scholarly journals CONCEPÇÕES SOBRE O CONCEITO DE PAISAGEM E SUA INSERÇÃO NO ENSINO DE GEOGRAFIA:

2021 ◽  
Vol 11 (21) ◽  
pp. 05-27
Author(s):  
Willian Franco Felicio

O presente artigo visa apresentar uma discussão de âmbito teórico no que se refere à paisagem na ciência geográfica, a fim de compreendê-la como importante categoria analítica no campo das pesquisas sobre o ensino de geografia. A partir de referenciais teóricos como Santos (1997), Maximiliano (2004), Bertrand (2004), Brito e Ferreira (2011), Moreira (2015) e Gomes (2017)sobre a paisagem, buscamos apresentar uma contextualização sobre as definições desta categoria no construto didático da geografia escolar. Compreendemos a importância dessa categoria no processo da prática docente para o ensino de geografia, pois entendemos que ela aproxima o aluno do objeto estudado, buscando desenvolver nos estudantes a capacidade de compreensão das diferentes paisagens, seus elementos, sua história, suas práticas sociais, culturais e suas dinâmicas naturais. Palavras-chave Paisagem, Práticas docentes, Geografia escolar.   CONCEPTIONS ABOUT THE CONCEPT OF LANDSCAPE AND ITS INSERT IN TEACHING GEOGRAPHY: elements for an investigation Abstract The present article aims to present a theoretical discussion regarding the landscape in geographic science in order to understand it as an important analytical category in the field of research on the teaching of geography. Based on theoretical references Santos (1997), Maximiliano (2004), Bertrand (2004), Brito e Ferreira (2011), Moreira (2015) e Gomes (2017) about the landscape, we seek to present a contextualization about the definitions of this category in the didactic construct of school geography. We understand the importance of this category in the process of teaching practice for the teaching of geography, as we understand that it brings students closer to the object studied, seeking to develop in students the ability to understand different landscapes, their elements, their history, their social, cultural and cultural practices its natural dynamics. Keywords Landscape, Teaching practices, School geography.

2021 ◽  
Vol 11 (21) ◽  
pp. 05-27
Author(s):  
Laressa Bentes da Silva ◽  
Lais Rodrigues Campos

O presente artigo visa apresentar uma discussão de âmbito teórico no que se refere à paisagem na ciência geográfica, a fim de compreendê-la como importante categoria analítica no campo das pesquisas sobre o ensino de geografia. A partir de referenciais teóricos como Santos (1997), Maximiliano (2004), Bertrand (2004), Brito e Ferreira (2011), Moreira (2015) e Gomes (2017)sobre a paisagem, buscamos apresentar uma contextualização sobre as definições desta categoria no construto didático da geografia escolar. Compreendemos a importância dessa categoria no processo da prática docente para o ensino de geografia, pois entendemos que ela aproxima o aluno do objeto estudado, buscando desenvolver nos estudantes a capacidade de compreensão das diferentes paisagens, seus elementos, sua história, suas práticas sociais, culturais e suas dinâmicas naturais. Palavras-chave Paisagem, Práticas docentes, Geografia escolar.   CONCEPTIONS ABOUT THE CONCEPT OF LANDSCAPE AND ITS INSERT IN TEACHING GEOGRAPHY: elements for an investigation Abstract The present article aims to present a theoretical discussion regarding the landscape in geographic science in order to understand it as an important analytical category in the field of research on the teaching of geography. Based on theoretical references Santos (1997), Maximiliano (2004), Bertrand (2004), Brito e Ferreira (2011), Moreira (2015) e Gomes (2017) about the landscape, we seek to present a contextualization about the definitions of this category in the didactic construct of school geography. We understand the importance of this category in the process of teaching practice for the teaching of geography, as we understand that it brings students closer to the object studied, seeking to develop in students the ability to understand different landscapes, their elements, their history, their social, cultural and cultural practices its natural dynamics. Keywords Landscape, Teaching practices, School geography.


2021 ◽  
Vol 12 (4) ◽  
pp. 47-61
Author(s):  
Viktor Wang ◽  
Geraldine Torrisi-Steele ◽  
Shuyan Li ◽  
Pi-Chi Han

Adult education is a significant feature of the Taiwanese education landscape and is recognized as significantly contributing to national economic development. Given the importance of adult education in Taiwan, an investigation of teaching approaches and an understanding of interplay of teaching approaches with Taiwanese culture is worthwhile because such investigations provide a platform for reflection and subsequent evolution of teaching approaches. In the present article, the authors delve into the heritage of Taiwan to explore teaching practices from the standpoint of the teachings of Confucius and Western teaching approaches. Data were collected via survey of 39 randomly selected adult educators from premium universities in Tapai along with interviews. The results point to the persistent dominance of Confucian instructional methods despite some use of Western teaching approaches.


2019 ◽  
Vol 4 (2) ◽  
pp. 247
Author(s):  
Imroatus Solikhah ◽  
Teguh Budiharso

This study explores teaching practices for English Language Education program of IAIN Surakarta were implemented to link the gaps between theory and actual needs at schools. Relying on the qualitative approach, this study used content analysis as the main data sources, observation and interview to collect data.  The results of the study show that teaching practice for the ELT in IAIN Surakarta indicate restrictions.  With overall duration of 16 weeks, teaching practices at IAIN Surakarta is set in 6 credits, each of which consists of (1) micro teaching (2 credits), (2) administrative observation, (3) classroom observation, (4) classroom teaching practices.  During the field practices, complaints from mentor teachers appear that practican students are not well prepared in teaching skills and limited knowledge is performed to English competence performance in the classroom. Students claim that preparation in the itinerary of teaching practice they received from campus are not definitely sufficient as too many administrative processes are emphazised and mentoring system does not suffice to equip teaching skills


