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This is a study carried out in the Tocantina Amazon, with the aim of analyzing the pedagogical practice of teachers/graduates of the Degree in Field Education in the Countryside - LEDOC, in dialogue with the lives of the subjects in the communities, based on the dimensions of work and cultural identity. It was based on a qualitative approach, and its methodological procedures included field research using participant observation and semi-structured interviews. The results revealed that LEDOC graduates, when working in schools in the countryside, waters and forests, have sought to dialog with aspects of the territory, work and identity of the subjects, despite the difficulties faced in their socio-professional insertion.

Since my days as a novice teacher, I have always asked myself: ‘How do I improve what I am doing?’ When I started my doctoral studies, I engaged in critical reflection and reflexivity on my pedagogical practices, and, in the spirit of Alice in Wonderland, became “curiouser and curiouser” about ‘inquiry’ and why it requires a prominent position in my practice. It tells the story of the development of my knowledge, understanding, and educational practice as I researched to improve my pedagogical ‘inquiry skills’. This article builds on my doctoral studies. The process of writing this article has enabled me to develop my understanding of Living Educational Theory Research, drawing on my Action Research work, and share my explanation of the importance of conducting it. Using my lived experiences of my doctoral studies, I narrate what I have done to explore and answer questions, with particular regards to pedagogical practices of inquiry in my home country of Malaysia. This article explains how, my epistemic beliefs and values, pedagogical knowledge, and practices as a science teacher improved. I now see myself, as a teacher-researcher, working towards and living my values, and recognising the impact that this has had on my current practice as a teacher educator. I continue to reflect upon, question, and evaluate what I do as I constantly seek to live my values in my practice.

Previous studies on Global Englishes (GE) awareness tend to focus on pre- and in-service English teachers, with little attention paid to English teacher educators. Given the potential transfer of English teacher educators’ perceptions on diverse Englishes and associated teaching practices to English teacher trainees, this study adopted a mixed-methods approach to investigate the GE awareness and pedagogical practice of Chinese English teacher educators who are engaged in preparing English teachers for junior middle schools in rural China. The analysis of the data collected via a questionnaire survey with 49 English teacher educators and interviews with seven of them indicates that most participants had a pseudo GE awareness, holding a positive attitude toward non-native English but deeming it as less standard than its native counterpart, and almost all participants followed the native-speakerist paradigm in classroom teaching, and did not actively introduce GE to their students. Revealed simultaneously is that even the participants with long stays overseas also bought into native speakerism. In reference to China’s socio-cultural and historical-political contexts, this study proposes that China adjust its national English syllabi and reconstruct the professional development programs for English teacher educators to facilitate the implementation of Global Englishes Language Teaching (GELT).

This article is devoted to the issues related to the student training in pedagogical practice in subject “Methodology of Biology Teaching”. Recently, a number of radical steps have been taken in the direction of improving the education system, substantial work has been done and is being done in the field of organizing a new education system that resonates with the requirements of the current era. This education system is based on national and international human values and democratic principles. From this point of view, several changes were made in the structure of higher education, curricula were updated, students' knowledge was assessed by means of a multi-point system, and the credit system was introduced. There is a great role of the correct organization of the pedagogical process targeted to the students' acquisition of their chosen specialty for being good, influential teachers and educators of the future; for having national-moral values, general and pedagogical culture, exemplary behavior, broad outlook, deep and comprehensive knowledge, skills, theoretical and practical training. The efficiency of the pedagogical process depends to a great extent on the effective establishment of teacher-student relations, the ability of the teacher to skillfully manage the educational process. At the same time, this allows students to grow up as individuals who are loyal to the traditions of freedom and democracy of our people, who absorb the spiritual, humanistic and cultural values of our nation, who love their native land and its inhabitants, who protect the honor of our country, who are able to think independently and creatively. The training of initial pedagogical personnel depends very much on the level and quality of teacher-student relations. In order to properly establish teacher-student relations, first, the teacher must acquire high moral qualities, behave in an exemplary manner, and justify himself/herself as a specialist, an employee and a human being. Methods: The article is based on the method of comparative analysis. Application importance: the material can be used in lecturers and seminars in higher education institutions (HEIs).

The objective of the study is to characterize the ways of understanding and functioning of the formative triads of pedagogical practices, based on the decisions, tensions, and challenges faced by the initial teacher training programs in times of pandemic. The research used a qualitative-phenomenological perspective, inquiring into natural situations experienced by the formative triads of the pedagogical careers of 23 Chilean universities with recognized trajectories in teacher training. The interviews were conducted when the country was in a health emergency, that is, when schools and universities were carrying out remote teaching. The results show that the pandemic transformed the collaborative links between schools and universities, some links were broken, and others were strengthened, showing that the functioning of the triads is more declarative than real. In addition, the trainers (university tutor teacher and school guide teacher) faced two disconnected scenarios (school and university) that did not provide them with clear guidelines and concrete support for the development of their roles. This research has relevance for teacher training programs because it stresses the design of action plans to give continuity to practices in emergency situations and orients the evaluation of practice models to decide if they have the conditions to implement a model based on the formative triad.

