedagogy course offered at the state universities of the North of Paraná. From this, we sought to analyze if the psychology employed is involved in the formation of pedagogues with ethical, social and reflexive commitment. It was observed a variability in the disciplines and theoretical lines of Psychology taught in Pedagogy,

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Mendes, Márcia Cristiane Ferreira, Giovanna Barroca De Moura, and Tatiana De Medeiros Santos. "A atuação profissional do pedagogo no Centro de Referência Especializado de Assistência Social (CREAS)." EccoS – Revista Científica, no. 57 (June 3, 2021): e11581. http://dx.doi.org/10.5585/eccos.n57.11581.

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This academic article aims to understand the performance of the Pedagogue in the scope of Social Assistance inserted in the Specialized Reference Center for Social Assistance in the state of Paraíba. To better develop the theme, we will follow the paths of Social Pedagogy, which is a reflection to understand the role of the educator in Social Assistance - CREAS. The choice of theme is justified because it perceives the importance of the formation of Pedagogues around Social Pedagogy. As a theoretical foundation, we support the research on the contributions of Saviani (2013) Paula (2014) Souza,

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Frawley, Emily, and Larissa McLean Davies. "Assessing the field." English Teaching: Practice & Critique 14, no. 2 (2015): 83–99. http://dx.doi.org/10.1108/etpc-01-2015-0001.

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Purpose – The purpose of this paper is to explore the interface between high-stakes testing, disciplinary knowledge and teachers’ pedagogy in English. The most prevalent standardized assessment form in the current Australian context is the National Assessment Program for Literacy and Numeracy (NAPLAN) undertaken each year by students in Years 3, 5, 7 and 9 in all Australian States and Territories. Understood in the context of the Global Educational Reform Movement (GERM) (Sahlberg, 2011, pp. 100-101) – the NAPLAN tests serve as a bi-partisan governmental response to a perceived need to improve

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Siemieniecka, Dorota, and Bronisław Siemieniecki. "THE HORIZONS OF COGNITIVE PEDAGOGY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 231. http://dx.doi.org/10.17770/sie2016vol1.1507.

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The article addresses the problems of cognitive theory and research relevant to understanding the mechanisms of the learning process. It is meant to define the concept of cognitive pedagogy and emphasise the need for a new genetic/socio/cultural/media perspective, which in turn requires new research tools and increased attention to research results in the field of neuroscience. The authors define and characterise cognitive areas of cognitive pedagogy.

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Sentishcheva, Elena Aleksandrovna. "Using Electronic Simulator in Professionally Oriented Foreign-Language Education of Future Bachelors in the Field of Training “State and Municipal Administration”." Pedagogika. Voprosy teorii i praktiki, no. 3 (June 2020): 393–96. http://dx.doi.org/10.30853/pedagogy.2020.3.21.

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Ringskou, Lea, and David Thore Gravesen. "Med viden skal skole- og fritidspædagogik bygges." Forskning i Pædagogers Profession og Uddannelse 4, no. 1 (2020): 13. http://dx.doi.org/10.7146/fppu.v4i1.119212.

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ResuméMed reformen af pædagoguddannelsen i 2014 blev der oprettet en skole- og fritidsspecialisering, som dækker pædagogens arbejde med aldersgruppen 6-18 år inden for skole, SFO, klub og ungdomsklub. Eftersom specialiseringen, der ifølge bekendtgørelse og studieordninger (bl.a.) skal baseres på videnskab og forskning, kun har eksisteret i fem år, mangler der i skrivende stund en kortlægning af dens forskningsbaserede vidensgrundlag. Formålet med artiklen er at præsentere resultaterne af det review vi har foretaget af den forskningsbaserede litteratur, der findes om pædagogers arbejde på felte

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Ballinger, Susan, Roy Lyster, Andrea Sterzuk, and Fred Genesee. "Context-appropriate crosslinguistic pedagogy." Journal of Immersion and Content-Based Language Education 5, no. 1 (2017): 30–57. http://dx.doi.org/10.1075/jicb.5.1.02bal.

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In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In

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Utami, Ichwani Siti, and Adam Alfian. "KONSEP CRITICAL PEDAGOGY HENRY A. GIROUX." Jurnal Pendidikan Kewarganegaraan 4, no. 2 (2017): 145. http://dx.doi.org/10.32493/jpkn.v4i2.y2017.p145-154.

