Kompetencije prevodilaca sa engleskog jezika (uloga kooperativnog i kolaborativnog oblika nastave) [English-Serbian translator competence (and the role of cooperative and collaborative pedagogical approaches in its development)]

2014 ◽  
Vol 8 (2) ◽  
pp. 326-326
Author(s):  
Borislava Eraković
Keyword(s):  
Pedagogical Approaches

Paradigm Shifts in the Pedagogical Approaches

2018 ◽  
pp. 343-362
Author(s):  
Deepika Tiwari
Keyword(s):  
Teaching And Learning ◽  
Dynamic Environments ◽  
Paradigm Shifts ◽  
The Moon ◽  
Theoretical Frameworks ◽  
Knowledge Based ◽  
Conventional Methods ◽  
Changing Knowledge ◽  
Pedagogical Approaches

The last century took us from covered wagons on the pampas to rockets on the moon. Similarly, education has observed a meritorious shift in the new millennium from the conventional methods to the emergence of contemporary approaches. The conventional education systems were based on certain philosophies, theoretical frameworks, and practices which maintained a sluggish environment wherein educating meant to transmit knowledge from expert to amateurs. However, these values and systems do not harmonize with the needs of the current dynamic environments where there is an unbelievable pool of advanced information. In light of this rapidly changing knowledge-based society, the role of teaching and learning is changing dramatically. Now is the era, where countries are looking for the emergence of ‘edupreneurs'.

scholarly journals Recalling Critical Incidents for Professional Learning

2019 ◽  
Vol 1 ◽  
pp. 19-30
Author(s):  
Guru Poudel
Keyword(s):  
Professional Learning ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Critical Incidents ◽  
Unexpected Event ◽  
Classroom Activities ◽  
Depth Interview ◽  
Mind Set ◽  
Pedagogical Approaches

Teachers have to identify their own potentials and problems in order to look their way forward. In their ongoing process of teaching and learning, teachers might have encountered many critical incidents. Recalling critical incidents has worth in restructuring the pedagogical approaches and reshaping the classroom activities because teachers develop themselves if there is challenge and responsibility. Having such a claim in mind set, this article aims to unpack the Nepalese ESL lectures stories of critical incidents and to examine the role of recalling critical incidents for their professional learning. It has been developed on the basis of the narrative of three EFL lecturers. After the thematic analysis of the data obtained through in-depth interview, it has been found that EFL lectures had a story of unplanned and unexpected event of the classroom and they recalled such stories as a part of professional learning. Similarly, the reflection of critical events gave them some kind of relief in teaching practices and the events taught them a number of strategies like persuasive or threatening, co-operating, caring and sometimes being indifferent to the students.

Securing and Proctoring Online Tests

2005 ◽  
pp. 300-329
Author(s):  
Bernadette Howlett ◽  
Beverly Hewett
Keyword(s):  
Instructional Design ◽  
Research Literature ◽  
Course Delivery ◽  
Future Trends ◽  
Extensive Discussion ◽  
Policy History ◽  
Online Assessments ◽  
Online Tests ◽  
Pedagogical Approaches

Online course delivery has introduced a new spectrum of opportunities not only for innovative pedagogical approaches, but also for cheating. This chapter provides instructors with methods to deter students from cheating in online assessments either by limiting the opportunity to cheat or by reducing their motivation for doing so. Through an extensive discussion of research literature, we provide an exploration of cheating that includes: definitions, cost and effects, ethical considerations, motivations for cheating, role of organizational policy, history and recent examples. In this exploration, both technological solutions and instructional design solutions to reduce cheating are examined. This chapter looks closely at the capabilities and limitations of online testing and the tools technology provides to reduce cheating. We emphasize the role of instructional design in securing online tests. We conclude with a discussion on future trends.

