scholarly journals PEDAGOGICAL PRACTICE AS A LINK FOR CONNECTING THEORY AND PRACTICE IN TEACHING ELEMENTARY MATHEMATICS

2019 ◽  
Vol 31 (6) ◽  
pp. 1905-1910
Author(s):  
Teuta Iljazi
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Early Years ◽  
Teaching Mathematics ◽  
Pedagogical Practice ◽  
School Activities ◽  
Mathematic Teaching ◽  
The Subject ◽  
The Impact

Mathematics as a subject has been taught since the early years of the education. Elementary school teachers take great responsibility to teach this difficult, abstract, but sometimes boring subject. Hypothetically privilege of understanding this subject is a certain number of students. Teachers not only need to be a professional of the subject, but at the same time they must be artists also. This requires much work, patience, determination, and much love for children and the profession. Students of the Pedagogy Faculty of University of Tetovo are getting prepared for teaching Mathematics in elementary schoolsfirst in the theoretical part and then in the practical part. Pedagogical practice is realized in elementary schools, observing Mathematic teaching by teachers with experience and realizations of Mathematics classes by students themselves. Mathematical observations enable students to benefit from the experience of other teachers. This observation develops students observation skills, develops communication skills with colleagues of the same profession. Observation also makes it possible for students to observe application in practice of knowledge in the pedagogical content. This research evaluates the impact of Mathematic teaching practice on Pedagogy Faculty students of Tetova University. Questionnaire collects data of 46 students. Results showes that PedagoyFacullty students benefited greatly from participating in Mathematics teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the practice. It was also revealed that teaching practice helps students to learn how to participate in school activities. This study proves (Pearson coefficient) the hypothesis that students’ opinion is not depended by students general success and students’ Mathematics success. According the hypothesis Mathematics teaching practice benefits all students and it should be practiced without hesitation in the subject Didactics of Teaching Mathematics as well as in other subjects where didactic theories are studied.

Continental Naval Doctrines Between the Wars. The Impact of German Naval Experience on the Italian Navy (1919-1943)

2021 ◽  
pp. 096834452110434
Author(s):  
Fabio De Ninno
Keyword(s):  
Second World War ◽  
Early Years ◽  
World War ◽  
Weapon Systems ◽  
Profound Influence ◽  
The First World War ◽  
The Subject ◽  
The Impact ◽  
Second World ◽  
First World

During the interwar era, German naval history and naval doctrine exercised a profound influence on the development of the Italian Navy. The subject is relevant to understand how continental sea powers naval doctrines developed after the First World War, attempting to integrate new weapon systems to overcome the previous limits of the Fleet in being strategy. Italian naval thinkers incorporated the lessons offered by their German counterparts, preparing to repeat many of their mistakes, which explained in part the failures of Italian sea power in the early years of the Second World War.

scholarly journals Augmented reality as a form of digital technology in early childhood education

2019 ◽  
Vol 45 (1) ◽  
pp. 5-13 ◽  
Author(s):  
Parian Madanipour ◽  
Caroline Cohrssen
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Digital Technology ◽  
Teaching Practice ◽  
Early Years ◽  
Pedagogical Practice ◽  
Childhood Education ◽  
Learning Framework ◽  
Technology In Schools ◽  
Child Learning

The incorporation of digital technologies is explicitly addressed in the Early Years Learning Framework for Australia. The use of augmented reality (AR) technology, as one form of digital technology, is increasingly embedded in digital applications because it allows individuals to interact with real and virtual objects. A significant body of research has reported the benefits afforded by the use of AR technology in schools and higher education settings. However, little is known about the contribution of AR technology to teaching practice and child learning outcomes in the preschool years. Here, we present a summary of the limited research that has explored the use of AR in preschool curricula and argue for the need for further research to explore the contribution of AR to high-quality pedagogical practice.

scholarly journals Analyzing student teachers’ use of theory in their reflections on mathematics teaching practice

2019 ◽  
Vol 32 (4) ◽  
pp. 563-588
Author(s):  
Wil Oonk ◽  
Nico Verloop ◽  
Koeno P. E. Gravemeijer
Keyword(s):  
Student Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Two Dimensions ◽  
Theory And Practice ◽  
Primary Teacher ◽  
First Year ◽  
Theoretical Concepts ◽  
Analysis Instrument ◽  
Theory Use

