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Готові списки джерел за темами / Social-pedagogical service / Статті в журналах

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Social-pedagogical service.

Статті в журналах з теми "Social-pedagogical service"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Asamiddinovich, Beknazarov Akhmat. "Psychological-pedagogical Classification of the Philosophy of Social Service." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (2020): 2759–62. http://dx.doi.org/10.5373/jardcs/v12sp7/20202415.

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2

Khvorova, Hanna, Liudmyla Kotlova, and Serhii Kotlovyi. "ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF PROVISION OF SOCIAL SERVICE OF DAY CARE FOR CHILDREN WITH DISABILITIES." Social work and social education, no. 1 (8) (May 27, 2022): 113–22. http://dx.doi.org/10.31499/2618-0715.1(8).2022.262679.

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The article considers the problems of organizing psychological and pedagogical support of day care for children with disabilities who have complex disorders of physical and mental development, including autism spectrum disorders. Currently, day care for children with disabilities is a basic social service, which, according to the classifier of social services, provides social rehabilitation; social and labor adaptation and organization of leisure; care; training of parents of children with disabilities, and children with serious diseases, disorders, injuries, conditions (including before the e

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3

Боярська-Хоменко, А. В., О. Ю. Кузнецова та Л. А. Штефан. "ОСНОВНІ НАПРЯМИ ДІЯЛЬНОСТІ ШКІЛЬНИХ СОЦІАЛЬНО-ПЕДАГОГІЧНИХ СЛУЖБ УКРАЇНИ (ПОЧАТОК ХХ СТОЛІТТЯ)". Spiritual-intellectual upbringing and teaching of youth in the 21st century, № 3 (2021): 380–84. http://dx.doi.org/10.34142//2708-4809.siuty.2021.91.

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The leading directions of activities of school social and pedagogical services of Ukraine in the early XX century are determined and analysed. The research findings suggest that the leading activities dealt with collective education of children, interaction with the family and organization of children’s leisure. The structure of school social and pedagogical services consisting of class teachers, “pedological” service staff and representatives of the communities called “Friends of Children” is characterized

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4

Sukapsih, Esti, and Supriyoko Supriyoko. "Kontribusi kompetensi guru terhadap kualitas layanan akademik di MAN se-Kabupaten Kulon Progo." Indonesian Journal of Educational Management and Leadership 2, no. 1 (2024): 59–73. http://dx.doi.org/10.51214/ijemal.v2i1.805.

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Purpose − The aim of the study was to determine the contribution of educator competencies to academic service quality, to know the contribution of pedagogic competence to academic service quality, to know the personality competency contribution to service quality, to know the contribution of professional competence to academic service quality, and to contribute social competence to academic service quality in MAN Kulon Progo Regency. Method − This type of research is quantitative research. The variables of this study are pedagogical, personality, social, professional, and academic servic

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5

Zaveryko, Nataliia, Yuliana Matskevich, Olena Balukhtina, Oksana Sementsova, and Larysa Ivanova. "Psychological and pedagogical features of training future social service workers." Eduweb 16, no. 3 (2022): 218–31. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.03.16.

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The system of training future workers of social services is being transformed in connection with a number of challenges in the social-economic sphere, significantly differentiating within the EU countries. The purpose of the academic paper lies in analysing psychological and pedagogical features in the educational training of social service specialists using the example of EU countries. Methodology. A qualitative design based on a content analysis of the legal framework, statistical data and analytical reports posted on the website of the European Association of Schools of Social Work (2022) h

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6

Stepanenko, Viktoriia, and Viacheslav Stepanenko. "Online Services and Data Processing Software for Pedagogical and Social Research." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (349) (2022): 160–68. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-2-160-168.

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In the presented article, an attempt was made to present a conditional set of services and programs that allow the collection, systematization, statistical processing of data and presentation of results, including visualization (graphs, tables of results, charts, etc.). It is noted that the main trend in the development of modern services is their complexity. As a rule, several operations can be performed using one service (data collection, their primary mathematical processing, visualization, etc.). Therefore, all classifications of such services are rather conditional. A review of certain on

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7

Bogdanov, V. A. "CREATION OF A SOCIO-PEDAGOGICAL ENVIRONMENT IN INTEGRATED SOCIAL SERVICE CENTERS FOR THE PURPOSE OF MINORS’ SOCIALIZATION IN A SOCIALLY DANGEROUS SITUATION." Review of Omsk State Pedagogical University. Humanitarian research, no. 34 (2022): 122–27. http://dx.doi.org/10.36809/2309-9380-2022-34-122-127.

