scholarly journals The Experience of Lithuanian University of Educational Sciences Students on Pedagogical Practices: Pupil Behaviour Observation

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 44-57
Author(s):  
Kęstutis Trakšelys
Keyword(s):  
Inclusive Education ◽  
Social Groups ◽  
Pedagogical Practices ◽  
Abnormal Behavior ◽  
Emotional Security ◽  
Teachers And Students ◽  
Positive Learning Environment ◽  
Psychological Knowledge ◽  
Teaching Learning ◽  
Observation Results

Behaviour is usually named as a main and the essential educational stimulus in the lesson. Due to the pupils’ inappropriate behaviour is common to blame their unwillingness to learn, laziness or period of adolescence. Teachers are usually looking for various types of abnormal behavior and other disorders in their pupils. Students who had teacher‘s assistant practice at schools were observing pupils and their teachers interaction in lessons. The observed lessons’ data show that lots of impact for pupil’s behaviour has teacher’s personality, the ability to communicate, respect and interact with them. The appropriate teaching organization, the competence to explain the aims and goals of the task, ability to select suitable teaching / learning methods, didactic attitude, the ability to control emotional intelligence and ect. According to reports of students, who had pedagogical teacher’s assistant practice at these schools, teachers not always give well suited teaching material. It doesn’t correspond to the pupils in his / her needs, interests, and expectations. Thy don‘t want and can‘t concentrate attention for 45 minutes. Sometimes happen when the teacher has wrong planned lessons, then pupils waste their time because simply they don‘t have what to do. The results show that very low percent of pupils work effectively, have high quality knowledge and learning results. In many cases teachers do not create positive learning environment, fail to ensure emotional security by threatening to write negative marks, to send away from classroom or end the lesson. Teachers usually don’t pay enough attention for their pupils for many reasons. They prefer treating these who are more motivated to study or are going to take the exam of the curriculum. Behaving in this way teachers make all conditions for unwillingness to study and provoke inappropriate activity of their students during lessons. In such conditions the educators don’t involve pupils of all social groups. It means that integration doesn’t work for children with the special needs. Also doesn’t work so called the inclusive education. Thy do not ensure pleasant microclimate in the classroom and suitable educational environment. The observation results state that some educators of these schools acted inadequate by writing negative marks for the students who tried to show inappropriate behaviour. Also we should emphasize that some teachers and students, who had teacher’s assistant practice, lack abilities to adapt their pedagogical and psychological knowledge in their work with pupils. They lack of abilities to control the audience, to interact with the pupils. Also they lack skills of working in a stratified society.

Facilitating ELT through Moodle and Google Classroom

2019 ◽  
Vol 118 (10) ◽  
pp. 506-518
Author(s):  
Binoy Barman ◽  
J. Karthikeyan
Keyword(s):  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Technological Tools ◽  
Teachers And Students ◽  
Virtual Interaction ◽  
English Language Teachers ◽  
Teaching Learning

Now-a-days many English language teachers are resorting to what is called “blended teaching/learning” in an endeavor to incorporate information technology into their pedagogical practices. They often use virtual platforms like Moodle and Google Classroom to supportand supplement their physical classroom teaching, which transcends the routine constraints of traditional educational system. In their capacity, teachers and students may engage in necessary interactions “anytime anywhere”, adding extra momentum to the teaching-learning process. English language teaching (ELT) may be specially facilitated by such features as constant connectivity, anytime feed-backing, assignment creation, submission and grading, file sharing, virtual interaction and collaboration, etc. Here is an attempt to delineate some important features of Moodle and Google Classroom, two useful technological tools, in the light of the author’s experience as a teacher.

scholarly journals Bloom’s Taxonomy: Reforming Pedagogy Through Assessment

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhammad Tufail Chandio ◽  
Nishat Zafar ◽  
Ghulam Muhiuddin Solangi
Keyword(s):  
Learning Process ◽  
Bloom's Taxonomy ◽  
Assessment System ◽  
Pedagogical Practices ◽  
Analytical Skills ◽  
Learning Practices ◽  
Bloom’S Taxonomy ◽  
Sindh Province ◽  
Teachers And Students ◽  
Teaching Learning

