Abstrakt: Muzea vědecky zpracovávají, dokumentují a zprostředkovávají historii i současnost vývoje přírody, člověka a lidské společnosti a zastřešují veškeré oblasti i obory působení člověka, od ...zaměření přírodovědného přes technické až po humanitní. Svým návštěvníkům zprostředkovávají obory a témata za efektivního využití atraktivních sbírkových předmětů či jejich substitutů a s ohledem na posilování vztahu návštěvníků k regionu a místnímu kulturnímu, technickému a přírodnímu dědictví. Edukační činností naplňují muzea potenciál optimálního, podnětného prostředí pro neformální vzdělávání, které pracuje s aktivizací návštěvníků, principem názornosti, hands-on přístupem, učením se z exponátů, autenticitou, zážitkovostí a prvky edutainmentu. Nabízejí různorodé formáty edukačních programů a didaktických prostředků pro různé cílové skupiny, k nimž patří děti, dospělí, senioři, rodiny, návštěvníci se speciálními potřebami, ale tradičně také školy a další organizace, které pracují s dětmi a mládeží. Náhledem do edukace v různorodém prostředí můžeme nacházet určité paralely, ale i specifické odlišnosti v profesních kompetencích muzejních pedagogů a učitelů, které mohou přispět k vzájemnému obohacování při jejich spolupráci. Klíčová slova: neformální vzdělávání, učení v muzeu, muzejní pedagogika, muzejní pedagog.
Cilj je provedene analize stručnih jezgri studijā pedagogije u Hrvatskoj istražiti uključuju li one ishode i sadržaje koji se odnose na osposobljavanje budućih pedagoga za pružanje pedagoškoga ...savjetovanja različitim dionicima (djeci, odgojiteljima, učiteljima, roditeljima) odgojno-obrazovnoga procesa u školama i drugim odgojno-obrazovnim ustanovama u kojima se pedagozi po završetku studija najčešće zapošljavaju. Postupkom analize dokumentacije, kojom se kombinira analiza sadržaja i tematska analiza, analizirano je ukupno 176 obveznih stručnih predmeta koji se ostvaruju na studijima pedagogije na pet sveučilišta u Hrvatskoj. Rezultati analize pokazali su da su na gotovo svim studijima pedagogije, na obje studijske razine, zastupljeni ishodi i sadržaji o pedagoškom savjetovanju, ali su malobrojni i skromnoga sadržajnog opsega. Usto, takvi su ishodi i sadržaji zastupljeniji na diplomskim studijima pedagogije. Rezultati analize općenito upućuju na to da je osposobljavanje za pedagoško savjetovanje na studijima pedagogije u Hrvatskoj nedostatno osobito u kontekstu prije provedenih istraživanja. U njima se dosljedno pokazuje kako hrvatski pedagozi smatraju da je pedagoško savjetovanje jedan od njihovih najučestalijih poslova, a pedagoško-savjetodavna kompetencija jedna od najvažnijih.
Niniejsza publikacja obejmuje zagadnienia dotyczące osoby pedagoga specjalnego, jako wzorca osobowego oraz jego znaczenia w edukacji, terapii dzieci z zaburzeniami ze spektrum autyzmu. Autorka ...artykułu nad podstawie studium przypadku opisała proces kształtowania się i znaczenia relacji, jaka powstała w kontakcie z uczennicą klasy III Szkoły Podstawowej mającą orzeczenie o potrzebie kształcenia specjalnego z uwagi na autyzm oraz możliwe czynniki mające na nią wpływ. Celem publikacji jest ukazanie ogromnego wpływu i znaczenia relacji oraz samej osoby pedagoga specjalnego na proces wychowania, edukacji oraz terapii dziecize specjalnymi potrzebami edukacyjnymi. Przedstawiony opis wskazuje, iż specjaliści, nauczyciele odgrywają duże znaczenie w życiu swoich podopiecznych, zaś ich oddziaływanie oraz zbudowana relacje widoczna jest w poczynionych przez uczniów postępach.
