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Статті в журналах з теми "Teachers' postures":

1

Hall, Cathy W., Rosina Chia, and Deng F. Wang. "Nonverbal Communication among American and Chinese Students." Psychological Reports 79, no. 2 (October 1996): 419–28. http://dx.doi.org/10.2466/pr0.1996.79.2.419.

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The present study assessed nonverbal communication in a sample of Chinese and American elementary students. Participants were 412 children ranging in age from 7 years to 11 years (Grades 2 through 4), 241 from mainland China and 171 from the USA. Perception of nonverbal communication was assessed by use of the Diagnostic Analysis of Nonverbal Accuracy which assesses receptive nonverbal communication through facial expression, posture, gestures, and paralanguage (tone of voice). Only facial expression, posture, and gestures were examined, and significant differences between the two groups on gestures and postures were found but not on facial expressions. Teachers were also asked to rate their students using the Social Perception Behavior Rating Scale. Surprisingly, the teachers rated Chinese boys as having more difficulty with social behaviors and lower social perception than Chinese girls or American boys and girls.
2

Rantala, Leena, Eeva Sala, and Elina Kankare. "Teachers’ Working Postures and Their Effects on the Voice." Folia Phoniatrica et Logopaedica 70, no. 1 (2018): 24–36. http://dx.doi.org/10.1159/000487593.

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3

Chacón Borrego, Fátima, Jose Luis Ubago-Jimenez, Juan José La Guardia García, Rosario Padial Ruiz, and Mar Cepero González. "Educación e higiene postural en el ámbito de la Educación Física. Papel del maestro en la prevención de lesiones. Revisión sistemática (Education and postural hygiene in the field of physical education. Teacher's role in injury prevention. Systematic rev." Retos, no. 34 (October 26, 2017): 8–13. http://dx.doi.org/10.47197/retos.v0i34.54319.

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La educación postural o educación en higiene postural, es necesaria actualmente en el ámbito escolar. Numerosos alumnos y alumnas pueden sufrir daños en su columna vertebral debido a una mala postura al sentarse en clase, la realización incorrecta de actividades físicas, o el exceso de peso en las mochilas escolares, entre otros. Con el desarrollo de este trabajo de revisión se analizan los documentos teóricos e investigaciones que desde 2005 hasta la actualidad se han realizado sobre la educación e higiene postural, la visión y actuación del profesorado de educación física en este ámbito, así como los programas de intervención que se realizan fuera del entorno escolar, pero que puedan utilizarse de forma complementaria en las clases de educación física con el fin de alcanzar una adecuada educación postural de los alumnos y alumnas. Abstract. Postural education, or postural hygiene education, is currently required in schools. In fact, students are at high risk of suffering spine injuries due to inefficient postures when sitting in the classroom, improper physical activities, or overweight school backpacks, among others. This review work analyzes theory-focused documents and research, published from 2005 to the present day, that focus on education and hygiene posture, on Physical Education teachers’ vision and actions in this field, as well as on intervention programs carried out outside the school environment that might be used as a complement for physical education classes in order to achieve students’ adequate postural education.
4

Cejudo, Antonio. "Lower-Limb Range of Motion Predicts Sagittal Spinal Misalignments in Children: A Case-Control Study." International Journal of Environmental Research and Public Health 19, no. 9 (April 25, 2022): 5193. http://dx.doi.org/10.3390/ijerph19095193.

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The main objective of this study was to determine lower-limb range of motion (ROM) as a risk factor associated with sagittal spinal misalignments in children. Two hundred and one children (10.9 ± 0.7 years old) from five different primary schools were recruited for this retrospective case—control study. Anthropometric variables, sagittal spinal alignment in habitual everyday postures, and lower-limb ROM, such as ankle dorsiflexion with the knee flexed (ADF-KF), hip extension with the knee relaxed (HE), and hip flexion with the knee extended (HF-KE) were measured. Multivariate and univariate analyses revealed differences between the means of HE and HF-KE ROM, and the thoracic and lumbar curves (p ≤ 0.034; η2 ≥ 0.052). The HE (p ≤ 0.028; OR ≥ 1.066) predicted sagittal thoracic misalignment in the slump sitting (SSP) and relaxed standing (RSP) postures in males and the sagittal lumbar misalignment in the RSP in female children; while HF-KE (p ≤ 0.006; OR ≥ 1.089) predicted sagittal thoracic misalignment in the maximum trunk forward flexion posture (MTFP) and sagittal lumbar misalignment in SSP and MTFP in males. In this study, the reference values for restricted HE and HF-KE were significantly associated with sagittal spinal misalignment in male children but not for the ankle ROM. Physical education teachers should include stretching exercises in the ISQUIOS programme to increase the extensibility of the iliopsoas (HE) and hamstrings (HF-KE) and prevent sagittal spinal misalignments in habitual everyday postures.
5

Cejudo, Antonio. "Lower-Limb Range of Motion Predicts Sagittal Spinal Misalignments in Children: A Case-Control Study." International Journal of Environmental Research and Public Health 19, no. 9 (April 25, 2022): 5193. http://dx.doi.org/10.3390/ijerph19095193.

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The main objective of this study was to determine lower-limb range of motion (ROM) as a risk factor associated with sagittal spinal misalignments in children. Two hundred and one children (10.9 ± 0.7 years old) from five different primary schools were recruited for this retrospective case—control study. Anthropometric variables, sagittal spinal alignment in habitual everyday postures, and lower-limb ROM, such as ankle dorsiflexion with the knee flexed (ADF-KF), hip extension with the knee relaxed (HE), and hip flexion with the knee extended (HF-KE) were measured. Multivariate and univariate analyses revealed differences between the means of HE and HF-KE ROM, and the thoracic and lumbar curves (p ≤ 0.034; η2 ≥ 0.052). The HE (p ≤ 0.028; OR ≥ 1.066) predicted sagittal thoracic misalignment in the slump sitting (SSP) and relaxed standing (RSP) postures in males and the sagittal lumbar misalignment in the RSP in female children; while HF-KE (p ≤ 0.006; OR ≥ 1.089) predicted sagittal thoracic misalignment in the maximum trunk forward flexion posture (MTFP) and sagittal lumbar misalignment in SSP and MTFP in males. In this study, the reference values for restricted HE and HF-KE were significantly associated with sagittal spinal misalignment in male children but not for the ankle ROM. Physical education teachers should include stretching exercises in the ISQUIOS programme to increase the extensibility of the iliopsoas (HE) and hamstrings (HF-KE) and prevent sagittal spinal misalignments in habitual everyday postures.
6

Baheti, Radhika S., Manish M. Ray, Ashok Shyam, and Parag Sancheti. "Awareness of ergonomics for online teaching in school teachers." International Journal Of Community Medicine And Public Health 8, no. 11 (October 27, 2021): 5446. http://dx.doi.org/10.18203/2394-6040.ijcmph20214286.

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Background: Musculoskeletal disorders (MSDs) have been a well-known health issue in many occupations and its incidence among school teachers is particularly high. The teachers were thrown into a “new normal” of working from home offices because of the COVID-19 pandemic. Online teaching invites its own set of musculoskeletal aches and pains accompanied with eye strain and even hoarseness of voice or discomfort in the throat caused due to speaking for hours at a stretch. Teachers teaching online have to work in a sitting posture for extended periods of time, gaze at the screens of the computer/mobile constantly throughout the task, speak continuously for most hours of their work and make voice modulations for them to be clearly audible over the connection. Hence, this study was conducted to find out the awareness of various ergonomic principles in school teachers conducting online lectures.Methods: The study included 97 participants within the age group of 20-58 years (38.35±10.50) who were sent the Self-made questionnaire via online platform. The questionnaire included several closed ended questions about the ergonomic principles, sitting postures and workstation set ups. The information so obtained was documented and converted into a computer based spread sheet for data analysis. Results: Based on the results obtained, the participants showed reduced levels of ergonomic awareness.Conclusions: The study therefore concluded that the teachers had reduced levels of ergonomic awareness.
7

Edling, Cecilia Wahlström, and Anncristine Fjellman-Wiklund. "Musculoskeletal Disorders and Asymmetric Playing Postures of the Upper Extremity and Back in Music Teachers: A Pilot Study." Medical Problems of Performing Artists 24, no. 3 (September 1, 2009): 113–18. http://dx.doi.org/10.21091/mppa.2009.3025.

