scholarly journals Pædagogisk rettethed og situerede evaluerende praksisser i pædagogisk arbejde

2020 ◽  
Vol 4 (2) ◽  
pp. 15
Author(s):  
Pia Rauff Krøyer ◽  
Hanne Laursen
Keyword(s):  
Learning Environment ◽  
Day Care ◽  
Pedagogical Practice ◽  
Children’S Perspectives ◽  
Evaluation Practice ◽  
Pedagogical Tact ◽  
New Knowledge

ResuméI den nye dagtilbudslov specificeres det, at læringsmiljøet i dagtilbuddet skal kvalificeres og evalueres kontinuerligt af pædagogerne gennem inddragelse af børns perspektiver (Dagtilbudsloven 2018 § 9.). Det kalder på ny viden om, hvordan vi involverer børns perspektiver i evaluering og udvikling af den pædagogiske praksis. Denne artikel bestræber at vise, hvordan pædagoger, med afsæt i børns perspektiver, dagligt møder og udvikler læringsmiljøet i dagtilbuddet. Med det empiriske udtryk situerede evaluerende praksisser viser artiklen, at den pædagogiske praksis har en evaluerende karakter i sig selv, fordi den har en pædagogisk rettethed indlejret i sig, der retter sig mod barnet og det pædagogiske projekt (Togsverd & Rothuizen, 2016). Med inspiration fra Max van Manens fænomenologi og forståelser af pædagogisk takt (Manen, 1991) og det pædagogiske øjeblik (Manen, 2012) er hensigten med artiklen først at vise, hvordan den pædagogiske rettethed på forskellige måder kommer til udtryk i pædagogisk arbejde. Dernæst at diskutere, hvordan pædagogers rettethed er et udtryk for pædagogisk kvalitet, og hvorfor den bør anerkendes som en vigtig del af pædagogers daglige evalueringspraksis med småbørn. På den måde tilstræber artiklen at bidrage med nye opmærksomheder omkring den evalueringskultur, dagtilbuddene lige nu står over for at skulle udvikle. AbstractSituated evaluative practices in pedagogical workThe new Danish Day Care Act specifies that the learning environment in daycare settings must be qualified and evaluated continuously by the pedagogues and with the involvement of children’s perspectives (Day Care Act 2018, Section 9). This implies the need for new knowledge about how we involve children’s perspectives in the evaluation and development of pedagogical practice. This article seeks to show how the pedagogues with the involvement of children’s perspectives develop the learning environment in a daycare setting. With the empirical term, situated evaluative practices the article proposes that pedagogical practice is evaluative in itself due to its inherent pedagogical intentionality. Inspired by Max van Manen’s “Phenomenology of Practice” (2007) and his concepts of pedagogical moment (2012) and pedagogical tact (1991), the purpose of the article is to, 1) describe and discuss pedagogical intentionality as a pedagogical situated and evaluative phenomenon, 2) to discuss why pedagogue’s intentionality should be recognized as an important part of pedagogue’s daily evaluation practice. The article thus seeks to contribute with new perspectives regarding the development of the new culture of evaluation, which Danish daycares currently are developing.

Self-efficacy experiences in day care and primary school from the children’s perspective: A starting point for the reflection of didactic and methodological competences of adult educators

2021 ◽  
pp. 1476718X2110511
Author(s):  
Katrin Velten
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Day Care ◽  
Formal Education ◽  
Learning Processes ◽  
Adult Educators ◽  
Pedagogical Practice ◽  
Children’S Perspectives ◽  
Starting Point ◽  
Key Factor

This paper discusses self-efficacy as a key factor in children managing the transition to primary school, the threshold to formal education and further learning processes. In presenting results of a qualitative-longitudinal interview study of German preschool and primary school children’s perspectives on their self-efficacy experiences, it furnishes evidence for enhancing self-efficacy in pedagogical practice in a so-called mastery climate. Co-determined or self-determined opportunities for playing without adult intervention prove to be central in this to children’s self-efficacy. Following on from this, the discussion will make references to the pedagogical relevance of child-led or unsupervised play for the promotion of self-efficacy in both settings. In addition, based on the reflection of the concept of generational order, the study points to concrete starting points to focus on necessary didactic and methodological competences of adult educators for the appropriate design of child-oriented co-determined or self-determined learning settings.

scholarly journals Hvad er et læringsmiljø hele dagen i pædagogisk praksis?