Revista Varela, ISSN: 1810 -3413 RNPS: 2 038 Vol. ( 18), No. ( 49), art (07), pp. ( 82- 91), enero -abril , 2018 Universidad Central "Marta Abreu" de Las Villas, Carretera a Camajuaní km 5,5. Santa ...Clara, Villa Clara, Cuba. CP 54830 http://revistavarela.uclv.edu.cu , revistavarela@uclv.cu Recibido: 20 de oct de 2017 Aprobado: 11 de dic de 2017 83 ABSTRACT Many achievements can be reached through of the pedagogic abilities of the teacher in the development of their social responsibility: the integral format ion of the students for the creative work that the society requires, because to elevate the quality of the work more than ever, it is a necessity. This stage demands from all the educators a more solid, deeper work, so that the school reaches levels qualit atively superiors, urged by the vertiginous advances of the Revolution Scientist - Technique. The pedagogic mediation is a necessary although not enough condition for the new environment of learning; for all this, an essential factor so that there is reall y the students' genuine participation and with her, construction of the knowledge in the teaching process is the pedagogic mediation. Without her it is not possible , both the interaction and the interactivity and consequently a learning developer.
Transgresje to czynności innowacyjne i twórcze. Pozwalają człowiekowi wychodzić poza granice dotychczasowego funkcjonowania, a więc zdobywać nowe obszary działania lub tworzyć nowe wartości. ...Motywacją specyficzną dla transgresji jest motywacja hubrystyczna. Artykuł analizuje doświadczenia biograficzne wybitnych pedagogów – Marii Montessori i Janusza Korczaka. Maria Montessori to włoska lekarka, twórczyni systemu wychowania i pedagogiki Montessori, opartej na potrzebach dziecka. Transgresyjna biografia Janusza Korczaka dotyczy lekarza, pedagoga, pisarza, publicysty, wizjonera. Biografie zawierają różne przestrzenie działań transgresyjnych: osobistych, zawodowych, społecznych, twórczych, literackich. Odnoszą się one koncepcji wychowania, metod pracy pedagogicznej z dzieckiem. Biografie ukazują dokonania wybitnych pedagogów zawierające nieprzemijające wartości.
The main problem undertaken by the author is presenting a pedagogue facing pluralism of contemporary theories of education. The author wonders what a teacher who is confronted with multitude of ...pedagogical theories should do, how to pull himself together in the world of chaos and disorder, where pedagogical approaches and orientations are competing witch one another, not eliminating anything at the beginning. The author refers to the metaphor of „hypermarket and labyrinth”. Both metaphors illustrate the world of pedagogy resembling a similar mass of theories, ideas and philosophies. It is the supermarkets that attempt to make the choice of diverse knowledge („goods”) available to society. Hypermarket becomes a peculiar kind of labyrinth, a territory where customers should skilfully get around. Therefore, a question arises: How can pedagogue entangled into the metaphor of hypermarket of theories of education avoid enslavement? The author thinks that he may simply not read, not study. He may adopt a critical attitude in the face of „catches” hidden in various theories. Finally, he may also look into his own pedagogical consciousness thoroughly, analyze his own rationality, think about knowledge he needs. The author thus states that pedagogues are faced with the task of reading, classifying and comparing a multitude of theories so that they can adopt those most valuable and so that they are able to make use of them in the process of education.
Despite the exceptional interest in studying emotions in music, only a few music pedagogues have warned of the importance of this phenomenon in teaching music. The paper analyzes the results of ...empirical research to determine the experienced emotions on listening to the following musical examples: C. Saint-Saëns: Carnival of Animals, Finale; I. Stravinsky: The Rite of Spring, Introduction; J. Williams: Schindler’s List; F. Livadić: Nocturne in F-sharp minor; I. Malec: Lumina; and I. Krajač, K. Metikoš and M. Prohaska: Gubec-Beg, Jana’s Madness. The results of the research actualize the importance of students’ emotional response to a musical work and contribute to the efforts of individual music pedagogues to emphasize the need for a comprehensive reception of a musical work that will include emotional dimension in addition to knowledge and understanding.