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To play a musical instrument, such as the violin or flute, requires controlled, adequate movements performed by the arm, hand, and fingers in an asymmetric playing posture. The movements are monotonous and often of long duration, involving static and repetitive muscle work of the upper extremity and neck-shoulder muscles. This situation may lead to an increased risk of contracting musculoskeletal problems. The aim of this cross-sectional study was to investigate the relationship between physical workload, defined as playing posture and playing time per week, and musculoskeletal disorders in music teachers. A questionnaire was distributed, with items based on work-related musculoskeletal disorders and physical working conditions. The study population consisted of music teachers employed at a Swedish municipal music school. Out of 61 music teachers, 47 (77%) agreed to participate, including 28 women and 19 men. The study group was divided into two groups depending on if they had an asymmetric or symmetric upper extremity/back playing position. Of the total participants, 77% reported musculoskeletal disorders during the preceding 12 months. Female teachers reported significantly more symptoms in the neck, shoulders, and upper back than male teachers. Music teachers with an asymmetric playing posture had significantly more musculoskeletal disorders than music teachers with a symmetric playing posture. This study demonstrates that an asymmetric playing position may affect the amount of musculoskeletal disorders in the upper extremity and back.
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Fernandes, Cleonice Terezinha, and Carla Cristina El-Hage Serafim. "Pedagogia Sistêmica: uma Nova Abordagem no Processo de Ensino Aprendizagem." Revista de Ensino, Educação e Ciências Humanas 21, no. 3 (December 17, 2020): 303–13. http://dx.doi.org/10.17921/2447-8733.2020v21n3p303-313.

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Resumo O século XXI expressa um grande desafio: a educação escolar que não tem conseguido atender a demanda exigida pelas atuais mudanças sociais. A Pedagogia Sistêmica vem ao encontro deste dilema de encontro ao , e não como uma nova metodologia, mas como uma postura do professor: quem ensina é também sujeito que aprende; surgiu enquanto adaptação para a escola, a partir dos trabalhos do filósofo e psicanalista alemão Bert Hellinger, que aborda a visão sistêmica-fenomenológica e os campos morfogenéticos em procedimentos terapêuticos breves. O objetivo deste estudo é compreender a experiência de professores de Cuiabá\MT, que colocaram em prática exercícios sistêmicos, a partir de suas próprias narrativas. A metodologia utilizada foi a história oral, estruturada a partir da leitura de artigos e livros de outros professores nacionais e internacionais, que também utilizaram a Pedagogia Sistêmica nos fazeres pedagógicos, realizando uma triangulação com autores consagrados da Educação mundial. Como resultado se traz um percurso histórico da Pedagogia Sistêmica no Brasil e no Mundo; exemplos de atividades escolares com os quais foi possível sentir a importância de revisão de hábitos e posturas frente aos problemas, em sala de aula, quando se coloca a culpa dos baixos resultados somente nos alunos e suas famílias e se esquece de preconceitos e fragilidades pessoais e docentes. A conclusão é de que há ganhos efetivos do professor, durante o processo da auto permissão do olhar sistêmico, em sala de aula, haja vista que esse profissional estará olhando também para suas questões afetivas\emocionais. Palavras-chave: Educação Holística. Práticas Sistêmicas. Ensino-Aprendizagem. Abstract The 21st century expresses a great challenge: school education that has not been able to meet the demand required by current social changes. Systemic Pedagogy is consistent with this dilemma, and not as a new methodology, but as a teacher's posture: the one who teaches is also a subject who learns; it arose as an adaptation to the school from the works of German philosopher and psychoanalyst Bert Hellinger, who approaches the systemic-phenomenological vision and morphogenetic fields in brief therapeutic procedures. The objective of this study is to understand the experience of teachers from Cuiabá\MT, who put in practice systemic exercises, based on their own narratives. The methodology used was oral history, structured from reading articles and books from other national and international teachers, who also used the Systemic Pedagogy in the pedagogical practice, performing a triangulation with consecrated World Education authors. As a result, there is a historical course of systemic Pedagogy in Brazil and in the world; examples of school activities with which it is possible to feel the importance of reviewing habits and postures in the face of problems, in the classroom, when the blame for the low results is placed only on students and their families and forget personal prejudices and weaknesses and the teachers. The conclusion is that there are effective gains from the teacher, during the self-permission of the systemic perspective process, in the classroom, since this professional will also be looking at his or her emotional\affective issues. Keywords: Holistic Education. Systemic Practices. Teaching-learning.
9

Ramsay, Lorna Louise. "Performing Embodied Pedagogy: Listening to the Small Talk of My Injured Back." in education 20, no. 2 (November 17, 2014): 147–60. http://dx.doi.org/10.37119/ojs2014.v20i2.176.

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I approach my new class of teachers-in-training with familiar embodied postures of discomfort and pain, anxiety and fear. I listen to my embodied poetic texts and reinterpret them through an injured body as inquiry into all my identities as musician, writer, photographer, educator, and yogi. I introduce myself to my new students by playing my flute, a vulnerable demonstration and invitation to negotiate corporeal histories through arts-based expression and transformative writing processes.
10

Bennett, Cole. "Translingualism in Three University Roles: Pedagogical Postures and Critical Cautions." Journal of Academic Writing 10, no. 1 (December 18, 2020): 195–202. http://dx.doi.org/10.18552/joaw.v10i1.643.

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This essay offers and develops some useful parameters toward the ongoing conversations on multilingual and multi-dialectic writing students in Europe and the United States, two settings with oft-competing views of writers’ varied language backgrounds. I present a synchronic snapshot of writing pedagogy as it relates to translingualism at this temporal moment. Specifically, I seek to link three different university roles—classroom teachers, writing center directors, and WAC directors—to certain translingual postures and their consequential applications. By introducing and elaborating upon the labels “Traditionalist,” “Allied Enthusiast,” and “Active Advocate” as they attend each role, I wish to offer helpful ways to understand the consequences of embracing these postures. This charting of stakeholders and their characteristics can more readily facilitate concrete scholarly discussion concerning translingual writing instruction as it moves forward. I conclude with recommendations and cautions, bringing into question some of the settled assumptions remaining in our field.

Дисертації з теми "Teachers' postures":

1

Xiao, Wei. "Analyse des interactions en classe de langue en milieu universitaire chinois : les obstacles rencontrés par les enseignants extra-nationaux face aux étudiants chinois et leurs postures d'enseignement." Thesis, CY Cergy Paris Université, 2021. http://www.theses.fr/2021CYUN1084.