La presente investigación tuvo como objetivo general analizar la evaluación de las estrategias de enseñanza de la asignatura de Sociología por estudiantes de Medicina de la Universidad de Antofagasta durante el II semestre de 2020, en consideración del contexto de virtualidad. La metodología consistió en una investigación cuantitativa y el diseño en un estudio descriptivo, en donde participaron 36 estudiantes de un total de 53 que cursaron la asignatura de Sociología durante el II semestre del año 2020. El instrumento de recolección de información consistió en un cuestionario y los datos fueron analizados mediante la distribución de porcentajes y calificaciones obtenidas. Los resultados indican una evaluación positiva por parte del grupo estudiantes sobre las estrategias de enseñanza utilizadas en la asignatura en contexto de educación virtual, el cumplimiento del aprendizaje centrado en el estudiantado, el rol facilitador de la persona docente y el aproximamiento al futuro rol profesional mediante la didáctica utilizada al enfocar el aporte de las humanidades médicas. Como limitación del estudio el alumnado percibe que el desarrollo de actividades asincrónicas en la asignatura implicó una mayor carga académica, por lo que se recomienda mejorar este aspecto. Por otra parte, el estudio aporta información relevante para el despliegue de los procesos que aseguren la calidad educativa en la carrera de Medicina de la Universidad de Antofagasta y el desarrollo de capacitaciones en habilidades pedagógicas que incorporen el tópico de entornos virtuales de aprendizaje.

This article raises as a research problem the lack of citizen training in public schools, especially in basic primary education, where processes are generated in a traditional, one-dimensional way and alien to the interests of the students. Likewise, this study seeks to understand the conceptions of teachers of this educational level about citizenship, in relation to pedagogical practice and to identify the necessary elements to build a comprehensive proposal. The methodology used is educational action research. The results identify little knowledge of teachers in citizenship education and a greater tendency towards a technical approach in notions, which indicates a technification of pedagogical practice in student training processes, requiring a collective conceptualization among all the actors.

This article is the result of a systematization of the professional practice of undergraduate studies in Social Communication - Journalism. The objective is to generate a reflection on the development of professional practice, based on the challenges and requirements of the current occupational world. The methods used are participatory action research and hermeneutics, supported by the utilization of surveys as a technique and the use of life stories and timelines as instruments. Among the findings is the way to make visible the extent to which the profile of the social communicator - journalist is present in the regional market. Finally, it enables a discussion regarding the progress made and presents new questions regarding aspects mentioned as contributions, from an administrative, projective, and academic procedural perspective.

The article is devoted to determining the need for the formation of a system of knowledge and skills in the field of psychology among students of a pedagogical university, among future classroom teachers, taking into account modern trends in education. The article presents the results of a psychological and pedagogical study conducted to identify the psychological climate of the class collective, in which 28 students of the 5th grade from the MOAU “SOSH No. 87” of Orenburg took part. The following methods were used in the course of the study: analysis and synthesis, questionnaire (survey), observation. The study revealed the need to form a system of knowledge and skills in the field of psychology in future teachers. The results obtained suggest that distance learning has a negative impact on the formation process of a class collective and prevents its cohesion, which indicates the need to study psychological disciplines at a pedagogical university. This work may be of interest to students of pedagogical colleges and universities, employees of educational organizations, since with the introduction of the distance learning format, the problem of establishing a favorable psychological climate in the classroom, which has not lost its relevance for a long time, has significantly become aggravated.

Feedback on teaching practices is an essential part of teachers’ professional development. The objective of this paper is to evaluate the impact of the use of rubrics to improve the quality of feedback on teachers’ performance in the classroom. The study sample comprised 32 participants randomly assigned to an experimental or a control group. The experimental group worked together to design their rubric to support and give feedback on teacher performance in the classroom, while the control group was assigned a standardized rubric. The results point to significant differences in the quality of feedback in favor of the experimental group, whose feedback was more formative and offered greater guidance. The research concludes that rubrics designed collaboratively enhance the quality of feedback, providing direction for reflection on teaching practice and promoting teachers’ professional development and a transformation of the teaching-learning process.

The importance of practical training of students, namely, pedagogical practice, in the process of obtaining the qualification «teacher of computer science» under the educational-professional program «Secondary education (Informatics)» is described. Current scientific and methodological works on the researched problem are generalized. The educational-professional programs of the first (bachelor's) level are analyzed, according to which future computer science teachers study on the content of different types of practices. The adaptive, didactic, developmental, diagnostic, prognostic, communicative and reflective functions of practice are presented. Propaedeutic and industrial pedagogical practices are singled out, each of which is aimed at the formation of professional competencies and allows students to realize themselves as teachers. The diagram shows the relationship between academic disciplines and propaedeutic practice on the example of the educational program of Rivne State University for the Humanities. The tasks of practice in a secondary education institution are specified. Pedagogical practice is presented as: a method of teaching aimed at consolidating awareness of psychology, pedagogy, computer science and methods of teaching; a means of developing students’ personal and professionally significant qualities; a form of combining the educational activities of students with the pedagogical work of a computer science teacher in a secondary school. It is proposed to implement pedagogical practices in various forms from the first year of study in a higher education institution, combining practical, educational and cognitive, research activities, using the results obtained in course and qualification projects, individual educational and research tasks from the cycle of disciplines.

The “Escola da Terra” Program is the only training policy for countryside educators in Sergipe that reached 160 teachers from 14 cities, in its second edition. The shortage of this training affects the development of a pedagogical practice consistent with the countryside education’s principles and goals. Thus, this article aims to analyze the profile of the teachers of the second edition of the “Escola da Terra/Sergipe” program. Therefore, we carried out a diagnostic activity with the participants, through a questionnaire about countryside education, the Brazilian and Sergipe’s countryside, and the countryside schools nucleation/shutdown. The data analyses led to the following results: most of the teachers do not know the history, the goals and the principles of the countryside education, nor the reality where they work, developing, consequently, a pedagogical practice that is distant from the subjects to whom it is intended; the group perceives the student’s parents or legal guardians inability to keep up with the activities/exercises sent home as the biggest issue to the development of their teaching practice. In conclusion, it is noted that the participating teachers have an urban understanding of the countryside and develop a teaching practice that is similar to the rural education.

