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Letteratura scientifica selezionata sul tema "Pedagogy"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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Articoli di riviste sul tema "Pedagogy"

1

Syabarrudin, Agus, Imamudin Imamudin, and Marlina Saptariana. "CRITICAL PEDAGOGY IN THE DIGITAL ERA." JURNAL EDUSCIENCE 10, no. 1 (2023): 159–64. http://dx.doi.org/10.36987/jes.v10i1.3917.

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In the 4.0 industrial revolution, the world of education has taken advantage of developing technology. In this case, pedagogy which is the science of educating, play an important role. Therefore, this study was conducted to find out more about role of pedagogy. This research was conducted through literature review research methods. In fact, in this digital era, there is a gap. Namely that students are more adept at adapting technology compared to educators, this is what makes educators have to study, master, and adapt technology, especially in the teaching and learning process takes place whil

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2

Mulyana, Endang, Turmudi Ph.D., and Dadang Juandi. "MODEL PENGEMBANGAN DESAIN DIDAKTIS SUBJECT SPECIFIC PEDAGOGY BIDANG MATEMATIKA MELALUI PROGRAM PENDIDIKAN PROFESI GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 19, no. 2 (2014): 141. http://dx.doi.org/10.18269/jpmipa.v19i2.454.

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Salah satu kompetensi inti sebagai guru matematika adalah kompetensi pedagogi yaitu mengembangkan kurikulum (enacted curriculum) dalam mata pelajaran matematika. Dalam Pendidikan Profesi Guru (PPG) Matematika di Universitas Pendidikan Bandung (UPI), kemampuan pedagogi ini dilatih melalui workshop yang disebut subject specific pedagogy (SSP). Tujuan dari kajian ini adalah mengembangkan suatu model/prosedur workshop yang efektif dalam mendorong peserta PPG untuk meningkatkan kompetensi pedagoginya. Model ini dikembangkan atas dasar teori segitiga didaktik antara siswa, guru dan materi yang melip

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3

Farné, Roberto. "Pedagogia Visuale/Visual Pedagogy." Proceedings 1, no. 9 (2017): 872. http://dx.doi.org/10.3390/proceedings1090872.

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4

Suchánková, Eliška, and Renáta Matušů. "Spiritualita pedagogů tradičních a alternativních škol." Sociální pedagogika / Social Education 8, no. 2 (2020): 29–43. http://dx.doi.org/10.7441/soced.2020.08.02.02.

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Studie se zaměřuje na spiritualitu pedagoga jako významnou dimenzi osobnosti člověka, který vstupuje do edukačního procesu a ovlivňuje jej. Představuje výsledky výzkumu, jehož cílem bylo prostřednictvím dotazníkového šetření zjistit míru spirituality u pedagogů základních škol (N = 192), rozdíly v míře spirituality mezi pedagogy tradičních a alternativních škol a souvislost spirituality s empatií. Ukazuje se, že míra spirituality pedagogů alternativních škol je významně vyšší v dimenzích ekospiritualita, etický entuziasmus, sounáležitost, mystika, svědomitá starostlivost a latentní monoteismus

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5

D'AROZ, M. S., A. A. HICKMANN, and Araci ASINELLI-LUZ. "Pedagogia, Pedagogos e a extensão universitária (Pedagogy, Pedagogues and university extension)." emancipacao 16, no. 2 (2016): 191–204. http://dx.doi.org/10.5212/emancipacao.v.16i2.0001.

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6

Gow, James. "Strategic Pedagogy and Pedagogic Strategy." International Relations 20, no. 4 (2006): 393–406. http://dx.doi.org/10.1177/0047117806069401.

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7

Ndona, Yakobus, Liber Siagian, and Sampitmo Habeahan. "Pedagogi Yesus Dalam Perspektif Progresifisme Pendidikan." Jurnal Christian Humaniora 5, no. 1 (2021): 25–46. http://dx.doi.org/10.46965/jch.v5i1.614.

