Pedagogical reflection, Green Marketing, sustainability

Le connessioni euristiche tra green marketing e riflessione pedagogica implicano buone pratiche educativo ambientali, nella prospettiva dello sviluppo umano integrale. Pensare l’educabilità della persona e la formazione delle risorse umane, di là da interpretazioni legate al sensazionalismo mediatico e al profitto a breve termine, significa approfondire stili di vita, responsabilità sociale, consumo critico e green marketing. L'attenzione al mercato non si configura come mero requisito per accrescere la produttività, ma risulta fondamentale, in termini relazionali, per costruire una società equa, solidale, sostenibile e aperta. La ricerca intende indagare il potenziale valore educativo del mercato, in quanto espressione di libertà e regolazione dei rapporti socioeconomici.Heuristic connections between green marketing procedures and pedagogical reflection imply good educational practices, in view of a full human development. Thinking today about the educability of the person and about the training of human resources, beyond interpretations related to media sensationalism and short-term profit, means deepen lifestyles, social responsibility, critical consumption and green marketing. Attention to the market is not seen as a mere requirement able to increase productivity, but it is essential, in relational terms, to build an open, sustainable and equitable society. The aim of this dissertation is to investigate the potential educational value of the market, as well as freedom of expression and regulation of socio-economic relationships

THE REFLECTIVE PEDAGOGICAL APPROACH IN MATHEMATICS LEARNING

This paper aims to describe the reflective pedagogical approach in mathematics learning. It will discuss about the importance of reflection in learning, the models of reflective learning, and the steps of mathematics learning by using reflective pedagogical approach. Based on the results of theoretical studies, researchers define reflective pedagogical approach as a learning approach that emphasizes the importance of reflection in the learning process. The steps of learning mathematics by using reflective pedagogical approach includes experience (practice), reflection (reflection in practice), action (revised practice), evaluation, general reflection (reflection on practice). Keywords: Reflective Pedagogical Approach, Mathematics Learnin

Vocational school leaders' pedagogical reflection diagnostics

У статті висвітлені порівняльні дані діагностики педагогічної рефлексії керівників професійно-технічних навчальних закладів як прояву високого рівня мислиннєвих процесів та важливого показника сформованості особистісно-ціннісного компоненту їхньої інформаційно-аналітичної компетентності.В статье отображены сравнительные данные диагностики педагогической рефлексии руководителей профессионально-технических учебных заведений как проявления мыслительных процессов на высоком уровне и показателя сформированности личностно-ценностного компонента их информационно-аналитической компетентности.The article represents the comparative data of vocational school leaders' pedagogical reflection assessment as a display of higher cogitativity as well as the index of personal attitudes component development of their information and analytical competence

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

Exploring the Relationship Between Self-Regulated Learning and Reflection in Teacher Education

Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt one’s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachers’ self-regulated learning or the relationship between self-regulated learning and teacher reflections. This research examines reflective practice and self-regulated learning through pre-service teachers’ written reflections. The study makes a novel adaptation of a rubric designed to evaluate teacher education candidates’ reflections to measure self-regulated learning. Findings suggest that the rubric could also be useful in understanding the self-regulated practices of teacher education candidates

Рефлексія під час педагогічної практики як один із чинників формування професійної компетентності майбутніх учителів іноземної мови

Стаття присвячена проблемі педагогічної рефлексії майбутніх учителів іноземної мови під час їх педагогічної практики в школі. Визначено роль рефлексії під час практики у процесі формування професійної компетентності майбутніх учителів іноземної мови. Виявлено першочергові та основні кроки педагогічної рефлексії студента-практиканта; запропоновано засоби, якими ці кроки можуть бути реалізовані. (The article deals with the problem of the future foreign language teachers’ pedagogical reflection during a teaching practice at school. The role of such reflection in the process of the foreign language teachers’ professional competence formation was analized. The prior and basic steps in the practice-teacher’s pedagogical reflection were identified; the means for realizing of these steps were proposed in the article.

Changing practice in Malaysian primary schools: learning from student teachers’ reports of using action, reflection and modelling (ARM)

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching on 15 March 2018, available online at doi: https://doi.org/10.1080/02607476.2018.1433468. Under embargo until 1 August 2019.Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were members of a single cohort completing a new B.Ed. degree programme in Primary Mathematics designed by teacher educators from Malaysia and the UK. They were taught to use a tripartite pedagogical framework involving action or active learning, supported in practice through reflection and modelling. Drawing on findings from surveys carried out with the student teachers at the end of their first and final placements this article examines evidence for the premise that the student teachers were teaching differently; illustrates how they reported using active learning strategies; and identifies factors that enabled and constrained pedagogic change in the primary classroom. The students’ accounts of using action, reflection and modelling are critiqued in order to learn about changing learning and teaching practice and to contribute to understanding teacher education and early teacher development. The students’ reports suggest diversity of understanding that emphasises the need to challenge assumptions when working internationally and within national and local cultures.Peer reviewe