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S'inscrivant dans le champ des recherches sur l'agir professoral, cette recherche s'attache à repérer et à catégoriser les obstacles auxquels les enseignants extra-nationaux de FLE, qui ne partagent pas la culture éducative de leurs apprenants chinois et qui enseignent en milieu exolingue, sont confrontés en classe de français langue étrangère. Nous nous intéressons aux postures adoptées par les enseignants pour contourner, affronter ou surmonter les obstacles rencontrés. Mené dans une approche ethnographique, notre travail s'appuie essentiellement sur la mise en regard des interactions didactiques en classe et des verbalisations enseignantes sur leurs pratiques d'enseignement. L'analyse de la pratique enseignante est également complétée par les points de vue des apprenants. A l'aide d'un questionnaire et des entretiens effectués auprès d'apprenants chinois, nous essayons de comprendre la présence des obstacles ainsi que l'efficacité des enseignants dans le traitement de ces difficultés. L'étude des obstacles dans les pratiques effectives permet de mieux connaître le travail des enseignants en milieu exolingue, d'éclairer les actions d'enseignement ainsi que le développement des pratiques professionnelles et enfin de mieux réfléchir sur la formation des enseignants de FLE qui travaillent en milieu universitaire chinois.Mots-clés : agir professoral, obstacles, milieu exolingue, postures enseignantes,interaction didactique, verbalisations enseignantes
Focused on the research field of teaching practices, this research aims to identify and categorize the obstacles that the teachers of French as a foreign language (hereafter referred as “FFL teachers”), who do not share the educational culture of their Chinese students and who work in an exolingual environment, have encountered in their classes. We are interested in the postures adopted by teachers to bypass, face or overcome the obstacles. Following an ethnographic approach, our research relies on the classroom interactions and teachers' verbalizations about their teaching practices. The analysis of teaching practices is also supported by the learners' points of view. Through a questionnaire and interviews with Chinese students, we try to understand the presence of obstacles and the effectiveness of teachers in dealing with these difficulties. The study of the obstacles in the teaching practices makes it possible to better understand the work of teachers in an exolingual environment, to enlighten the teacher's action as well as the development of the professional skills and finally to think about in a better way the training of FFL teachers who work in Chinese universities.Keywords: teaching practices, obstacles, exolingual environment, teachers' postures, classroom interactions, teachers' verbalizations
2

Wade, Mark T. "Effectiveness of a Posture Education Program to Increase Teacher Knowledge on Postural Hygiene." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750146.

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Maintenance of appropriate posture is essential for the prevention of various musculoskeletal disorders. Postural stress is a common issue in elementary school children. The literature review indicated that schoolteachers have inadequate and improper postural knowledge. Based on such concepts, elementary schoolteachers in this present study implemented a postural awareness education program designed by the American Posture Institute. The present study indicated that postural awareness amongst schoolteachers was significantly low before the start of the program and was significantly increased after implementing the program (p < 0.01). Moreover, the program results seemed to match the expectations of the posture awareness program. However, the analysis also indicated that teachers failed to achieve requisite postural knowledge on all postural concepts (p < 0.01). Hence, the study necessitated the need for improving the postural awareness program (which was designed and developed by API). The study participants failed to develop a holistic knowledge on postural concepts and could not correlate different postural concepts with one another (p > 0.05). The study necessitated the need for sensitizing schoolteachers on different aspects of physiology and anatomy before implementing a postural education program.

3

Cunha, Isabela Bilecki da. "A postura docente diante dos ciclos de aprendizagem." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22022008-145844/.

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A partir da análise de pesquisas sobre as propostas de ciclos e progressão continuada no Brasil, foi realizado um estudo de caso em uma escola da rede pública municipal de São Paulo ao longo do ano letivo de 2006. Segundo a revisão de estudos, a postura dos docentes se mostra um dos aspectos vitais para a implementação de medidas de não repetência em diferentes redes de ensino. Para os estudiosos, a discordância em relação aos ciclos, manifesta por grande parte dos professores, fez com que estes mantivessem práticas caracterizadas pelo regime seriado. Isso constituiria um complicador para a efetivação de propostas que visam essencialmente a flexibilização dos tempos e espaços escolares, como forma de superar o fracasso escolar de alunos na rede pública. Esta pesquisa teve como objetivo revelar a postura dos docentes a partir de suas práticas e das reflexões que fazem sobre seu trabalho, inserido num contexto de ciclos. O trabalho de campo realizou-se por meio de observação participante, análise documental e de entrevistas semi-estruturadas com sete professoras do primeiro ciclo do ensino fundamental. A pesquisa aborda aspectos da prática docente como o planejamento curricular, a avaliação dos alunos, as relações de poder na escola, o trabalho coletivo, a formação docente e os projetos implementados na rede de ensino no ano da realização do trabalho de campo. Verificou-se que os docentes, a despeito de serem em geral contrários à proposta de ciclos, têm, ao longo dos anos, mudado a postura em relação aos alunos diante das novas realidades criadas pelos ciclos, reconstruindo suas práticas como forma de adaptar antigas concepções de ensino à estrutura que foi gerada. Essas mudanças partem da necessidade de atender os alunos com dificuldades de aprendizagem, incluídos no sistema de ensino a partir da implantação do regime de ciclos. A análise revela que as condições de trabalho não têm contemplado demandas importantes como a formação docente, a participação da comunidade escolar, a articulação do trabalho coletivo e a criação de instrumentos de apoio aos alunos nos diferentes anos do ensino fundamental.
According to recent studies on the performance of learning cycles with age promotion in Brazil, the present research carried out a case study in a school of Sao Paulo municipal public system during the 2006 academic year. As it was found in those studies, teachers\' posture is one of the vital aspects for the implementation of non-repetition policies in different teaching systems. Researchers conclude that many teachers disagree with these changes and this makes them keep using practices associated with graded schools. This fact brings an obstacle for the complete implementation of proposals oriented to make time and space more flexible in schools, as a way to overcome the fail of public systems. This research aimed to reveal the teacher\'s posture through the observation of their practices and by the dialogue with teachers about their work on learning cycles.The field work included participant observation, documental analysis and performance of semi-structured interviews with seven teachers of ensino fundamental I (elementary level). The research deals with important aspects of teaching practice as curricular planning, students assessment, power relations in school, collective work, teachers\' education and the projects implemented by the municipal system on 2006, which benefited part of the students of elementary level. It was verified that, in spite of refusing official learning cycles proposal, teachers have reconstructed practices as a way to adapt old teaching concepts to the new created structure. These changes intended to provide teacher with tools for dealing with students on difficulty which have being included in school by the implementation of learning cycles. The analysis reveals that the teachers\' working conditions do not satisfy important demands as teachers\' education, school community participation, articulation of collective work and the creation of supportive tools for the students in the elementary level.
4

Kewagamang, Phemelo. "La formation des enseignants de FLE à l'enseignement de l'oral dans un contexte multilingue : le cas du Botswana." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0015.

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L’agir des enseignants de français langue étrangère au Botswana met en avant le développement des compétences écrites des élèves. Les activités orales servent de moyens pour systématiser les savoirs linguistiques. Or, dans un contexte où l’objectif d’enseigner le français vise le développement de la compétence de communication, l’oral est objet et moyen d’enseignement. L’objectif de cette recherche est de savoir dans quelle mesure une formation à la méthodologie d’enseignement de l’oral permettrait d’améliorer l’agir enseignant afin de développer les compétences orales des élèves. Pour ce faire, nous proposons un dispositif de formation à l’enseignement de l’oral sous forme de séquence didactique. Il s’appuie sur les principes de l’approche communicative/actionnelle, ainsi que des postures d’étayages développées par Bucheton (2009). L’approche clinique/expérimentale nous permet, dans une perspective comparative, d’observer et de filmer l’action enseignante, sans puis avec ce dispositif, afin de déterminer les moyens mis en œuvre par les enseignants pour enseigner l’oral. Les entretiens d’autoconfrontation simple et d’alloconfrontation nous donnent l’accès aux motifs qui poussent les enseignants à agir. Les résultats indiquent que la seule stratégie discursive employée par les enseignants, l’alternance codique, détermine la posture d’étayage qu’ils adoptent et par conséquent le développement des compétences orales des élèves. Il est, de ce fait, primordial si l’on veut former les enseignants à l’enseignement de l’oral dans un contexte multilingue, d’y intégrer la didactique de l’alternance codique
Teacher action in french as a foreign language classrooms of Botswana concentrates on the development of learners’ written skills. Oral activities are used to reinforce the teaching of grammar. However, in a context where language is taught for the purpose of developing learner’s communicative competence, oral skills constitute the means and the end. This research seeks to determine in what way the training of teachers to the didactics of oral skills could improve teacher action in order to develop learner’s oral skills. We therefore propose a training model to teachers, which is inspired by the communicative/task based learning. The clinical/experimental approach, is used to observe and video record teachers in action: first without the training model and then with the training model. Autoconfrontation and alloconfrontation interviews help understand the motives behind teacher’s action. The results indicate that, code switching; the only discourse strategy used by teachers, determines the posture that they adopt and consequently the development of learners’ oral skills. It is as a result important, if we want to train teachers on how to teach oral skills in a multilingual context, to integrate the didactics of code switching to the training model
5

Acker-Kessler, Pia. "Posture professionnelle enseignante et développement de l'autonomie dans l'apprentissage des langues : une approche située." Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAG056/document.