The study analyses the scope and role of Bloom’s Taxonomy in reforming teaching-learning practices in the classroom. Bloom’s Taxonomy propounds that teaching-learning process and assessment items should transcend beyond lower domains of learning i.e. remembering, understanding and applying to the higher domains of learning namely analysing, evaluating and creating. However, this study establishes that teacher always teach in accordance with the normative assessment patterns and students also learn accordingly. In this case, if assessment system is predominantly focused on lower domains, the teaching-learning practices will never transcend to higher domains. This study employs Bloom’s Taxonomy to categorise and analyse each item included in the annual question papers designed by the Boards of Intermediate and Secondary Education (BISE) Karachi, Hyderabad, Sukkur and Mirpurkhas for the subject of English for grade XII. At Sindh province level, it has been found that 74% is exhausted for the lower domains whereas only 26% is used for higher domains. Given to the normative assessment practices, teachers and students would remain focused only on the lower domains, but by altering the course, the pedagogical practices and teaching-learning process in Sindh province can remarkably be reformed and transformed from sheer memorization and rote-learning to critical thinking, solution-making, knowledge-building process and analytical skills

scholarly journals Democratic Management in Times of COVID-19:

2021 ◽  
Vol 9 (8) ◽  
pp. 263-270
Author(s):  
Ana Carolina Carius
Keyword(s):  
Social Interaction ◽  
The State ◽  
Pedagogical Practices ◽  
Participatory Management ◽  
Exploratory Research ◽  
State Council ◽  
Educational Management ◽  
Democratic Management ◽  
Teachers And Students ◽  
Teaching Learning

This paper discusses the issue of educational management in a challenging scenario: the closing of Brazilian schools due to the COVID-19 pandemic. Through an exploratory research, in a documentary character, the articulating role that educational management has been developing together with the families of students was evaluated, with the aim to guarantee their access to remote activities during this period, and their maintenance and organization by part of higher departments. Under the clipping of two official documents of the state of Rio de Janeiro, Deliberation No. 376 of the State Council of Education of the state and Resolution No. 5843 of the Secretary of State for Education, it was possible to identify a greater concern with access to content, either through technological mediation or printed material and with “supervision” of teachers and students, to the detriment of strengthening aspects relevant to democratic and participatory management. No references to management or direction were found in the documents under analysis, nor ways to consolidate the participation of all actors involved in the teaching-learning process. The absence of dialogicity with all parties led us to a traumatic and exhausting process for everyone involved. Therefore, the need to rethink the pedagogical practices involved in this pandemic period is discussed, based on the difficulties listed by students, families, teachers and managers, in order to consolidate the contribution of all, in a democratic way, even if there is no social interaction between those involved at the time.

scholarly journals O Olhar da Didática e o Ensino-Aprendizagem no Contexto Pedagógico / Didactics View and Teaching-Learning in the Pedagogical Context

2021 ◽  
Vol 15 (58) ◽  
pp. 698-716
Author(s):  
Giselle Pupim Jorge Back
Keyword(s):  
Teaching And Learning ◽  
Learning Technologies ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Social Changes ◽  
Didactic Training ◽  
Teachers And Students ◽  
Bibliographic Search ◽  
Teaching Learning

Resumo: Alguns educadores e educandos estão descontentes com o atual sistema de ensino. Com as inúmeras transformações sociais a maneira de ensinar e aprender também foram modificando ao longo dos anos, assim tanto professores quanto alunos percebem algumas práticas pedagógicas como desatualizadas. Sabemos que as transformações são inevitáveis e necessárias, todavia o desafio fica estabelecido para os professores que necessitam adequar ensino, aprendizagem, tecnologias e sociedade às suas práticas diárias mudando ou reformulando sua didática. Dessa forma o presente artigo objetiva enfatizar a importância da didática, através de discussões acerca das linhas pedagógicas, da formação do professor e do papel da didática proporcionando reflexões que permitam novos olhares sobre o ensino-aprendizagem.  Mediante a esse contexto para lecionar é necessária formação didática? O domínio do conteúdo é mais importante para o desempenho do professor do que a didática? Apresenta-se um estudo de abordagem qualitativa através de uma pesquisa bibliográfica. Conclui-se, dessa forma, que como disciplina importante e fundamental a didática conduz o trabalho, unindo teoria e prática permitindo um processo de aprendizagem significativa.Palavras-chave: Didática; prática; formaçãoAbstrat: Some educators and students are unhappy with the current education system. With the countless social changes, the way of teaching and learning have also changed over the years, so that both teachers and students perceive some pedagogical practices as outdated. We know that transformations are inevitable and necessary, however the challenge is established for teachers who need to adapt teaching, learning, technologies and society to their daily practices by changing or reformulating their didactics. Thus, this article aims to emphasize the importance of didactics, through discussions about pedagogical lines, teacher training and the role of didactics providing reflections that allow new perspectives on teaching-learning. Through this context, to teach is didactic training necessary? Is the mastery of content more important for teacher performance than didactics? A study with a qualitative approach is presented through a bibliographic search. It is concluded, therefore, that as an important and fundamental discipline, didactics conduct the work, uniting theory and practice allowing a meaningful learning process.Keyword: Didactics - practice - training

