41.
El carácter general de la educación: reflexiones desde la perspectiva de la pedagogía
- Tenorth, Heinz-Elmar
42.
Presupuestos estructurales de una pedagogía reformista: análisis sociológicos de la pedagogía moderna
- Eberhard Schorr, Karl; Luhmann, Niklas
43.
La Ilustración y su sombra: dominación cultural y pedagogía social en la España del Siglo de las Luces
- Alvarez-Uría Rico, Fernando
44.
El profesor: posición social y pedagogía socialista
- Sarup, Madan
45.
"La madre concienciada": el desarrollo histórico de una pedagogía para la escuela primaria
- Steedman, Carolyn
46.
La pedagogía como ciencia tecnológica
- Sarramona López, Jaume
47.
Los becados de la Junta de Ampliación de Estudios y la pedagogía alemana
- Marín Eced, Teresa
48.
La importancia de la ética del discurso de Jürgen Habermas para la pedagogía
- Groothoff, Hans-Hermann
49.
La pedagogía ambiental en el ámbito de las ciencias de la educación
- Novo Villaverde, María
50.
Catolicismo y pedagogía: publicaciones católicas, infantiles y juveniles en Italia
- Pizarroso Quintero, Alejandro
51.
VII Congreso Nacional de Pedagogía (Granada, 1980)
52.
THE CHANGING ROLES OF TEACHERS: SERVING THE PUBLIC INTEREST? by
- Daria Buese; Linda Valli
Teacher roles in a high-stakes accountability climate are examined in this paper. Through interviews with teachers and principals between 2002 and 2005, and case studies of three schools in 2004-2005, we established that teachers ’ roles changed in response to policies aimed at improving student achievement. Teachers ’ roles increased in number as they were asked to do more things, intensified as policy-driven directives increased responsibility for work done in the classroom, and expanded in scope as teachers were held responsible for more collaboration outside of the classroom. Through examining how teachers responded to one pervasive instructional directive, “differentiated instruction,...
53.
.1 Critical Spirituality as a Resource for Fostering Critical Pedagogy
Two central assertions are made in this article. The first is that our present historical moment is marked by the ever-increasing cultural, social, demographic and epistemic complexity. The second is that even though a number of pedagogies have been developed in response to this complexity most fall short in terms of the practi-cal implementation of their own theoretical and ethical principles. Unsettling Changes As ever increasing complexities, together with cer-tain contemporary unsettling historical processes (glob-alisation, postmodernism, new information and com-munication technologies, environmental changes, etc.) have gotten rid of some old certainties (progress, devel-opment, absolute truth) an empty space is created...
54.
Guest worker programs and
- Peter H. Sawchuk; Arlo Kempf
Towards a foundation for understanding the complex pedagogies of transnational labour
55.
The ‘Mathematically Able Child ’ in Primary Mathematics Education: A Discursive Approach
- Fiona Walls
Grouping according to perceptions of ability is widely used in the teaching of mathematics in many countries. These practices may be viewed as operating within discursive complexes concerned with the mathematically able child. This paper uses Foucault’s theories of discourse to argue that such a child is discursively produced, and that the differentiating pedagogies that characterise mathematics teaching in many New Zealand primary schools are supported within such discourse. It investigates the dispositif surrounding the ‘mathematically able child’, and considers implications of dominant discursive accounts of mathematical ability for young learners. In her evaluation of research about assessment in mathematics...
56.
TESOL methods: Changing tracks, challenging trends
- B. Kumaravadivelu
This article traces the major trends in TESOL methods in the past 15 years. It focuses on the TESOL profession’s evolving perspectives on language teaching methods in terms of three perceptible shifts: (a) from communicative language teaching to task-based language teach-ing, (b) from method-based pedagogy to postmethod pedagogy, and (c) from systemic discovery to critical discourse. It is evident that during this transitional period, the profession has witnessed a heightened awareness about communicative and task-based language teaching, about the limitations of the concept of method, about possible postmethod pedagogies that seek to address some of the limitations of method, about...
57.
Formação de professores mediada por tecnologias educacionais em rede : contribuições da perspectiva sócio-histórica
- Alberti, Taís Fim; Franco, Sérgio Roberto Kieling
A partir do embasamento teórico da Psicologia sócio-histórica, em particular da Teoria da Atividade de Leontiev e das Atividades de Estudo de Davidov, este artigo apresenta os resultados de pesquisa, em que investigamos as tarefas de estudo realizadas em um curso de Pedagogia mediado por tecnologias educacionais em rede que tinham a potencialidade para o desenvolvimento de novas atividades profissionais. Para tanto, a metodologia empregada foi a análise de conteúdo, por meio de procedimento de categorização. Os resultados evidenciaram que, nesse contexto investigado, a forma de organização e o conjunto de tarefas de estudo foram potencializadoras de Atividades de Estudo...
58.
La deriva situacionista como herramienta pedagógica
- Amieva Montañez, Mónica H.
El objetivo general de la investigación La deriva situacionista como herramienta pedagógica es dilucidar las contribuciones del programa situacionista a los discursos que versan sobre las prácticas de arte contemporáneo como potenciales instrumentos crítico de investigación, exploración y reflexión social. La tesis de este trabajo es que el análisis de la psicogeografía, la deriva y el détournement desde el ángulo de la producción de conocimiento, puede arrojar luz sobre la valiosa capacidad de nuestras prácticas pedagógicas para generar experiencias que cuestionen los estándares perceptivos propio de los ordenamientos visuales, urbanos y cotidianos, así como sus interpretaciones de lo real y...
59.
A FRESH START FOR CONVERGENCE THEORY? IDEAS FOR COMPARING CHANGE IN SOCIAL WORK EDUCATION ACROSS THE EU
- Tendrá La Convergencia Un Nuevo; Punto De; Partida Ideas; Para Comparar Los; Jacob Kornbeck
European countries have diverse traditions in terms of social policy, social work practice and social work education. This diversity complicates defining any pan-European social work core. There have been few attempts to describe how social work is defined, delimited and subdivided in national contexts. However, three types of social work can be identified: in countries like the UK, only social work ‘proper ’ is considered as part of social work, in countries like Germany, social work and social pedagogy share the field, and in countries like France, there is a triad of social assistance, special education and socio-cultural animation. This...
60.
Relación entre autovaloración de consumo de internet y puntuación de adicción a internet en una muestra universitaria
- Matas Terrón, Antonio; Estrada Vidal, Ligia Isabel
Con la generalización del acceso a internet se han observado algunos casos de un uso desmedido del mismo. En general, la realización de cualquier actividad de forma excesiva puede derivar en una adicción, afectando gravemente a la vida cotidiana de las personas. El objetivo de esta investigación es analizar la relación entre el nivel de riesgo estimado por el test de Young, con la autopercepción de inferencia del uso de Internet en la vida cotidiana en una muestra universitaria. Participaron 323 alumnos de la titulación de Pedagogía de la Universidad de Málaga (España). Se analizó la correlación entre la puntuación...