The pandemic COVID-2019 conducts to social changes, which are reflected necessarily on participants of educational process. The goal of the present study was to establish the effects of confinement on the process of teaching and learning. The questionaries’ were designed for application on line for pupils and teachers of different educational levels, from pre-school to university levels. Qualitative analysis of responses has permitted to establish the indicators of causes of difficulties in the process of teaching and learning, opinions about effective teaching process on line, personal reflective evaluation of achievements and obstacles and proposals for possible modification of methods of teaching. The opinions of pupils and teachers differ in variety of essential aspects. One of these aspects is the necessity to retuning to communicative face-to-face education. The article discusses the necessity of the revision of the whole educational system in the following aspects: organization of education, methods of teaching, the process of assessment of pupils and communicative inclusion of the pupils.

The subject of research: the need to improve the professional competence of the applicant by introducing new components of the curriculum and acquiring skills during practical work. The purpose of the study is to identify the main aspects and directions of professional competence, as well as its formation, which should be carried out in the process of training a teacher of vocational training in commodity science in higher education from the standpoint of modern practical approach. The field of application of results. The results of the study can be used in the activities of higher education institutions to increase the effectiveness of practical training of teachers of vocational training in commodity science. The results of the research and conclusions. On the basis of the conducted research, the improvement of the formation of professional competence of future teachers of professional training in commodity science is revealed, which is deepened and consolidated during the internship. Professional and practical training of bachelors is one of the main elements of the educational process and a prerequisite for their successful employment.

The article analyzes the issues of remote collaboration of the university-school in the organization of students' pedagogical practice. In conditions of extreme situations and territorial remoteness of educational institutions and universities, the organization of collaboration is possible only in a remote format. At the same time, there is a tendency towards the use of digital technologies in the higher education system, while their use is often ignored in the framework of pedagogical practice. The study reveals the possibilities of organizational and methodological support of students' pedagogical practice using distance educational technologies. The article demonstrates the advantages of distance collaboration of the university-school in the organization of students' pedagogical practice, which implies the organization of joint activities of the participants of pedagogical practice both in the absence and in the presence of territorial restrictions. The article analyzes the implementation of a practice-oriented approach to the professional training of a future teacher in the higher education system, describes the methodological and normative basis of the practical training of students. The role of collaboration between institutions of vocational education and general education in the process of organizing pedagogical practice is revealed. The leading methods in the study of this problem were questionnaires and content analysis, which made it possible to identify deficiencies in the content and organizational aspects of the university-school collaboration. The article describes the functions and principles of the remote collaboration of the university-school, revealing the substantive basis of the organizational and methodological support of students' pedagogical practice.

В технических университетах основным источником пополнения преподавательского состава являются обучающиеся данного вуза. Вопрос привлечения обучающихся в научную и научно-педагогическую деятельность является актуальным на сегодняшний день. Начальной ступенью мотивации и решения проблемы с педагогическими кадрами является педагогическая практика. Именно педагогическая практика магистрантов в стенах инженерного вуза способствует индивидуальному выбору дальнейшей профессии, обеспечивает мотивированную вовлеченность обучающихся в когнитивную сферу, в структуру как общего, так и педагогического образования. Цель статьи – раскрыть сущность педагогической практики магистрантов как начальный путь для развития и формирования профессиональной педагогической деятельности будущего педагога. Научная новизна состоит в обосновании роли педагогической практики как важнейшего фактора предподготовки педагогических кадров. Делается вывод, что для успешного решения проблем подготовки педагогических кадров в технических вузах через магистерское образование необходимы привлечение студентов бакалавриата (начиная с первых курсов) на профессионально-педагогическую подготовку с поступлением магистратуру, разработка инженерного ядра учебных дисциплин, в структуру которого должны войти педагогические дисциплины и педагогическая практика с целью мотивации на педагогическую деятельность, разработка внутривузовской программы поэтапного отбора и подготовки молодых преподавателей из числа магистрантов к профессионально-педагогической деятельности и их дальнейшего профессионального развития, создание для магистрантов комфортных организационно-педагогических условий и стимулов для получения профессионально-педагогической подготовки.

This study examined the pedagogical practices and complexities in teaching history in the upper secondary schools of Ethiopia. The study employed descriptive case study research design. Data were obtained from nine key informants, textbooks, syllabi, and other publications. Interview and document review were used as principal data collection tools. Data were analyzed using qualitative narrative approach. The findings revealed that teachers frequently use lecture, explanation, and discussion as the main methods of teaching. Debate, inquiry, justification, and multiple-interpretation methods were not properly used by teachers, and are rarely incorporated in the textbooks. Instructional activities such as what and why questions, explanations, and discussion questions appeared often in the prescribed textbooks. Moreover, the grand historical narratives and counter-narratives apparently made Ethiopia’s history turbulent and complex as such narratives are influenced by political factors. Furthermore, interview respondents revealed that phrases incorporated in the Ethiopian history publications such as ‘Assimilation’, ‘Amharanisation’, ‘Colonization’, ‘Restoration’, and ‘Oromization’ are politically motivated discourse than academic concepts and they create complexities in the Ethiopian historical narratives. Besides, content overload, over emphasis on the country`s political and military histories than social and economic history, and lack of consensuses among politicians make the teaching of history very complex.

Problem and goal. The practical (pedagogical) training sites based on Moscow schools in the context of effective development of the resources of the Moscow Electronic School by future computer science teachers are analyzed. The goal is to identify the correlation of the digital footprint obtained as a result of the development of the school network activity index based on data on the actions of teachers and students in e-learning environments and of educational organizations identification corresponding to this index, as well as the methodological activity of schools in Moscow - the bases of practical (pedagogical) training of future computer science teachers. Methodology. The analysis of regulatory documents and the database of Moscow schools, where the Moscow City University students of the Computer Science direction are engaged in practical (pedagogical) training, reflection on the content of the knowledge obtained, search for criteria for selecting basic schools for conducting practical (pedagogical) training of future computer science teachers, local pedagogical experiment were used. Results. It was found out that the activity of schools in the development and use of educational resources of the Moscow Electronic School is not a prerequisite for cooperation with these schools. At the same time, the knowledge of information technologies, including the technology of working with the resources of the Moscow Electronic School, by future subject teachers, is an integral part of the professional competence of a modern teacher, and especially a computer science teacher. Conclusion. The basic criteria for selecting sites for industrial practices of future computer science teachers, in particular students of the Moscow City University, are proposed. The formulated criteria for selecting basic schools for conducting practical (pedagogical) training of university students will allow them to successfully solve the tasks set for this type of educational activity, achieve their goals and form professional and pedagogical competencies.