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Les Centres de Ressources de Langues (CRL) de l’Université de Strasbourg constituent le terrain d’étude de la recherche. Ce dispositif vise le développement de l’autonomie d’apprentissage des étudiant.e.s, au même titre que celui de leurs compétences linguistiques. La présente recherche interroge la place et le rôle qu’y ont les enseignant.e.s en termes de soutien au développement de l’autonomie d’apprentissage. Pour ce faire, les postures de douze enseignant.e.s ont été approchées dans leurs deux expressions : leur posture déclarée (ce que les enseignant.e.s disent de l’autonomie d’apprentissage) a été recueillie au moyen du questionnaire développé par Borg et Al-Busaidi (2012a) ; leur posture incarnée a été appréhendée par des entretiens d’explicitation de l’action en re-situ subjectif. Un codage ouvert (Strauss et Corbin 2004), effectué selon une méthode inter-juges négociée (Garrison et al. 2006), a permis une analyse catégorielle relevant de la théorie ancrée (grounded theory). Les données ainsi collectées ont été traitées qualitativement, aboutissant à la rédaction d’une monographie par enseignant.e ; l’ensemble des monographies a ensuite été synthétisé et confronté aux principes fondamentaux
This study was carried out at the Language Resource Centres of the University of Strasbourg, which are set up to develop student autonomy in language learning as well as linguistic competence. It examines, in this context, the place and role of teachers in terms of fostering student learning autonomy. In order to do this, twelve teachers were involved in reflecting upon their own beliefs and practice. Their beliefs – in relation to what they think, know and believe about learning autonomy – were gathered by means of a questionnaire developed by Borg and Al-Busaidi (2012a). Their practice – how they interact with students - was examined through interviews in which the teachers gave their own descriptions and explanations whilst reviewing their recorded teaching/learning session. An open coding (Strauss and Corbin, 2004), based on inter-rater agreement (Garrison et al., 2006), has enabled a category-based analysis related to grounded theory. The data thus collected have been analyzed qualitatively, resulting in the production of individual teacher monographs. These have then been related to the principles underlying language learner autonomy
6

Rodrigues, Iliane Maria Pimenta. "SequÃncia Fedathi e aprendizagem cooperativa no ensino de matemÃtica: reflexÃes metodolÃgicas sobre a postura docente." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20174.

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nÃo hÃ
A presente pesquisa aborda a SequÃncia Fedathi e a Aprendizagem Cooperativa como propostas teÃrico-metodolÃgica-formativas para o ensino de MatemÃtica no ensino mÃdio, a partir de uma anÃlise sobre a postura do professor na aula de MatemÃtica, objeto principal desta pesquisa. Destaca-se de um lado a SequÃncia Fedathi, como uma metodologia de formaÃÃo docente, que considera preliminarmente, a anÃlise teÃrica e a anÃlise ambiental, na qual apresenta quatro fases: tomada de posiÃÃo, maturaÃÃo, soluÃÃo e prova. De outro lado, a Aprendizagem Cooperativa se configura como uma metodologia baseada em cinco elementos: interdependÃncia positiva, responsabilidade individual, interaÃÃo promotora, competÃncias sociais e processamento de grupo. Objetiva-se com esse estudo apresentar as metodologias SequÃncia Fedathi e Aprendizagem Cooperativa a partir da anÃlise sobre uma formaÃÃo docente, a fim de discutir seus contributos para a docÃncia de MatemÃtica. Para a fundamentaÃÃo teÃrica e metodolÃgica, esta pesquisa apoia-se nas ideias de Borges Neto (2013, 2017), Santos (2007), Sousa (2005, 2013, 2015), Pinheiro (2016), alÃm de Johnson, Johnson e Smith (1991), Johnson, Johnson e Holubec (1993, 1998), Lopes e Silva (2009). A pesquisa tem como lÃcus de sua prÃtica uma escola estadual de ensino regular, do municÃpio de Caucaia-CearÃ, e para anÃlise de dados foram adotados os pressupostos da pesquisa qualitativa, por meio de instrumentos formativos a serem detalhados ao longo do texto. Para coleta de dados, foi necessÃrio: (a) estudos para aprofundamento teÃrico; (b) observaÃÃo da professora em sala de aula; (c) elaboraÃÃo da proposta de formaÃÃo; (d) formaÃÃo da professora a partir das metodologias propostas; (e) observaÃÃo da postura da professora apÃs a formaÃÃo; e, f) coleta, categorizaÃÃo e anÃlise dos dados obtidos na formaÃÃo e observaÃÃo. Os resultados analisados apontam as implicaÃÃes das duas metodologias empregadas ao Ensino de MatemÃtica, principalmente no que concerne ao comportamento do professor e na organizaÃÃo do planejamento. Considera-se que tal pesquisa mostrou-se relevante no que se refere a proposta de formaÃÃo a partir do uso em conjunto das metodologias SequÃncia Fedathi (SF) e Aprendizagem Cooperativa (AC), tendo como consequÃncias a mudanÃa de postura do professor, revelando: (i) o comportamento de um professor de MatemÃtica reflexivo; (ii) mediador; e, (iii) incentivador de seus alunos, visando uma aprendizagem baseada na investigaÃÃo e na cooperaÃÃo.
7

Orival, Tony. "Des enseignants du secondaire aux prises avec transformations corporelles et langagières transcontextuelles et socialement situées." Thesis, Le Mans, 2020. http://www.theses.fr/2020LEMA3002.

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Que se passe-t-il lorsque l’enseignant du secondaire se situe à distance de classe de ses élèves ? Quid de cette rencontre où le premier n’est pas familier des seconds ? Et à quel point les expériences socialisatrices de l’enseignant pèsent-elles sur sa pratique ? Ou encore : le contexte d’exercice et ses contraintes spécifiques sont-ils susceptibles de provoquer chez lui un ensemble de transformations ? Voilà quelques-unes des questions auxquelles nous nous intéressons dans ce travail. Plus exactement, la thèse suivante est posée : les enseignants transforment et ajustent partiellement leurs dispositions – corporelles et langagières – selon le contexte d’action et les caractéristiques socio-culturelles des élèves auxquels ils s’adressent. Celle-ci s’appuie sur un travail exploratoire. Mais aussi sur une campagne d’entretiens avec des enseignants du secondaire.Les informations recueillies dans ce cadre constituent le coeur du matériau exploité. Plus précisément, ce travail propose d’une part de comprendre et d’expliquer les formes de socialisations et de transformations – corporelles et langagières – des enseignants qui se réalisent ou non en fonction des contextes de travail où ils évoluent. Et d’autre part d’explorer les difficultés des enseignants à se transformer et à s’adapter à leurs élèves
What happens when the high school teacher is at a distance from his students ? Quid of this meeting is not familiar ? How much are the teacher's social experiences about his practice ? These are some of the questions that interest us in this work. Teachers transform and partially adjust their dispositions. This is based on exploratory work. But also on a campaign of interviews with secondary school teachers. The information collected in this context is the heart of the material used in this thesis. The first part on "the theoretical route". The second describe, explain and train the forms of socialization and transformation - corporal and language -teachers who are realized or do not work in the contexts of work where they evolve. Two types of transformations are distinguished. Cross-sectional transformations to the respondents. And the social transformations in situ and oriented - of the sociality of context of work. The difficulties of teachers in transforming to their students are also mentioned
8

Tricas, Barrio Sylvie. "« Souffrance d’enseigner », « avec ou contre » les troubles du comportement des élèves : vers une Plasticité Posturale Psychique de l’Enseignant." Thesis, Montpellier 3, 2018. http://www.theses.fr/2018MON30036/document.