2021 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Thyge Tegtmejer
Keyword(s):  
Learning Environment ◽  
Professional Practice ◽  
Day Care ◽  
Educational Environment ◽  
Pedagogical Practice ◽  
Ethnographic Fieldwork ◽  
Broad Term ◽  
Municipal Administrators ◽  
Central Term

ResuméLæringsmiljøbegrebet står centralt i Den styrkede pædagogiske læreplan, samtidig med at det er et overordentligt bredt begreb. Dette studie undersøger hvordan pædagoger, dagtilbudsledere og kommunale forvaltningsmedarbejdere arbejder med og reflekterer over læringsmiljø hele dagen i pædagogisk praksis. Studiets data er blevet til gennem institutionelt etnografisk feltarbejde i otte dagtilbud inden for fire kommuner. Studiet udfolder pædagogers, lederes og forvaltningsmedarbejderes perspektiver på hvad et læringsmiljø er, samt hvad det indebærer at arbejde med læringsmiljø hele dagen. Gennem udfoldelse af en række eksempler fra dagligdags praksissituationer, suppleret med dialog med pædagoger og øvrige aktører, søger studiet at indkredse og diskutere positive, såvel som potentielt problematiske, aspekter af et læringsmiljø hele dagen i pædagogisk praksis. What is an all-day learning environment in pedagogical practice? A case study of interpretations and practices in four municipalities – English summaryLearning environment is a central term in The strengthened pedagogical curriculum, however, it is also an extraordinarily broad term. The present study examines the interpretations of day care professionals, leaders and municipal administrators within four municipalities, as they work with an all-day learning environment in pedagogical practice. Data of the study is collected through institutional ethnographic fieldwork in eight day care institutions within four municipalities. The study unfolds perspectives of professionals, leaders and administrators on the meaning of an educational environment, as well as what it means to work with such an environment all day. Through the unfolding of a number of examples of daily professional practice, combined with dialogue with the participating professionals, the study investigates and discusses positive, as well as potentially problematic, aspects of an all-day learning environment in pedagogical practice.

Fostering Information Literacy in the Management Education at the U.S. Coast Guard Academy

2019 ◽  
Vol 2 (3) ◽  
pp. 1-17
Author(s):  
Alina M. Zapalska ◽  
Ben Wroblewski
Keyword(s):  
Learning Environment ◽  
Information Literacy ◽  
Management Education ◽  
Management Program ◽  
Coast Guard ◽  
Sequential Approach ◽  
Step Process ◽  
New Knowledge ◽  
The U.S

This paper illustrates the information literacy (IL) strategy in an undergraduate Management program at U.S. Coast Guard Academy. The paper exemplifies a sequential approach that improves students’ capabilities to evaluate and apply information in a specifically designed learning environment while generating new knowledge in undergraduate business coursework. The paper also emphasizes how IL can be developed within management coursework through a six-step process, including defining, locating, selecting, organizing, presenting, and assessing.  This specially designed framework of IL learning can be applied across all relevant courses using specially designed assignments in the Management major.