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AbstractJesus Christ is not only a founder of Christianity. Jesus is from pedagogical perspective including an educational figures with the power of charisma who until now has influenced to the world of Christianity. The charisma pedagogy of Jesus appears in authoritative teaching, the charismatic, delivery of messianic expectations and a distinctive educational pattern. A study of a gospels, reveals that the pedagogy of Jesus was not oriented toward the inculcation of religious laws as done by the Jewish rabbis. Jesus education focused on renewing the heart based on the value of the kingdom o

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Martins, Ernesto Candeias. "Embasamento dos pressupostos psicopedagógicos do escolanista Faria Vasconcelos na pedagogia contemporânea." REVISTA INTERSABERES 18 (September 6, 2023): e023tl4013. http://dx.doi.org/10.22169/revint.v18.e023tl4013.

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RESUMO A pesquisa, de teor histórico-educativa, aborda os pressupostos psicopedagógicos da pedagogia contemporânea no pensamento de Faria de Vasconcelos, escolanovista português, os quais foram alavancas nas ações que efetuou no âmbito da formação de educadores/professores, na orientação escolar/profissional e reabilitação pedagógica de crianças/jovens com dificuldades de aprender. Utilizamos a metodologia hermenêutica analítica ao conteúdo da obra deste pedagogo (fontes primárias, secundárias), elencada nos seguintes objetivos: analisar as caraterísticas da pedagogia contemporânea em Vasconce

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Waliyadin, Waliyadin, Zaharil Anasy, and Desi Nahartini. "EXPLORING TEACHER EDUCATORS’ UNDERSTANDING OF CRITICAL PEDAGOGY AND ITS IMPLEMENTATION IN THE ENGLISH READING CLASS." IJEE (Indonesian Journal of English Education) 10, no. 1 (2023): 182–206. http://dx.doi.org/10.15408/ijee.v10i1.31894.

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ABSTRACTGrounded in the Freire’s (1971) critical pedagogy premise stating that education should impact social change and reading words should be followed by reading the world, this study explores the experiences of English language teachers who teach English reading classes with the critical pedagogy approach. We employed qualitative research with a case study as the research design to dig into the depth of teachers’ perspectives. The data were garnered through in-depth interviews with four lecturers and analyzed following Braun and Clarke’s (2006) thematic analysis. The present study revealed

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Zieliński, Paweł. "The Relationships and Differences of the Kantian Philosophy and Pedagogy in Regard to Postmodern Pedagogic." Studia Edukacyjne, no. 48 (April 15, 2018): 115–32. http://dx.doi.org/10.14746/se.2018.48.8.

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The aim of the study is articulated in the title. The author is reconstructing Kantian philosophy and pedagogic, the thesis of postmodernism and post-modern pedagogic and indicates the relationships and differences of those two systems. Both Kant and the Baden-based neo-Kantians enabled the emancipation of the humanities. The Kantian model of pedagogy was the basis for pedagogic directions, belonging to the meta-theory of humanistic education and critical pedagogy, especially the postmodern one. There are clear links with Kantian ideas of pedagogy, the way to capture the role of dignity, knowl

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Tesi sul tema "Pedagogy"

1

Gaskell, Kate Matilda. "Basil Bernstein's theory of pedagogic transmission : pedagogy, curriculum and ageing." Thesis, University of Dundee, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424323.

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2

Walldén, Hillström Kristina. "I samspel med surfplattor : Om barns digitala kompetenser och tillträde till digitala aktiviteter i förskolan." Licentiate thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-246563.

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Turkmen, Nadire, and Fana Karadzhova. "Matematiska interaktioner i förskolan : En observationsstudie om barn och förskollärarnas användande av matematiska begrepp i vardagliga situationer." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-401836.

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4

Mallen, Cheryl Ann. "Rethinking pedagogy for the times: a change infusion pedagogy." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00004789/.

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[Abstract]: This doctoral dissertation research reports on the exploration of higher education academics’ pedagogical responses to complex societal postindustrialchange. The topic arises from a deep personal interest in processes of societal change and the need for such processes to be in the professional practices ofacademics. The research problem that guides the study is: In what way(s) and to what extent can University instructors be assisted to incorporate change-basedconcepts in their pedagogical practices through application of a conceptual framework for change infusion?In response to th

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Ingram, Andrew C. "Pedagogy regained : shaping pedagogy and self in autopoietic unity." Thesis, London South Bank University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646861.

