Pedagogika-Pedagogy最新文献_第9页

Mentalization and Its Use in Schools 心理化及其在学校中的应用

IF 0.3

Pedagogika-Pedagogy Pub Date : 2023-08-08 DOI: 10.14712/23362189.2023.2641

Magda Nišponská

{"title":"Mentalization and Its Use in Schools","authors":"Magda Nišponská","doi":"10.14712/23362189.2023.2641","DOIUrl":"https://doi.org/10.14712/23362189.2023.2641","url":null,"abstract":"Th is article outlines the current state of theoretical knowledge about mentalization, which appears to be essential for eff ective practice in the teaching profession. Mentalization is the capacity to understand and make sense of our own and others' actions by recognising and giving meaning to intentional mental states, including needs, thoughts, feelings, beliefs, and motivations. It is the understanding of the background of the behaviour – the understanding of the mental states that have led to a certain behaviour. Thanks to mentalization theory, we are now able to think and discuss in more detail what happens between and within people as they interact in diff erent social contexts such as schools. Th ese skills are useful for teachers as they work with children, whose metalizing skills are still developing. At the same time, in their practice, teachers often encounter children who come to school with disruptive behaviours, insecure attachment styles, and negative internal working models of relationships that make the healthy development of mentalizing skills diffi cult. Th is article highlights the importance of mentalization in educational contexts and provides a framework for interventions aimed at increasing mentalization skills among teachers, parents, and students. Empirical evidence has shown that the implementation of mentalization-based programmes in schools can lead to signifi cant improvements in teacherresilience, as well as a reduction of aggressive behaviour among students and an improvement of their academic performance.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74926611","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

Deliberate Teaching of Collocations – an Intervention Study of Czech Upper-Intermediate EFL Students 刻意搭配教学——捷克英语中上学生的干预研究

IF 0.3

Pedagogika-Pedagogy Pub Date : 2023-08-08 DOI: 10.14712/23362189.2023.2918

Petra Kacafírková, Klára Špačková, Hana Valentová, Petra Topková, A. Kucharska

{"title":"Deliberate Teaching of Collocations – an Intervention Study of Czech Upper-Intermediate EFL Students","authors":"Petra Kacafírková, Klára Špačková, Hana Valentová, Petra Topková, A. Kucharska","doi":"10.14712/23362189.2023.2918","DOIUrl":"https://doi.org/10.14712/23362189.2023.2918","url":null,"abstract":"Collocation knowledge is claimed to be poor even among upper-intermediate and advanced learners of English as a second language, which implies that not enough attention is being drawn to these lexical items in lessons. To address this problem, we designed a 12-week teaching intervention in which the participants (39 students of Charles University in Prague) were divided into two groups: an experimental group with an intensive explicit collocation focus (20) and a control group with no such care dedicated to collocations (19). Th e division of the students was performed in such a way that the groups were equal in terms of the variables whichtend to infl uence the learning process the most, namely language aptitude, anxiety, motivation, and learning strategies. Th e results showed that the experimental group achieved signifi cantly higher scores for collocation knowledge. No signifi cant diff erence was found between the groups in understanding of word meanings. Deliberate teaching of collocations with systematic revisionand practice thus proved to be more eff ective than meaning-focused teaching of individual words.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74466655","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

Hire-Me-Not? The Influence of Grades and University Type on Labor Market Success Hire-Me-Not吗?年级和大学类型对劳动力市场成功的影响

IF 0.3

Pedagogika-Pedagogy Pub Date : 2023-08-03 DOI: 10.15823/p.2023.150.1

Kari Kristinsson, Sigurður Guðjónsson, I. Minelgaite, Tinna Dahl Christiansen

引用次数: 0

Piloting a New Virtue Education Curriculum for 5–15-Year-Old Students: What are the Most Challenging Issues in Its Delivery? 5- 15岁学生美德教育新课程试点:实施过程中最具挑战性的问题是什么?

IF 0.3

Pedagogika-Pedagogy Pub Date : 2023-08-03 DOI: 10.15823/p.2023.150.7

S. Surikova, A. Sidorova

引用次数: 0

Value Narratives in Sexuality Education: Teachers’ Preparedness or Retreat? 性教育的价值叙事:教师的准备还是退缩?

IF 0.3

Pedagogika-Pedagogy Pub Date : 2023-08-03 DOI: 10.15823/p.2023.150.8

Marius Bytautas, S. Daukilas

{"title":"Value Narratives in Sexuality Education: Teachers’ Preparedness or Retreat?","authors":"Marius Bytautas, S. Daukilas","doi":"10.15823/p.2023.150.8","DOIUrl":"https://doi.org/10.15823/p.2023.150.8","url":null,"abstract":"The paper analyses the value narratives on youth sex education presented to the public by influencers and parents of school-age children. The research questions are: what is the content of the value narratives in the field of sexuality presented to the public by influencers and parents of school-age children? what is the motivational environment for teachers delivering sex education? what are the possible principles of communication between teachers, organisations involved in sex education, and parents? The empirical research data were collected using a mixed methods strategy. The methodological and value differences between the institutions providing sex education in Lithuania were found to be insignificant, nevertheless, there are significant differences in the value narratives between the concepts of ‘sexuality education’ and ‘sex education’ in the public sphere. Parents of school-age children are exposed to fragmented, value-indoctrinated sex education content presented by influencers, leading to social tensions in school communities regarding children’s sex education. The analysis of the narratives of influencers and parents on the topic of sex education shows that the constructive participation of interested groups (educators, parents, social organisations) in the policy of sex education is impossible without the principles of critical analysis, attention to conflicts, and social dialogue.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88397383","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

7–8 klasių mergaičių ir berniukų bei jų tėvų motyvuojančių įsitikinimų apie matematiką sąsajos

IF 0.3

Pedagogika-Pedagogy Pub Date : 2023-08-03 DOI: 10.15823/p.2023.150.9

Emilė Baranauskaitė, Dovilė Butkienė

引用次数: 0

Peer Assessment of Oral Presentations in EFL Classes: Assessors’ View 英语课堂口头报告的同伴评估:评估者的观点

IF 0.3

Pedagogika-Pedagogy Pub Date : 2023-08-03 DOI: 10.15823/p.2023.150.6

Aurelija Daukšaitė-Kolpakovienė, N. Mačianskienė

引用次数: 0

Anglų kalbos rizominio mokymosi kartografija: einant mokinių nomadiškų klajonių takais