Research related to the genome project, cloning and genetically modified organisms are present inside and outside the school. Such subjects deserve attention in the teaching of genetics due to the difficulties presented by the students, regarding the learning of genetics in this subject, due to the high degree of abstraction, the impossibility of practical activities due to the planning and infrastructure necessary for its development. Understanding the challenges faced by teachers for the development of teaching strategies that ensure the learning of genetics, in a contextualized way, this work is developed. The objective of the described work was to elaborate and develop didactic strategies that allow the presentation of genetic contents in a contextualized way. An Investigative Didactic Sequence (SEI) was developed, in which the contents of Molecular Biology applied to Genetics were addressed in order to answer the question: “How to approach the concepts of Genetics to the context of students inserted in Rural Education?”. It is a qualitative research of a participative nature, developed with students from the Education of the country, from the 3rd year of high school in Colniza/MT. It was observed that the students understood definitions such as: DNA, RNA, Chromosomes, Gene, Genome, as well as the perception of gene selection in the improvement of species and identified it as a recurrent practice in the area.

The objective of this article is to identify and understand the message of pedagogical practice represented in Educational Curriculum Materials’ texts. We adopted document analysis as a procedure and used the concepts of classification and framing developed by Basil Bernstein. The results point to at least two messages: of the material, characterized by the transparency and structure of the text, and of the pedagogical practice portrayed and characterized by the sequencing of actions and interactions of the teacher on “how” to familiarize and overcome students’ difficulties during the implementation of the math task. Therefore, the messages present in MCE’ texts converge to guidelines aimed at practice with methodological guidelines indicating aspects to be considered, and mathematical content previously produced with the participation of teachers for pedagogical practice.

The purpose of the article is to analyze the peculiarities of teaching PR in public administration to students who master advertising and public relations. The research methodology is based on the principles of scientific and pedagogical research and pedagogical observation. Analytical and theoretical methods were used to generalize the features of PR in public administration and to systematize the competencies of PR specialists who will work in public authorities. The scientific novelty consists in identifying ways to form the competencies necessary for PR professionals who will work in the public sector. Conclusions. Public communications of public authorities are still an area requiring serious theoretical understanding and training of professionals capable to participate in the development and implementation of the state information policy. Specialists in communication who understand the specifics of state authorities’ work and possess PR tools for establishing a constructive dialogue with target audiences (individual subjects, social groups, public organizations, political parties and leaders, and the people as a whole) are the key to the effective work of press services and communication units of state administration bodies.

This study employs the term knowledge work competence to address generic aspects of higher education graduates’ expected learning outcomes. Twenty-eight higher education courses were investigated: 1069 students responded to the Collaborative Knowledge Practices (CKP) questionnaire to rate their self-evaluated competence development. From the same courses, 56 teachers provided descriptions of the course pedagogical practices. First, students’ self-reported generic collaboration competence gains were analyzed statistically for differences between courses. Second, qualitative categorization of the pedagogical practices based on rich description of pedagogical designs and teachers’ reflective responses was carried out. This offered a categorization with elaborated descriptions and a clustering to three types of enacted pedagogical practices. Finally, the study juxtaposed these previous two results to investigate how the pedagogical features were related to students’ self-evaluations on collaboration competence gains. The findings highlighted one cluster of pedagogical practices, collaborative knowledge creation with systematic support for epistemic and group work, as most beneficial for student competence gains. In it, professional ways of working were explicitly modeled and practiced, teacher support for knowledge creation during contact teaching was available, and time was reserved for reflection with students. Such pedagogical practices are important to ensure graduates’ fluent transition to complex knowledge work.

This article focuses on some particularities of working with students of different specialties in the classes of the General Piano discipline. The specificity of the subject consists in teaching piano playing skills to future composers, wind instruments players, vocalists, musicologists, violinists, performers of folk instruments and choir conductors. The ability of skillfully playing the piano by students of different specialties is necessary for their classes in musical and theoretical disciplines: music history, solfeggio, harmony, analysis of forms, polyphony and for studying specialized works. The knowledge of the soloist’s part and the piano accompaniment will help the future musicians in their interpretative and teaching practice.

In order to perform in the 21st century society, future teachers have to be prepared to face the challenges of today’s society in constant change. In order to support a good preparation for a future teaching career, the emphasis placed on the initial training of future teachers is very important. In the training process of the future teachers, the mentor has a decisive role, through the model offered. The paper aim is to identify the opinions of the mentor teachers for the initial training on the role that the mentoring of pedagogical practice has in the professionalization for the teaching career. The methodology consisted of the rigorous analysis of the literature and the empirical research, the questionnaire survey, the main conclusions drawn from the study referring to the necessity to form a body of mentors of pedagogical practice based on national standards, for articulation of interventions in the initial training of future teachers for a success teaching carrier.