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Cette recherche propose de porter un regard sur les dynamiques psychiques en jeu, dans les mouvements transférentiels qui émergent lorsque l’enseignant est confronté à la réalité de la rencontre avec l’élève porteur de troubles du comportement. De l’incompréhensible à l’insupportable, de la difficulté à la souffrance, le trouble élève fait effraction dans l’expérience subjective de l’enseignant et génère des « ruptures identificatoires», esquissant une certaine rigidité psychique dans sa posture professionnelle. L’ « extrapolation » des concepts de transfert et de contre-transfert issus du champ de la psychanalyse, permet de dessiner les contours d’un contre-transfert spécifique à l’enseignant dans une relation pédagogique troublée. En tant que sujet désirant, il mobilise des attitudes contre-transférentielles, observables dans leurs effets, relevant soit d’un déjà-là, soit d’une réactivité d’intensité variable, au regard de dysharmonies dans l’articulation de ses désirs et de ses représentations construites et prescrites, caractérisant ses filtres interprétatifs. Comprendre l’économie des dynamiques psychiques de l’enseignant en souffrance professionnelle, dans une approche clinique d’orientation psychanalytique, constitue une assise pour envisager de repenser l’interprétation de son expérience subjective, en faveur d’une Plasticité Posturale Psychique de l’Enseignant
This research proposes to look at the psychodynamic interactions at play in the transference movements that emerge when a teacher encounters the reality of a pupil with behavioural disorders. From the incomprehensible to the unbearable, from the difficulty to the suffering –the troubled pupil intrudes into the teacher's subjective experience and generates « identity breakdowns », hinting at a certain psychic rigidity in one's professional position. The « extrapolation » of the concepts of transference and counter-transference from the field of psychoanalysis outlines the contours of a counter-transference specific to the teacher in a troubled teaching relationship. As a desired subject, he mobilises counter-transferential attitudes, observable in their effects, falling under either an already-existing responsiveness or one of varying intensity in terms of disharmony in the articulation of his desires, and constructed and prescribed representations characterising his interpretative filters. Understanding the economics of the psychodynamics of the teacher with regard to professional distress, in a clinical approach with a psychoanalytical orientation, constitutes a foundation to consider rethinking the interpretation of his subjective experience in favour of a Psychic Postural Plasticity of the Teacher
9

Moussi, Dalila. "Intérêts et enjeux d’une révision interactive des textes au cycle 3 : le rôle de l’enseignant." Thesis, Lille 3, 2013. http://www.theses.fr/2013LIL30044.

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Cette étude s'inscrit dans le champ de la didactique du français et porte sur l'analyse d'interactions langagières au cours de séances de révision de textes narratifs au CM2. Cette recherche se propose de réfléchir aux modalités d'une interaction qui favoriserait l'engagement des élèves dans la tâche. Elle se centre principalement sur l'activité du maître lors de séquences de "révisions interactives". La méthodologie s'appuie sur l'analyse de corpus oraux. Une étude empirique impliquant trois enseignantes ayant une ancienneté différente dans le métier nous permet de comparer les modes de communication pédagogique et d'examiner leur pertinence pour le développement de compétences évaluatives chez les élèves. Les résultats nous permettent de dégager quelques paramètres décisifs et d'esquisser un profil interactionnel des enseignantes lors de la révision de textes. L'étayage de l'enseignant est abordé sous différents angles : la posture assumée tout au long des échanges, les thèmes discutés, le degré d'adhésion par rapport aux propositions des élèves, la prise en compte des interventions par les reformulations mais aussi le rythme des échanges imposé. Nous prolongeons notre étude par l'analyse des stratégies inductrices de "bonnes réponses", c'est-à-dire tous les comportements verbaux du maître qui permettent d'influencer la réponse de l'élève et qui s'apparentent à une posture de contre-étayage. Cette étude permet de mettre en évidence la typicalité de l'expérience interactionnelle de l'enseignant dans le domaine de la révision de texte et d'ouvrir la voie à une didactique de l'écrit à l'école primaire fondée sur les interactions à l'oral
This study belongs to the didactics of French and focuses on oral interactions analysis during revision sessions of narrative texts at the last year of primary school. The purpose of this study is to investigate how the oral interactions can improve pupils' commitment to the task. This research focuses more precisely on the activity of the teacher during interactive revision sessions. The methodological framework is based on oral resources. Our study implies three teachers at different levels of career and allows us to compare different modes of pedagogical communication in order to examine their pertinence for the development of the pupils' evaluative abilities. Results allow to bring out some decisive parameters and to suggest an interactional profile of teachers during texts revision. The teacher's scaffolding is approached from different points of view : the position held by the teacher throughout the exchanges, the discussed topics, the degree of joining to pupils' proposals, the consideration of pupils' interventions by reformulations and the interactional rhythm required by the teacher. The research will be extended by the analysis of the strategies which lead to the "right response" of the "expected response", in other words, all verbal communications which influence the response of the pupil and which correspond to wrong or inappropriate scaffolding. This study allows us to highlight the specificities of the interactional experience of the teacher in the field of the text revision and to pave the way to didactics of writing in primary school based on oral interactions
10

Wu, Ling-Tsz, and 吳翎慈. "Tai Chi Chung Learning System — Using Accelerometers for Teacher-Practitioner Posture Synchronization and Matching Analysis." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/05246576271016910569.

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碩士
國立暨南國際大學
資訊工程學系
96
Tai-Chi Chung is a soft exercise that tones the body and calms the mind so that it is suitable for adults and children. Although a Tai-Chi movement may look simple, it actually comprises many complex body movements. Hence, practitioners often need teacher’s personal guidance during learning. In practice, teachers often changes the practicing speed depending on his mental status. However, in order to follow teacher’s practicing speed, practitioners who are unfamiliar with Tai-Chi Chung may ignore some key movements making Tai-Chi training even harder. This study aims to develop a teacher-practitioner motion synchronization system for Tai-Chi training. Using the signals from accelerometers worn on the human body, a Mahalanobis distance for estimating the difference between two postures can be learnt by using a metric learning algorithm. Based on the learnt metric system, an incremental dynamic programming algorithm is used to align the accelerometer signals. The aligned signals can be used to estimate the relative practicing speed of the practitioner with respect to that of the teacher. Thus, the playing speed of the virtual teacher video can be easily determined. In the experiment, it is shown that the synchronization results computed using the Mahalanobis distance outperformed that of the Euclidean distance approach. The experimental results also show that the proposed system is efficient and accurate which can be applied to assist Tai-Chi training.

Книги з теми "Teachers' postures":

1

Jacknick, Christine M. Multimodal Participation and Engagement. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474455183.001.0001.

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Traditionally, teachers and researchers have looked for student participation in moments when teachers provide interactional space for it – this book takes a more holistic approach, examining how learners are participating (or not) throughout classroom interaction. It looks beyond turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope of classroom conversation analysis in three ways: 1) by focusing on student actions 2) by incorporating multimodal analysis, and 3) by examining both language learning contexts and non-L2 classrooms. In doing so the book uncovers how the identity of ‘being a student’ is enacted and provides implications for practice, teacher education and observation including emphasis on teacher interactional awareness and reflective practice.
2

McAllister, Lesley S. Yoga in the Music Studio. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190915001.001.0001.

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The ancient practice of yoga, which has exploded in popularity in the United States over the past two decades, has the potential to help music students learn to practice more mindfully and reach peak performance more quickly. This book explores how professional musicians and music teachers of all instruments and levels can use yoga postures (asana) and breath work (pranayama) to enhance artistry. It begins with an overview of yoga philosophy and history before delving into principles of movement, alignment, anatomy, and breath. Following a research-oriented chapter illustrating the cognitive, physical, and emotional benefits of yoga, each chapter explores the unique benefits of yoga for a particular population of students, describing specific poses, modifications, sequences, and sample curricula that teachers can immediately implement into private lessons or group classes. Chapter Four describes the developmental benefits of yoga and music education in early childhood and includes a sample eight-week preschool music curriculum. Chapter Five on the adolescent student explains how yoga can alleviate stress related to social and performance anxiety, enhance mindfulness, and increase peer support in a music studio. Chapter Six, for professional musicians and college students, describes how yoga can prevent or alleviate repetitive stress injuries and other physical symptoms. The final chapter offers ideas for appropriate modifications for the retired adult along with a sample eight-week curriculum to combine yoga with Recreational Music Making. Throughout the book, yoga is presented as a tool for reducing physical tension and anxiety while simultaneously improving body awareness, enhancing cognition, and helping music students to achieve peak performance.
3

Pappas, Stephanie. Yoga Posture Adjustments and Assisting: An Insightful Guide for Yoga Teachers and Students. Trafford Publishing, 2006.

