Temat: practical knowledge - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Behawioryzm i konstruktywizm wobec człowieczych czynów, wiedzy i moralności …ku (nie)podzielanej edukacji
Behaviourism and constructivism toward human acts, knowledge and morality …toward (not) shared education
Autorzy:: Dylak, Stanisław
Powiązania:: https://bibliotekanauki.pl/articles/1387001.pdf
Data publikacji:: 2020-12-31
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:: behaviourism
constructivism
brain and its subconsciousness of acting
morality
knowledge
man’s practical acts
Opis:: As we delve deeper into the roots of knowledge, we discover more and more relationships between its particular spheres, and also its descriptions or interpretations. This prompts a search for shared, interdisciplinary areas. Furthermore, what is theoretical is easier to divide into particular spheres than what is practical. The paper undertakes an attempt to seek shared areas for education under constructivism and behaviourism, in issues which appear key to education and concerning knowledge, morality and human practical acts.
Źródło:: Problemy Wczesnej Edukacji; 2020, 51, 4; 60-74
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Dostawca treści:: Biblioteka Nauki

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Tytuł:: W poszukiwaniu modelu praktyk nauczycielskich – z doświadczeń i refleksji nauczyciela akademickiego (pedagoga praktyk)
In search of a model for teaching practice – the experience and reflection of an academic teacher (practice teacher)
Autorzy:: Wójcik, Małgorzata
Powiązania:: https://bibliotekanauki.pl/articles/1388783.pdf
Data publikacji:: 2014-06-30
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:: student
academic teacher (practice teacher)
teaching practice
teacher's action
the practice of teaching
knowledge about the nature of reflective - critical praxis
téchnē instrumental knowledge
practical material
support
Opis:: The theoretical basis of the teaching practice model is based on the tradition of praxis, critical theory and the psychopedagogics of creativity. Teacher’s actions are determined by the knowledge of a reflective – critical praxis and are understood to be wise and ethical, requiring application and interpretation of the theory. In their teaching practice, teachers should use both instrumental knowledge, that is téchnē and create new and valuable solutions. All this should begin with the very first teaching experiences of the students, especially in the real-life situations offered by the teaching practice. This means the process of education in the practices should be organized by an academic teacher (practice teacher). The idea is that students do not learn directly from their practice, but progress in their teaching practice from the application of theory to creation and verification of their own, new and valuable solutions. The Practice teacher supports students by organizing group and individual educational dialogue and pedagogical discourse on the practice material, and learning through research and action. The effectiveness of the teaching practice is determined by research conducted by an academic teacher using a variety of qualitative research techniques.
Źródło:: Problemy Wczesnej Edukacji; 2014, 25, 2; 21-44
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Dostawca treści:: Biblioteka Nauki

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