Development of readiness of future preschool teachers to innovative activity

2021 ◽  
Vol 7 (Extra-E) ◽  
pp. 207-218
Author(s):  
Laura Taytelieva ◽  
Aigul Iskakova ◽  
Saira Zhienbaeva ◽  
Rosa Nabuova ◽  
Aiymkul Balabaeva
Keyword(s):  
Professional Competence ◽  
Preschool Teachers ◽  
Educational Process ◽  
Innovative Activity ◽  
Pedagogical Practice ◽  
Innovative Technologies ◽  
New Knowledge ◽  
High Level ◽  
Creative Teacher ◽  
Pedagogical Science

One of the important components of professional competence of teachers today is their involvement in innovation. In pedagogical science innovative activity is defined as purposeful pedagogical activity based on understanding of own pedagogical experience by means of comparison and studying, change and development of educational process for the purpose of achievement of higher results, receiving new knowledge, introduction of qualitatively other pedagogical practice. The relevance of our article is determined by the society's order for a creative teacher with a high level of readiness for innovative pedagogical activity, the need to develop a holistic system of improving readiness for innovative activity. The system-forming factor of readiness of the teacher for innovative activity is the need for transformation, improvement of pedagogical activity through innovative technologies of education.

scholarly journals Formação continuada em neurociência: percepções de professores da educação básica

2020 ◽  
Vol 11 (3) ◽  
pp. 361-376
Author(s):  
Karine Ramires Lima ◽  
Luiza Freitas Lopes ◽  
Náthaly Marks ◽  
Ronan Moura Franco ◽  
Elena Maria Billig Mello ◽  
...  
Keyword(s):  
Basic Education ◽  
Pedagogical Practice ◽  
Rio Grande Do Sul ◽  
Daily Lives ◽  
Pedagogical Innovation ◽  
Neural Processes ◽  
New Knowledge ◽  
Before And After ◽  
Cognition And Learning ◽  
Eighth Edition

O conhecimento básico sobre a neurociência é importante em diversos aspectos da vida, já que permite o entendimento de processos neurais presentes em nosso dia a dia, como a cognição e a aprendizagem. Para o professor, principal mediador da construção do conhecimento na sala de aula, o conhecimento desta temática é importante para facilitar sua prática pedagógica, já que a neurociência contribui para a compreensão dos processos cognitivos e das individualidades de cada aluno. O objetivo deste estudo é relatar a percepção e o conhecimento de professores da Educação Básica do município de Uruguaiana/RS acerca da neurociência e sua importância para a educação, antes e após a realização da oitava edição do curso de formação continuada intitulado “Curso de Neurociência Aplicada à Educação”. No total, vinte e oito (28) professores participaram do curso, que abordou diferentes temas: neurociência e educação, neuroanatomia, neurofisiologia, neurobiologia da aprendizagem e memória, fatores que interferem na aprendizagem e inovação pedagógica. De acordo com a percepção dos professores, o curso ministrado foi de fundamental importância para a aquisição de novos conhecimentos sobre a neurociência, e todos concordaram que os conceitos abordados podem ser aplicados para melhorar sua prática pedagógica e seu ambiente de ensino. Palavras-chave: Aprendizagem; Ensino; Cérebro; Professor   Continuing training in neuroscience: perceptions of basic education teachers   Abstract: Basic neuroscience knowledge is important in all aspects of life, as it allows the understanding of neural processes present in our daily lives, such as cognition and learning. For the teacher, the central mediator of knowledge in the classroom, it is essential to understand this theme since it can facilitate his pedagogical practice since neuroscience teaches to understand the student through their individualities. This study aims to report the perception and knowledge of primary education teachers in Uruguaiana, Rio Grande do Sul state, Brazil, about neuroscience, before and after the eighth edition of the continuing education course entitled "Course of Neuroscience Applied to Education." In total, twenty-eight (28) teachers participated in the course, divided into two modules that addressed different themes: neuroscience and education, neuroanatomy, neurophysiology, the neurobiology of learning and memory, factors that interfere in learning, and pedagogical innovation. According to the teachers' perception, the course taught was of fundamental importance for acquiring new knowledge about neuroscience, and everyone agreed on the possible applicability of the concepts covered to improve their pedagogical practice and their teaching environment. Keywords: Learning; Teaching; Brain; Teacher

A SINERGY INTERACTION BETWEEN TEACHING ENGLISH AND MAN AND NATURE IN GRADE 3 B AT THE NATIONAL SCHOOL OF MUSIC „LYUBOMIR PIPKOV “, SOFIA

