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Implicit Pedagogy for Optimized Learning in Contemporary Education最新文献

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Educational Paradigm and Professional Development 教育范式与专业发展
Implicit Pedagogy for Optimized Learning in Contemporary Education Pub Date : 2019-04-19 DOI: 10.4018/978-1-5225-5799-9.CH005
Lidija Vujičić, Akvilina Čamber Tambolaš
{"title":"Educational Paradigm and Professional Development","authors":"Lidija Vujičić, Akvilina Čamber Tambolaš","doi":"10.4018/978-1-5225-5799-9.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-5799-9.CH005","url":null,"abstract":"The culture of an educational institution is a set of individual values and norms, attitudes, beliefs, rituals, expectations, and actions of its members. Without changing the basic assumptions (implicit theories) of individuals working in an institution, there are no fundamental changes in the quality of the educational process. Professional development is understood as continually testing the quality of our own educational interventions, and redefining and modifying them based on the feedback from practice. In this chapter, the authors will focus on the results of preschool teachers' attitudes towards the different aspects of the educational process and the results of the frequency of using modern forms of professional development, obtained by survey method. There is a positive correlation between the modern educational paradigm of the preschool teacher and her participation in the contemporary forms of professional development, which testifies of the mutuality and interdependence of these two dimensions of the culture of the institution of early education.","PeriodicalId":358895,"journal":{"name":"Implicit Pedagogy for Optimized Learning in Contemporary Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126335790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Importance of Reading Literacy in Learning Mathematics 阅读素养在数学学习中的重要性
Implicit Pedagogy for Optimized Learning in Contemporary Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5799-9.CH011
Amalija Žakelj, Marina Cotic, D. Felda, Sanela Mešinović
{"title":"The Importance of Reading Literacy in Learning Mathematics","authors":"Amalija Žakelj, Marina Cotic, D. Felda, Sanela Mešinović","doi":"10.4018/978-1-5225-5799-9.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-5799-9.CH011","url":null,"abstract":"In school, reading literacy is also vital for learning mathematics and development of mathematical literacy. In addition to knowing and understanding numbers, symbols, and relations among them, also large enough vocabulary is needed, and the ability of reading and understanding word problems or mathematical texts. The empirical research is based on the descriptive and causal non-experimental method, with data having been gathered with the support of a test of mathematical knowledge. In the sample, 89 students of the third grade of basic school were involved. The results of the empirical research that examined the relations between the performance of students in mathematics and in Slovenian have shown the students with higher grades in Slovenian have performed better in solving simple and more demanding mathematical problems than the students with lower grades in Slovenian.","PeriodicalId":358895,"journal":{"name":"Implicit Pedagogy for Optimized Learning in Contemporary Education","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127282307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Analyzing Teachers' Competencies in Regular Classroom Practice With Gifted Students in Slovenia 斯洛文尼亚资优学生课堂教学中教师胜任力分析
Implicit Pedagogy for Optimized Learning in Contemporary Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5799-9.CH009
M. Gabrijelčič, S. Konrad
{"title":"Analyzing Teachers' Competencies in Regular Classroom Practice With Gifted Students in Slovenia","authors":"M. Gabrijelčič, S. Konrad","doi":"10.4018/978-1-5225-5799-9.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-5799-9.CH009","url":null,"abstract":"The highest level of educational quality can be achieved with teachers' awareness of their fundamental responsibilities in teaching gifted and talented students, knowing their capacities and characteristics and their different needs. The chapter presents research on teachers' self-assessment of their competencies, efficacy, and attitudes towards gifted students in Slovenia. Such students should have the opportunity to develop their skills not being limited by the class average. A selection of appropriate teaching personnel is needed to accomplish such achievement. The obtained results are presented in relation to three research questions and expose that teachers in Slovenia are usually inadequately informed on working approaches with gifted students; they tend to have low self-esteem in identifying children personal characteristics and commonly choose inappropriate teaching strategies. The study discusses different options that would allow teachers to ensure as best education for the gifted children.","PeriodicalId":358895,"journal":{"name":"Implicit Pedagogy for Optimized Learning in Contemporary Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115415935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Creative Realization of Art Tasks in Interdisciplinary Learning Process 跨学科学习过程中艺术任务的创造性实现
Implicit Pedagogy for Optimized Learning in Contemporary Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5799-9.CH008
Eda Birsa