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This thesis is premised on the indivisible unity of pedagogy and self and predicated on researching, in Frederic Jameson’s words, “pedagogy as autoreferentiality”: writing about the practices of pedagogy is writing about the practices of self, and writing about the practices of self is writing about the practices of pedagogy. The writing, it is argued, becomes a reflexive shaping tool which is instrumental in the reconstitution of pedagogic self, and writing of, and from, the self is poiesis and the mode of (re-)production. An ideological infrastructure for an autopoietic construct of pedagogy

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Emma, Lundvall, and Aziz Aziz. "" Det gäller att se möjligheterna för att skapa en inkluderande undervisning" : - en studie om pedagogers arbete för att skapa en inkluderande undervisning för elever på grundsärskolan." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38104.

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7

Ekengren, Stina, and Cornejo Sofia Kouva. "IKT som pedagogiskt verktyg i förskolan : En enkätstudie om pedagogers inställning till IKT i förskolans verksamhet." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29035.

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Syftet med studien är att undersöka pedagogernas inställning till användningen av IKT som pedagogiskt verktyg i förskolans verksamhet, både i lärande syfte gällande barnen men även synliggöra förskollärarnas uppfattningar om vilka hinder och möjligheter som kan uppstå. För att ta reda på detta användes en enkät som kvantitativ analysmetod med hjälp av sajten Survey Monkey. Enkätfrågorna skapades utifrån frågeställningarna och bestod av 22 stycken frågor, enkäten skickades ut i tre olika Facebookgrupper och sammanlagt valde 93 personer att delta. Resultatet delades upp i kategorierna: IKT en de

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Deniz, Rina. "”Alltså man kan typ rätta sig själv med båda språken” : Tvåspråkiga elever resonerar kring sina språk och språkens nytta i skolan." Thesis, Södertörns högskola, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2917.

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The purpose of the essay is to study and create understanding to the bilingual students' perspective on their linguistic skills and the use of them as resources in a scholastic context. A qualitative method has been used to collect empirical data, based on the experiences and perspectives of the students. Bilingualism is defined and past research, which has shown how their bilingualism has influenced them, has been linked with this study. Definition of mother tongue and the meaning of mother tongue tuition for student immigrants' development have been discussed. This research has shown that th

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9

Adiguzel, Funda. "Konflikthantering i förskolan : En undersökning hur pedagoger ser och hanterar barns konflikter." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-335903.

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Syftet med forskningsarbetet är att undersöka pedagogernas syn på konflikthantering samt hur barns konflikter förebyggs i förskoleverksamheten. För att uppnå ett trovärdigt resultat har kvalitativa samtalsintervjuer i samband med barnobservationer använts som metod för undersökningen. Genom datainsamlingen kan det konstateras att konflikter tillhör förskolans vardag och kan vara både stora och små. Konflikter kan uppstå av många olika anledningar och något som pedagoger är överens om är att konflikter uppstår främst i samband med missförstånd mellan barnen. De menar att missförstånd har en cen

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Sigvardsson, Ann-Sofie, and Christine Jansson. "Har ni pratat idag? : En kvalitativ studie om diskurser kring vardagssamtal som pedagogisk resurs för barns samtalsfärdigheter." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36482.

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Syftet med studien är att undersöka hur pedagoger anser att de samtalar med barn i vardagen, vilket besvaras med forskningsfrågorna: Vilka variationer av yttranden framträder när pedagogerna diskuterar kring hur de samtalar med barn i vardagen? Hur beskriver pedagogerna vilka villkor som finns för att vardagssamtal ska kunna möjliggöra utveckling av barns samtalsfärdigheter? Studien utgår från socialkonstrutionisktisk teoribildning samt diskurspsykologi som metodologisk utgångpunkt. För insamling av material användes ett fokusgruppssamtal med fem medverkande pedagoger. De variationer som tydli

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Libri sul tema "Pedagogy"

1

Monchinski, Tony. Engaged Pedagogy, Enraged Pedagogy. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-448-5.

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Ryndak, Valentina. Pedagogy. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25026.

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Turbovskoy, Yaokv. Pedagogy. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1168573.

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In the monograph, in accordance with the program, it is revealed how and thanks to what a graduate of a pedagogical college can become a real professional teacher. At the same time, it highlights not only the necessary theoretical foundations that ensure high professional efficiency of pedagogical activity, but also the necessary methods, the possession of which will ensure the possibility of achieving educational results and-no less important-the possibility of creative self-realization. For students of pedagogical specialties, as well as all those interested in pedagogy.