2021 ◽  
Vol 12 (2) ◽  
pp. 448-450
Author(s):  
Nikolinka Mihaylova ◽  
◽  
Latinka Karapeeva ◽  
Keyword(s):  
Student Teachers ◽  
Emotional Experience ◽  
Scientific Information ◽  
Pedagogical Practice ◽  
Training Environment ◽  
School Of Music ◽  
Teacher Student ◽  
National School ◽  
New Knowledge ◽  
Man And Nature

The paper presents a binary lesson in English and Man and Nature held in the 3th grade of the National School of Music “Lyubomir Pipkov”, Sofia. The report presents a pedagogical practice realized in a new training environment – a park. The class teacher Nikolinka Mihaylova and the English teacher Latina Karapeeva develop their synergy approach to the topic Air. The theme is from the Man and Nature syllabus and allows the introduction of a new vocabulary in English using innovative approaches. The venue allows a flexible methodology to be incorporated. The structure of the lesson makes the active interaction possible, namely: student – student, student – group, teacher – student, teachers – class. Observation, play, and repetition methods are used, as well as the change of object-subject role. The synergy approach in offering new knowledge allows the combination of scientific information, English vocabulary, and pronunciation. The focus on the personality of the child makes it possible to achieve better results in the acquiring of new knowledge in both subjects: Man and nature and English. Alternating academic activities and play enriches the students’ emotional experience and perceptions. The approach based on past experience and knowledge contributes to expanding the functional competence of the students. Some conclusions are formulated.

Challenges with Knowledge Construction in an E-learning Environment

2010 ◽  
pp. 186-201
Author(s):  
Bolanle A. Olaniran ◽  
Oladayo Olaniran ◽  
David Edgell
Keyword(s):  
Learning Environment ◽  
Knowledge Creation ◽  
Knowledge Construction ◽  
Learning Technology ◽  
Technology Platforms ◽  
New Knowledge ◽  
E Learning

Knowledge construction, or new knowledge creation, is believed to be a way to allow learners to gain an in-depth knowledge and a greater control over the materials they are learning. E-learning technology platforms, that facilitate e-collaboration among learners, represent a way to foster knowledge construction. This chapter however, explores challenges facing knowledge construction especially when looking at “Culture” and how it affects two different learning philosophies or paradigms. This chapter elucidates some of the challenges and offers a new direction for accommodating different learners’ needs.

Engaging Engineering Students in the Educational Process Using Moodle Learning Environment

2020 ◽  
pp. 239-263
Author(s):  
Oksana Labanova ◽  
Anne Uukkivi ◽  
Elena Safiulina ◽  
Marina Latõnina
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Engineering Students ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Self Control ◽  
Pedagogical Practice ◽  
Instructional Videos ◽  
Use Of Technology ◽  
Training Control

Modern pedagogical practice emphasizes the use of technology as an opportunity to personalize the learning process and the need to take into account students' new needs. The purpose of this chapter is to offer a model of presenting online learning materials in mathematics that involves students in a continuous learning process. This model consists of textual materials, video materials, and tests in Moodle virtual learning environment (VLE). Textual materials include short theoretical materials with examples, self-control exercises, and worksheets with step-by-step solutions. The model includes five different types of videos: mini-lectures, problem solving walkthroughs, instructional videos, interactive videos, and individual videos. The testing system includes training, control, and bonus tests. Creating all parts of the model requires the use of specific didactical techniques. The students' feedback to this model has been highly positive.

scholarly journals Analisis Faktor Kesulitan Belajar Bahasa Arab pada Siswa Tunanetra di MAN 2 Sleman

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Labo Efflamengo ◽  
Syamsuddin Asyrofi
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Process ◽  
Learning Difficulties ◽  
Arabic Language ◽  
Sentence Structure ◽  
Learning Methods ◽  
Teacher Understanding ◽  
New Knowledge ◽  
Blind Students