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The article is devoted to the problems of creating a socio-pedagogical environment in integrated social service centers that promotes the socialization of minors in a socially dangerous situation. The experience of attracting students of pedagogical universities receiving specialized education in the field of “Psychology and Social Pedagogy” to cooperate with the integrated social service centers is considered.

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8

Polishchuk, Vira, Natalia Oleksyuk, and Halyna Leschuk. "INTRODUCTION OF PROSPECTS OF STRENGTHS IN THE PRACTICE OF ACTIVITIES OF THIRD AGE UNIVERSITIES." Social work and social education, no. 1 (8) (May 27, 2022): 136–44. http://dx.doi.org/10.31499/2618-0715.1(8).2022.262684.

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The peculiarities of the Ukrainian approach to the opening and functioning of educational and sociocultural institutions for the elderly are clarified, the peculiarities of the Ukrainian model of functioning of the universities of the third age are characterized. The essence of the document of the Ministry of Social Policy of Ukraine "The introduction of social and pedagogical service "University of the Third Age" (2011) and guidelines for the organization of social and pedagogical service "University of the Third Age" in the territorial center of social services (provision of social services)

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9

Sabat, Nadiya, Nataliia Sabat, and Denys Tymkiv. "SOCIAL AND PEDAGOGICAL SUPPORT OF CHILDREN FROM FAMILIES IN DIFFICULT LIFE CIRCUMSTANCES." Mountain School of Ukrainian Carpaty, no. 27 (April 26, 2022): 171–76. https://doi.org/10.15330/msuc.2022.27.171-176.

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The purpose of the article is to study the essence and analyse the content of social and pedagogical support for high school students of general secondary education institutions. The results of a study held on the basis of the Hero of Ukraine Andrii Korchak Secondary School of Stryi of I-III grades No. 2 were described. During the study, it was revealed that the national and patriotic upbringing is a significant component of the educational process of a general secondary education institution. It is established that social and pedagogical support for the national and patriotic upbringing of hi

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10

Babakina, Oksana. "Principles of management of development of system of advanced training of pedagogical and scientific and pedagogical workers (2000 – 2014)." Bulletin of Luhansk Taras Shevchenko National University 2, no. 8 (346) (2021): 205–12. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-2-205-212.

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In the article the author analyzes the scientific and pedagogical, management literature, legal documents, within certain time limits, and describes the principles of managing the development of in-service training of pedagogical and scientific-pedagogical workers (2000 – 2014), namely: democratization of education, encouragement different views and consensus, incentives for professional development, social determination, humanization, continuity and prospects, cooperation, priority management, ensuring high quality educational services, regular feedback, continuous development, consistency, E

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11

Freese, John R. "Service-Learning as Social Education." Citizenship, Social and Economics Education 3, no. 3 (1998): 151–58. http://dx.doi.org/10.2304/csee.1998.3.3.151.

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Service-learning is a pedagogical process that actively involves students in social analysis, social criticism and social participation. This effort is not community service - which all too often conveys the impression of rather forcefully providing cheap, low skill, manual labour for less-than-affluent communities (Institute for Justice, 1994). This effort is not charity - which all too often appears to perpetuate stereotypes, to provide the elite with a false sense of altruism, and to inflict upon the disenfranchised a reinforced sense of despair (Freire, 1964). Rather, service-learning enco

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12

TOKARUK, Lyudmyla, and Oleksandra DANILEVSKA. "SOCIAL AND PEDAGOGICAL WORK TO PREVENT PROFESSIONAL BURNOUT OF SPECIALISTS OF STATE EMERGENCY SERVICES IN WAR CONDITIONS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (20) (2024): 73–81. https://doi.org/10.17721/2415-3699.2024.20.12.

