scholarly journals Teaching Pedagogy 101

2020 ◽  
Author(s):  
Allen Estes ◽  
Ronald Welch
Keyword(s):  
Teaching Pedagogy

Enhancing Teaching Pedagogy through Bowen Mechanism:

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 780-789
Author(s):  
Honoureen Beatrice Gamble
Keyword(s):  
Second World War ◽  
World War ◽  
Job Market ◽  
Teaching Pedagogy ◽  
Knowledge Based ◽  
Student Community ◽  
Hard Skills ◽  
Good Product ◽  
The People ◽  
Second World

Language has become a never- ending phenomenon in day-day life. To articulate one’s own idea language has become an artifact in showcasing the rudiments of everyday life. It is a tool which bridges the gap between the people so that the conflict between known and the unknown will not take place. The major portal of communication is language and it operates at every level and without this the mode will not function. Teaching is quite challenging in the contemporary times and it expects the teaching fraternity to be a facilitator than a moderator. A few decades back book based teaching was foregrounded and knowledge based teaching was back grounded whereas in the present scenario knowledge based teaching which comprises hard skills and soft skills matters a lot along with that the curriculm too evolves. This paradigmatic shift is to make the student community a good product in the job market. Literature is unique in nature and it informs the reader about the scenarios which will take place in the coming days and all this is possible only through the artistic talent of the writers and they are the real oracles. Bowen Mechanism having its deep origin in America when the society was fragmented owing to the Aftermaths of the second world war .  A psychologist by nature has framed a few methodologies to eliminate the human’s misunderstanding and for that communication acts as an impetus.

ACTUAL PROBLEMS TEACHING PEDAGOGY AND PSYCHOLOGY IN KAZAKHSTAN

Globus ◽  
2019 ◽  
Author(s):  
G. B. Bazargaliev ◽  
K. S. Zhumabaeva ◽  
Davletova A.N. Davletova
Keyword(s):  
Teaching Pedagogy

Robot Teaching, Pedagogy, and Policy

2020 ◽  
pp. 787-803
Author(s):  
Elana Zeide
Keyword(s):  
Artificial Intelligence ◽  
Analytical Methods ◽  
Personalized Learning ◽  
Educational Process ◽  
Learning Systems ◽  
Policy Decisions ◽  
Public Discussion ◽  
Teaching Pedagogy ◽  
Do So

This chapter looks at the use of artificial intelligence (AI) in education, which immediately conjures the fantasy of robot teachers, as well as fears that robot teachers will replace their human counterparts. However, AI tools impact much more than instructional choices. Personalized learning systems take on a whole host of other educational roles as well, fundamentally reconfiguring education in the process. They not only perform the functions of robot teachers but also make pedagogical and policy decisions typically left to teachers and policymakers. Their design, affordances, analytical methods, and visualization dashboards construct a technological, computational, and statistical infrastructure that literally codifies what students learn, how they are assessed, and what standards they must meet. However, school procurement and implementation of these systems are rarely part of public discussion. If they are to remain relevant to the educational process itself, as opposed to just its packaging and context, schools and their stakeholders must be more proactive in demanding information from technology providers and setting internal protocols to ensure effective and consistent implementation. Those who choose to outsource instructional functions should do so with sufficient transparency mechanisms in place to ensure professional oversight guided by well-informed debate.

scholarly journals Teaching Media Literacy in Colleges of Education and Communication

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 187-195 ◽  
Author(s):  
Laura López-Romero ◽  
María de la Cinta Aguaded-Gómez
Keyword(s):  
New Media ◽  
Media Education ◽  
Communication Studies ◽  
Colleges Of Education ◽  
Quantitative Methodology ◽  
Teaching Pedagogy ◽  
Semantic Fields ◽  
Language Technology ◽  
Production And Distribution ◽  
Spanish Universities

This work is part of an R&D project involving thirteen Spanish universities in which needs and wants in the field of media education in higher education are studied in the areas of Communication (Communication Studies, Journalism and Advertising) and Education (Teaching, Pedagogy, Psychology and Social Education). The objective of this study focuses on analysing the college textbooks directly related to Media Education most used in Education and Communication,. The report has been developed based on six educational competence dimensions: language, technology, interaction processes, production and distribution processes, ideology and values and aesthetics. Using each of these parameters the scope of the analysis and the scope of the expression were taken into account, based on guidelines set by Ferrés and Piscitelli in their well-known proposal of indicators for defining new media competence and which is structured around two areas of work: the production of own messages and interaction with others. The results were obtained by applying a quantitative methodology through a content analysis of semantic fields. The main conclusions point to a greater presence of the «Ideology and Values» dimension, and almost non-existent representation of the «Aesthetics» indicator.El presente trabajo forma parte de un proyecto I+D integrado por trece universidades españolas en el que se estudian las necesidades y carencias en materia de educación mediática en el ámbito de la enseñanza superior, tanto en las áreas de Comunicación (Comunicación Audiovisual, Periodismo y Publicidad) como de Educación (Magisterio, Pedagogía, Psicopedagogía y Educación Social). Esta investigación centra su objeto de estudio en el análisis de los manuales universitarios más utilizados en Educación y Comunicación, en asignaturas directamente relacionadas con la educación mediática. Este informe se ha desarrollado en base a seis dimensiones competenciales mediáticas: lenguajes, tecnología, procesos de interacción, procesos de producción y difusión, ideología y valores y estética. De cada uno de estos parámetros se ha tenido en cuenta el ámbito del análisis y de la expresión, partiendo de las pautas señaladas por Ferrés y Piscitelli en su conocida propuesta articulada de indicadores para definir la nueva competencia mediática, que se ha estructurado en torno a dos ámbitos de trabajo: el de la producción de mensajes propios y el de la interacción con otros ajenos. Los resultados han sido obtenidos mediante la aplicación de una metodología cuantitativa, a través de un análisis de contenido por campos semánticos. Las principales conclusiones extraídas apuntan hacia una mayor presencia de la dimensión Ideología y Valores, y una casi inexistente representación de la dimensión Estética.

Pre-Service Secondary Teacher Education Programme: Some Concerns of Sustainability

2021 ◽  
pp. 29-37
Author(s):  
Indrajeet Dutta
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Secondary Teacher ◽  
Community Based ◽  
Teacher Education Programme ◽  
Teaching Pedagogy ◽  
Secondary Teacher Education ◽  
Do So

With the onset of a new academic session, teacher education programmes across the county will be in a new avatar. The revamping of a teacher education programme has been on the cards for several years but stiff resistance from different quarters of the educational community made it impossible to do so. The revised secondary teacher education programme is new in several counts. Firstly, curricular areas have been made more contextual, class, student and community based. Secondly, teaching pedagogy has been made more child centred, experiential and reflective. Thirdly, internship model has been introduced giving more thrust on acquisition of skills and competencies in actual classroom and real settings rather than artificial settings. But, the reform has brought several challenges in its realm which teacher education programmes and institutes have to face. The present paper deals with the new challenges like demand for teacher education programmes, the role of private teacher education institutes and their increasing focus on commercialization, demand for teacher educators and whether the new system is pro-rich or pro-poor student etc.

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