Abstract This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe the use of theory, we distinguished two dimensions, which we called the nature and level of theory use. A Reflection Analysis Instrument was used to univocally code the nature and level of the student teachers’ theory use in the reflective notes of their final assessments into 1740 meaningful units. We found that nearly all student teachers used theory. However, they differed markedly in the way they linked theory and practice and with which depth they used theoretical concepts in their reflections. A remarkable finding of the study was the important influence of prior mathematics education on the nature and level of theory use, especially the low results of the third-year student teachers in their level of theory use. The outcome may have consequences for the design of the teacher education curricula and for the intake of first-year student teachers.

scholarly journals «KAZAN MUSEUM HERALD» ON MUSEUM WORK IN TATARSTAN IN THE 1920S

2020 ◽  
pp. 74-80
Author(s):  
Kamilla B. Sabitova
Keyword(s):  
Theory And Practice ◽  
Early Years ◽  
Socialist Republic ◽  
Soviet Socialist Republic ◽  
Important Place ◽  
Local Problems ◽  
History Of ◽  
The Subject ◽  
Source Study ◽  
Unique Source

The article is devoted to the consideration of the problems of formation and analysis of the content of one of the first specialised museological periodicals – Kazan Museum Herald, published in 1920-1924. The sources of the research were both the materials of the publication itself and the works of museologists who actively participated in the creation and activities of the journal. The application of methods of source study analysis allowed to consider the main range of problems that worried the museum community in the early 1920s, the directions of museum work that should have been covered in the pages of the publication and, for one reason or another, were not developed, to analyse the subject of publications and reflected in materials of the publication of museum work in different regions of the country. The conclusions of the work emphasise the importance of the publication for the development of museum work in the territory of the Tatar Autonomous Soviet Socialist Republic in the early years of Soviet power, an important place occupied in the journal by materials on the problems of the exposition, research and educational activities of the Central Museum of the TASSR. However, the specifics of the publication was the way the topic went beyond solving exclusively local problems, considering the state of provincial museums in the country, issues of theory and practice of museum work, and problems of protecting monuments. The broad scientific approach of the publication to these problems, attracting to work and publications not only local scientists, museologists, but also art historians and pedagogues made Kazan Museum Herald a unique source on the history of the formation of Soviet museum work.

scholarly journals Abstracts: Teacher education

2007 ◽  
Vol 40 (4) ◽  
pp. 358-360
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
School Level ◽  
Teaching Beliefs ◽  
Diverse Classrooms ◽  
Secondary School Level ◽  
The Impact

07–615Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–616Gonçalves, Maria de Lurdes (U Aveiro, Portugal) & Ana Isabel Andrade, Connecting languages: The use of theportfolioas a means of exploring and overcoming frontiers within the curriculum. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.2 (2007), 195–213.07–617Kurihara, Yuka & Keiko Samimy (Ohio State U, USA), The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 99–122.07–618Poulou, Maria (U Patras, Greece), Student-teachers' concerns about teaching practice. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 91–110.07–619Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 13.1 (2007), 81–97.07–620Vacilotto, Silvana & Rhoda Cummings (U Nevada, Reno, USA; [email protected]), Peer coaching in TEFL/TESL programmes. ELT Journal (Oxford University Press) 61.2 (2007), 153–160.

Use of the concept of positive prevention in care and educational work in children’s homes

2021 ◽  
Vol 601 (6) ◽  
pp. 15-30
Author(s):  
Katarzyna Jarosz
Keyword(s):  
Risk Factors ◽  
Protective Factors ◽  
Independent Living ◽  
Teaching Practice ◽  
Pedagogical Practice ◽  
Educational Work ◽  
Positive Prevention ◽  
Children’S Homes ◽  
Children In Care ◽  
The Impact

The aim of this article is to show the possibility of using the assumptions of positive prevention and the model of multidimensional positive prevention in care and education in children’s homes. The article draws attention to the impact which the quality of care and education has on whether the children’s transition to independent living outside the facility is successful. Taking into account the specific nature of risk factors occurring in the lives of children in care, the article proposes to modify the traditional understanding of the preventive function of a children’s home. The proposed modification consists in organizing care and education in a way which focuses not only on reducing risk factors, but also on seeking, supporting and most importantly developing protective factors in the life of every child in care, with particular attention to the process of acquiring life skills. Moreover, the article describes theoretical and empirical assumptions of the multidimensional positive prevention model. This model relies on a logotheoretical concept of existence and opens up new perspectives for care and education, drawing particular attention to the multidimensionality of existence and the significance of sense-making values in encouraging an individual to be active. In teaching practice, it comes down to creating prevention programmes which are based on supporting and developing protective factors in relation to all dimensions of the children’s existence (biological, social, subjective and noetical), it demonstrates the way of putting this model into pedagogical practice, presenting the structure of the prophylactic programme ,,Support for multidimensional development of youth”.