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This article to discuss the critical pedagogy Henry A. Giroux, trough a philosophical-historical approach with the type of literature study. Giroux is one of the thinkers as well as developing critical pedagogy, the author tries to describe the concept of critical pedagogy Henry A. Giroux in some of his works. Critical pedagogy is not the new discourse in the scientific field of education in Indonesian, but the authors consider it necessary to reintroduce the concept of critical pedagogy, especially for those who focus on critical theory studies that have been developed by Frankfurt School. An

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Schugurensky, Daniel, and Michael Silver. "Social pedagogy: historical traditions and transnational connections." education policy analysis archives 21 (April 30, 2013): 35. http://dx.doi.org/10.14507/epaa.v21n35.2013.

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With over 150 years of history, social pedagogy is both an interdisciplinary scholarly field of inquiry and a field of practice that is situated in the intersection of three areas of human activity: education, social work and community development. Although social pedagogy has different emphases and approaches depending on particular historical and geographical contexts, a common theme is that it deals with the connections between educational and social dynamics, or put in a different way, it is concerned with the educational dimension of social issues and the social dimensions of educational

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Rodríguez Aquino, Benjamin. "Pedagogía decolonial, un campo epistemológico emergente en la formación de licenciados en pedagogía en universidades públicas de México." Miscelánea Filosófica αρχή Revista Electrónica 1, no. 2 (2018): 1–16. http://dx.doi.org/10.31644/mfarchere_v.1;n.2/18-a01.

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Griniuk, Marija. "Performance Pedagogy: Performing Fluxus Pedagogy in a Contemporary Lithuanian Context." Acta Paedagogica Vilnensia 44 (September 1, 2020): 152–63. http://dx.doi.org/10.15388/actpaed.44.11.

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Educators practice performance pedagogy as the method where an educator/facilitator is seen as a performer or actor (Pineau 1994, p. 4). This paper presents an analysis of the historical roots of performance pedagogies in Fluxus pedagogies and performance pedagogy practices within participatory art events in Lithuania as exemplified by festivals AN88 (1988) and AN89 (1989). The case of my research rests on the contemporary implementation of performance pedagogy techniques during the course The Temporary Department of Time, Space, and Action for BA students at the Vilnius Academy of Arts in Lit

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Dennis, Jeremy. "The Intertextualist." Journal of Interdisciplinary Studies in Education 7, no. 1 (2018): 78–86. http://dx.doi.org/10.32674/jise.v7i1.1062.

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Multicultural education is thought to consist of five dimensions: content integration, the knowledge-construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social structure. Of the five, equity pedagogy is identified as an essential element by leading scholars in the field. Can equity pedagogy alone create the powerful learning experiences needed for multicultural education? This is an important question to consider as conservatism and dedifferentiation challenge multicultural education. If dedifferentiation is a recurring feature that impacts teachers

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Andersen, Camilla Eline, Jenny Steinnes, and Stine Vik. "Special Issue: Kindergarten Pedagogy and Policy." Nordic Studies in Education 40, no. 3 (2020): 206–9. http://dx.doi.org/10.23865/nse.v40.2455.

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This article is an introduction to a special thematic issue of Nordic Studies in Education focusing on kindergarten pedagogy and policy within the field of Early Childhood Education and Care (ECEC) in a Nordic context. The article provides an overview of the five articles contained in the issue.

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Högström, Mats. "What is the Swedish Interpretation of Social Pedagogy. A Literature Review." Papers of Social Pedagogy 8, no. 1 (2018): 51–65. http://dx.doi.org/10.5604/01.3001.0011.5850.

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The concept of social pedagogy can be studied from different perspectives and with diverse foci. According to Eriksson & Markström (2000) there are three main ways to study the phenomenon of social pedagogy: as an area of expertise, academic subject or professional action. In this article the main focus is on social pedagogy as an area of expertise or in other words its knowledge field and territory. Alternatively, according to Brante (2003) the core, the periphery and limits of social pedagogy.

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Gojkov, Grozdanka. "Postmodern thinking and relativism theory in the field of pedagogy." Revija za elementarno izobraževanje 12, no. 1 (2019): 49–58. http://dx.doi.org/10.18690/rei.12.1.49-58.2019.

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