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4

Franklin, Eric. Dynamic Alignment Through Imagery. 2nd ed. Human Kinetics, 2012. http://dx.doi.org/10.5040/9781718212848.

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"Dynamic Alignment Through Imagery, Second Edition", shows how to use imagery, touch and movement exercises to improve co-ordination and alignment. These exercises also help relieve tension, enhance the health of the spine and back and prevent back injury. This expanded new edition contains more than 600 imagery exercises along with nearly 500 illustrations to help visualize the exercises and use them in various contexts. "Dynamic Alignment Through Imagery" enables readers to experience the biomechanical and anatomical principles that are crucial to dancers, other performing artists, yoga and Pilates teachers and practitioners and athletes. The techniques and exercises presented in the book act as a guide to improving posture and will have a positive affect on thoughts and attitude about oneself and others. You can discover flexibility and increase the power to move.
5

Butz, Karel. Achieving Musical Success in the String Classroom. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190602888.001.0001.

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Achieving Musical Success in the String Classroom describes the author’s pragmatic pedagogical approach toward developing complete musicianship in beginning through advanced-level string players by incorporating the ideas of Mimi Zweig, Paul Rolland, and Shinichi Suzuki. The author’s philosophical assumptions are explained in regard to the structure and purpose of string teaching contributing to a high level of musical artistry among students. Introductory through advanced string concepts relating to instrument setup, posture, left- and right-hand development, music theory, aural skills, assessment procedures, imagery in playing, the development of individual practice and ensemble skills, and effective rehearsal strategies are explained in a sequential approach that benefits the classroom teacher and student. In addition, several score examples, sample lesson plans, and grading rubrics, as well as videos of the author demonstrating his pedagogical ideas and techniques with musicians, are included.
6

Guss-West, Clare. Attention and Focus in Dance. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718212718.

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The Western approach to dance is largely focused on control and mastery of technique, both of which are certainly necessary skills for improving performance. But mindful attention, despite its critical role in high performance, has gotten short shrift—until now. Attention and Focus in Dance, a how-to book rooted in the 20 years of attentional focus findings of researcher Gabriele Wulf, will help dancers unlock their power and stamina reserves, enabling efficient movement, heightening their sensory perception and releasing their dance potential. Author Clare Guss-West—a professional dancer, choreographer, teacher and holistic practitioner—presents a systematic, science-based approach to the mental work of dance. Her approach helps dancers hone the skills of attention, focus and self-cueing to replenish energy and enhance their physical and artistic performance. A Unique, Research-Based Approach Here is what Attention and Focus in Dance offers readers: • A unique approach, connecting the foundations of Eastern movement with Western movement forms • Research-based teaching practices in diverse contexts, including professional dance companies, private studios, and programmes for dancers with special needs or movement challenges • Testimonies and tips from international professional dancers and dance educators who use the book's approach in their training and teaching • A dance-centric focus that can be easily integrated into existing training and teaching practice, in rehearsal, or in rehabilitation contexts to provide immediate and long-term benefits Guss-West explores attentional focus techniques for dancers, teachers and dance health care practitioners, making practical connections between research, movement theory and day-to-day dance practice. “Many dancers are using excessive energy deployment and significant counterproductive effort, and that can lead to a global movement dysfunction, lack of stamina and an increased risk of injury,” says Guss-West. “Attentional focus training is the most relevant study that sport science and Eastern-movement practice can bring to dance.” Book Organisation The text is organised into two parts. Part I guides dancers in looking at the attentional challenges and information overload that many professional dancers suffer from. It outlines the need for a systematic attention and focus strategy, and it explains how scientific research on attentional focus relates to dance practice. This part also examines the ways in which Eastern-movement principles intersect with and complement scientific findings, and it examines how the Eastern and scientific concepts can breathe new life into basic dance elements such as posture, turnout and port de bras. Attention and focus techniques are included for replenishing energy and protecting against energy depletion and exhaustion. Part II presents attention and focus strategies for teaching, self-coaching and cueing. It addresses attentional focus cues for beginners and for more advanced dancers and professionals, and it places attentional focus in the broader context of holistic teaching strategies. Maximising Dance Potential “Whether cueing others or yourself, cueing for high performance is an art,” Guss-West says. “Readers will discover how to format cues and feedback to facilitate effective neuromuscular response and enhance dancer recall of information and accessibility while dancing.” Attention and Focus in Dance offers an abundance of research-backed concepts and inspirational ideas that can help dancers in their learning and performance. This book aids readers in filtering information and directing their focus for optimal physical effect. Ultimately, it guides dancers and teachers in being the best version of themselves and maximising their potential in dance.
7

Krasnow, Donna H., and M. Virginia Wilmerding. Motor Learning and Control for Dance. Human Kinetics, 2015. http://dx.doi.org/10.5040/9781718212749.

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As dance training evolves and becomes more complex, knowledge of motor behavior is foundational in helping dancers learn and master new skills and become more efficient in integrating the skills. Motor Learning and Control for Dance is the first resource to address motor learning theory from a dance perspective. Educators and students preparing to teach will learn practical ways to connect the science behind dance to pedagogy in order to prepare dancers for performance. Dancers interested in performance from the recreational to professional levels will learn ways to enhance their technical and artistic progress. In language accessible even to those with no science background, Motor Learning and Control for Dance showcases principles and practices for students, artists, and teachers. The text offers a perspective on movement education not found in traditional dance training while adding to a palette of tools and strategies for improving dance instruction and performance. Aspiring dancers and instructors will explore how to develop motor skills, how to control movement on all levels, and—most important—how motor skills are best taught and learned. The authors, noted experts on motor learning and motor control in the dance world, explore these features that appeal to students and instructors alike: • Dance-specific photos, examples, and figures illustrate how to solve common problems various dance genres. • The 16 chapters prepare dance educators to teach dancers of all ages and abilities and support the development of dance artists and students in training and performance. • An extensive bibliography of sports and dance science literature allows teachers and performers to do their own research. • A list of key terms is at the beginning of each chapter with an accompanying glossary at the back of the book. Part I presents an overview of motor behavior, covering motor development from birth to early adulthood. It provides the essential information for teaching posture control and balance, the locomotor skills underlying a range of complex dance skills, and the ballistic skills that are difficult to teach and learn, such as grand battement and movements in street dance. Part II explores motor control and how movement is planned, initiated, and executed. Readers will learn how the nervous system organizes the coordination of movement, the effects of anxiety and states of arousal on dance performance, how to integrate the senses into movement, and how speed and accuracy interact. Part III investigates methods of motor learning for dancers of all ages. Readers will explore how to implement a variety of instructional strategies, determine the best approaches for learning dance skills, and motivate and inspire dancers. This section also discusses how various methods of practice can help or hinder dancers, strategies for improving the recall of dance skills and sequences, and how to embrace somatic practice and its contribution to understanding imagery and motor learning. Motor Learning and Control for Dance addresses many related topics that are important to the discipline, such as imagery and improvisation. This book will help performers and teachers blend science with pedagogy to meet the challenge of artistry and technique in preparing for dance performaance.

Частини книг з теми "Teachers' postures":

1

McAllister, Lesley S. "Starting a Practice." In Yoga in the Music Studio, 1–45. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190915001.003.0001.

