scholarly journals El diseño de tareas de entrenamiento en el fútbol desde el enfoque de la pedagogía no lineal (Design of training tasks in football from the nonlinear-pedagogy approach)

Retos ◽  
2020 ◽  
pp. 768-772
Author(s):  
Alberto Martín-Barrero ◽  
Pablo Camacho Lazarraga
Keyword(s):  
Learning Process ◽  
Dynamic Environment ◽  
Adaptation Process ◽  
Conceptual Basis ◽  
Learning Contexts ◽  
Practical Proposal ◽  
New Vision ◽  
Teaching Learning ◽  
And Training ◽  
Different Levels

El diseño de tareas y su planificación ha emergido como uno de los principales enfoques en las líneas de investigación sobre aquellos investigadores que apoyan la bases conceptuales de la pedagogía no lineal como elemento clave para el proceso de enseñanza-aprendizaje y el entrenamiento. Es por ello, que cada vez más se investiga cómo afectan los diferentes constreñimientos en relación a los comportamientos y patrones de acción de los jugadores, tanto en el plano individual como colectivo. Se realiza una propuesta práctica con diferentes niveles de complejidad, en las que se manipulan la aleatorización de los movimientos de los jugadores, el grado de oposición, las fases del juego, el rol del jugador y la forma de gol. Esta nueva visión de la pedagogía no lineal, nos obliga a replantearnos el concepto de tarea de entrenamiento, orientándolo hacia un entorno dinámico adaptado a las necesidades de los jugadores. El objetivo de este trabajo es realizar una propuesta práctica a través de diferentes contextos de aprendizaje (tipos de tareas) de menor complejidad, manipulando/constriñendo ciertos elementos de la misma, con el fin de aumentar el grado de variabilidad y complejidad, a través de estrategias que mejoren el proceso de adaptación del jugador a las situaciones reales de juego.Abstract: The design and planning of tasks has emerged as one of the main focuses in the lines of research for those researchers who support the conceptual basis of nonlinear pedagogy as a key element for the teaching-learning process and training. For this reason, more and more research is being carried out on how the different constraints affect behaviors and action patterns of the different players, both individually and collectively. A practical proposal is made with different levels of complexity, in which the randomization of players’ movements, the degree of opposition, the phases of the game, players’ role, and goal forms are manipulated. This new vision of nonlinear pedagogy pushes us to rethinking the concept of training tasks, directing it towards a dynamic environment adapted to players’ needs. The objective of this work is to carry out a practical proposal through different learning contexts (types of tasks) of less complexity, manipulating / constraining certain elements of it, in order to increase the degree of variability and complexity, through strategies that improve players’ adaptation process to real game situations.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

scholarly journals Reflections on graduate professor training

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
Larissa Roberta Alves ◽  
Márcia Aparecida Giacomini ◽  
Verônica Modolo Teixeira ◽  
Silvia Helena Henriques ◽  
Lucieli Dias Pedreschi Chaves
Keyword(s):  
Graduate Student ◽  
Learning Process ◽  
Teaching Practice ◽  
University Professors ◽  
Self Reflection ◽  
Self Evaluation ◽  
Doctoral Graduate ◽  
Teaching Learning ◽  
First Contact ◽  
And Training

Abstract Objective: To reflect on activities aimed at the development of graduation students, in a teaching internship program, in the perspective of master’s degree and doctoral graduate education and training. Method: It is a reflexive study, based on the discursive formulation about required competencies and guidelines proposed by the National Graduation Plan (named PNPG, Plano Nacional de Pós-Graduação) for professor training articulated to the graduate. Results: The teaching internship program is a way for the formation of university professors, through the preparation of the graduate student. In addition, it shows the relevance of the professor supervisor role in the construction of the learning of these individuals. Conclusion and implications for practice: The first contact with teaching practice, through the teaching internship program, is relevant for constructing a critical look at the teaching-learning process. In this type of Program, it is possible to learn to be and make teaching in a participatory manner, to value interactive relations, to boost autonomy, to stimulate self-evaluation and self-reflection of the graduate student, allowing them to participate actively in the learning process.

scholarly journals Academic Management — The Case for Challenge

1982 ◽  
Vol 12 (3) ◽  
pp. 11-24
Author(s):  
W. H. Dowdeswell ◽  
Harold M. Good
Keyword(s):  
Cost Effectiveness ◽  
Learning Organizations ◽  
Information Gathering ◽  
Academic Management ◽  
Teaching Learning ◽  
And Training ◽  
Different Levels

An examination was made of how well certain units involved in managing the teaching-learning organizations of universities work. Criteria for acceptable operation involved clarity of communication, matches between objectives at different levels of the administrative hierarchy, matches between objectives and methods, and rationality of approach to cost-effectiveness. Significant defects were found in relation to each of these criteria suggesting that both selection and training of staff at all levels are now, to some degree, deficient. Inefficiencies relating to poor information gathering, and poor communication were identified as was unnecessary duplication between faculty and department organizations.

