Notes regarding a pedagogical model for the distance learning of tradumática

The article presents a proposed plan of a pedagogical model for the distance learning of tradumática, based on an educational process that revolves around classes recorded in digital format and synchronous and asynchronous activities overseen by an educational supervisor

Методика експериментальної перевірки моделі системи розвитку інноваційної культури майбутнього керівника закладу загальної середньої освіти

The article is devoted to the description of individual parts of the experimental work, the general purpose of which was to determine the effectiveness of implementation of the developed structural and functional model of the system of the innovative culture development of the future manager of general secondary educational institution in the master training process. Defining the pedagogical experiment was the task of checking the effectiveness of pedagogical conditions for the mplementation of the specified structural and functional model, the ability to ensure the integrity of the process of development of the phenomenon under study.Стаття присвячена опису окремих частин експериментальної роботи, загальна мета якої передбачала визначення ефективності реалізації розробленої структурно-функціональної моделі системи розвитку інноваційної культури майбутнього керівника установи загальної середньої освіти в процесі магістерської підготовки. Визначальним у педагогічному експерименті стала задача по перевірці ефективності педагогічних умов реалізації зазначеної структурно-функціональної моделі, можливостей забезпечення цілісності процесу розвитку досліджуваного феномена

Learning as researchers and teachers: the development of a pedagogical culture for social science research methods

In light of calls to improve the capacity for social science research within UK higher education, this article explores the possibilities for an emerging pedagogy for research methods. A lack of pedagogical culture in this field has been identified by previous studies. In response, we examine pedagogical literature surrounding approaches for teaching and learning research methods that are evident in recent peer-reviewed literature. Deep reading of this literature (as opposed to systematic review) identifies different but generally complementary ways in which teachers of methods seek to elucidate aspects of the research process, provide hands-on experience and facilitate critical reflection. At a time when the advancement of research capacity is gaining prominence, both in the academy and in reference to the wider knowledge economy, this paper illustrates how teachers of methods are considering pedagogical questions and seeks to further stimulate debates in this area

Aesthetics of the beautiful: Ideologic tensions in contemporary assessment

Pedagogy is an uncertain art. Yet by its very nature, contemporary teaching and learning practice typically suggests that the expert teacher must come to know their student well enough to plan and predict for educational challenges that will expand and extend their thinking. In many countries, this process is underpinned by bureaucratic ideology that has persuasively developed an agenda for assessment as accountability for pedagogy. As a result assessment practice in these educational institutions is very public, highly accountable and heavily prescribed through curriculum documents that claim to encompass societal agendas. In some cases, such practices are even legislated. Assessment practice is now seen as integral to the pedagogical process since it is through assessment that the teacher purportedly comes to understand the learner; thus providing a rationale for the teaching approaches and strategies that are applied in order to progress learning. In this chronotopic location I suggest there is little room for uncertainty, since the quest to capture the "essence" of the learner and mould them towards societal goals is as much a political agenda of accountability as it is pedagogical

Understanding best practices in control engineering education using the concept of TPACK

This study aimed to design an integrated pedagogical approach to advance introductory Process Control Engineering Education through the application of the Technological Pedagogical Content Knowledge (TPACK) framework, and evaluating its impact on student learning. The research is initially being undertaken at Nottingham Trent University, UK but we will next adapt it to a case study in Libya. This paper aims to strengthen the teaching of introductory Process Control by using appropriate approach es in universities to improve the learning outcomes for students. From this work a new schematic for teaching Process Control ha s be en developed and, moreover, a thoughtful best practice in introducing Process Control in engineering education can be developed

The Law and Morals of Interpretation

This report is a hermeneutic analytical study of a practical pedagogical situation. For three occasions I observed my own practice as a dance teacher and how a moment, choreographic approach in the governing documents for upper secondary school GY11 was executed in a group of dance students. The part is formulated in the course objectives for the courses on the arts program under the topic Dansgestaltning with focus on choreographic approach. The study is based on a socio-cultural thinking but also takes into account the prevailing gender theories and focuses on how the process of formulation level, through the transformation level is portrayed in the realization level of the dance regarding choreographic approach. The study illustrates educational research from both a dance perspective and a school development perspective. The intention of this study was to raise the awareness of how a pedagogical situation was designed and what is realized in the dance studio. Some pedagogical models are described as useful in raising awareness of the process and the realization of the aspect of moment in a dance studio. The methodology used for the study was participant observation and focus conversations. The results are reported in a discussion on a larger awareness of my own practice, and the benefits it can bring to learning, dancing and school development

Tigger paper : integration

The process of architecture will always be holistic. As long as it is taught in segments, its educational structure will always run the risk of failing to meet this primary educational aim, and be continually shooting itself in the foot. The pedagogical and professional advantage to breaking the perceived lack of integration between studio and subject classes is I believe a fundamental imperative, to recognise that every part of the architectural process is not in contradiction but has equal value, and to realise the added value that integration would bring to all parts of the educational process, to staff and student alike

Towards a comprehensive pedagogical theory to inform lesson study: an editorial review

Purpose: This editorial review takes its agenda from issues about the meaning and use of variation theory in the context of Lesson Study, which have already been raised in previous issues of the journal. Its main purpose is to suggest a way of resolving such issues by locating variation theory in a broader framework of pedagogical theory. Runesson’s editorial commentary on articles in the special issue on the uses of pedagogical and learning theories in the context of Lesson Study suggest that they challenge the presumption that variation theory can be used as a basis for pre-specifying learning objectives in advance of teaching. This raises the issue of which approach to teaching the theory can be matched with; namely, teaching viewed as a technology or teaching viewed as an interactive process with students in which ends cannot be specified independently of the process. Also Hogan’s review of two recent books about Lesson and Learning Study in Issue 4.2 raises the issue about the extent to which the examples supplied abstract the experience of learning from questions about students’ motivation and attitudes in classrooms. Hogan suggests that the widespread use of learning theories, such as variation theory tends to distort the concept of learning employed in Learning Study by emphasizing its cognitive rather than emotional/attitudinal aspects. Approach: Elliott’s approach to the above issue is to pick up on Posch’s comments in the current issue, which suggest that variation theory has implications for student motivation that need to be made more conceptually explicit in the context of Lesson and Learning Study. He argues that this can be done by integrating it into Alexanders dialogic model of teaching and Stenhouse’s process model of curriculum development, and linking it with two related pedagogical theories that underpin these models; namely, ‘democratic pedagogy’ (Dewey) and ‘accelerated learning’ (Vygotsky). Research Implications: Such a conceptual integration of variation theory within a dialogic model of teaching throws light, Elliott argues, on Learning Study viewed as a form of educational action research. Practical Implications: This review article goes on to examine how the Lesson Studies depicted in issue 4.4 can be located in the light of the pedagogical framework and perspectives proposed