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Chapter One sets the foundation for an understanding of what yoga is and how that definition has changed over the last century, especially in the West. Beginning with an explanation of the original intention of yoga—that is, to yoke the mind, body, and spirit—this chapter will explore how the practice of yoga and music work synergistically to develop better body awareness, less physical tension, and greater physical and emotional well-being. After describing the types of poses and their benefits as well as how they may be sequenced for a well-rounded practice, sections on necessary supplies and safe practice tips will give pertinent information to teachers and students who are just beginning a yoga practice. Principles of breath, movement, and alignment are outlined so that teachers know what to watch for in their students and what cues to use as they begin to incorporate yoga postures into music lessons.
2

Newcombe, Suzanne. "The Self-Taught Yogis, Adult Education and the Wheel of Yoga." In Yoga in Britain: Stretching Spirituality and Educating Yogis, 40–74. Equinox Publishing, 2019. http://dx.doi.org/10.1558/equinox.33787.

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This chapter focuses further on the nature of autodidactic traditions of yoga in the early twentieth century including the role of physical culture journals such as Health & Strength, as well as the postal courses on Yogism offered by Desmond Dune from his ‘World Headquarters’ in Surrey. It goes on to consider the world of adult education in Britain and how the founder of the British Wheel of yoga, Wilfred Clark was a product of this tradition. Wilfred Clark went on to establish a network of self-educated yoga teachers prepared to popularize yoga in adult education venues across the country. Clark and early Wheel members argued that yoga should be taught primarily in philosophy departments, and should consist of philosophical lectures, breathing exercises, postures, meditation and relaxation. The yoga enthusiasts and practitioners of this environment formed distinctive (if often idiosyncratic) assumptions about the nature and purpose of yoga.
3

Delsandro, Erica Gene. "Introduction." In Women Making Modernism, 1–18. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066172.003.0001.

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The chapters in this volume are intended as sources of generation, encouraging scholars and teachers to stretch their critical feminist imaginations toward discovery and possibility, revision and reinvention. This volume strives for an approach that is motivated by discovery, empathy, and excitement. In so doing, the chapters in this volume are not as interested in what secrets scholars can reveal hidden in the texts we read or what counter-ideologies authors have smuggled into their work—the orientation of a suspicious approach. Rather, the chapters in this volume are eager to explore modernist women writers and their work in order to imagine a fresh approach to modernism—the orientation of openness. Instead of excavating, defamiliarizing, and disrupting, the scholars included here intend to open, offer, and amplify. Moreover, the authors in this volume are committed to scholarly introspection: the orientation of openness through which they approach their examination of modernist women writers is also at play in their reflection on our collective feminist project, illustrating the political tensions that infuse our reading postures and writing processes.
4

Vidal-Conti, Josep. "ARE PRIMARY SCHOOL TEACHERS PROPERLY TRAINED TO PROMOTE POSTURAL EDUCATION?" In Investigación educativa en contextos de pandemia., 1295–309. Dykinson, 2021. http://dx.doi.org/10.2307/j.ctv2gz3v49.109.

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5

BUCHART, Mélanie. "Enseignement-apprentissage dématérialisé du FLE en Finlande." In Distances apprivoisées, 7–14. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4860.

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In the spring of 2020, in Finland as in most countries of the world, the Covid-19 epidemic has caused a shift in university education from all face-to-face to all digital. In the language department, digital tools have been present for a long time and the university is already promoting the development of mediated learning outside Covid. The difference this time was the forced and sudden aspect of mediatised learning. This generated questions about the pedagogical uses of technology, the reconceptualisation of the teaching of French as a foreign language, the shaking of the traditional posture of the teacher, his or her professional and identity repositioning, as well as the reception by learners of these digital practices. This article presents the main lines of a survey carried out in Finland, after two months of confinement and online teaching (March-April 2020), among teachers and learners of French at the university.
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Ramos, Daniela Karine, Cláudia Regina Brito, Fernando Silvio Cavalcante Pimentel, Bruna Santana Anastácio, and Gleice Assunção da Silva. "Integration of Digital Games Into Pedagogical Practice." In Impact of Digital Transformation in Teacher Training Models, 73–92. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9538-1.ch004.

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The COVID-19 pandemic made more evident the role digital technologies can play in education and their relationships with teacher training, the flexibility of pedagogical processes, and the diversification of strategies and resources. This chapter analyses how digital games have been incorporated into pedagogical practices to reflect on the educational challenges and transformations and their consequences for teacher education. Considering the context of the pandemic and the use of digital games as alternatives to pedagogical practices during remote learning, a scoping literature review was conducted on the Web of Science. Initial searches revealed 68 works developed at different levels of education addressing a diversity of content. The game's motivating potential, the more active postures experienced by the students, and the contributions to learning are highlighted. There is evidence that the games were integrated into the curriculum, composing actions that involved other combined resources and pedagogical strategies.
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Bennett, Peggy D. "Teacher as entertainer." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0062.

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Some educators become troubled when they watch award ceremonies for teachers and news segments about schools. Very often in those settings, videos show teachers engaged in dramatic, highly animated activity. Nearly all have bold person­alities, and students’ enthusiasm can verge on frenetic. Why might educators be troubled about these images of education? Because the implicit message seems to be that full- throttle dramatic behavior equates with teaching. That groups jumping and shouting equates with learning. Animation can be delivered on a sliding scale that we turn up or turn down, based on students’ learning needs and desires. Varying intensities of verbal and nonverbal communication are important for all teachers to master. Vocal expression and vol­ume, posture, eye contact and expression, gestures, movement, and proximity— all are behaviors that contribute to our animation and teaching personae. If we generate all the energy and excitement in the room, we may be missing out on helping all our students learn. If we treat teaching as entertainment, as our performance of the lesson, we may be missing out on learning how our students learn. Variation in intensities and types of animation is pedagogi­cally sound and educationally warranted. Quiet and calm may need infusions of bold and invigorated. Boisterous and loud may need times of peaceful and hushed . . . all for the benefit of stu­dent learning. A self- check may help us reflect on teaching tendencies and ponder the point at which our entertainer personalities may be subduing students’ learning. • Are we the primary generator of ideas during our classes? • Do we rely on quips, jokes, and teasing to engage students? • Does our level of animation and drama drive the class and the lesson? • Does the proportion of our teacher- talk greatly outweigh student- talk? • Do we value quiet, hesitant student contributions as much as eager, enthusiastic ones? It is every teacher’s challenge to notice and adapt for the benefit of students. Whether our comfort lies in being “a sage on the stage” or “a guide at the side,” we know that we likely need to do both for the benefit of students’ learning.
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Rossi, Pier Giuseppe, Patrizia Magnoler, Giuseppina Rita Mangione, Maria Chiara Pettenati, and Alessia Rosa. "Initial Teacher Education, Induction, and In-Service Training." In Facilitating In-Service Teacher Training for Professional Development, 15–40. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch002.

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This work suggests the need to find a few elements - strategies and dispositifs - that if included in initial training, induction and in-service training, can facilitate the acquisition of a consistent professional vision and improve the processes themselves in a perspective of long life learning, namely that can overcome a clear demarcation between initial and on in-service training.These elements are: 1) paths based on recursion between immersion in workplace and distancing for a reflection on the practices enacted in an educational environment, 2) use of devices that favour recursion between immersion and distancing (analysis of practices, vicariant tools for practices, e-portfolio), 3) triangulation during the path both in the immersion phase and in the distancing of different perspectives thanks to the interaction among researchers, experts and novices. This contribution checks for the presence of the preceding elements in all steps of training and analyzes the results obtained in the direction of strengthening a professionalizing posture in the three steps.
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Brown, Candy Gunther. "Modern Ashtanga Yoga." In Debating Yoga and Mindfulness in Public Schools, 68–85. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0005.