scholarly journals Comparison of the organization of teaching-learning process by different occupational seniority science teachers

2015 ◽  
Vol 5 (5) ◽  
pp. 637-666
Author(s):  
İzzet Lal ◽  
Mediha Sarı
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Teaching Methods ◽  
Content Learning ◽  
Teacher Attention ◽  
Older Teachers ◽  
Teaching Learning ◽  
State Schools ◽  
Class Teacher ◽  
Different Levels

The aim of this study is to examine regulation of priority in the different teaching-learning process of science teachers format. Nine science teachers attendant in state schools with similar properties in Aksaray, constitute the working group's research. The data obtained through observation and interviews were analyzed descriptively. According to the results of teachers findings related to the preparation before the course examined three categories including content, learning environment, findings for students of different levels. All three groups of teachers said that they had made several preparations under this category before the course. The activities that took place in the introduction of class by teacher were examined in the form of reminders, class teacher attention, motivation, to notify the target and prerequisite information and it was determined that several variations based on priority in that category. According to the findings relating to the course of teacher workings, question-answer and lectures were used in three groups. The most diverse materials and teaching methods and techniques in the course belongs to teachers with priority between 11-20 years. While the priority of teachers increases student participation in the course decreases. 1-10 years from associating with everyday life; between the main and sub-points highlighting 11-20 years; making summaries are 21 and older teachers with seniority they left missing in the course of those points.

How Morocco's Secondary School Students Classify Animals

2019 ◽  
Vol 10 (3) ◽  
pp. 23-34 ◽  
Author(s):  
Noureddine Zghida ◽  
Zouhaire Lamrani ◽  
Rachid Janati-Idrissi
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Learning Process ◽  
Secondary School Students ◽  
Education And Training ◽  
Alternative Conceptions ◽  
School Students ◽  
Teaching Learning ◽  
And Training

Bringing out the misconceptions is a primordial process in teaching and the learning of biology. This article aims to highlight Moroccan students' alternative conceptions, regarding animal and to elicit their ability to classify some animals. Data was collected using the Animal Classification Test (ACT) distributed at the Moroccan secondary school at the Tangier-Tetouan regional Academy of Education And Training. The results obtained showed that students have real obstacles to classify even most known animals (goose, butterfly, crocodile, etc.). These obstacles are often misconceptions and were poorly treated and reformulated by the teaching-learning process. In fact, many students used “non-taxonomic” criteria, such as habitat and locomotion to classify animals even after learning the categories of the biological taxonomy. In addition, this article finds that high school students have almost the same alternative conceptions about animal classification as the intermediate secondary school. This result confirmed that alternative conceptions are more resistant to change and persist anchored on student's mind even after teaching-learning sequences.

scholarly journals Language Learning and Teaching Using New Technologies

2019 ◽  
Vol 14 (1) ◽  
pp. 14
Author(s):  
M. Pratibha
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
New Technologies ◽  
Interactive Whiteboards ◽  
Wireless Internet ◽  
Online Services ◽  
Learning And Teaching ◽  
Learning Contexts ◽  
Teaching Learning

How the new technologies can be used to assist the language learning and which innovative applications are helpful to meet the continuously increasing demands of learners is the focus of this study. New technologies including overhead projectors, interactive whiteboards, computers and wireless internet have opened up the classroom to the outside world. The teaching-learning process has to adapt to changing learning contexts. Technology provides a learner independent in language learning. Thus, technology enables the learner’s efforts easier and faster. At present, there are several online services and some of them are free. It is possible that many more services will be available in future.

scholarly journals Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

2021 ◽  
Vol 16 (13) ◽  
pp. 248
Author(s):  
Carolin Pletz
Keyword(s):  
Virtual Reality ◽  
Technology Acceptance ◽  
Large Scale ◽  
Immersive Virtual Reality ◽  
Expert Survey ◽  
Learning Contexts ◽  
Technological Developments ◽  
General Aspects ◽  
Teaching Learning ◽  
And Training

Although immersive virtual reality (IVR) is now accessible for large-scale use due to rapid technological developments, there appear to be few organizations in the German-speaking countries that are already actively using this technology on a large scale in education and training. Therefore, little is known about the technology acceptance. Questions arise as to how the technology acceptance can be explained and which technology-specific influencing factors can be identified in the field of training. 15 persons from 13 organizations, who are experienced with use of IVR in teaching-learning contexts such as training, were interviewed in an expert survey to identify promoting and inhibiting aspects of the technology acceptance of IVR in teaching-learning contexts. The results provide information about personal, organizational and technology-related promoting and inhibiting aspects for trainers and training participants. Furthermore, general aspects which are decisive for future use in the companies are derived.