Author(s):  
Joana Carvalho ◽  
◽  
Sixto Cubo Delgado ◽  
Inmaculada Sánchez Casado

As part of a PhD investigation, this presentation aims to reveal the findings on Portuguese as a Non-Native Language (PNNL) teaching practice when using technology to implement other language approaches such as Task-Based Language Teaching (TBLT). A mixed research was developed to explain if there was a relation between technology use and the implementation of different language methods and teaching strategies, and also holistic task development. Data was gathered from 101 PNNL teachers, with working experience in and out of Portugal. The results provided evidence that technology was not being used to engage students in active learning and holistic tasks, as TBLT sustains, nor was it being used to develop different language methods and teaching strategies. It has been concluded that PNNL teachers were not using technology in their teaching practice to better implement other language methods, such as TBLT.


2013 ◽  
Vol 4 (1) ◽  
pp. 56-60
Author(s):  
Anissa Khaldi

One of the factors that have been found to significantly influence EFL language learners’ success is motivation. It is said that it provides a strong impetus to initiate learning and, at the same time, a driving force to sustain the long, often tiring process of learning. Hence, it is crucial for instructors to consider how to foster this important variable. The present article argues that motivation can be stimulated through a number of teaching practices. It will set out to review some research concerning motivation along with its different components. Moreover, the article will explain how motivation helps learners pursuit their challenging learning goals in the path of success. The bulk of the final part will be devoted to some of the instructional practices that teachers may use so as to get learners motivated as well as sustain their motivation. Finally, the conclusion of this article will also shed light on the idea that although motivation is a key factor for success, it is not the only variable that EFL instructors should seek to take into account. There are other variables that can be held responsible for successful learning.


Author(s):  
Neetu Singh

The present study is aimed at achieving main objectives i.e. to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils' teachers practicing classroom-teaching practices; to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils teachers practicing online-teaching practices, to explore the effectiveness of online teaching practice, to find out the future horizons of online teaching practice in Indian perspective. The sample of the present study is pupil teacher studying in Dayalbagh Educational Institute Deemed University Agra. 150 pupil teachers practicing classroom teaching and 150 pupil teachers practicing online teaching have been selected. T-Test, Linear Regression and SWOT Analysis have been used as statistical techniques. Pupil teachers possess more positive attitude and inquisitiveness towards online teaching practice in comparison to classroom teaching practice. Inquisitiveness and attitude significantly predicts the teaching effectiveness in online teaching practice and classroom teaching.


Author(s):  
Victor C. X. Wang ◽  
Geraldine Torrisi-Steele

Despite the rapid and prolific uptake of online learning across higher education, the promised positive impact of digital technologies on the quality of learning has mostly failed to materialize. The need for change or reshaping of teaching practice in online environments is well documented, and there is much literature encouraging educators to exploit the affordances of digital media to provide rich learning experiences. However, efforts to affect the needed changes in practice are not very successful. In the present chapter, the authors adopt a framework of activity theory and integrate it with principles of critical theory and transformative practice to better understand why change in teaching practices in online environments has been difficult to realize. The authors also provide a theoretical framework that may be applied to driving change in online teaching practices.


2019 ◽  
Vol 56 (5) ◽  
pp. 1681-1717 ◽  
Author(s):  
Ling Zhai

In response to the American Council on the Teaching of Foreign Languages’ initiative and the gap existing in identifying high-leverage teaching practices (HLTPs) in world language teaching, this study investigated and decomposed HLTPs in a video corpus of exemplary world language teachers. Specifically, this study clarified the definitions of some identified HLTPs and proposed one new practice—building connections to other content areas to promote students’ communicative competence. The proposed HLTP was broken down into component micro-practices and instructional moves illustrating the ways in which practices were enacted in particular classroom contexts. This line of research is important because only through making visible and breaking down instructional moves can novice teachers quickly grasp practices and truly learn to enact the teaching practice for themselves.


Author(s):  
Geraldine Torrisi-Steele

Higher education institutions are investing significant effort into the improvement of student success, retention and satisfaction. Some effort is being expended in research seeking to understand influencing factors, but the majority of effort is directed towards improving teaching quality. Effort to improve teaching quality is characterised by professional development initiatives, the general aim being to facilitate the shift away from traditional teacher-centred approaches, towards student-centred approaches. Though these initiatives are useful there exists an omission (or at the very least an area of severe-under-emphasis) within the discourse surrounding teaching quality in higher education – explicit attention to the teacher-student connection. The premise of the present article is that to make greater inroads into bettering student experiences and outcomes, the teacher-student connection, along with the humanist perspective in which it is embedded, is integral to the quality teaching practice in higher education.


2008 ◽  
Vol 32 (2) ◽  
pp. 145-151 ◽  
Author(s):  
Yiwen Zhang ◽  
Xingming Jin ◽  
Xiaoming Shen ◽  
Jinming Zhang ◽  
Erika Hoff

Caregivers of 608 (331 boys and 277 girls) children in Shanghai, China reported on their children's language development and on the language teaching practices used in the home. The children were between 24 and 47 months old. The relation of age-corrected language level to paternal education, child gender, and teaching practice use was examined. Children of more educated fathers were more advanced in language development than children of less educated fathers. Girls were more advanced than boys. Some language teaching practices were positively related to language development but one, the practice of eliciting imitation from children, was negatively related to language development. Vocabulary development showed a greater number of significant relations to environmental variables than did grammatical development. These results suggest the cross-linguistic and cross-cultural generalizability of previous findings from studies of North American samples with respect to correlates of children's early language development.


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