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Chapter 4 chronicles the development of modern Ashtanga yoga by the Indian Hindu Shri Krishna Pattabhi Jois (1915–2009) for the purpose of becoming “one with God.” Ashtanga pursues its spiritual goal through physical postures, āsanas, opening with Sūrya Namaskāra (Sun Salutations), defined by Jois as “prayer to the sun god,” and closing with Padmāsana (Lotus) and Savāsana (Rest/Corpse), to facilitate meditation and enlightenment. Postures incorporate symbolic gestures, añjali mudra (prayer) and jñāna mudra (wisdom), not only to express but also to instill devotion. Ashtanga exemplifies an experiential model of religion in which practitioners envision physical practices as transforming beliefs and achieving spiritual goals. Ashtanga arrived in the U.S. in 1975 in Encinitas, California, and attracted wealthy devotees, among them Sonia Jones, who created Jois Yoga and the Jois Foundation (K. P. Jois USA Foundation) in 2011. The Foundation’s “mission” is to bring the “philosophy, teachings and values of Sri K. Pattabhi Jois to “youths in underserved communities” and “support changes in public policy” to make yoga and meditation “essential,” even “compulsory,” in teacher credentialing and school curricula. The chapter argues that teaching Ashtanga yoga in public schools raises constitutional questions because Ashtanga exhibits the Malnak-Meyers indicia of religion.
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Erick, Patience, Tshephang Tumoyagae, and Tiny Masupe. "Musculoskeletal Disorders in the Teaching Profession." In Ergonomics - New Insights [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.103916.

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Musculoskeletal disorders (MSDs) are among the most common and important occupational health problems in working populations with significant impact on quality of life and a major economic burden from compensation costs and lost income. MSDs decrease productivity at work due to absenteeism, presenteeism and sick leave. During the course of their work, teachers can be subjected to conditions that cause physical and psychosocial illness. Common MSDs among teachers include those affecting the lower back, neck and upper extremities. Research suggests that the aetiology of MSDs is complex and multifactorial in nature. Occupational factors including location of school, carrying heavy loads, prolonged computer use, awkward posture and psychosocial factors such as poor social work environment, high anxiety and low job satisfaction have been found to contribute to development of MSDs. Factors such as high supervisor support and regular physical exercise on the other hand have been found to have a protective effect against MSDs among teachers. The interventions for these conditions need to be contextualized for them to be effective and to take into consideration, the risk factors for these conditions and how they interact with each other.

Тези доповідей конференцій з теми "Teachers' postures":

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Sánchez Estrada, Omar Eduardo, Mario Gerson Urbina Pérez, and Karla Georgina Pérez González. "Reflections on the creative process, analysis of strategic models for the development of creative thinking in the Industrial Designer." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10210.

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The purpose of this article is to analyze the different strategic models to understand and identify the factors that hinder the ability to develop divergent, open thinking free of technical and emotional bias to produce new and valuable things, or to apply solutions in a wide variety of ways. Studies on creators in the field of psychology, the process of development of traditional creativity applied in the degree in industrial design of the University Center UAEM Valle de Chalco in Mexico, and analogical reasoning through the sources of inspiration for creative production were taken into account. The information theory called "Hamming Distance" was used to verify if the real estimated value is congruent with the ideal estimated value, numerical values obtained from the different strategic models for creativity and postures emitted by the teachers of the area. As a result, new parameters were obtained to educate more effectively towards a creative thinking of industrial designers.
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Laperrouza, Marc, Jacques Lanarès, and Emmanuel Sylvestre. "Visualizing constructive alignment in the process of course design." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9330.

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Course design in higher education is often approached in a very linear and text-based manner. The paper presents a visual tool in the form of a canvas aimed at accompanying teachers in the design of courses. The canvas can be used in an individual or co-teaching setting. It can be applied either during the conception phase of a new course or to revisit and reflect an existing course.The visual dimension departs from the usual text-based format and ambitions to offer a practical and intuitive approach. It aims at engaging teachers to adopt a prototyping approach in the design of courses. It builds on the various visual modeling tools offered in the fields of business and strategy.The proposed canvas is part of a broader project accompanying higher education teachers in the clarification of their pedagogical intent, in ensuring constructive alignment and in the adoption of a reflexive posture on their teaching experiences.
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Blanco-Laine, Gaëlle, Sophie Dupuy-Chessa, Marie-Anne Le Dain, Sybille Caffiau, Nadine Mandran, and Pierre Chevrier. "INDIVIDUAL EVALUATION AND TEACHER POSTURE DETERMINATION IN PROJECT-BASED LEARNING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0574.

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Bergadaà, Michelle. "Pour en finir avec l’inconduite académique : le contrepoids de la parole performative des sciences de l’intégrité." In 2ème Colloque International de Recherche et Action sur l’Intégrité Académique. « Les nouvelles frontières de l’intégrité ». IRAFPA, 2022. http://dx.doi.org/10.56240/cmb9902.

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IRAFPA aims to provide teacher-researchers with a performative discourse. Since March 31, 2004, the date of our first letter to the academic community, 18 years have passed during which, through trial and error, we have learned to express publicly the « sciences of integrity ». To understand how the IRAFPA style of expression has gradually emerged, we analyzed the 90 issues of the IRAFPA newsletter since 2004. The analysis presented hereafter has allowed us to induce epiphanic moments of six successive eras where ruptures in our integrity science movement and the development of a posture and a distinctive vocabulary have appeared.
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Villarreal, Doris. "Postura Activista: Examining One Bilingual Teacher's Activism and Commitment to the Community She Serves." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583309.

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Villarreal, Doris. "Postura Activista: Examining One Bilingual Teacher's Activism and Commitment to the Community She Serves." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1886040.

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Sosa, Ricardo. "I am a Creative Loop: Towards Integrative Studios in Design and Creative Technologies." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.153.

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“I am a strange loop” is a thought-provoking statement by polymath Douglas Hofstadter who uses it as the title of his 2007 book to integrate ideas from Philosophy, Neuroscience, Computer Science, and his personal life to analyse concepts of the “I” (self) and consciousness. Standing on the shoulders of this “giant idea” (paraphrasing Newton), I attempt here to examine my work across design and research including my identity as a researcher-designer using the phrase “I am a strange creative loop”. My aim is to trigger reflection and propose a new type of studio pedagogies that bring together theory and practice. This is in response to tensions and opportunities I observe between design and research activities and between theory and practice in design education and design research.To clarify, the “I” in the phrase “I am a strange creative loop” only partially refers to the author -following Hofstadter, my primary intention is to reflect upon everyone who inhabits the worlds of design and research. Therefore, the sentence could have been “All design researchers are strange creative loops”. Thinkers across epistemologies and geo-historical eras have been preoccupied with questions of “Who am I? Who are we?”. I found a similar puzzlement as an undergraduate three decades ago among designers wondering “What is design? Who is a designer?” -a question that continues to spark debates today. I use and extend here the concept of “sentipensante” as used by Orlando Falls Borda to reflect upon my personal experience feel-thinking and creating in design and the rather confusing (strange) “creative loop” that connects the research and design identities in myself and in our graduate students. To make these ideas more concrete, I share two specific recent experiences: one is a lesson learned from my teaching of Creative Technologies at AUT and one from my research work at an after-school maker space in a South Auckland school in Tāmaki Makaurau since 2016. These vignettes illustrate some of the deep chasms that divide design and research activities in modern academia, particularly the divorce between so-called theory and so-called practice. Design schools today have a paradoxical, largely arbitrary, and perverse division between these ways of knowing. I suggest that in design education, what we call theory is not really theory, and in design research what we call practice is not really practice. We have been doing both wrong, largely because of the chasm we have carved between them. I trouble here the ways in which curricula is planned in design education, the pedagogies and the timetabling practices we use, and the discourses among our students and lecturers.I close by adopting a constructive posture to generate concrete ideas for the future of design scholarship. To this end, I elaborate on the notion of “design praxis” to reformulate what studio can be in design: an integrative space where pluriversal ways of knowing can come together in “creative loops” to generate, apply, and evaluate design knowledges. Such studio spaces can be useful in pluriversal design schools that leave behind binary divides between research and teaching, practice and theory, teachers and students.

Звіти організацій з теми "Teachers' postures":

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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.

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