Bearing in mind that Countryside Education, with a divergent constitutive logic of the capitalist one and that it involves knowledge, cultures and space-times of its own, aims at the development of the field from its subjects and not at the non-deterritorialization, subalternization or expropriation of their way of living, we analyze, according to the perspectives of Freire (1987), Souza (2007) e Saviani (2013) , the changes provoked in the pedagogical practices of the rural educators who participated in the second edition of the Escola da Terra Program, in the municipality of Igarassu-PE. We proposed, with the Content Analysis, a qualitative-interpretative approach both of signification units, semi-structured interviews, which included managers of the Education Department of the municipality of Igarassu and five educators of the countryside schools named for the Improvement Course in Countryside Education for Teachers of Schools of the Countryside and Quilombolas. We believe that the results of these analyzes not only pointed to the feasibility of future continuing education for educators in the municipality of Igarassu, based on the necessary dialogue between these critical pedagogical theories and the Countryside Education, but also to how they can contribute to the struggle for a culture that guarantees alternatives to the current development model and that cooperates with the construction of another education project for another society.

The aim of the present work is to discover a way to awaken in children the curiosity for the knowledge of the Brazilian Federal Justice. For this purpose, the applied strategy was the realization of a Portuguese Language class, associated with the conceptsof Justice and Citizenship. It was used the context of the Strategy in Action Label, an initiative of the Brazilian Federal Court of the 1st Region, created by Ordinance Presi 348/2016. Thus, it was developed a dictation and writing class for teaching words with the letter "R", using balloons, displaying pictures on the blackboard, and the naval battle game -focusing on playfulness. Such activity was entitled: Dictation in Action, directly related to the nomenclature of the Strategy in Action Label, whichguided that educational practice. Such practice intended to investigate that learning method, encompassing the theoretical conceptions of Vigotski, Ausubel, Skinner and Wallon, and, therefore, delimit the main pedagogical characteristics that underlie theeffectiveness of learning. This research is descriptive, with a qualitative approach, combined with bibliographic and documentary procedures; and it is a field research, carried out in the single class of the fifth year of the Municipal School Professor Antônia Cardoso de Morais -Balsas / MA. The conclusion of the study, by checking the results of the tasks applied, is that most students were able to understand the content. The entire class won the Gold Category Certificate 2019, notably for respecting the proposed lesson, valuing the performanceofthewholeclass;and,still,thestudentsreceivedfruits,inorderto portray pedagogical principles of practical teaching; and to reflect the Brazilian Federal Justice's vision of sustainability.

The author examines the types and duration of pedagogical practices in the UK, characterizes the main objectives of pedagogical practice in the United States in the context of the national objective to train an “effective multicultural teacher”. Based on the analysis of educational and professional programs of higher education institutions of Ukraine, the author characterizes such types of pedagogical practice of future primary school teachers as: the extra-curricular and out-of-school educational practice, the pedagogical practice in children's recreation camps, the educational and nurturing practice in the first grade, the teaching and educational practice.

The professional training of subject teachers should be aimed at developing professional competencies that will allow them to be successful in their field, to be professionals, ready for change, and be able to adapt to various situations. A significant element of professional training at a university is pedagogical practice, during which the student performs the subject teacher functions. However, students in practice often face such difficulties as organizing their activities and the activities of students in the lesson, allocating time to the lesson stages and observing the time schedule, selecting didactic materials, evaluating outcomes of students’ activities, solving unexpected pedagogical situations, and others. Particular attention should be paid to the psychological readiness of the future mathematics teacher to work at school. Therefore, it is essential to prepare students methodically and psychologically for the implementation of primary professional activities in teaching practice. This can make it feasible to carry out methodological practice, which is a transitional stage between educational and industrial practice. The issue of organizing methodological practice is currently new. Based on the literature analysis and the experience of organizing and managing practices, the paper proposes a model of methodological practice, which is aimed at applying active teaching methods to prepare future mathematics teachers for the main activity in teaching practice, namely, preparing and conducting lessons. The model includes seven stages with tasks, describing active learning methods and student activities.

Background: Exploratory testing has been used in the industry mainly to meet the needs of agile testing processes. In an agile scenario, this testing approach is important to facilitate changes constantly, which helps agile projects successfully. One of the ways to achieve success more easily is if the test process follows guides that provide structured activities. Problem Analysis: In this context, some studies have identified that software engineering does not understand how to apply exploratory testing approaches in a systematic way, involving both design and execution activities. After a review of the literature, it has been noticed that professionals performing exploratory testing focus only on execution activities. In an academic scenario, the literature review has evidenced that content about exploratory testing is not usually taught, and it is important that the professional acquires enough basic skills to apply it through structured activities. Purpose: In this context, this article presents an analysis and discussion of the results obtained in an experiment that applied a syllabus proposed by the author, using active methodologies to teach the Exploratory Test Design and Execution being applied and testing the approach in a systematic way. The teaching plan elaborated upon and used as part of the syllabus is based on “learning by doing” in an interactive way, that is, providing student-centered teaching in order to make such an approach more beneficial to the student and, conditioning them to obtain the expected competences in the industry. Methods: The strategies to carry out the research were as follows: (i) a review of the literature to identify gaps in the knowledge about activities performed in the exploratory testing process; then, to elaborate upon the syllabus proposed, (ii) equivalence mapping was carried out on some guides and curricula related to the research theme; (iii) a survey was conducted to identify the tools, techniques, and work products usually used by professionals in the industry; (iv) a teaching plan, based on active methodologies, was produced using the proposed syllabus; (v) then, for the application of this teaching plan in an experiment, a statistical analysis was performed using the two-tailed Student-t approach for independent samples. Results: For this, both groups (experiment and control) were analyzed using the two-tailed Student-t technique, and we noticed that significant statistical gains were reached with the use of the proposed approach, compared to the control group. All participants reported that some basic test concepts, if adopted in their courses, could contribute positively. The participation made them (students) more active in the classes provided by active pedagogical practices, especially when remote teaching was applied; this broke down barriers to communication with their classmates. Conclusion: The results show that the use of active methodologies can provide benefits to the learning of Exploratory Test Design and Execution systems as they allow the application of tools in line with real scenarios observed in software development companies; these results also encourage new studies to explore these ideas further.