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Rodríguez, Luis Rivero, and Abraham Yrivarren Valverde. Pedagogia de la resistencia: Pedagogy of resistance. Edited by Ludeña Urquizo, Wiley, 1955- editor, Aravena Mori Alejandro contributor, Belaúnde M. Pedro contributor, et al. Pontificia Universidad Católica del Perú, 2011.

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Smith, Brenda. Choral pedagogy. Plural Publishing, 2013.

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Macrine, Sheila, Peter McLaren, and Dave Hill, eds. Revolutionizing Pedagogy. Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230104709.

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Henderson, Emily F. Gender Pedagogy. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137428493.

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Mike, Sharples. Practical Pedagogy. Routledge, 2019. http://dx.doi.org/10.4324/9780429485534.

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Skidmore, David, and Kyoko Murakami, eds. Dialogic Pedagogy. Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096220.

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Boronski, Tomas. Critical Pedagogy. Routledge, 2021. http://dx.doi.org/10.4324/9781315101811.

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Capitoli di libri sul tema "Pedagogy"

1

Monchinski, Tony. "Engaged Pedagogy, Enraged Pedagogy." In Engaged Pedagogy, Enraged Pedagogy. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-448-5_7.

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Ergas, Oren. "Pedagogy and Meta-pedagogy." In Reconstructing 'Education' through Mindful Attention. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58782-4_5.

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Vilaseca, Stephen Luis. "Pedagogy." In Anarchist Socialism in Early Twentieth-Century Spain. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44677-2_12.

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Bradley, Ben. "Pedagogy." In Encyclopedia of Critical Psychology. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_213.

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Winterbottom, Daniel. "Pedagogy." In Design-Build. Routledge, 2020. http://dx.doi.org/10.4324/9781315679372-2.

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Hulbig, Philip R. "Pedagogy." In The Pedagogy of Self-Authorship. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-41436-7_4.

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Yamany, Nisreen. "Pedagogy." In The Routledge Companion to Literature and Social Justice. Routledge, 2023. http://dx.doi.org/10.4324/9781003246428-23.

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Dominic, Nah, and Suzanne Choo. "Pedagogy." In The Routledge Companion to Literature and Social Justice. Routledge, 2023. http://dx.doi.org/10.4324/9781003246428-24.

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Skinnell, Ryan. "Pedagogy." In The Routledge Companion to Literature and Social Justice. Routledge, 2023. http://dx.doi.org/10.4324/9781003246428-33.

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Reade, Julia. "Pedagogy." In The Routledge Companion to Literature and Social Justice. Routledge, 2023. http://dx.doi.org/10.4324/9781003246428-31.

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Atti di convegni sul tema "Pedagogy"

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Mena, Juanjo, Adrián Fernández, María Cruz Sánchez, Judith Martín, Marta Martín-del-Pozo, and Raúl Sánchez-Prieto. "TRANSFORMING EDUCATION THROUGH OPEN PEDAGOGY: AN OPEN PEDAGOGY LAB INITIATIVE." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1008.

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Croitoru, Ion, and Robert Andrei Dumitrascu. "PERMANENT AXIOMS OF CHRISTIAN PEDAGOGY." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/63.

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Pedagogical science, through the materialist covering that is imposed on it lately, has distanced itself from the spiritual needs of man. Despite this fact, the influence and importance of Christian values remain eminently valid and current. Christianity and especially Orthodoxy, through their entire content based on the teachings of Lord Jesus Christ, the Pedagogue par excellence, continue to inspire educational ideas, mentality, and pedagogical thinking. Christian pedagogy imposes itself as a necessity in today�s society, through the need for moral-spiritual and religious education of the yo

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Dahnoun, Naim. "Pedagogy for Engineering and Digital Pedagogy." In 2020 9th Mediterranean Conference on Embedded Computing (MECO). IEEE, 2020. http://dx.doi.org/10.1109/meco49872.2020.9134311.

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Borisova, Simona, Radka Telekova, and Dana Kollarova. "MUTUAL INSPIRATION OF THE TEACHER AND THE FOREST PEDAGOGUE IN SHAPING THE PUPIL?S AWARENESS OF NATURE PROTECTION." In 22nd International Multidisciplinary Scientific GeoConference 2022. STEF92 Technology, 2022. http://dx.doi.org/10.5593/sgem2022v/3.2/s14.45.