scholarly journals SALA DE ATENDIMENTO EDUCACIONAL ESPECIALIZADA (AEE): O USO DA TECNOLOGIA ASSISTIVA NO PROCESSO DE INCLUSÃO DOS ALUNOS NAS ATIVIDADES DE ENSINO-APRENDIZAGEM

2019 ◽  
Vol 12 (1) ◽  
pp. 72
Author(s):  
Márcia Lazzari Viana ◽  
Maria do Rocio Fontoura Teixeira
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
School Context ◽  
National Policy ◽  
Pedagogical Practices ◽  
Teacher Needs ◽  
Resource Rooms ◽  
Teaching Learning ◽  
The Right

It’s not enough, to ensure the schooling of the students with disabilities, only the right of attending school, it is necessary to teach and give meaning to the contents developed and that meet the different characteristics, potential, and learning pace. Through the National Policy on Specialized Education in Inclusive Education, the classrooms called: Salas de Recursos Multifuncionais e a Instituição do Atendimento Educacional Especializado (AEE) na Educação Básica were promoted. The AEE classroom is a space of the school, where didactic, pedagogical and Assistive Technology materials are available, where professionals with specific training to attend the students with special educational difficulties due to some type of disability are ready to support them. These classrooms aim to improve student learning in the school context. In the Education field, the Assistive Technology aid in the Process of Learning and Development of Students with Disabilities, further promoting the autonomy within their abilities in the accomplishment of their own tasks. It’s important to emphasize that the teacher needs to have technical knowledge and mastery of Assistive Technology resources, so this tools can be implemented within his/her pedagogical practices. In this context, this research aims to make a bibliographical research, through the literature on the subject, proposing a discussion about the state of the art of work. In this context, this work objective was to present a bibliographic study, proposing a discussion about the art state of issues related to the Multifunctional Resource Rooms and scholar inclusion of students with disabilities. With the ending of the presente work, can be concluded that, the students’ with desabilities inclusion, as well the Multifunctional Resource Rooms usage, still a great challenge to be worked on in the educational system. A new look at education is needed, since it’s possible, through public policies, promote accessibility and inclusion for students with desabilities, seeking to develop their skills during the teaching-learning process.

Is Distance Teaching-Learning-Evaluation Triad a Form of Digital Art?

2020 ◽  
Vol 1 (2) ◽  
pp. 3-19
Author(s):  
Tatiana Antipova ◽  
Ioana Riurean ◽  
Simona Riurean
Keyword(s):  
Point Of View ◽  
Educational Activity ◽  
Distance Teaching ◽  
Software Support ◽  
Alternative Teaching ◽  
Evaluation Procedures ◽  
Learning Evaluation ◽  
Teachers And Students ◽  
Computer Knowledge ◽  
Teaching Learning

The pandemic situation at the beginning of March 2020 forced teachers to develop alternative teaching methods, and most important to find the best ways to keep teaching for every student no matter the situation, as for example, the lack of computer knowledge or hardware/software support. Teachers worldwide struggled to support, encourage, find the best ways not only to help students to keep learning but support them emotionally. At the end of the academic year, teachers made efforts to develop fair, appropriate evaluation procedures adapted to distance education. This paper summarizes the Distance Teaching-Learning-Evaluation (DTLE) evolution in Russia and Romania and some methods developed from March to December 2020 to support the educational activity. Some benefits, challenges and difficulties are identified during the same period of time in different DTLE scenarios, from the point of view of teachers and students, as well. Examples of new adapted methods, dedicated to the DTLE scenarios are al-so addressed in this work.