Emotion and cognition have long been considered as two influential factors determining the quality of teaching and learning. They form the foundation of all aspects of teaching as an emotional and thought-provoking profession. With the advent of Positive Psychology (PP) and affective pedagogy, now English as a Foreign Language (EFL) teachers’ inner states and emotions are placed at the center of every educational program all around the world. This consideration has led to a rise in various domains of teaching and teacher education. However, the interactive influence and association between teachers’ emotions and cognitions concerning their pedagogical practices has been mostly left ignored in EFL contexts. To fill this gap, the present study aimed to offer a mini-review of the concepts, definitions, related theories, and empirical evidence in this line of research. It also presented practical implications for different stakeholders together with research gaps and future directions for enthusiastic L2 investigators.

Using contemporary skill acquisition approaches to skill learning appears to be a worthwhile pedagogical option for teachers and coaches in sports and Physical Education (PE). However, PE at the High School level in New Zealand has assessment components that are still underpinned by traditional and outdated skill learning theories. In response to this challenge, two motivated Heads of Department in PE undertook a department-wide professional development initiative to teach the national standard assessment via the use of a contemporary skill acquisition approach, which is student-centred, with an emphasis on enhancing exploratory learning and encouraging autonomy. Each department worked together over a 10-week period with a Higher Education specialist in skill acquisition to design and teach using contemporary skill acquisition approaches. Qualitative data was collected via semi-structured focus group interviews. Insightful data on the influence of teaching using contemporary skill acquisition approaches was acquired from the teachers in the two PE departments. It was found that substantial pedagogical practice changes were achieved by the teachers (e.g., less focus on ideal technique and more on varying the context). They also enjoyed the learning experience that the contemporary skill acquisition approach offered as compared to their previous experience of more traditional teaching approaches, which have a focus on knowledge acquirement with little opportunities for exploratory learning. In addition, from a practical perspective, teachers were observed to demonstrate greater engagement in professional conversations around learning and could see greater relevance in the transfer of learning in the use of contemporary skill acquisition approaches to other teaching contexts.

This article focuses on how curricular and pedagogical differentiation for students of special education is perceived by teachers of the second cycle of basic education in Portugal. The objectives of this research were (i) to inquire about the teachers’ perceptions regarding their training path and their training needs; (ii) to characterize the teaching practices of teachers, aimed at students of special education; and (iii) to learn the perceptions of these teachers regarding their curricular and pedagogical practices directed at students of special education—this called for an interpretative methodology. The data were collected through semi-structured interviews and subjected to content analysis. The results indicate a widespread concern with teachers’ current professional development and the management of diversity. The respondents’ perceptions, shown as favorable to change, are in line with personalized work, enhancing visible contributions to students’ personal and social development.

This action research created an application system using robots as a tool for training English-language tour guides. It combined artificial intelligence (AI) and virtual reality (VR) technologies to develop content for tours and a 3D VR environment using the AI Unity plug-in for programming. Students learned to orally interact with the robot and act as a guide to various destinations. The qualitative methods included observation, interviews, and self-reporting of learning outcomes. Two students voluntarily participated in the study. The intervention lasted for ten weeks. The results indicated the teaching effectiveness of robot-assisted language learning (RALL). The students acknowledged the value of RALL and had positive attitudes toward it. The contextualized VR learning environment increased their motivation and engagement in learning, and students perceived that RALL could help develop autonomy, enhance interaction, and provide an active learning experience. The implications of the study are that RALL has potential and that it provides an alternative learning opportunity for students.

The present article has as its thematic focus the actions of an extension project developed in schools of the countryside of the paraibano swamp. The objective was to understand how the learning of the teaching of the academics occurs from the actions developed in the extension project titled "Continuing Teacher Training for the Countryside: School Curriculum and Strengthening Peasant Identity", which worked with schools located in the countryside. The methodological course was developed based on the assumptions of the qualitative research, using the case study as a method and the semi-structured interview as a technique for data collection. The subjects that participated were 11 trainees and the coordinator of the course. It is emphasized that teaching learning does not materialize without the articulation of the different formative spaces of pedagogical practice, starting from new temporalities.

The universal design of learning as a model that is based on eliminating barriers to access, learning and participation, is an axis of analysis to understand the relationships that are established between teacher, student, learning in the educational scenarios of early childhood education; the relationship and relationship between boy-girl-teacher, educational agent is interpellated by multiple practices and strategies that in the educational process will be transform into integration, inclusion, exclusion or segregation processes. The results the project research of a qualitative nature make it possible to identify how the implementation of approaches such as the universal design of learning favors the effective participation and children’s learning achievement, highlighting the implications that must be had regarding the understanding of diversity, pedagogical-educational.

The article discusses the activities of the Tatar Pedagogical College, which was functioning in the city of Tobolsk in the 1934–1955 period. It was the only educational institution in the Urals, whose activity was aimed at training pedagogical personnel for Tatar primary and secondary schools. For the first time, based on materials from the archives of the city of Tobolsk and field research, an attempt was made to restore the picture of the organization of the educational process in the school. It is revealed that the school periodically encountered such problems as the shortage of teaching staff, insufficient provision of educational and methodological literature and inept leadership on the part of higher authorities. Despite all the difficulties, the school graduated qualified teachers every year. It is noted that the teaching of basic subjects was conducted in the school in the Tatar literary language, which was not native to the majority of students. The educational reforms in the USSR led to the gra-dual ousting of the Tatar language and culture from the content of general education, therefore in 1955 the Tatar Pedagogical College in Tobolsk was closed.