The role of aural recognition in L2 Spanish mood selection

2015 ◽  
Vol 28 (2) ◽  
pp. 555-587
Author(s):  
Annalisa Teixeira
Keyword(s):  
Unique Challenge ◽  
Positive Correlation ◽  
Phonological Sensitivity ◽  
L2 Learners ◽  
English Speaking ◽  
L2 Spanish ◽  
Mood Selection ◽  
Insight Into ◽  
Pedagogical Approaches

It is widely recognized that the development of mood selection in Spanish poses a unique challenge for English-speaking L2 learners, but the role that aural mood recognition plays in this process has yet to be fully explored (Collentine, 2010). This present study, conducted with intermediate-advanced L2 Spanish students, considers issues of aural saliency for regular and irregular present subjunctive forms, and argues that if students cannot perceive mood modeled in spoken input, the necessary frequency-driven, form-meaning connections essential for acquisition could be hindered, impacting mood production (Ellis, 2002, 2009). These exploratory results suggest a positive correlation between phonological sensitivity to the present subjunctive form and target-like mood production, especially when coupled with mood noticing strategies. The outcome of this study offers insight into L2 mood selection development and adds support to pedagogical approaches that strengthen aural mood recognition and encourage explicit strategies for mood processing.

Teaching Advocacy in the Nonprofit Classroom: Three Pedagogical Approaches

2020 ◽  
Author(s):  
Dyana Mason ◽  
Jennifer Jones
Keyword(s):  
Nonprofit Organizations ◽  
Decision Makers ◽  
Systematic Change ◽  
Pedagogical Approach ◽  
Government Regulations ◽  
Policy Issues ◽  
The Public ◽  
Pedagogical Approaches

Nonprofit organizations that engage in advocacy strengthen their ability to meet their mission by supporting systematic change. As such, students enrolled in nonprofit management programs at the undergraduate and graduate levels should develop both the knowledge of and the skills to engage in advocacy. Students should be trained to consider advocacy as part of a long-term strategic plan to accomplish their mission; however, there is little research or training on how to best teach advocacy to nonprofit students. This paper presents an active learning pedagogical approach. First, we present the literature documenting the role of advocacy in nonprofit organizations and related government regulations. Next, we outline three pedagogical techniques instructors may use to allow students to understand and practice advocacy. With each technique, we include resources and suggestions for faculty. The goal is to provide an opportunity for students to engage directly in policy issues being considered at the local, state or national levels, understand how these issues impact the sector and those being served, and how to take concrete steps to inform the public. These strategies can help shape the debate and offer solutions to decision makers.

scholarly journals Technological mediation in a global competence virtual exchange project: a critical digital literacies perspective

2021 ◽  
pp. 111-131
Author(s):  
Anna Nicolaou
Keyword(s):  
Global Competence ◽  
Active Citizenship ◽  
Digital Literacies ◽  
Intercultural Interaction ◽  
Geographically Dispersed ◽  
Use Of Technology ◽  
Social Landscape ◽  
Life Education ◽  
Pedagogical Approaches

The changing cultural and social landscape of our world today, along with the emergence of various technologies, has redefined 21st century societies. In light of these changes, new pedagogical approaches have been implemented to support civic life, education, and communication in our highly complex, digitised era (Pegrum, Dudeney, & Hockly, 2018). One such approach is virtual exchange, a technologically-mediated practice which involves engaging classes in online intercultural interaction and collaboration projects with geographically dispersed partners (O’Dowd, 2007, 2019). Many studies (Helm, 2014; Hauck & Satar, 2018; Vinagre, 2016) have examined the role of technology in virtual exchange projects as well as the development of various digital competences, along with linguistic and intercultural learning. The present study contributes to the discussion pertaining to the role of technology in the virtual exchange context adding a critical digital literacies perspective manifested in the use of technology for global competence development and as a social praxis (Ávila & Pandya, 2013). Specifically, the study aims at exploring the students’ perceptions about digital skills development through their participation in a global competence virtual exchange project, as well as the ways in which students interact with technology in order to develop global competence and active citizenship.

scholarly journals Personality-oriented technologies for the formation of professional and artistic competence among students-future artists of monumental painting

