Sentences with phrase «pedagogical issues in»

Solving the pedagogical issues in teacher preparation will be easier than solving the political and economic issues.

Furthermore, teachers began to reframe their discussions of pedagogical issues in terms of student thinking

Yet for some, the argument has taken a twist to mean that, rather than trying to address structural and pedagogical issues in our schools, we ought to focus only on the attitudes espoused by our students.

Not exact matches

Through presentation, study, and breakout group work (in discussions along pedagogical topic lines, as well as individual subject areas), we will cover such issues as:

This was in contrast to the teachers, who possess pedagogical skills allowing them to have an informed look into the learning issue and the solutions.

The skills and subject knowledge were obviously going to be an issue and although bodies like Computing in Schools and the BCS were and remain keen to promote computing in schools, the reality of learning a new subject, with its different pedagogical delivery style has made this transition a difficult one for most schools to embrace.

Microcredentials home in on a wide variety of competencies, from Teaching Practices for Deeper Learning (issued by Digital Promise) to more traditional pedagogical skills, such as Data Literacy and Wait Time (issued by the Relay Graduate School of Education).

Paedagogica Historica: International Journal of the History of Education Parenting for High Potential PASAA: Journal of Language Teaching and Learning in Thailand Pastoral Care in Education Peabody Journal of Education Pedagogical Research Pedagogies: An International Journal Pedagogy, Culture and Society Penn GSE Perspectives on Urban Education Perspectives in Education Perspectives in Peer Programs Perspectives: Policy and Practice in Higher Education Phi Delta Kappan Philosophical Inquiry in Education Philosophical Studies in Education Philosophy of Music Education Review Physical Disabilities: Education and Related Services Physical Education and Sport Pedagogy Physical Educator Physical Review Physics Education Research Physics Education Physics Teacher Planning and Changing Policy Futures in Education portal: Libraries and the Academy Practical Assessment, Research & Evaluation Practice and Theory in Systems of Education Practitioner Research in Higher Education Preventing School Failure Primary Science PRIMUS Professional Counselor Professional Development in Education Professional Educator Professional School Counseling PROFILE: Issues in Teachers» Professional Development Prospects: Quarterly Review of Comparative Education Psicol gica: International Journal of Methodology and Experimental Psychology Psychology in the Schools Psychology Learning and Teaching Psychology Teaching Review Public Services Quarterly

As technologies rapidly change and schools spend millions of dollars, this type of professional development as a form of teacher education is more important than ever in helping teachers utilize the technology effectively and needs to address curricular and pedagogical issues, not only technical ones.

Technological proficiency and, with it, technological pedagogical content knowledge are important issues in teacher preparation and should certainly be taken up by English teacher educators.

Using reflection to consider specific issues critically — such as the rapid rate of technological change, the design of technology for educational purposes or the use of specific forms of technology to support the situated nature of learning (Mishra & Koehler, 2006)-- provides preservice teachers with the opportunity to develop their technological pedagogical content knowledge while engaging in meaningful reflective practice.

In this way, experimenting with geospatial technologies during teacher education addresses the development of teacher candidates» pedagogical content knowledge (Shulman, 1987) by contributing to their «understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction» (p. 8).

(http://tinyurl.com/239qgym) addressed broad issues around 21st - century literacies in the context of a particular pedagogical dilemma.

Several issues, both pedagogical and practical, are inherent in including learning outcomes on report cards:

Epistemological and methodological issues for the conceptualization, development, and assessment of ICT — TPCK: Advances in technological pedagogical content knowledge (TPCK).

Teacher education faculty members serve as the teachers for these activities and are then able to discuss the affordances technology can provide within the activities, the strengths and weaknesses of the activities from a pedagogical standpoint, and potential issues with implementing these activities in more authentic settings.

Describing the skills that teachers must possess to adapt to evolving technology, Thompson and Kersaint (2002) said, «Teachers must be prepared to make decisions about various technologies, must be taught new skills for working with them in classrooms, and must be able to address many of the pedagogical issues that arise when using technology» (p. 137).

We will explore the different ways teacher educators can include issues of Social Justice in their curricula and we will discuss pedagogical approaches that can enhance student's critical consciousness and empower them to activism.

A broader issue is the pedagogical framework in which use of technology is embedded.

I have be present with teachers during collaboration, watched my colleagues teach, witnessed their lack of pedagogical knowledge in the classrooms and seen the issues that principals are faced with when they try to hold teachers accountable.

Another learning approach — collaborative inquiry groups, involving small groups of teachers who collectively investigate pedagogical and content issues (Crockett, 2002)-- has emerged as an even more promising practice that implements all four technology learning principles simultaneously and meets the vision set forth in this paper.

By researching and assessing the needs of individual schools, the IPSP program will synthesize, strategize, and implement positive actions in order to address issues of exclusion, in both the curriculum and pedagogical practices used in classrooms and studio spaces across the Institute.

SOHO20 and The Feminist Art Project (TFAP) NYC are pleased to present Getting Basic: Misappropriation, Plagiarism, Fair Use, and Grey Areas, a panel and discussion hosted by artist Sue Jeong Ka about the issues surrounding copyright, power, and the unfair appropriation of individuals» work in art, pedagogical, and institutional settings.

Ranging from political posters, interactive installations, painting, drawing, and pedagogical display, to photography and sculpture, the selected works both enact and question the role artists play in communicating the issues affecting our broader culture.

Taking the form of political posters, interactive installations, painting, drawing, sculpture, photography, and pedagogical display, the selected works both enact and question the role that artists play in communicating the issues affecting our broader culture.

Salons engage teachers in explorations of timely pedagogical issues, provide access to provocative speakers, and promote an open exchange among peers and colleagues.

Subject parameters (unless a special issue is announced): Early Childhood Policy, Early Childhood Practice, Early Childhood Pedagogy, Social Justice in ECE, Professionalism, Disability and Inclusion in ECE, Environmentalism in ECE, Collaborative Practices, Diversity in ECE, Action Research in ECE, Early Childhood Classroom Issues at the Program Level, Pedagogical documentation, Engaging How does Learning Happen?

The aim of this chapter is to discuss the main issues that have to be addressed in determining the appropriateness of pedagogical practices; and to suggest some principles applicable to the processes involved.