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Schools in many countries implement environmental education to different extents. School as an institution has a significant role in shaping pupil?s attitudes and behaviour towards nature and the environment. School's cooperation with a forest pedagogue is oriented towards the activities of forest pedagogy, the application of which to education in the conditions of Slovak schools represents one of the possibilities of forming pupils' relationship with nature and awareness of forestry. The aim of the research is to find out and show the possibilities of improving the cooperation of forest pedag

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Cazan, Carmen Manuela. "Equilibrium Pedagogy." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.40.

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Sanders, Kate, Jonas Boustedt, Anna Eckerdal, Robert McCartney, and Carol Zander. "Folk Pedagogy." In ICER '17: International Computing Education Research Conference. ACM, 2017. http://dx.doi.org/10.1145/3105726.3106192.

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Gonzales, Laura, Rebecca Zantjer, and Howard Fooksman. "Portable pedagogy." In SIGDOC '15: The 33rd ACM International Conference on the Design of Communication. ACM, 2015. http://dx.doi.org/10.1145/2775441.2775490.

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Fatimah, Fatimah. "Pandemic Pedagogy." In Annual Civic Education Conference (ACEC 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.021.

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Cabrinha, Mark. "Synthetic Pedagogy." In ACADIA 2006: Synthetic Landscapes. ACADIA, 2006. http://dx.doi.org/10.52842/conf.acadia.2006.148.

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Ouatu-Lascar, Miruna. "DisCritical Pedagogy: How DisCrit Can Inform Critical Pedagogy." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1892479.

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Rapporti di organizzazioni sul tema "Pedagogy"

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Kojima, Michikazu. Japan’s pollution pedagogy. East Asia Forum, 2023. http://dx.doi.org/10.59425/eabc.1694642458.

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Seeber, Kevin. The Failed pedagogy of punishment. ACRL Press, 2016. http://dx.doi.org/10.25261/ir00000048.

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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to together

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Cornwall, Andrea. Towards a Pedagogy for the Powerful. Institute of Development Studies, 2016. http://dx.doi.org/10.19088/1968-2016.168.

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Hwa, Yue-Yi, Heather Kayton, and Michelle Kaffenberger. Implementing structured pedagogy programmes at scale. What Works Hub for Global Education, 2024. https://doi.org/10.35489/bsg-whatworkshubforglobaleducation-ri_2024/002.

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Hwa, Yue-Yi, Heather Kayton, and Michelle Kaffenberger. Implementing structured pedagogy programmes at scale. What Works Hub for Global Education, 2024. https://doi.org/10.35489/bsg-whatworkshubforglobaleducation-ri_2024/003.

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Sweeney, Beth. Framing Transportation Planning Pedagogy for Sustainability Generalists. Portland State University Library, 2014. http://dx.doi.org/10.15760/trec.49.

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Goldsmith, Allana, Hinekura Smith, and Kim Penetito. Toi Ako – Developing Māori Arts Pedagogy: A Kaupapa Māori Literature Review. Unitec ePress, 2024. http://dx.doi.org/10.34074/ocds.111.

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This article weaves together literature to theorise whatu – the traditional Māori practice of weaving used to make cloaks – as a toi Māori (Māori arts) pedagogy. In its simplest form, pedagogy can be understood as the deliberate processes by which knowledge, attitudes or skills are conveyed (Miller & Findlay, 1996), the systemised learning principles or ‘methods’ of teaching (Good & Merkel, 1973), or how and why we teach the way we do. Internationally renowned scholars of pedagogy such as Piaget, Vygotsky, Brunner and Freire have shaped Western teaching pedagogy and, as such, the ways

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DMITRIENKO, B. Ch, O. A. KOVALEVA, and E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.

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Currently, museum pedagogy is a very promising area, covering all types of interactions between the museum and its audience. Museum pedagogy is an interdisciplinary field of scientific knowledge, “formed at the intersection of pedagogy, psychology, museology and the relevant discipline of the museum and built on its basis specific practical activities focused on the transfer of cultural (artistic) experience in a museum environment”. The rapid development of technology has led to the so-called modification of this scientific field, we mean a new branch of pedagogical knowledge is emerging - vi

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Asadullin, R. M., and I. V. Sergienko. E-training is a specialized dictionary of "Pedagogy». OFERNIO, 2020. http://dx.doi.org/10.12731/ofernio.2020.24483.

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