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Background. Military operations on the territory of Ukraine for specialists of the State Emergency Service (hereinafter – SES) have led to specific features of the process of preventing professional burnout. Social and pedagogical work on the prevention of professional burnout of SES specialists is very relevant and important, as rescuers are entrusted with increased responsibility for the fate of victims, they constantly face psychological stress, emotional mood swings due to unforeseen situations that arise in the course of their professional activities. The relevance of the research topic i

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13

Rudneva, I. A., and O. A. Kozyreva. "Forming the Professional Identity of Future Teachers through Service-Learning." Vysshee Obrazovanie v Rossii = Higher Education in Russia 34, no. 1 (2025): 63–81. https://doi.org/10.31992/0869-3617-2025-34-1-63-81.

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In this article, the reference to the phenomenon of the professional identity of future teachers is caused, firstly, by the need to update meanings that are subject to permanent changes in the social reality surrounding a person, and secondly, by the importance of this personal education for high results of professional and pedagogical activities. The problem of forming the professional identity of future teachers through service-learning has become the subject of a special pedagogical study for the first time. The purpose of the article is to present the results of the study on the possibilit

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14

D’ Antone, Alessandro. "La protezione del minore e il diritto di visita nell’ ordinamento giuridico italiano: una lettura di pedagogia critica sul servizio di Spazio Neutro." Miscellanea Historico-Iuridica 22, no. 2 (2023): 553–78. http://dx.doi.org/10.15290/mhi.2023.22.02.24.

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This paper addresses the issue of child protection in the Italian legal system from a pedagogical perspective. This viewpoint recognizes the significance of law as an integral part of the pedagogical discourse. On the one hand, legal provisions directly impact the design of educational services, defining boundaries and opportunities for educational actions and for the related pedagogical documentation. On the other hand, the legal discourse itself offers a specific standpoint on the main challenges faced by educators, teachers, and pedagogists in their work. This includes issues related to fam

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15

І., І. Єланцева. "СТУПІНЬ ДОСЛІДЖЕНОСТІ ПРОБЛЕМИ СТАНОВЛЕННЯ ТА РОЗВИТКУ СОЦІАЛЬНО-ПЕДАГОГІЧНИХ СЛУЖБ ДЛЯ ДІТЕЙ В УКРАЇНІ". Теорія та методика навчання та виховання, № 42 (14 грудня 2017): 69–78. https://doi.org/10.5281/zenodo.1115919.

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<em>The article analyzes the thesis works and articles related to the problem of the socialpedagogical services formation and development in Ukraine at the end of the XX</em><em>th </em><em>-the beginning of the XXI</em><em>th </em><em>century. It has been established that the leading works on the mentioned topics include the thesis works of S. Bykasova, T. Liakh, S. Inozemtseva, A. Mkrtychian, A. Solodchuk, D. Sai. The above specialists have developed a model for ensuring social-pedagogical activities of student volunteer groups; substantiated the stages and characterized the main areas of th

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16

Kjellberg, Gun, and Robert French. "A New Pedagogical Approach for Integrating Social Work Students and Service Users." Social Work Education 30, no. 8 (2011): 948–63. http://dx.doi.org/10.1080/02615479.2010.516357.

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17

Jones, Natasha N. "Modified Immersive Situated Service Learning." Business and Professional Communication Quarterly 80, no. 1 (2017): 6–28. http://dx.doi.org/10.1177/2329490616680360.

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Distinctions between traditional service learning and critical service learning with a social justice focus are important when structuring professional writing courses and defining course outcomes. This article presents a hybrid pedagogical approach for designing a critical service-learning course that integrates a social justice curriculum while focusing specifically on reflection, context, and positionality. Detailing the course design and sharing reflections from students and the instructor, the author argues that the modified immersive situated service-learning approach provides profession

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18

Aksyonov, Sergey I., Ramilya U. Arifulina, Olga A. Katushenko, Tatiana N. Sergeeva, and Lidia V. Romanovskaya. "Digital transformation of the educational space: new tools and technological solutions." Perspectives of Science and Education 49, no. 1 (2021): 24–43. http://dx.doi.org/10.32744/pse.2021.1.2.

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Introduction. The digital transformation of the educational space of a pedagogical university provides great opportunities for improving the quality of education and at the same time requires a radical change in methodological approaches to the organization of training; search, development, and application of new technological solutions and tools. The purpose of this article is to search for and analyze new tools and technologies for the digital transformation of the modern educational space. A fundamentally new approach is laid in the design of the educational and scientific electronic servic

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19

Karacan, Cemil Gökhan, and Mehdi Solhi. "Investigating Turkish Pre-service English Language Teachers’ Virtual Teaching Dispositions." Language Teaching Research Quarterly 31 (November 2022): 183–99. http://dx.doi.org/10.32038/ltrq.2022.31.13.

