Mostrando recursos 181 - 200 de 15.064

  1. 43 Ohio Social Studies Review

    Anne Waliaula
    This article examines how Africa is portrayed in the social studies classrooms and offers balanced ways of teaching about Africa. First, I examine what recent research has shown as the prevalent myths in students ’ minds about Africa. Secondly, through observations done in social studies classrooms, I analyze how Africa and African issues can be elaborated and interpreted in critical and engaging ways in the social studies classrooms. Lastly, through a recent research study and classroom observations, I examine the different pedagogical strategies and classroom resources on Africa that not only added to the knowledge about Africa, but also advanced...

  2. Analysis of Teacher Perception’s of Students’ Participation in Physical Education Session

    In Sfax; Mouna Khecharem Damak; Mourad Bahloul
    The concept of social representations is a polymorphous concept and is not always stable due to its interdisciplinary nature. In this paper, we will try to identify, on the one hand, the semantic universe of social representations of teachers and then identify the socio-cognitive and pedagogi-cal processes which are at their origin, and on the other hand, tackle the problematic of the effects of social representations of students ’ participation in physical education sessions as seen by Tuni-sian teachers. Actually, this study is part of a central question: “What does talking about social re-presentations mean?”. As part of a convenience...

  3. EDITOR

    Ficha Técnica; José Luís; Coelho Silva; Flávia Vieira; Clara Costa Oliveira; José Carlos Morgado; Judite Almeida; Maria Alfredo Moreira; Maria Do Céu Melo; Palmira Alves
    pedagogia para a autonomia em diversos contextos. Entendendo-se a autonomia como um interesse colectivo, decidiu-se que o Congresso seria de âmbito multidisciplinar e abrangeria todos os contextos e níveis de ensino / formação. A sua finalidade foi partilhar experiências e promover o debate sobre pressupostos, princípios de acção, processos, resultados, potencialidades, constrangimentos e condições de desenvolvimento de uma pedagogia para a autonomia em contextos educativos / formativos. As áreas temáticas do Congresso e das Actas que agora se publicam são as seguintes: o Pedagogia para a autonomia nos ensinos básico e secundário o Pedagogia para a autonomia no ensino superior...

  4. Experiencias en formación docente de ayudantes alumnos de la Facultad de Ciencias Médicas

    Candreva, Anna; Susacasa, Sandra; Cerasa, S.; Azanza, M.
    Desde hace décadas, el Departamento de Pedagogía Médica implementa, sistemáticamente, diversas alternativas de Formación Docente dirigidas a los ayudantes alumnos de esta casa. Uno de los propósitos básicos es ofrecer diferentes instancias que posibiliten generar las herramientas conceptuales, procedimentales y actitudinales que propendan a la construcción de un pensamiento crítico y reflexivo sobre el quehacer docente; además de propender a la construcción de la identidad del colectivo docente. Durante años este Plan de Formación Docente fue implementado de forma presencial, con tres módulos básicos: rol docente; estrategias de enseñanza y evaluación, consecutivos y correlativos. El objetivo de este trabajo es...

  5. Developing collaborative partnerships for student teaching in music

    Francine Morin
    As the major socializing agent in the transformation from student to teacher, the student teaching experi-ence is often cited as a critical compo-nent of the music teacher education process (Legette, 1997; Conkling & Henry, 1999)". It is valued most because it provides music education majors with an authentic setting. in which to forge links between the uni-versity context and the professional world of teaching, observe exemplary music teaching models, synthesize and integrate music education learning for teaching purposes, develop pedagogi-cal skills, contribute to the collabora-tive work of schools, and continue their ongoing inquiry into music teaching and learning (Bowles &...

  6. BECOMING A CRITICAL LANGUAGE TEACHER: a reflexive journey

    Diálogos Interdisciplinares Gepfip; Brian Morgan
    Based on prior collaboration with Brazilian colleagues, the author reflects on his understanding of the scope and substance of critical work in English Language Teaching (ELT). Towards this goal, he examines and debates the terminological distinction between critical pedagogies (i.e. emancipatory modernism, PENNYCOOK, 2001) and critical literacies (i.e. problematizing givens, cf. PENNYCOOK, 2001) as proposed by some Brazilian scholars (e.g. MENEZES DE SOUZA, 2011; JORDÃO, in press). Inspired by this debate, the author re-examines his own early development as a critical educator at the Sichuan Foreign Language Institute in Chongqing, Peoples’ Republic of China. The article then discusses the challenges...

