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Nomenclatura Unesco > (58) Pedagogía

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1. Reference Contributions à la pédagogie du texte I

   Et Al
   BAIN, Daniel, et al. Contributions à la pédagogie du texte I. Genève: Université de Genève, Faculté de psychologie et des sciences de l'éducation, 1985
   

2. Dois contextos, duas realidades : ensinar e aprender

   Alhadas, Ercília Maria Nobre Fernandes
   A educação básica deverá assentar em pedagogias participativas, proporcionando à criança a construção do seu conhecimento através de experiências de aprendizagem. Como tal, deverá existir da parte da educadora/professora1 uma preocupação em formar indivíduos competentes. O presente relatório final está inserido no âmbito das Unidades Curriculares de Prática Educativa I e II do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e reflete todo o meu percurso formativo ao longo dos estágios em educação pré-escolar e 1.º ciclo do ensino básico. Do seu conteúdo fazem parte as descrições das instituições, os princípios orientadores das práticas pedagógicas das orientadoras...
   

3. Aprender como criança, viver com sabedoria : relatório final

   Jesus, Sónia Margarida Oliveira
   O presente trabalho aborda o papel do jardim de infância nos primeiros anos de vida de uma criança. É nesta fase que o desenvolvimento e a aprendizagem estão no seu auge, sendo fundamental um acompanhamento que visa complementar a ação educativa da família. Através de uma aprendizagem diversificada, a criança desenvolve habilidades cognitivas, sociais e motoras. A partir da observação e interação com grupos de crianças de diferentes idades foi possível estudar o seu desenvolvimento, recorrendo a diversas estratégias. Enfatizou-se o papel dos pais e do acompanhamento familiar, demonstrando que este tem fortes implicações no processo de aprendizagem. É também...
   

4. L'apprentissage du lean management par le jeu : Vers une évolution de la pédagogie pour faciliter le développement des compétences

   Houe, Thierry; Guimaraes da Costa, Nuno
   International audience
   

5. Formación y capacitación tecnológica de los estudiantes que ingresan a primer año de ciencias de la educación en la universidad de playa ancha, Chile

   Leiva Núñez, Jaime Patricio
   En el siglo XXI,nos encontramos viviendo en la llamada sociedad de la información, que se caracteriza por un escenario social invadido por las tecnologías. El desarrollo a una velocidad creciente de estas herramientas, modifican constantemente los escenarios en que cada uno de nosotros debemos actuar. Las tecnologías, se han incorporado practicamente, en todos los ámbitos de la vida y en todos los tipos de organizaciones, a tal grado, que hoy se hace imposible pensar en un mundo sin ellas. Los ambientes educativos, no han estado ajenos a estos procesos y es así como necesariamente debemos modificar lo que hacemos...
   

6. Actitudes hacia la Estadística en el alumnado del grado de Pedagogía de la Universidad de Barcelona

   Vilà Baños, R.; Rubio Hurtado, M.J.
   [EN] The article presents the results of a study that measured the attitudes of students of Education of the University of Barcelona to the Statistics, through scale EAE by Auzmendi (1992). Research has shown neutral-low level of general attitude towards the matter, but has also identified groups of students with different profiles: a group with an attitude unfavorably, but not especially anxious, just knowledge of statistics and very few numerical skills; another group is characterized by a positive attitude, who like statistics, but that worry and anxiety also shows; and a third group that stands out above all for anxiety before statistics. Given the potential relationship between academic achievement and attitude, the findings point to the need...
   

7. Pedagogy in cyberspace: The dynamics of online discussion

   Andrew Feenberg; Cindy Xin; Andrew Feenberg
   This article elaborates a model for understanding pedagogy in online educational forums. The model identifies four key components. Intellectual engagement de-scribes the foreground cognitive processes of collaborative learning. Communica-tion processes operating in the background accumulate an ever richer store of shared understandings that enable the forward movement of the conversation. The collaborative process requires a moderator to coordinate communication and learning in a group. The moderator in online education is usually a teacher who shares knowledge in the process of leading discussion. Finally, a successful discus-sion generates intrinsic motivations to participate, which keep the discussion going. This framework is designed...
   

8. Professional Learning Networks Designed for Teacher Learning Contributed Paper (Reviewed)

   
   In the information age, students must learn to navigate and evaluate an expanding network of information. Highly effective teachers model this process of information analysis and knowledge acquisition by continually learning through collaboration, professional development, and studying pedagogical techniques and best practices. Many teachers have extended their learning by developing online professional learning networks (PLNs). PLNs connect teachers to other individuals worldwide who can offer support, advice, feedback, and collaboration opportunities. PLNs also allow teachers to collect information from various Web sites and access it in one organized area so they can efficiently stay up to date on the latest...
   

9. An Exploration of Pedagogic Practices of Expressive Arts Teachers in Malawi Primary Schools

   Grames Chirwa (phd; Devika Naidoo (phd
   The objective of curriculum reform is to improve current practices. To improve the quality of education in Malawi, the national government in 2001 embarked on curriculum reform and adopted an Outcomes Based curriculum in 2007. Not much is known about the enactment of the new policy in classroom practices of teachers. The purpose of this study was to investigate the enactment of Expressive Arts, its theme-based design and content, facilitative pedagogy and continuous assessment in a selection of six state primary schools – three urban and three rural in Zomba district where teachers were first trained to teach Expressive Arts....
   