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The current study sought to investigate Turkish pre-service English language (EL) teachers’ virtual teaching dispositions (i.e., social, pedagogical, expert/cognitive, and virtual/technical presences) and the extent they are related to gender, age, and teaching status variables. The participants were 84 pre-service EL teachers drawn from a Turkish university, and data were collected through Welch and Napoleon’s (2014) virtual teaching disposition scale (VTDS). The results indicated a significant difference between the scores of male and female pre-service EL teachers in both social and virtual

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20

Twill, Sarah E., Kathy Elpers, and Kathy Lay. "Achieving HBSE Competencies through Service-learning." Advances in Social Work 12, no. 1 (2011): 49–62. http://dx.doi.org/10.18060/1174.

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Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE) area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learnin

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21

Asafiev, M. I. "PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF SOCIAL RESPONSIBILITY IN STUDENTS OF EDUCATIONAL INSTITUTIONS." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 23, no. 78 (2021): 7–12. http://dx.doi.org/10.37313/2413-9645-2021-23-78-7-12.

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This article contains a description of the pedagogical process, during which a student of an educational institution of the Federal Penitentiary Service of Russia is assigned the necessary moral qualities. The goals and the need for instilling social responsibility are inextricably linked with the tasks of the penal system, it is believed that a future employee of the Federal Penitentiary Service of Russia must meet the established requirements to achieve the goal of the service. While developing, the system needs new trained and professionally qualified personnel able to carry out their dutie

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22

Aqip, Mohammad Auza’i, and Muslimin. "Analisis Kepuasan Mahasiswa Terkait Kinerja Pembelajaran Daring oleh Dosen Via Aplikasi Whatsapp Grup." Indonesian Journal of Humanities and Social Sciences 1, no. 3 (2020): 141–53. http://dx.doi.org/10.33367/ijhass.v1i3.1454.

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Distance learning is an alternative to learning in the Covid19 era by using the Whastapp Group application. Where the educator plays a major role, namely the lecturer. Lecturers who are given the mandate to guide students must have specific skills, including pedagogical competence, professional competence, personality competence, and social competence. Learning by lecturers is like services provided to consumers or college students. In providing services, of course, what must be considered is the quality of the service itself. The level of service quality can only be seen by consumers or colle

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23

Kropf, Nancy P., and Mininder Tracey. "Service Learning as a Transition into Foundation Field." Advances in Social Work 3, no. 1 (2002): 60–71. http://dx.doi.org/10.18060/29.

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Service learning is a pedagogical method to bridge classroom and community experiences for students. Although social work education has historically emphasized this connection through internship experiences, service learning can fill a different function within the curriculum. This article proposes a service learning experience to assist graduate students with the transition into their foundation field placement. Beneficial outcomes of using service learning as an educational bridge are discussed for students, faculty, and the social work program.

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24

Limoncelli, Stephanie A. "Globalising service-learning in the social sciences." Learning and Teaching 10, no. 2 (2017): 25–40. http://dx.doi.org/10.3167/latiss.2017.100204.

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The increasing internationalisation of social science curricula in undergraduate education along with the growth of service-learning has provided new opportunities to join the two. This article offers a reflection and discussion of service-learning with placements in international nongovernmental organisations (INGOs), drawing from its application in an undergraduate globalisation course in the United States. I argue that service-learning can be a useful pedagogical approach for helping students to think actively about themselves in relation to other people, other places and as part of broader

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25

Kondrashova, L. V. "SOCIO-PEDAGOGICAL FUNDAMENTALS OF PREVENTIVE WORK WITH STUDENTS OF "RISK GROUP"." Educational Dimension 17 (December 27, 2007): 265–74. http://dx.doi.org/10.31812/educdim.6373.

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26

Obispo, Glenn Joseph O. "Pedagogical Competence of Science Pre-Service Teachers: Baseline for Training Program." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 6 (2022): 1139–58. http://dx.doi.org/10.11594/ijmaber.03.06.17.