The objective of this work is to contribute with the discussion about the emerging pedagogical theories in Brazil and their contributions to the educational practice. Theories of education are considered basic foundations in the construction of educational practices, so they constitute the object of constant study. It was observed that no pedagogical practice happens on the margins of a theoretical / practical system guiding forms and content. In addition, there would be more room for solving the many problems set in the school context if teachers knew where the principles and ways of teaching in their teaching were founded. Thus, it is in this context that theories of education need to be taken as a specific field of knowledge of teacher training. It is also emphasized that the educator must choose politically so that his practice is not distorted, and it imposes itself as an effective element in the formation of citizens. This study used the bibliographic research as a prerequisite to investigate with depth, rigor and globally the proposed theme. Saviani's work was extensively promoted, in order to substantiate the ideas and theoretical positions expressed in the research results. It should be noted that this research integrates a broader research that resulted in a master's thesis, defended in the area of Education. There was in the Brazilian space the emergence, at times, of pedagogical theories, however, without considering the scientific, philosophical, aesthetic knowledge in the formation of each and every one. The perspective of Historical-Critical Pedagogy makes this interest explicit. For this reason, it is considered more appropriate for the Brazilian citizen's education, especially of the less favored classes. It is hoped that their results will reach the innovative practices of teachers at all levels, especially those in the basic school, who may contribute to research in this direction, oriented to the knowledge and meaning of studies of educational theories.

This article addresses the teaching carried out by teachers in the state of Paraíba during the Covid-19 pandemic and aims to reflect on the impacts of Emergency Remote Education (ERE) on their pedagogical practices. It is a case study whose data were collected through a questionnaire prepared in Google Forms, which was applied through a link to one hundred and five teachers of different subjects who work in municipal, state or federal public and private schools, in high school and / or in the final years of elementary school. The collected data were analyzed in the light of a literature that explores the ERE and its implementation. The results obtained showed a diversity of practices carried out by means of Digital Information and Communication Technologies (DICT), part of which is in line with the modus operandi of traditional education and part of which seeks to overcome it. Taken together, these practices can provide students with more autonomy, new forms of communication between educational actors and the acquisition of new learning about the pedagogical use of DICT with the potential to modify the teaching that succeeds the pandemic, when we return to the “new normal” of classroom teaching.

The aim of our study was to describe the psychometric properties of the structure of a questionnaire designed to assess the difficulties experienced by pre-service teachers during their pedagogical practice. The study involved 110 pre-service teachers (university students): 96 women and 14 men, with a mean age of 24,28 years (SD = 5,03). Based on our previous research, a set of 20 items was developed asking students to rate their experience on a five-point scale. The hierarchical items cluster analysis algorithm ICLUST was used to test the psychometric characteristics of the questionnaire structure. The analysis was performed according to Revelle’s guidelines. Due to the ordinal nature of items, the cluster analysis was performed on the basis of a polychoric correlation matrix. The statistical analysis was carried out using the psych package in R. The reliability of the clusters was assessed taking into account Cronbach’s alpha and Revelle’s beta indicators. Cluster fit, pattern fit, and RMSR were selected as model fit indicators. Two models were developed: the seven-cluster model and two-cluster model. The seven-cluster model consisted of the following clusters: search and selection of material (K1; α = 0,75, β = 0,75), selection of teaching methods (K10; α = 0,77, β = 0,69), classroom management (K13; α = 0,81, β = 0,72), lack of subject and pedagogical knowledge (K3; α = 0,67, β = 0,67), emotions (K4; α = 0,75, β = 0,75), time management (K12; α = 0,70, β = 0,62), and organizational difficulties (K11; α = 0,66, β = 0,60). The two-cluster model consisted of the following clusters: search and selection of material (K1; α = 0,75, β = 0,75) and general difficulties (K18; α = 0,85, β =0,75). Combining 20 items into seven clusters allowed to achieve the best psychometric characteristics of the questionnaire and to reliably assess the difficulties experienced by pre-service teachers during their pedagogical practice. The characteristics of the two-cluster model were satisfactory, and the 18-items general difficulty scale of this model can be chosen as an alternative to calculate the overall estimate of the difficulties experienced by pre-service teachers during their pedagogical practice.

The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.

The idea that in foreign language classes the use of L1 can be beneficial for students is gaining ground in foreign language teaching methodology. Translanguaging is a relatively newly coined term that is often used to refer both to the process of switching between two languages and the methodology that lies behind it. After presenting the main characteristics of translanguaging and the possibility of implementing it as a pedagogical method in English language classrooms, the paper presents a translanguaging activity and also shows how the students evaluated their participation in this practice. The paper concludes that in order to employ translanguaging practices in the classroom, it is necessary to adopt a new mindset to teaching that allows for multiple language use in class and also encourages language learners to embrace their entire linguistic potential.

This article reports on an ethnographic multiple case study in Greece. It explores teachers’ practices regarding the education of critically thinking citizens ten years into the implementation of an integrated curriculum reform. By means of classroom observations and semi-structured interviews this research explored the role of critical thinking in the classrooms. Findings suggest that teachers refrain from practices that advance critical thinking skills and pupils’ empowerment. Instead they tend to implement traditional practices, while their work is largely determined by the standards of achievement set by University Entrance Exams and parents’ aspirations. The article concludes that prevailing expectations in the Greek primary school interfere with the development of pedagogical relationships that would promote critical thinking obstructing the attainment of the aims of the integrated curriculum reform and compromising the project for democratic citizenship.