scholarly journals El «Cuaderno de Bitácora» de Educación Física. Elemento central dentro de una propuesta de metaevaluación (The Logbook of Physical Education. Key element inside a meta-assessment proposal)

Retos ◽  
2015 ◽  
pp. 92-96
Author(s):  
Luís Santos Rodríguez ◽  
Javier Fernández-Río
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Development Process ◽  
Central Element ◽  
Educational Process ◽  
Point Of View ◽  
Learning And Development ◽  
School Students ◽  
Practical Proposal ◽  
Teaching Learning

El estado actual de conocimientos pedagógicos aplicados a la Educación Física demanda nuevas formas de desarrollar todo el proceso de enseñanza-aprendizaje. Desde nuestro punto de vista, éste debe estar presidido por la claridad y la objetividad, y el alumnado debe ser partícipe de él. Presentamos una propuesta práctica de metaevaluación para la materia de Educación Física dentro de la Educación Secundaria Obligatoria, cuyo eje central denominamos: «Cuaderno de Bitácora». El objetivo de este planteamiento fue convertir al alumnado en gestor de su propio proceso de desarrollo y aprendizaje, incluida la evaluación. A través de este cuaderno, el proceso de enseñanza-aprendizaje «sobrepasa las paredes del aula» para convertirse en una herramienta que el alumnado usa dentro y fuera de la escuela. Las valoraciones efectuadas por el alumnado de la aplicación práctica de esta propuesta han sido muy positivas, ya que da «voz y voto» al verdadero protagonista de todo el proceso educativo: el alumno/a.Abstract: Current pedagogical knowledge applied to Physical Education demands new ways of conducting the whole teaching-learning process. From our point of view, this should be based on clarity and objectivity, and students should be part of it. We introduce a practical proposal of metha-assessment for Physical Education in secondary schools. The central element is called: «Logbook». Our goal was to make students principal actors of their own learning and development process, including assessment. Thanks to the use of this notebook, the teaching-learning process «exceeds the class’ walls» to become a tool that students can use in and out of school. Students’ responses after the application of this approach have been very positive, because it gives «voice» to the real main character of the whole educational process: the student.

Conclusion

2020 ◽  
pp. 162-180
Author(s):  
Hannah Cobb ◽  
Karina Croucher
Keyword(s):  
Political Economy ◽  
Learning Process ◽  
Teaching And Learning ◽  
Collective Actions ◽  
Conference Paper ◽  
Fictional Narrative ◽  
Teaching Learning ◽  
And Training ◽  
Equality And Diversity

This chapter begins with a final semi-fictional narrative, emerging partly out of the narrative in Chapter 9, but now returning to Lecturers X and Y, explaining how their use of cake in a conference paper can be deployed to explain the approach advocated in this book. In turn, the chapter sums up the arguments made throughout the volume, providing a series of tangible recommendations and collective actions under the subheadings: pedagogy, political economy, and training; pedagogy, equality, and diversity; teaching, learning, and scale; revaluing pedagogy; and recommendations beyond archaeology. At the heart of these is one foundational recommendation: ‘We must recognize the role of human and non-human entities in the learning process and that teaching and learning emerges through assemblages of human and non-human components.’ The chapter highlights the non-normative, feminist, collective approach to writing that characterizes the volume and connects this explicitly to the process of becoming archaeologist.

scholarly journals Challenges in Ethiopian Teacher Education Pedagogy: Resistance Factors to Innovative Teaching-Learning Practices

2017 ◽  
Vol 6 ◽  
Author(s):  
Abiy Agegnehu Zewdu
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education And Training ◽  
Training System ◽  
Primary Teacher ◽  
Innovative Teaching ◽  
Teaching Learning ◽  
Curricular Materials ◽  
And Training

Quality is at the heart of any education and training system. It influences what trainees learn, how well they learn and what benefits they draw from their education and training. Whether a particular education and training system is of high or low quality can be judged in terms of input, output and process. Until recently, however, much discussion of educational quality has been centered on only system inputs in terms of the provision of teachers, educators, teaching materials and other facilities, and on output in terms of trainees’ achievement.  Little or no attention is given to the teaching-learning process, the dimension which involves what really happens in the classroom. This study thus aims at finding out the extent to which innovative approach to teaching and learning are employed in the Ethiopian primary teacher training classrooms, to identify the factors that affect its implementation, and to recommend better ways and means for further improvement. In conclusion, the study found that traditional lecture methods, in which teachers talk and students listen, dominate most classrooms. The common obstacles to the employment of innovative methods of teaching as found out by this study are: the Ethiopian tradition of teaching, lack of institutional support, and learning resources, teachers’ lack of expertise, inappropriate curricular materials and student teachers’ lack of prior experience to actively participate in the teaching and learning process.

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