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This descriptive survey aimed to explore the pedagogical competence of science pre-service teachers (PSTs). The study involved 35 PSTs in a state university in Central Luzon, Philippines. In accordance to the National Competency-Based Teachers Standard (NCBTS) domains, science PSTs were assessed using an adapted NCBTS survey questionnaire to find out the pedagogical areas they do best and the areas that they have to develop. Results revealed that a typical science PST is a female, aged 21 years old and below from college. The study concluded that the pedagogical competence of Science pre-servi

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27

Hervas, Ritchell Ann S. "Exploring the Influence of Socio-Demographic Factors on the Pedagogical Competence of Social Studies Teachers." Asian Journal of Education and Social Studies 51, no. 6 (2025): 1382–402. https://doi.org/10.9734/ajess/2025/v51i62083.

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This study aimed to examine the relationship between socio-demographic factors and the pedagogical competence of Social Studies teachers. This study employed non – experimental quantitative research design through descriptive – correlational technique. It included public schools’ teachers in the 4 districts of Malita, Davao Occidental. The data were gathered from 220 social studies public school teachers selected using the stratified random sampling. In this study, a modified version of a questionnaire from Kiasi (2022) was utilized. The statistical tools employed in the study were mean, perce

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28

Massó Guijarro, Belén. "Social Education through Cinema: Conversations about a Pedagogical Experience with Pre-service Educators." International Journal of Interdisciplinary Educational Studies 16, no. 1 (2021): 121–34. http://dx.doi.org/10.18848/2327-011x/cgp/v16i01/121-134.

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Luo, Xue, and Wansoo Park. "Development of a Web-Based GIS Learning Module for Community Asset Mapping to Enhance Service Learning in Social Work Education." International Journal of Librarianship 5, no. 1 (2020): 36–52. http://dx.doi.org/10.23974/ijol.2020.vol5.1.159.

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Анотація:

In recent years, service learning – a pedagogical approach that integrates learning through service in the community – has gained increasing popularity in higher education as a means to enhance student learning and civic engagement. Service learning is relevant to social work education because of its emphasis on social justice and the amelioration of social problems and field education through practicum sites. The benefits of service learning, however, are dependent on successful integration of this pedagogical approach into the classroom. By developing a web-based learning module, this projec

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30

Winberry, Joseph. "More than Lip Service." International Journal of Information, Diversity, & Inclusion (IJIDI) 5, no. 2 (2021): 9–53. http://dx.doi.org/10.33137/ijidi.v5i2.34806.

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Social justice is increasingly identifiable within library and information science (LIS) research and practice. However, numerous scholars have raised the concern that social justice has been commodified in order to benefit the powerful and therefore the possibility of actual and constructive change has been minimized in numerous cases. In response, this researcher undertook a literature review of self-identified “social justice” research in 2 large academic databases—Library Information Science & Technology Abstracts (LISTA) and Library and Information Science Source (LISS)—in order to id

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31

Muhammad Ilyas Marzuqi and Dhimas Bagus Virgiawan. "ANALYSIS OF THE DIFFICULTIES OF PRE-SERVICE SOCIAL SCIENCES TEACHER STUDENTS IN MASTERING PEDAGOGICAL COMPETENCE." JURNAL PENDIDIKAN GLASSER 9, no. 2 (2025): 183–95. https://doi.org/10.32529/glasser.v9i2.4091.

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The difficulties experienced by pre-service social studies teachers in mastering the pedagogical competencies that are essential for quality education are the urgent background for conducting this study. This study analyzes the difficulties of pre-service social sciences teachers in mastering and designing pedagogical competence, which is the essence of teacher quality. Using a qualitative approach and in-depth interviews with 23 UNESA Social Science Education students, this study identified a significant gap between campus theory and field practice. The main difficulties include adjusting mat

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32

Vieira da Silva, Catarina, Armanda Gonçalves, Simone Petrella, and Paulo C. Dias. "Pedagogical Innovation with Sense? A Seminal Experiment of Service-Learning in Gerontological Social Work." Trends in Higher Education 3, no. 2 (2024): 342–55. http://dx.doi.org/10.3390/higheredu3020021.

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Higher education institutions have been investing in teachers’ professional development and pedagogical innovation, on the one hand, aiming to promote the quality of institutions and, on the other hand, aiming to promote students’ personal and academic development. One of the methodologies that has received particular attention is service-learning, which aims to promote students’ learning by providing a service to vulnerable community groups. In this study, we aim to present the results of the application of this methodology in a fourth-year social work course. To this end, a mixed-methods stu

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Camargo, Erica Daiane Ferreira, Vera Lúcia de Oliveira Ralin, and Rosana Carla do Nascimento Givigi. "Pedagogical action of Mathematics in Specialized Educational Service." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 3, no. 1 (2022): e13632. http://dx.doi.org/10.20952/jrks3113632.