This study aims to determine the difficulty factors experienced by blind students in learning Arabic and the efforts that must be made to address these difficulties in MAN 2 Sleman Yogyakarta. The existence of this research is expected to be able to provide additional new knowledge to all parties involved in learning Arabic. The results showed that the learning process of Arabic blind students in MAN 2 Sleman Yogyakarta, in general, was the same as learning in madrasas in general. The factors of Arabic language learning difficulties experienced by blind students in MAN 2 Sleman, namely, First: Linguistic difficulties include sound (phonological), meaning (semantic), sentence structure (syntax), and difficulty in writing Arabic using braille letters. Second: Non-Linguistic Difficulties: Lack of motivation, lack of teacher understanding of braille, lack of innovation in learning methods, and difficulties due to minimal facilities. Efforts are being made to overcome these difficulties, namely, Madrasas: providing facilities, such as books or dictionaries based on braille, braille printers. Teachers: innovating learning methods to make it more interesting for students to learn blind. Blind students: more communicative to the teacher and adaptive to the learning environment in the classroom. Abstrak Penelitian ini bertujuan untuk mengetahui faktor kesulitan yang dialami siswa tunanetra dalam belajar bahasa Arab  dan upaya yang harus dilakukan untuk mengtasi kesulitan-kesulitan tersebut di MAN 2 Sleman Yogyakarta. Dengan adanya penelitian ini diharapkan dapat memberikan tambahan pengetahuan baru kepada semua pihak yang berkecimbung dalam pembelajaran bahasa Arab. Hasil penelitian  menunjukan bahwa proses pembelajaran bahasa Arab siswa tunanetra di MAN 2 Sleman Yogyakarta secara umum sama seperti pembelajaran di madrasah pada umumnya. Adapun faktor kesulitan belajar bahasa Arab  yang dialami siswa tunanetra di MAN 2 Sleman yaitu, Pertama: Kesulitan Linguistik mencakup tata bunyi (fonologi), arti (semantik), tata kalimat (sintaksis), dan kesulitan dalam menulis Arab menggunakan huruf braille. Kedua: Kesulitan Non-Linguistik : Kurangnya motivasi, kurangnya pemahaman guru tentang huruf braille , kurangnya inovasi dalam metode pembelajaran, dan kesulitan karena fasilitas yang masih minim. Upaya yang dilakukan untuk mengatasi kesulitan-kesulitan tersebut yaitu, Pihak madrasah: menyediakan fasilitas, seperti buku atau kamus berbasis braille, printer braille. Guru: melakukan inovasi metode pembelajaran agar lebih menarik minat belajar siswa tunanetra. Siswa tunanetra: lebih komunikatif kepada guru dan adaptif terhadap lingkungan pembelajaran di kelas. Kata Kunci: Analisis Faktor Kesulitan, Belajar Bahasa Arab, Tunanetra

Interactive Learning in Workplace Training

2012 ◽  
pp. 498-514
Author(s):  
Sibel Somyürek
Keyword(s):  
Learning Environment ◽  
Interactive Learning ◽  
Organizational Memory ◽  
Job Skills ◽  
Accurate Information ◽  
Workplace Training ◽  
Interactive Learning Environment ◽  
Environment Model ◽  
New Knowledge ◽  
Nature Of Information

This chapter investigates the major challenges encountered in workplace training and proposes an interactive learning environment model to overcome them. Due to the rapid nature of information change, companies need employees who remain open to new developments and continually refresh their job skills to gain a competitive advantage in the marketplace. The adoption of new knowledge and skills is both a key requirement and a challenge for companies. In addition to difficulties arising from learning and using new knowledge/skills, loss of organizational memory is a problem commonly faced by most organizations. Unless organizations capture the existing knowledge of their employees, they will repeat mistakes and waste time resolving previously solved problems. Providing relevant and accurate information to employees based on their current goals, knowledge, and experience in real time is also seen as an important challenge. This chapter examines these challenges and proposes an interactive learning environment model to address them.

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