{"title":"Creative Realization of Art Tasks in Interdisciplinary Learning Process","authors":"Eda Birsa","doi":"10.4018/978-1-5225-5799-9.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-5799-9.CH008","url":null,"abstract":"In the interdisciplinary learning process of visual art, the teachers must provide for the students effective gaining of integrated knowledge such that will encourage them to solve the art tasks creatively. This chapter presents partial results obtained on the basis of an experimental study by means of which the authors wished to determine the effects of visual art learning process conducted in an interdisciplinary manner. The findings of the qualitative analysis of sculpting works showed more creative art solutions by the students from experimental group, which additionally enforced the results of quantitative part of the experimental research carried out. This means that the guidelines concerning the manner of teaching visual art concepts will eliminate ambiguities in the planning of interdisciplinary teaching process applied in visual art education, and will provide the students with more efficient acquisition of integrated knowledge and creative solving of art tasks.","PeriodicalId":358895,"journal":{"name":"Implicit Pedagogy for Optimized Learning in Contemporary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124088582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mentor-Assisted, Reflective, Collaborative Teacher Professional Development 导师协助、反思、合作的教师专业发展
Implicit Pedagogy for Optimized Learning in Contemporary Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5799-9.CH012
E. Mohammadi, Seyed Mohammadreza Mortazavi
{"title":"Mentor-Assisted, Reflective, Collaborative Teacher Professional Development","authors":"E. Mohammadi, Seyed Mohammadreza Mortazavi","doi":"10.4018/978-1-5225-5799-9.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-5799-9.CH012","url":null,"abstract":"The content of this chapter is aimed at expressing, clarifying, and redefining the status quo of teacher professional development (TPD). However, it is not purported to provide the readers with a different approach to TPD; it will delineate the existing theories and practices in the field. Then, the issues will be identified, and suggestions will be made to overcome such complications. The focus is on the professional development of those teachers who have completed their basic training (i.e., in-service teachers). It will address the schools that employ K-12 system of education. However, the scope is not just limited to such schools. The chapter will discuss briefly the assumptions and ratiocinations underlying the teacher professional development movement and the opposing views that exist in this regard. Efforts will be made to clarify the theories, practices, and accordingly, the current trends of reflective practice. The writers will conclude with the argument that the social context provides the basis and is therefore the sine qua non of TPD. It will also be argued that the school-based, mentor-assisted collaboration of teachers can lay the groundwork for an effective program.","PeriodicalId":358895,"journal":{"name":"Implicit Pedagogy for Optimized Learning in Contemporary Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127728512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Theoretical Conceptualization of the Hidden Curriculum in the Second Half of the Twentieth Century 20世纪下半叶隐性课程的理论构想
Implicit Pedagogy for Optimized Learning in Contemporary Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5799-9.CH002
Dejan Hozjan
{"title":"A Theoretical Conceptualization of the Hidden Curriculum in the Second Half of the Twentieth Century","authors":"Dejan Hozjan","doi":"10.4018/978-1-5225-5799-9.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-5799-9.CH002","url":null,"abstract":"The chapter is based on the presentation of an understanding of the hidden curriculum in the twentieth century. In this period, four theoretical concepts existed: functionalism, criticism, liberalism, and postmodernism. The starting point for the concept of the hidden curriculum was that of the functionalists. Their understanding of the hidden curriculum was based on the transfer of social norms and values to students. Representatives of criticism, for example, Michael Apple, Michael Young, carried the knowledge of functionalists to the concrete social environment and sought the reasons for social inequality and the role of the hidden curriculum in this. Also, liberal authors, such as John Dewey and Phillip Jackson, dealt with practical issues, being, however, interested in the impact of the hidden curriculum in educational practice. With postmodernists, like Michael Foucault, a critical view of the presented concepts is shown and a warning that the hidden curriculum takes place in a complex social system. This chapter explores a theoretical conceptualization of the hidden curriculum in the second half of the twentieth century.","PeriodicalId":358895,"journal":{"name":"Implicit Pedagogy for Optimized Learning in Contemporary Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129160576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Proposed Framework of Competences for Career Counsellors Employed at Primary Schools 建议小学就业辅导师的能力架构
Implicit Pedagogy for Optimized Learning in Contemporary Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5799-9.CH013
Nina Krmac, Jurka Lepičnik Vodopivec
{"title":"Proposed Framework of Competences for Career Counsellors Employed at Primary Schools","authors":"Nina Krmac, Jurka Lepičnik Vodopivec","doi":"10.4018/978-1-5225-5799-9.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-5799-9.CH013","url":null,"abstract":"During the last decade, research and introduction of career guidance has been becoming an increasingly important need of contemporary society. This is highlighted by a number of documents at EU level that emphasize the development of counselling and establishment of career guidance with the aim of developing lifelong learning and of development of career counselling services in various institutions, especially in schools. The chapter is thus based on the formation of a competence framework for career counsellors employed at basic schools. The authors notice in the area of career guidance the surveyees put the competences in the forefront that refer to counsellor's interpersonal intelligence and the knowledge of enrolment procedures and of secondary school programs. Pedagogues have proved to be the occupational group the most competent to perform the job of a career counsellor. In the conclusion, the chapter presents a model of competence framework with six areas of knowledge, the competences following each other arranged by relevance.","PeriodicalId":358895,"journal":{"name":"Implicit Pedagogy for Optimized Learning in Contemporary Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133580372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Implicit Pedagogy and the Hidden Curriculum in Postmodern Education 后现代教育中的隐性教学法与隐性课程