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Mathematics constitutes an essential area of knowledge, it is in all spaces and has great importance for social development. The aim of this study is to present some reflections on pedagogical actions in the mathematics area, which have been reported in research in the context of Specialized Educational Assistance. A bibliographic review of articles in journals at the field of education was carried out, selecting relevant research that presented an overview of the work with Mathematics in these spaces. It also pursued to highlight the methodologies used, the contents covered, and the subjects

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Gribiea, Adnan, and Zenab Elsana. "Online Pedagogical Training during the COVID-19 Outbreak: Responses, Challenges, and Contributions." Education Sciences 14, no. 10 (2024): 1100. http://dx.doi.org/10.3390/educsci14101100.

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The COVID-19 pandemic led to the widespread closure of educational systems, prompting a shift to online learning methods for instructors and students in higher education institutions. This study explores how pedagogical instructors supported accessibility to online pedagogical training during this crisis. This qualitative investigation employed a case study methodology, focusing on the high school training program at a multicultural college of education in Israel. Semi-structured interviews were conducted with six pedagogical instructors to explore their roles as educators, their oversight of

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Shulhina, O. "PEDAGOGICAL CONDITIONS FOR THE LEGAL CULTURE DEVELOPMENT OF EDUCATORS OF THE STATE EMPLOYMENT SERVICE." East European Scientific Journal 2, no. 01(77) (2022): 15–18. http://dx.doi.org/10.31618/essa.2782-1994.2022.2.77.240.

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In the article the state of illumination of problem of development of legal culture of pedagogical workers of centers of vocational formation of Government service of employment is analysed in pedagogical literature. On the basis of analysis of pedagogical and legal literature drawn conclusion that legal education and legal education can be examined as basic factors of forming of legal responsibility of teachers. It is set that professionally-legal culture of teacher ‒ this thorough and all-round knowledge of laws and normative acts, sources of right, on that he must lean, creation of educatio

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Wu, Haorui. "Integration of the Disaster Component into Social Work Curriculum: Teaching Undergraduate Social Work Research Methods Course during COVID-19." British Journal of Social Work 51, no. 5 (2021): 1799–819. http://dx.doi.org/10.1093/bjsw/bcab110.

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Abstract This article aims to develop community-contextualised pedagogical innovations to embed disaster components into core social work curriculum through a research methods course. Professional social work education continues to lack a community-contextualised curriculum and professional training that reflects the complexities of extreme events associated with community and human service. This absence jeopardises the advancement of social work engagement in better providing humanitarian support for individuals, families and communities affected by extreme events. Through an undergraduate so

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Pertseva, Irina Vladimirovna. "The history of the social service of the russian orthodox church in the contents of social education." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2010): 112–17. http://dx.doi.org/10.51314/2073-2635-2010-2-112-117.

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In this article the author explores development of Christian approach to human personality with future specialists in social field. In the course of the research the author comes to a conclusion that the scope of knowledge of lost social work traditions is actively expanding, and the contents of historical, social and pedagogical subjects are renewed lately.

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Obro, Sunday, Clifford Edore Ogheneaokoke, and Williams P. Akpochafo. "Effective Social Studies Pedagogy: Effect of Simulation Games and Brainstorming Strategies on Students’ Learning Outcome." International Journal of Learning, Teaching and Educational Research 20, no. 3 (2021): 1–17. http://dx.doi.org/10.26803/ijlter.20.3.1.

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This study explored the effects of game simulation and brainstorming pedagogy strategies on students’ learning outcomes. In addition, the study compared the effects of three strategies on students’ learning outcomes. This study tested pedagogical strategies for effects on learning outcomes. The quasi-experimental research involved 180 students. The results reliably indicate that a simulation-game pedagogical strategy boosted students’ learning outcomes, while a brainstorming pedagogical strategy was effective on students’ learning outcomes. When equated with brainstorming and the lecture strat

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Liu, Dihui, Sukanya Chaemchoy, and Pruet Siribanpitak. "Unlocking Teacherpreneur Potential in Higher Education: Validating a Competency Measurement Scale." Education Sciences 14, no. 9 (2024): 1005. http://dx.doi.org/10.3390/educsci14091005.

