Search Results: 'Pedagogical Theory'

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25 results for "Pedagogical Theory"
Developing Learner Autonomy through Tasks - Theory, Research, Practice By Andrzej Cirocki
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At the heart of this study is the fostering of learner autonomy in the language classroom, in particular how learner autonomy can be developed through pedagogical tasks. The work focuses on four... More > different approaches: the classroom-related, the resource-related and the technology-related. The book combines classroom theory, research and practice, all of which are immersed in the philosophy of social constructivism, whereby knowledge and learning are seen as both the context for and the result of human interaction. "This is the book everyone in the field has been waiting for. It is the product of excellent classroom research... highly engaging, relevant, readable, and above all, practical in its handling of the issues." Prof. John McRae, University of Nottingham, UK. "This book is a perfect combination of theoretical and practical proposals that make it possible to implement and foster learner autonomy in the EFL/ESL classroom." Prof. Wolfgang Hallet, Justus Liebig University, Giessen, Germany< Less
Theory and practice of developing of professional role play competence of future teachers in the University By Irina Lotova, Elena Orehova
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The research work deals with the theoretical and practical basis of shaping professional competence of future teachers. It provides essential instructive features of professional role play competence... More > of teachers of preschool institutions. The work dwells on psychological and pedagogical basis of role play technologies. The theoretical points are supported by the specialized practical course “Shaping Professional Role Play Competence of Future Teachers of Preschool Institutions” and management game “Training of Professional Competence of Future Teachers of Preschool Institutions”. The research work is aimed at the teaching staff and psychologists of preschool institutions, scientists, professors, students and postgraduate students and those who are interested in the aspects of personal professional development.< Less
Moodle '2' Engage Students - An Illustrated Guide. By M J Rollins
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Moodle '2' Engage Students is designed to help Moodle course creators, new or experienced to create engaging Moodle content. Introducing embedded multi-media, collaborative and social learning tools,... More > engaging interaction and feedback mechanisms backed up by pedagogically sound design theories< Less
The Alternative: A Teacher's Story and Commentary By Galen Leonhardy
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In terms of audience, this work can be read by most anyone interested in the realities of teaching, though it is mostly within the scope of English education. Special education teachers, educational... More > administrators, critical theorists, and those studying alternative schools and rural education might find interest in the narrative as well as the subsequent contemplations on the practice of teaching. Beyond being an artifact, a documentary of a time and place and perspective, this text is, ultimately, a source for future teachers, who might be encouraged to establish a reflective, process-oriented theory of teaching and a deepened sense of professionalism through critique of the thoughts and actions presented.< Less
AN INTRODUCTION TO THE PHILOSOPHY OF EDUCATION By DANIEL DELEANU
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Paraphrasing Ludwig Wittgenstein, who asserts that “Philosophy is not a theory, but an activity,” we might say that philosophy of education is not a theory, but a pedagogical activity. ... More > From the classic philosophers of education, such as Confucius, Socrates, and Plato, through Rousseau, Aquinas, and many more who lead up to the modern age of such thinkers as Dewey, Sartre, Arendt, and Chomsky, this comprehensive introduction to the most important branches and representatives of the philosophy of education spans the personalities, terminology and vocabulary of thousands of years of philosophical thought in addition to the more recent encroachment of social and psychological sciences.< Less
AN INTRODUCTION TO THE PHILOSOPHY OF EDUCATION By DANIEL DELEANU
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Paraphrasing Ludwig Wittgenstein, who asserts that “Philosophy is not a theory, but an activity,” we might say that philosophy of education is not a theory, but a pedagogical activity. ... More > From the classic philosophers of education, such as Confucius, Socrates, and Plato, through Rousseau, Aquinas, and many more who lead up to the modern age of such thinkers as Dewey, Sartre, Arendt, and Chomsky, this comprehensive introduction to the most important branches and representatives of the philosophy of education spans the personalities, terminology and vocabulary of thousands of years of philosophical thought in addition to the more recent encroachment of social and psychological sciences.< Less
PRINCIPLES OF THE PHILOSOPHY OF EDUCATION By DANIEL DELEANU
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The aim of this book is to show that the field of education is not originally a realm of pedagogical rules and regulations, but rather a realm of philosophical principles; that fundamentally all... More > dimensions of cognition have the structure of philosophical inquiry; and that it is therefore possible to conceive education as a contrapuntal meditation not only on the real, but also on the imaginary. In order to carry out this aim, five different philosophical disciplines have been kept in mind: epistemology, logic, ontology, teleology, and ethics. What unites these is the phenomenology employed by the author, who always speaks out of, and towards, experience. Thus, this is not just a book about the philosophy of education, but also an original philosophical text on the philosophy of education, and, last but not least, a philosophical guide to educational experience: to the experience of learning itself.< Less
PRINCIPLES OF THE PHILOSOPHY OF EDUCATION By DANIEL DELEANU
eBook (PDF): $1.25
The aim of this book is to show that the field of education is not originally a realm of pedagogical rules and regulations, but rather a realm of philosophical principles; that fundamentally all... More > dimensions of cognition have the structure of philosophical inquiry; and that it is therefore possible to conceive education as a contrapuntal meditation not only on the real, but also on the imaginary. In order to carry out this aim, five different philosophical disciplines have been kept in mind: epistemology, logic, ontology, teleology, and ethics. What unites these is the phenomenology employed by the author, who always speaks out of, and towards, experience. Thus, this is not just a book about the philosophy of education, but also an original philosophical text on the philosophy of education, and, last but not least, a philosophical guide to educational experience: to the experience of learning itself.< Less
Sustainable E-learning: A Guide to Practice and Analysis By Ian Robertson
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The purposes of this publication are to: position e-learning trends within a more general educational conversation; provide teachers and managers with practical guidance in informing and implementing... More > e-learning; and apply Activity Theory to a theorisation of sustainable e-learning. E-learning is broadly defined as the use of digital technologies in a wide range of contexts. E-learning has become sustainable when it is normative in meeting present and future needs. It is posited that sustainable e-learning is most likely to be achieved where there is congruence between the pedagogic, people and organisational perspectives. Technology concerns are embedded within these frames. Sections One to Three address the three perspectives from a largely practical viewpoint. Section Four applies Activity Theory to each perspective and then consolidates these to evaluate the usefulness of Activity Theory as a framework for conceptual analysis.< Less
Sustainable E-Learning: A Guide to Practice and Analysis By Ian Robertson
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The purposes of this publication are to: position e-learning trends within a more general educational conversation; provide teachers and managers with practical guidance in informing and implementing... More > e-learning; and apply Activity Theory to a theorisation of sustainable e-learning. E-learning is broadly defined as the use of digital technologies in a wide range of contexts. E-learning has become sustainable when it is normative in meeting present and future needs. It is posited that sustainable e-learning is most likely to be achieved where there is congruence between the pedagogic, people and organisational perspectives. Technology concerns are embedded within these frames. Sections One to Three address the three perspectives from a largely practical viewpoint. Section Four applies Activity Theory to each perspective and then consolidates these to evaluate the usefulness of Activity Theory as a framework for conceptual analysis.< Less