scholarly journals CONTEÚDOS DE MATEMÁTICA PRESENTES NAS MATRIZES DOS CURSOS DE PEDAGOGIA OFERTADOS NO ESTADO DO TOCANTINS

2020 ◽  
Vol 5 (1) ◽  
pp. 65-80
Author(s):  
Ademir Brandão Costa ◽  
Ritianne de Fátima Silva de Oliveira ◽  
Maria José de Pinho ◽  
Idemar Vizolli
Keyword(s):  
Higher Education ◽  
Elementary School ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
The State ◽  
Early Years ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Methodological Perspective ◽  
Methodological Bias

Resumo: Reiteradas vezes ouvimos professores que ensinam Matemática nos Anos Inicias do Ensino Fundamental reclamar que em sua formação em nível superior a matemática e seu ensino têm sido relegados ao segundo plano. Isso nos levou a analisar que conteúdos matemáticos se fazem presentes na matriz curricular dos Cursos de Pedagogia ofertados no Estado do Tocantins. Trata-se de um estudo documental, com uma perspectiva metodológica qualitativa, substanciada pela interlocução com a literatura e análise da matriz curricular dos cursos. Os resultados indicam fragilidades no processo de ensino de matemática nos cursos de Pedagogia, em função de que em média 2,56% a 6,96% da carga horaria total dos cursos são destinadas ao processo de ensino desta ciência. O estudo indica que fatores como carga horária reduzida, a falta de conhecimentos matemático dos estudantes, aliados ao viés eminentemente metodológico, a formação desses profissionais fica comprometida e, ao atuarem na docência, sentem-se limitados em sua ação pedagógica.Palavras-chave: Educação; Ensino de Matemática; Matriz curricular; Curso de Pedagogia. Abstract: We have often heard teachers who teach Mathematics in the Early Years of Elementary School complain that, in their higher education, mathematics and its teaching have been relegated to the background. This led us to analyze what mathematical contents are present in the curricular matrix of pedagogy courses offered in the state of Tocantins. This is a documentary study with a qualitative methodological perspective, substantiated by the dialogue with the literature and analysis of the curricular matrix of the courses. The results indicate weaknesses in the process of teaching mathematics in pedagogy courses due to the result that only 2% to 5.75% of the total hourly load of the course is destined to the teaching process of this science. The study indicates that factors such as reduced workload, lack of mathematical knowledge of students, combined with eminently methodological bias, the training of these professionals is compromised and, when they act in teaching, they feel limited in their pedagogical action.Keywords: Education; Mathematics Teaching; Curricular matrix; Pedagogy course.

scholarly journals Trajetórias de mudança na prática pedagógica: A proposta Labor na Escola Pública

2019 ◽  
Vol 89 (223) ◽  
Author(s):  
Heloisa Szymanski ◽  
Margarida Gioielli ◽  
Sílvia Pompéia
Keyword(s):  
Community Participation ◽  
Teaching Practice ◽  
Sao Paulo ◽  
Theory And Practice ◽  
The Political ◽  
Pedagogical Practice ◽  
São Paulo ◽  
Active Teaching ◽  
The Family ◽  
Close Relationship

Este artigo apresenta uma pesquisa intervenção e cujo objetivo era observar mudanças na prática pedagógica ao longo da implantação de uma proposta de ensino por projetos, com professores de duas escolas públicas da periferia de São Paulo, durante dois anos e meio. A formação enfatizou a prática voltada para uma situação de ensino em que se valorizava a articulação entre teoria e prática e a participação da família.Os dados apontam para resultados positivos quanto à aprendizagem dos alunos, ao desenvolvimento pessoal e profissional dos professores, à participação da família e à elaboração do plano político pedagógico da escola, apenas naquela em que se contou com apoio institucional da direção. Palavras chave: ensino ativo; aprendizagem significativa; educação continuada; Proposta Pedagógica Labor; mudança e prática pedagógica ABSTRACT This paper presents a research that intended to detect changes in teaching practices during the the development of a proposal of teaching by projects in two schools in the suburbs of São Paulo, for two years and a half. The investigation followed up a teacher’s education proposal that aimed a pedagogical practice based on learning situations in which it was valued a close relationship between theory and practice and the participation of the family. The results pointed to positive gains in student’s learning, in personal and profissional development of teachers, in family and community participation and an impact in the political and pedagogical plan of the school. These results as a whole, although, refer only to one of the schools, in which the director had an active participation in the project Key words: active teaching; significative learning; teacher’s education; Labor Pedagogical Proposal;teaching practice and change.