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This study investigated the level of teacherpreneur competency among pre-service teachers (n = 400), with an additional 400 pilot participants from the same academic context invited for exploratory factor analysis and reliability analysis. A self-reported questionnaire, adapted from the Teacherpreneur Competency Model (TCM), was used to assess participants’ competency across four key domains: pedagogical, social, personality, and professional. The findings revealed that pre-service teachers possessed high levels of teacherpreneur competency, with Pedagogical Competency scoring the highest and

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Moriarty, Beverley, and Maria Bennet. "Practicing Teachers’ Reflections: Indigenous Australian Student Mobility and Implications for Teacher Education." Social Inclusion 4, no. 1 (2016): 32–41. http://dx.doi.org/10.17645/si.v4i1.373.

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Social constructions of education historically have impacted adversely on marginalised Indigenous Australian students whose mobile lifestyles and cultural positioning challenge teachers’ social inclusion practices. This paper examines the preparation and capacity of pre-service teachers to engage with mobile Indigenous students and their communities. Evidence is drawn from practicing teachers who reflected on their experiences in working with Indigenous students and their communities since graduation and how their experiences, both pre- and post-graduation, impacted on their beliefs and practi

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Black, Glenda, and Rogerio Bernardes. "17. Using Arts-Based Activities to Foster Transformative Learning During a Teaching Practicum in Kenya." Collected Essays on Learning and Teaching 5 (June 19, 2012): 98. http://dx.doi.org/10.22329/celt.v5i0.3439.

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This essay explores and presents strategies we, as Canadian faculty facilitators of a teaching practicum in Kenya, used to foster the pre-service teachers’ knowledge and understanding of critical reflection and transformative learning processes by using arts-based activities. Participation in the arts-based activities while in Kenya encouraged the pre-service teachers to reflect upon and make sense of their cultural, social, and pedagogical experiences, and provided opportunities for them to gain insights that perhaps would not have been revealed using more traditional reflection formats. The

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Sciannamea, Roberta. "Economic Empowerment of NEET Youth in Italy: A Pedagogical Reflection." Interdisciplinary Journal of Labor and Economics 16, no. 1 (2025): 51–66. https://doi.org/10.62693/taq9bq91.

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This paper examines the condition of NEETs (young people Not in Education, Employment, or Training) in Italy through the lenses of adult education, critical pedagogy, and the sociology of work. Drawing on major international studies and discourse analysis, it explores NEETs’ identities, needs, aspirations, and how societal narratives influence their future visions. The study then investigates the role of pedagogical interventions and social services in identifying NEET individuals and delivering tailored economic and educational support. As a practical case, it presents a social dreaming sessi

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Phillips, Amy. "Service-Learning and Social Work Competency-Based Education: A "Goodness of Fit"?" Advances in Social Work 12, no. 1 (2011): 1–20. http://dx.doi.org/10.18060/1318.

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As social work education moves to a competency-based approach, faculty are increasing their use of pedagogical tools designed to provide students with opportunities, in addition to traditional field placements, to develop practice skills. Faculty are no doubt turning to service-learning, and other forms of experiential education, to provide these opportunities and to offer an additional means for departments to demonstrate and measure student practice behaviors. To help focus the use of service-learning in social work education, this article uses sources from the larger service-learning field

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EDGAR, JOHN SINTEMA. "EVOLUTION OF PRE-SERVICE PRIMARY TEACHERS' TPACK-MATH PROFILES." Journal of Global Research in Education and Social Science 11, no. 4 (2018): 166–75. https://doi.org/10.5281/zenodo.1419658.

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In this digital era with a rapid evolution of technology, it is a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in mathematics instruction. The Technological Pedagogical Content Knowledge (TPACK) framework was used at various levels of research related to use and integration of different technologies in instruction. However, studies focusing on pre-service primary teachers’ development of TPACK-Math have not provided comprehensive descriptions of pre-service teachers’. TPACK-Math development from the time of entry into

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Borrero, Noah, and Christine Yeh. "Using Ecological Asset Mapping to Investigate Pre-Service Teachers’ Cultural Assets." International Journal of Multicultural Education 18, no. 3 (2016): 114. http://dx.doi.org/10.18251/ijme.v18i3.1183.