Implementation of the competence approach in education requires the development of a new learning system focused on the formation of competencies by means of each course. The study object is the organization of the pedagogical practice for bachelors, the study subject — learning tasks that allow building the content of the practice according to the target competencies. The article relevance is to develop the evaluation mechanism for assessment of competencies, to include the personal aspect in the evaluation procedure. Scientific novelty of the article is in the development of algorithm of learning tasks design in the organization of the pedagogical practice in correlation with the aimed competences. The purpose of the article is to describe the proposed algorithm on the example of specific competencies, demonstrating the potential of the task approach in assessing the level of competencies with the inclusion of self-reflection. The obtained results can be used both in the process of preparing students of pedagogical universities for pedagogical practice, and in the development of mechanisms for assessing the formation of competencies in any educational institutions

This study was an attempt to examine the levels of teacher activity and reflection phases Iranian prospective language teachers go through in a way to put into practice the concepts and theories explored on campus within their workplace. To this end, Core Reflection Model was practiced by drawing on reflective journals, focus group discussions, and field notes collected over a four month period. The findings indicated that reflections on all six levels of the core reflection model took place mostly being on the level of convictions or beliefs, followed by competencies, behavior, environment, identity, and mission. Moreover, through the movement of reflection among the five phases, a shift from the second phase, looking back at action, to the third one, awareness of essential aspects, was observed and held on to the last phase; the reason could be the lack of mentorship and supervisory interventions for promoting guided reflection practice for prospective teachers in English language teacher education in Iran. In general, utilizing core reflection model in language teacher education for prospective teachers seems to be successful, because the model fostered the reflection of language teachers on all levels and phases and could empower them in their practice.

Despite growing consensus regarding the value of inquiry-based teaching and learning, the implementation of such a pedagogical practice continues to be a challenge for many South African teachers, especially at rural schools. The research reported in this article concerns the interaction between Grade 10 Physical Sciences teachers’ beliefs about inquiry-based learning, and their practice of inquiry in their classrooms. This research adopted a mixed methods design. In the first phase of the research, quantitative data were collected by distributing a validated questionnaire to Physical Sciences teachers in an education circuit in rural Mpumalanga, South Africa. The next phase of the research involving teacher interviews, provided a more in-depth explanation of some of the findings, which emerged from the questionnaire survey. It was found that sampled teachers from the rural district have a positive attitude towards inquiry in the teaching and learning of Physical Sciences, and recognise the benefits of inquiry, such as addressing learner motivation and supporting learners in the understanding of abstract science concepts. However, despite this positive belief towards inquiry-based learning, teachers are less inclined to enact inquiry-based learning in their lessons. Teachers claim that the implementation of inquiry-based learning is fraught with difficulty, such as availability of laboratory facilities, teaching materials, time to complete the curriculum, and large classes, which creates tension in their willingness to implement it.

Translanguaging, the use of learners’ full linguistic repertoire in language learning, has recently been theorized as an effective pedagogical practice because it creates more learning opportunities for multilinguals. Despite the growing number of research on this topic, less attention has been paid on the actual use of translanguaging in the classroom. This study aims to fill this gap by investigating translanguaging practice in an EFL classroom in Indonesia where learners used their full repertoire (English, Indonesian, Javanese) to negotiate meaning in learner-learner interactions. Specifically, this research attempts to find out both the effectiveness and the challenges of applying translanguaging to promote learning. The data were collected from the video-recording of naturally-occuring interactions among junior high school students (14-15 years old) in an EFL classroom in Yogyakarta, Indonesia. The data were analyzed using discourse analysis technique and perceived using ecological approach to explain the dialectical relationship between local interaction and the wider socio-political context. The findings show that translanguaging could help learners to develop their multilingual competencies (including the English language). However, the different socio-politically constructed status of English, Indonesian, and Javanese is still prevalent among students and thus, it inhibits them from maximizing their full repertoire when learning English. Further pedagogical implications related to the translanguaging practice for teachers are also suggested in this article.

This article aims to report a proposal of educational practices experienced by students of the graduation course of Physical Education, linked to the Programa Institucional de Bolsa de Iniciação à Docência of the Federal University of Viçosa, in a public school in Viçosa, MG. In addition to the joint theory and practice, the collective planning adopted by the working group, led numerous possibilities in the development of educational and pedagogical aspects of content korfball at school. Above all, it is an experience that provided an opportunity to expand the academic comprehensive outlook of the teaching activity through analysis, discussion, action and reflection grounded in the field of Didactic and Methodology of Teaching Physical Education

European integration perspective determines major changes in the Romanian economy and society. Education has become, in the turn, the field that starts to know major changes imposed by the new European standards. Considering these statements, the present paper aims to identify issues related to how physical education students are perceived by the middle school pupils in professional practice. Our study is based on a questionnaire with 12 items, applied to secondary school pupils (105 students, 43 girls and 62 boys) from a unit of application activity to improve teaching practice.

Pedagogical practice during university studies enables to develop, verify or correct professional qualifications and competencies of future geography tea-chers. It is an integral part of the pre-service teacher training; it builds on the theoretical and professional-didactic preparation, enables immediate contacts with school practice and confronts the degree of readiness for the teaching pro-fession. In the paper, we deal with some aspects of performance assessment of geography students at Prešov University in the context of continuous pedagogical practice in the final year of the master's degree program. On the basis of as-sessments made by training teachers, we want to find out which competencies of future geography teachers are reflected as adequately mastered, which of them have reserves with the need for intervention in the intentions of university educa-tion, especially with regard to the teaching of geography didactics.

Reflecting the importance of geography allows us to understand how this science is essential for understanding and intervention in social reality. The aim is to discuss pedagogical practices of PIBID fellows Geography subproject: "The City in Geography Teaching". The educational activities had important methodological steps as: advance planning; data collection in books, magazines and internet searches; music, Brazilian artists that address city and "The City" written by the artist from Pernambuco Chico Science, the song "Crime" Edson Gomes; video, produced by scholars demonstrating the development and transformation of the city of Palmares Union over the years The results show that the city of education in geography classes is of utmost importance for the development of students' criticality in relation to the urban space to which they are inserted, this is important seminars in order to arouse interest in the dynamic process city. Thus it is concluded that the practice of the seminar addressing content for the daily lives of students linked to a global scale develops an interrelationship between teaching and learning both involved in the process.