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    Revista Electrónica; Teoría Educación; Silvia Molina; Miranda Christou; Inclusión Educativa Y Pedagogía Crítica
    Resumen: En este artículo presentamos los principios básicos de la inclusión educativa, centrándonos especialmente en la inclusión del alumnado con discapacidad, y sostene-mos que la educación inclusiva debería ser entendida como un proceso de transforma-ción de las escuelas tradicionales en espacios de aprendizaje para todo el alumnado. El artículo se basa en la pedagogía crítica para argumentar que las prácticas educativas excluyentes se han desarrollado centrándose en la discapacidad más que en las capaci-dades de este alumnado. En esta misma línea, el artículo proporciona evidencias cientí-ficas para desacreditar mitos relacionados con la educación del alumnado con discapa-cidad, especialmente mitos que...

  8. A Framework for Gender Justice: Evaluating the Transformative Capacities of Three Key Australian Schooling Initiatives

    Amanda Keddie
    Through a feminist agenda that seeks to redress gender inequities through remedies of redistribution and recognition, this paper draws on Fraser’s work (1997) to articulate a framework of transformative justice. In moving beyond the competing logics underpinning such remedies, this framework adopts a transformative theory and politics in problematising and seeking to restructure the inequitable gender differentiation of political-economic structures and social patterns of representation, interpretation and communication. This framework of gender justice is presented as useful in evaluating the ideologies and practices of particular schooling initiatives and thus is drawn on to critically assess three initiatives that currently seek...

  9. Tag Label: T&L-Pedagogies-PBL

    John Dewey; D. Boud
    “True learning is based on discovery guided by mentoring rather than the transmission of knowledge.”

  10. History

    Jacob Sheetz-willard; Twentieth-century Pedagogies; Of Place; Jacob Sheetz-willard
    Part of the History Commons This Thesis is brought to you for free and open access by the Graduate Studies at

  11. Getting queer: Teacher education, gender studies, and the cross disciplinary quest for queer pedagogies

    Reta Ugena Whitlock; Getting Queer
    Queer politics, if it is to remain queer, needs to be able to perform the function of emptying queerness of its referentiality or positivity, guarding against its tendency to concrete embodiment, and thereby preserving queerness as a resistant relation rather than as an op-positional substance. Otherwise, queer culture is likely to suffer, on a larger political scene, the normalizing vicissitudes already undergone by so-called queer theory….“queer theory ” has been…transformed into an unproblematic, substantive designation for a determinate subfield of academic practice, respectable enough to appear in advertisements for academic jobs and in labels on the shelves of bookstores. Signifying...

  12. REFLEXION S CRITIQUES

    J. P. Bronckart; Et M. J. Besson; Et Pédagogie; De La Langue; Cahier N Édition; Universite De Geneve; Faculte De; Psychologie E T Des; Sciences De L'education; Section Sciences; I Education; Sur Les; Theo Ries De; L'acquisition Du Langage; J. P. Bron Ckart
    Acquisition du langage et pédagogie de la langue

  13. What can K-12 school leaders learn from video games and gaming? 1 What Can K-12 School Leaders Learn from Video Games and Gaming?

    Richard Halverson
    Video games and gaming cultures have emerged as rivals for the attention of school-age children. Rather than learning from games, many school leaders and teachers have sought to condemn gaming and restrict the development of game-based curricula and pedagogies in schools. This paper suggests that leaders can learn from gaming by exploring how to develop curricula and establish spaces for teachers to learn and teach from gaming principles. Additionally, games are also well suited to represent how practitioners negotiate complex situations, and may provide powerful tools for leaders and researchers to learn about leadership practice. To appear in Innovate Please...

  14. Improving Teaching and Learning through Formative Evaluation: Using a Customised Online Tool to Collect Student Feedback

    Robert M. Corderoy; Ray Stace; Sandra Wills; A. Ip
    Good teachers spend time reflecting on their teaching practice. What is working, what isn't- and more importantly, why is or isn’t it? Such reflection is an essential component of maintaining and improving both teaching practice and the learning outcomes for students. Changes in current teaching practice towards more flexible teaching and learning environments and especially towards more student-centred online environments make this an even more important process. To answer this kind of question requires data which reflect the student's viewpoint on the teaching process and the time to collect and analyse it. As the subject itself is more and more...