10. Institutional factors that affect black South African students ' perceptions of Early Childhood Teacher Education

    M G Steyn; Teresa Harris; C G Hartell
    Black students account for over 72 % of enrolments in higher education, but only a small percentage of them choose Early Childhood Education (ECE) as a field of study and complete the qualification. The purpose of this study was to examine, from the perspective of black ECE students, why so few of them enrol in this particular programme at a historically white university. Through a qualitative, case study approach the reasons for the low enrolment and completion rates were investigated. Participants mentioned that recruitment for this programme, particularly in rural areas should be improved. They also pointed out the higher...
    

11. II Programa de Pós-Graduação em Saúde

    Rev Saúde Pública; Monica Yuri Takitoi Ii; Maria Helena D’aquino; Pedagogia Movimento; Usp). São Paulo; São Paulo; Nutrição Fsp-usp São; Paulo Sp Brasil; Monica Yuri Takito; Cidade Universitária
    Physical activity during pregnancy and fetal outcomes: a case-control study Atividade física durante a gestação e desfechos fetais: um estudo de casos e controles OBJECTIVE: To investigate the relationship between physical activity during the second trimester pregnancy and low birth weight, preterm birth, and intrauterine growth restriction. METHODS: Case-control study including 273 low birth weight newborns and 546 controls carried out in the city of São Paulo, Southeastern Brazil, in 2005. Low birth weight cases were grouped into two subsamples: preterm birth (n=117) and intrauterine growth restriction (n=134), with their related controls. Information was collected by means of interviews with...
    

12. Pedagogies of engagement: Classroom-based practices Article CITATIONS

    Karl A. Smith; See Profile; Karl A. Smith; Sheri D. Sheppard; David W. Johnson; Roger T. Johnson
    All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
    

13. PUB DATE 2002-00-00

    Meaghan Eyler; Em. Mundy; J. Eyler; Meaghan Mundy; Janet Eyler; Vanderbilt Universiv
    This paper describes and explores key parallels between college student retention theory and service-learning to better inform the practices of each. Service learning encompasses the various pedagogies that link community service and academic study so that each strengthens the other. It is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities designed to promote student learning and development. Service learning is a good fit with the interactionalist theory of V. Tinto and theories of retention in general because it provides multiple, meaningful connections between students, faculty, and community...
    

14. Journal of Instructional Pedagogies

    Jeffrey L. Bailie
    Do institutional protocols, page 1 Do instructional protocols placed on online faculty correlate with learner expectations?
    

15. A Practitioner’s Journey Exploring Transformative Approaches to the Professional Development of Online Educators

    Shirley Reushle
    This article has been anonymously peer-reviewed and accepted for publication in the International Journal of Pedagogies and Learning, an international, peer-reviewed journal that focuses on issues and trends in pedagogies and learning in national and international contexts. ISSN 1833-4105. © Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. In this study, the principles of transformative learning theory, a subset of constructivism within adult education, were applied to the design of professional development experiences for educators in online settings. This study...
    

16. Pedagogies of engagement: Classroom-based practices Article CITATIONS

    Karl A. Smith; See Profile; Karl A. Smith; Sheri D. Sheppard; David W. Johnson; Roger T. Johnson
    All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
    

17. Article Reference

    
    Pedagogia como transferência cultural no espaço franco-suíço: mediadores e reinterpretações de conhecimento (1850-1900)
    

18. Work in Progress- Graphical Tools for Self- Evaluation in E-Learning

    Roya Foroughi
    Environments (VLEs) are relatively new phenomena and therefore pedagogies for these purposes are still in the early development and experimental stages and are either non-existent or have not reached maturity as yet. In traditional classroom settings, the teacher not only presents the new knowledge to the students, he or she chooses strategies to effectively transfer this knowledge, provides a time schedule, the necessary tests for assessment and continuous evaluation and to some extent the motivation necessary to complete the course. In VLEs and especially in the context of life long learning these support elements are often missing and learners are...
    

19. Introducing mobile technologies: Preparatory staff development issues. In ICT: Providing choices for learners and learning

    Ian Olney; Geraldine E. Lefoe
    Introducing mobile technologies: Preparatory staff development issues This paper explores some of the staff development issues relating to the implementation of a mobile technology project involving academics and students in a Faculty of Education at a regional university. This project has been established to explore new pedagogies that may be associated with the use of mobile learning technologies in teaching and learning activities. The staff development process was approached through the provision of opportunity for staff to own and use mobile technology in their professional and personal contexts prior to their engagement with students. These provided a lead-up time for...
    

20. Engaged Pedagogy and Transformative Learning in Graduate Education: A Service- Learning Case Study

    Charles Z. Levkoe; Shauna Brail; Amrita Daniere
    Operating at the interface between ideas and action, graduate education in geography and planning has a responsibility to provide students with theo-retical and practical training. This paper describes service-learning as a form of engaged pedagogy, exploring its ability to interrogate notions related to the “professional turn ” and its contributions to transformative learning. Using a case study of a graduate-level service-learning course at the University of To-ronto, we address the challenges associated with service-learning and high-light opportunities for students, faculty, universities, and community organi-zations. Our case study is based on assessment and analysis of the course and contributions to student...