scholarly journals Penerapan Metode Kerja Kelompok pada Pembelajaran Matematika dalam Meningkatkan Prestasi Belajar Peserta Didik

2018 ◽  
Vol 1 (2) ◽  
pp. 163-174
Author(s):  
Sisilia Mite Lestari Wanda ◽  
Gregorius We,u ◽  
Tebajak Henakin ◽  
Benedikta Boleng
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Group Work ◽  
Mathematics Teaching ◽  
Fifth Grade ◽  
Learning Achievement ◽  
Mathematic Teaching ◽  
The Subject ◽  
Classroom Action Research ◽  
Work Method

The objective of the research was to find out the application of group work method to improve students achievement in the material of the characters of multiplication at the fifth grade Inpres elementary school in Otobamba. It was a classroom action research (CAR).  The techniques to collect the data were observation, interview, documentation, and test. The subject of the research was 16 students. The finding showed that the learning achievement of students in every cycle was improved. In cycle I the average passed score was 31,25 % or 5 students and the average failed score was 68,75 % or 11 students. In cycle II, there were 16 who pass or 100%. In conclusion, mathematics teaching by using group work method can improve students achievement. Keywords: Group Work Method, Achievement, Mathematic Teaching

scholarly journals Incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros de la Institución Educativa Acevedo y Gómez y C.E. El Carmelo del municipio de Puerto Rico Caquetá. Incidence of teacher professionalization in teaching practices of teachers of School Acevedo and Gómez and C.E. Carmel municipality of Puerto Rico Caqueta. Universidad Santo Tomás de Aquino

2015 ◽  
Vol 6 (1) ◽  
pp. 142
Author(s):  
Emilce Heredia ◽  
Ederney Ortìz ◽  
Yoli Patricia Ovalle
Keyword(s):  
Puerto Rico ◽  
Teaching Practice ◽  
Human Dimensions ◽  
Teaching Profession ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Starting Point ◽  
Object Of Study ◽  
The Impact

El presente trabajo aborda el tema de la incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros.   Para tal fin, se toma como punto de partida el análisis del significado e intención, que los maestros asignan al objeto de estudio. El objetivo planteado para este es determinar la incidencia de la profesionalización docente en las prácticas pedagógicas a partir de su caracterización. Teniendo en cuenta su relación con la formación pedagógica de los docentes en diferentes niveles de enseñanza de dos instituciones educativas ubicadas en el municipio de Puerto Rico Caquetá.  Los autores optaron por la investigación cualitativa con enfoque hermenéutico, mediante la utilización de entrevistas. Las unidades de trabajo son los maestros participantes; en cuanto a la unidad documental se trabajó con las hojas de vida de los sujetos involucrados de las dos instituciones. Las definiciones permitieron crear algunas circunspecciones que sirvieron de apoyo para reflexiones finales, en aras de contribuir a la construcción de nuevos saberes, para  favorecer el ejercicio de la práctica pedagógica de los docentes,  a través   de una práctica docente cuya intención sea la de  generar estrategias que ayuden a la  formación académica y personal de los estudiantes . Donde la práctica pedagógica es entendida como el conjunto de estrategias utilizadas por el docente en el proceso de enseñanza- aprendizaje que de acuerdo a la forma en que es enfocada repercute en el desarrollo de las dimensiones del ser humano.This paper addresses the issue of the impact of professionalization of the teaching profession in pedagogical practices of teachers.  For this purpose, it is token as a starting point the analysis of the meaning intention that teachers assign the object of study. The stated goal for this is to determine the incidence to from its characterizations. To taking into account its relationship with the integral formation of teachers at different levels of formation of two educational institutions in Puerto Rico Caquetá. The authors chose the qualitative research with hermeneutic approach through the use of interviews. Work units are the teachers participating in structured interviews and documentary about the working unit with the resumes of those involved in the two institutions. Definitions helped create some circumspections that supported end reflections, in order to contribute to construction of new knowledge, to promote the exercise of pedagogical practice of teachers for the sake of teaching practice whose intention is to develop strategies that help the integral formation of students. Where teaching practice is understood as the set of strategies used by the teacher in the teaching-learning process that according to the way it is focused impact on the development of human dimensions.

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