  15. Journal of Early Childhood Research 1 –14 © The Author(s) 2014 Reprints and permissions:

    Sagepub. Co. Uk/journalspermissions. Nav; Doi /x
    ecr.sagepub.com Following watery relations in early childhood pedagogies Veronica Pacini-Ketchabaw and Vanessa Clark

  16. La Pedagogía en y de la sociedad cognitiva

    Gonzalo Vázquez Gómez
    Este estudio afronta dos problemas: cuál es el papel de la educación de la Socie-dad de la Información y cuáles las posibilidades de elaborar una pedagogía cog-nitiva. La pregunta por la educación y la pedagogía en la actualidad tiene diver-sos signifi cados: cada sociedad implica un tipo de educación, instituye un tipo de escuela y alienta una forma de pensar la educación. Los cambios actuales en los sistemas educativos se orientan hacia la formación de personas, orga-nizaciones y comunidades competentes, considerando la competencia como capacidad para identifi car y resolver problemas valiosos desde la perspectiva integrada de la lógica racional...

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    ALEXANDRE JOURNEAU, Véronique; De Pablo, Elisabeth; STOCKINGER, Peter; Legrand, Valérie; Mareglia, Laura; FRIZON, Mahalia
    Le Colloque "Voix contemporaines", organisé les 18 et 19 mai 2010 à la Maison de la recherche de l’université Sorbonne-Nouvelle, par l’ED Arts & Médias (Paris 3) et l’Observatoire musical français (Paris 4). Ce colloque regroupe une douzaine de conférences relatives aux voix parlées et chantées de notre temps, de la physiologie à la pédagogie, comme de l’interprétation à la critique ou à divers modes d’expression spécifiques (cri, jazz-poem, théâtre musical…).Créé en 1989, l’Observatoire Musical Français (OMF) – regroupant quelque 20 permanents et une cinquantaine d’associés – a consacré l’essentiel de ses travaux à la musique des XIXe et XXe...

  18. $rec.titulo

    ALEXANDRE JOURNEAU, Véronique; De Pablo, Elisabeth; STOCKINGER, Peter; Legrand, Valérie; Mareglia, Laura; FRIZON, Mahalia
    Le Colloque Voix contemporaines, organisé les 18 et 19 mai 2010 à la Maison de la recherche de l’université Sorbonne-Nouvelle, par l’ED Arts & Médias (Paris 3) et l’Observatoire musical français (Paris 4). Ce colloque regroupe une douzaine de conférences relatives aux voix parlées et chantées de notre temps, de la physiologie à la pédagogie, comme de l’interprétation à la critique ou à divers modes d’expression spécifiques (cri, jazz-poem, théâtre musical…).Créé en 1989, l’Observatoire Musical Français (OMF) – regroupant quelque 20 permanents et une cinquantaine d’associés – a consacré l’essentiel de ses travaux à la musique des XIXe et XXe...

  19. $rec.titulo

    ALEXANDRE JOURNEAU, Véronique; De Pablo, Elisabeth; STOCKINGER, Peter; Legrand, Valérie; Mareglia, Laura; FRIZON, Mahalia
    Le Colloque Voix contemporaines, organisé les 18 et 19 mai 2010 à la Maison de la recherche de l’université Sorbonne-Nouvelle, par l’ED Arts & Médias (Paris 3) et l’Observatoire musical français (Paris 4). Ce colloque regroupe une douzaine de conférences relatives aux voix parlées et chantées de notre temps, de la physiologie à la pédagogie, comme de l’interprétation à la critique ou à divers modes d’expression spécifiques (cri, jazz-poem, théâtre musical…).Créé en 1989, l’Observatoire Musical Français (OMF) – regroupant quelque 20 permanents et une cinquantaine d’associés – a consacré l’essentiel de ses travaux à la musique des XIXe et XXe...

  20. $rec.titulo

    ALEXANDRE JOURNEAU, Véronique; De Pablo, Elisabeth; STOCKINGER, Peter; Legrand, Valérie; Mareglia, Laura; FRIZON, Mahalia
    Le Colloque Voix contemporaines, organisé les 18 et 19 mai 2010 à la Maison de la recherche de l’université Sorbonne-Nouvelle, par l’ED Arts & Médias (Paris 3) et l’Observatoire musical français (Paris 4). Ce colloque regroupe une douzaine de conférences relatives aux voix parlées et chantées de notre temps, de la physiologie à la pédagogie, comme de l’interprétation à la critique ou à divers modes d’expression spécifiques (cri, jazz-poem, théâtre musical…).Créé en 1989, l’Observatoire Musical Français (OMF) – regroupant quelque 20 permanents et une cinquantaine d’associés – a consacré l’essentiel de ses travaux à la musique des XIXe et XXe...

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