Implicit Pedagogy for Optimized Learning in Contemporary Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5799-9.CH003
Lucija Jančec, Jurka Lepičnik Vodopivec
{"title":"The Implicit Pedagogy and the Hidden Curriculum in Postmodern Education","authors":"Lucija Jančec, Jurka Lepičnik Vodopivec","doi":"10.4018/978-1-5225-5799-9.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-5799-9.CH003","url":null,"abstract":"This chapter addresses everyday educational practices known as the “hidden curriculum” and the related term “implicit pedagogy” in today's dominant postmodern theory. It presents results of a survey with preschool and school teachers (N=813) in Croatia and Slovenia in selected three determinants of the hidden curriculum: empathy, personality traits, and preschool and school teachers' attitudes towards space characteristics. In addition to interesting results describing current conditions in these vital populations of institutional life of children, the chapter is getting closer to answering questions like: “What else do children learn in kindergarten and school?” “What affects children's learning, and is nowhere to be ‘measured' in the context of learning?” “Are the phenomena of hidden curriculum that we want to look at the same in the two neighboring countries, in the same groups of professionals?” This is, in the context of postmodernism and postmodern education theories, one of the crucial points.","PeriodicalId":358895,"journal":{"name":"Implicit Pedagogy for Optimized Learning in Contemporary Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126336292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Integration of Activities of Mathematical Education and Language Development in Preschool Education 学前教育中数学教育活动与语言发展的整合
Implicit Pedagogy for Optimized Learning in Contemporary Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5799-9.CH010
M. Stakić, Sanja M. Maričić
{"title":"Integration of Activities of Mathematical Education and Language Development in Preschool Education","authors":"M. Stakić, Sanja M. Maričić","doi":"10.4018/978-1-5225-5799-9.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-5799-9.CH010","url":null,"abstract":"This chapter will explain through concrete examples of literature for children how the same literary text through activities of speech exercises (lexical, semantic, and syntactic), enables their speech development, and contributes to the enrichment of the active lexical fund, and on the other hand, it creates a real context for the development of mathematical concepts. The literary text contributes to the visualization of mathematical concepts, which ensures transition from concrete to abstract concepts and ideas, and mathematical concepts become more acceptable as a result of their clarity and intelligibility. The mentioned activities, in addition to their educational function, build and acquire knowledge that is adopted with understanding in a real context familiar to their concept of the world, give rise to the development of children's imagination, inventiveness, creativity, inquiring mind, and autonomy, and make children grow fond of literature and mathematics from the earliest age.","PeriodicalId":358895,"journal":{"name":"Implicit Pedagogy for Optimized Learning in Contemporary Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123512211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Irresponsible/Unmindful Parenting 不负责任的/漫不经心的育儿
Implicit Pedagogy for Optimized Learning in Contemporary Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5799-9.CH014
Maja Ljubetić, Ina Ercegovac, A. Vukušić
{"title":"Irresponsible/Unmindful Parenting","authors":"Maja Ljubetić, Ina Ercegovac, A. Vukušić","doi":"10.4018/978-1-5225-5799-9.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-5799-9.CH014","url":null,"abstract":"The aim of this chapter is to examine the relationship between contemporary parenting practices, understanding of the child, implicit parenting pedagogy, and the influence of the media on the child which seems an indispensable determinant of child development and upbringing. Given the development of technology, especially the information and communications one, this should not surprise us but make us reflect more on parental roles and responsibilities in this process. Special attention should be directed to understanding implicit parenting pedagogy, where the processes of raising awareness and reflection play the most important role. Parents who are aware of their implicit pedagogy, who cultivate mindful parenting have the advantage over those who do not. When shaping their own parenting practices on these grounds, they can create optimal conditions for child development. The potential adverse effects of modern technologies will be that much smaller if by raising the awareness of their own parenting practices parents develop and progress towards responsible and competent parenting.","PeriodicalId":358895,"journal":{"name":"Implicit Pedagogy for Optimized Learning in Contemporary Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127284668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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