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We examined the impact of a pedagogical strategy, ecological asset mapping, on 19 pre-service teachers’ self-exploration, development of respect for others, and critical examination of social injustice. Data were analyzed from participants’ ecological asset maps and essays describing the experience of completing and sharing the maps. The analysis of the maps generated two themes, transitions over time and multiple identities whereas four themes emerged from the essays such as navigating support systems, self consciousness, process as pedagogy, and consciousness raising. Findings suggest ecolog

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Yanlin, Wu, and Ruslan Chornovol-Tkachenko. "EDUCATIONAL WORK WITH GIFTED CHILDREN THROUGH INTERNET IN CHINA (ON THE EXAMPLE OF COMMUNICATIVELY GIFTED CHILDREN)." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 635–45. http://dx.doi.org/10.17770/sie2021vol2.6295.

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Chinese pedagogical science always had rather complex relationship with the concept of «giftedness» as a social and educational reality because only the person's social success (good position, social and professional demand, maximum compliance with the social ideal of society) was seen as the sign of the person's giftedness in traditional Chinese pedagogy. Online education always considered to be a supporting form of education service in China or a variant of education service providing for special categories of children (hard-to-reach children, children with special physical and educational n

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Cristea, Sorin. "Continuous Training of Teachers." Journal of Educational Theory and Practice DIDACTICA PRO... 23, no. 5-6 (141-142) (2023): 110–12. https://doi.org/10.5281/zenodo.10397613.

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In-service teacher training is extended and intensified especially in the context of the knowledge-based information society. It is necessary to deepen the fundamental and operational knowledge that underpins the general, specific and practical pedagogical culture of teachers at all educational levels and subjects. In-service teacher training activity is constructed in the curriculum at the level of interdependence between the general objectives defined in terms of competences and the basic contents, addressed in the dynamics of their epistemological and social evolution. The pedagogical

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Ghufron, M. Ali, Ahmad Taufiq, and Muhammad Riskiyanto. "Pre-Service English Teachers’ Pedagogical Competence in Teaching English: A Case of Teaching Internship Program (TIP)." English Learning Innovation 3, no. 1 (2022): 27–41. http://dx.doi.org/10.22219/englie.v3i1.19382.

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Pre-service English teachers (here: PETs) play a critical role in the development of students’ academic knowledge, technical skills, social values, and individual personalities, as well as their ability to digest teaching materials properly. Considering what is known as the pedagogical competence of pre-service English teachers is an important part of this process. This study aimed at evaluating the pre-service English teachers’ pedagogical competence in the classroom while instructing pupils in the English language. This study employed a qualitative research approach, especially a case study

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Cheng, Ping-Han, José Molina, Mei-Chun Lin, Hsiang-Hu Liu, and Chun-Yen Chang. "A New TPACK Training Model for Tackling the Ongoing Challenges of COVID-19." Applied System Innovation 5, no. 2 (2022): 32. http://dx.doi.org/10.3390/asi5020032.

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This study investigated the effects of integrating the “CloudClassRoom” (CCR) and the DEmo-CO-design/teach-feedback-DEbriefing (DECODE) model to improve pre-service teachers’ online technological pedagogical and content knowledge (TPACK). The DECODE model includes four stages: Teacher’s DEmonstrations, Students CO-train in using CloudClassRoom, Students CO-design a CloudClassRoom-integrated course, Students CO-teach, and finally DE-brief what they have learned through the stages mentioned above. This model integrates teacher-student experiences, teaching-learning processes, and technology-embe

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Siswanto, Joko, Tika Wulandari, Choirul Huda, and Harto Nuroso. "Strategies to Train Climate Change Issue-Oriented Teaching Skills for Pre-Service Science Teachers." KnE Social Sciences 10, no. 9 (2025): 467–75. https://doi.org/10.18502/kss.v10i9.18517.

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Climate change is an important issue for pre-service science teachers to understand and they must be able to design and implement learning that is appropriate and supports its understanding. This study aims to design a pedagogical framework to train teaching skills oriented toward climate change issues for pre-service science teachers. The research method uses literature review research with the following steps: i. Identification of topics and problems, ii. Literature search and collection, iii. Evaluation and selection of literature, iv. Analysis of literature, v. Synthesis of study results,

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