A study of Importance of English Language Proficiency in Hospitality Industry and the Role of Hospitality Educators in Enhancing the Same Amongst The Students

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Arati Prabhu ◽  
Prachi Wani
Keyword(s):  
Language Proficiency ◽  
Hospitality Industry ◽  
English Language ◽  
English Language Proficiency ◽  
Primary Data ◽  
Hotel Management ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

The study is undertaken to understand the importance of English language skills in the Indian hospitality industry, and the gaps therein. It studies the challenge as it exists in Pune city, and how AISSMS College of Hotel Management & Catering Technology has attempted to address the issue(s). The study aims at gathering primary information by means of questionnaires. It sheds light on the gap between existing and desired standards of English proficiency. It also highlights the attempts by the three important stakeholders in order to address the issue. Though, attempts are made from the industry, teachers and students, it is recognized that joint efforts need to be made to tackle the problem collectively and from all sides. It is an urgent calling for innovative teaching learning practices and encouraging sound develop initiatives and commitment. The primary data is across the cross section of Pune hoteliers, teachers and students of the college. The findings reflect the importance of English as the universal medium of communication, and its importance in rendering quality service and importantly.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Perceptions of Students and Teachers towards the Semester System of Tribhuvan University

2019 ◽  
Vol 4 (1) ◽  
pp. 19-34
Author(s):  
Abatar Subedi
Keyword(s):  
Learning Environment ◽  
Positive Direction ◽  
University Teachers ◽  
Perceptions Of Students ◽  
Extra Curricular Activities ◽  
Teachers And Students ◽  
Ict Tools ◽  
Master Level ◽  
Teaching Learning ◽  
Academic Resources

This paper intends to analyze perceptions of students and teachers towards the semester system of Tribhuvan University (TU). The result of the study is based on the data collected through survey questionnaire from 40 university teachers and 194 master level students. The perception is discussed in terms of learning environment, resources, use of ICT tools, contents and activities. The findings show that the perception of teachers and students towards curriculum, teaching/learning environment, and regularity of classes and viability of semester system are in positive direction. However, the availability of learning resources and use of ICT tools in day to day teaching/learning are not in satisfactory way in the perception of the participants. Their perceptions also reveal that facilities of extra-curricular activities, play grounds and canteen are inadequate. Similarly, the teachers and students perceive that availability of both human and academic resources is inadequate. The students experience show that there is teacher domination in selection of teaching methods; less use of ICT materials to promote learning; difficulty in completing courses in the stipulated time and not timely declaring exam result. However, this system has encouraged and empowered creativity among students for learning.

Psychological enlightenment of subjects of the inclusive educational process

2021 ◽  
pp. 87-93
Author(s):  
Alevtina Gennadievna Ryapisova ◽  
◽  
Svetlana Olegovna Yakushenko ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Process ◽  
Professional Activity ◽  
Educational Organization ◽  
Thematic Content ◽  
Inclusive Practice ◽  
Research Activities ◽  
Different Ages ◽  
Psychological Knowledge

The article presents the main results of research activities devoted to the implementation of the labor function of a teacher-psychologist – psychological enlightenment in an inclusive practice. The key concept is defined: psychological enlightenment is understood as a type of professional activity of a teacher-psychologist, which provides for the dissemination of scientific psychological knowledge, contributes to the expansion of horizons and the development of the value attitude of individuals and groups of people to the phenomena in the educational space. The purpose of the study is to characterize the actual aspects of the content and adequate forms and methods of psychological enlightenment in the context of inclusive practice. Thematic content, various forms and methods of psychological enlightenment of subjects of inclusive education – teachers, parents and students of different ages-are proposed. As an author’s result, a project of the activity of a teacher-psychologist on the organization of psychological enlightenment on the basis of a calendar of events related to inclusive education was developed. On the basis of calendar and thematic planning, recommendations for organizing outreach activities in an educational organization that implements inclusive education are proposed.

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