2021 ◽  
Vol 113 ◽  
pp. 00040
Author(s):  
D.A. Gorbacheva ◽  
E.V. Kostenko ◽  
V.I. Lyakh
Keyword(s):  
Professional Education ◽  
State Institute ◽  
Student Centered ◽  
Characteristic Features ◽  
Higher Professional Education ◽  
Pedagogical Literature ◽  
Pedagogical Approaches ◽  
Oriented Approach

This article examines the technologies for the formation of professional and artistic competence among students - future artists of monumental painting in the context of a personality-oriented approach. This issue is directly related to improving the quality of vocational education through the introduction of relevant pedagogical technologies. It also describes the characteristic features of student-centered classes in universities with students - future artists of monumental painting. The types of pedagogical technologies of the personality-oriented approach are given. The most relevant personality-oriented technologies are considered separately, and their effectiveness (or ineffectiveness) is confirmed by a pedagogical experiment conducted with students by future artists of monumental painting of the Krasnodar State Institute of Culture. And also the study of pedagogical literature describing the experience of predecessors on this topic. The role of various pedagogical approaches in the system of higher professional education is revealed and updated, their individual elements, which are especially significant for research, are highlighted. The author compares the opinions of various scientists (both practitioners and theorists) who have studied the personality-oriented approach in education and the technologies used in the context of this approach, on the basis of which a comprehensive conclusion is drawn, reflected in the concluding part of the article.

Teaching for Humanism

2019 ◽  
pp. 38-60
Author(s):  
Nicole M. Piemonte ◽  
Arno K. Kumagai
Keyword(s):  
Medical Education ◽  
Social Theory ◽  
Fine Arts ◽  
Human Dimensions ◽  
Knowledge And Skills ◽  
Design Learning ◽  
Practice Of Medicine ◽  
Literature History ◽  
Pedagogical Approaches

The introduction of the humanities—literature, history, the fine arts, and philosophy—is becoming increasingly popular in medical education. However, the overall role and educational purpose of the humanities in medical education are not clear. The oft-expressed assumption that “exposure to humanities makes one more humanistic,” is a truism that has been justifiably challenged. In fact, introducing the humanities into a context in which their importance and “efficacy” in creating humanistic doctors is assessed by the same means as that assessing biomedical or clinical knowledge and skills (e.g., standardization, observable outcomes, fulfillment of competencies, simulations) arguably risks compromising the very value that the humanities bring to explorations of the human dimensions of illness and care. This chapter is devoted to an exploration of the aims of engaging the humanities in medical education and a discussion of specific pedagogical approaches in educating physicians for humanistic practice. In particular, the role of stories, dialogues, and reflection on the moral, existential, and interpersonal dimensions of medicine will be considered; and examples of specific educational practices from the authors’ own experiences will be used to illustrate how educational and social theory may be used to design learning activities that foster an orientation toward a practice of medicine that embodies excellence, compassion, and justice.

scholarly journals The Role of Knowledge and Understanding in Fostering Physical Literacy

2018 ◽  
Vol 37 (3) ◽  
pp. 280-287 ◽  
Author(s):  
Lorraine Cale ◽  
Jo Harris
Keyword(s):  
Physical Activity ◽  
School Context ◽  
Physical Activities ◽  
Cognitive Domain ◽  
Physical Literacy ◽  
Broad Concept ◽  
Pedagogical Approaches ◽  
Taking Responsibility

This article explores the role of knowledge and understanding in fostering physical literacy, which is considered fundamental to successful participation in physical activity, and to valuing and taking responsibility for engaging in physical activities for life. First, it highlights the place and importance of knowledge and understanding within the broad concept, cognitive domain, and attributes of physical literacy. The type, scope, and progression of knowledge and understanding deemed necessary to foster physical literacy are then explored, with attention paid to knowledge of health within the school context in particular. To conclude, the article outlines selected pedagogical approaches and practical strategies for developing and monitoring such knowledge and understanding.

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