Biti plesni pedagog Luketić, Daliborka; Kustura, Nataša
Metodički ogledi,
01/2022, Letnik:
28, Številka:
2
Journal Article, Paper
Recenzirano
Odprti dostop
Na tragu pitanja o tome što znači biti plesni pedagog, cilj ovoga rada bio je ispitati neke odrednice profesije plesnog pedagoga te prikazati način na koji plesni pedagozi progovaraju o onom ...‘pedagoškom’ u svojoj profesiji. Primjenom kvalitativnog istraživanja te metodom dubinskog intervjua s plesnim pedagozima koji djeluju u različitim područjima odgojno-obrazovnog i umjetničkog rada, nastojalo se je opisati i analizirati područje njihova rada, odgojnog djelovanja te odgojne vrijednosti koje oni u svome radu afirmiraju. Temeljem kvalitativne analize podataka i primjenom interpretativne fenomenološke analize u bogatom empirijskom narativu identificirano je pet tema: (1) poimanje plesa kao dimenzije umjetničkog i odgojnog djelovanja, (2) odrednice pedagoškog rada, (3) značenje pedagoške uloge, (4) transformacija umjetničke prakse u pedagošku praksu i (5) posebnost odgojno-obrazovne metode. Rezultati istraživanja govore o tome kako plesni pedagozi doživljavaju i tumače svoj pedagoški rad – prije svega kao odgojni rad u
kojemu se događa spoj umjetnosti i pedagogije pri čemu je naglašeno njihovo pedagoško umijeće kao neraskidivi dio profesionalnog habitusa plesnog pedagoga.
Following the question of what it means to be a dance pedagogue, the aim
of this paper was to examine some determinants of the profession of dance pedagogue and to establish the meaning and understanding of the way dance pedagogues speak about the ‘pedagogical’ in their profession. By applying qualitative research and the method of in-depth interviews with dance pedagogues who work in different fields of education and art,
we tried to describe and analyse the area of their work, their educational activities, and values they promote in their work. As a result of the qualitative analysis and the interpretative phenomenological analysis of the rich narratives, we have identified five topics: (1) the notion of dance as a dimension of artistic and educational activity; (2) the determinants of pedagogical work; (3) the meaning of pedagogical role; (4) the transformation of artistic practice
into pedagogical practice; (5) the distinguishing characteristic of the
educational method. The results point to the conclusion that dance pedagogues see their work as a primarily educational work that combines art and pedagogy. The pedagogical knowledge of the dance pedagogues is an inseparable part of their professional habitus.
Рассматривается феномен профессионального образа мира педагога. Показаны содержание и результаты исследования представлений бакалавров, обучающихся по профилю «Дошкольное образование», о достижениях ...и трудностях, смыслах и ценностях профессиональной деятельности. Выявлена в качестве приоритетных смыслов и ценностей профессиональной деятельности педагога направленность на развитие, воспитание, обучение ребенка-дошкольника. При этом отсутствует тенденция осознания бакалаврами саморазвития и самосовершенствования как важнейших составляющих профессии педагога.
Paulo Freire's dialogical pedagogy provides teachers with a framework for their professional practice, offering educators strategies for teaching and learning. The main objective of this research is ...to determine the contributions of Paulo Freire's dialogical pedagogy to teaching praxis from bibliometric analysis, in terms of increasing impact and incidence in educational processes, knowing its structure, production, and utilization of information for pedagogical practices. A descriptive bibliometric study in Scopus database was conducted, applying a technique of exploratory and descriptive bibliographic document collection to analyze research related to the research topics. A total of 781 documents were retrieved from the Scopus database on the topic under study, of which 32,5% were open access, involving 1317 authors, with an average of 8,1 citations per document (1,42 Field-Weighted Citation Impact). Original articles represented three-quarters of the total documents, indicating research with new contributions to knowledge, while 12.4% were book chapters and the remaining 11.8% were Reviews, Books, Conference Papers, Editorials, and Errata. The top 10 countries with the highest number of published documents in the research area are the United States, United Kingdom and Australia. The analysis carried out revealed that there is significant progress in the area of research related to dialogic pedagogy and its scientific evolution.
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