• Opsonline.it
  • Facebook
  • twitter
  • youtube
  • linkedin
Visualizzazione risultati 1 fino 12 di 12
  1. #1
    Postatore Epico L'avatar di AshersNei
    Data registrazione
    15-03-2004
    Residenza
    Cagliari
    Messaggi
    10,723

    cercasi materiale tesi: lo stile d'insegnamento

    Sto cercando materiale sull'argomento dello "stile d'insegnamento" non trovo nulla in internet o tramite le biblioteche
    qualcuno ha qualcosa riguardo a ciò??
    IL MIO FORUM SUI LIBRI ---> QUI!





  2. #2
    Postatore Epico L'avatar di AshersNei
    Data registrazione
    15-03-2004
    Residenza
    Cagliari
    Messaggi
    10,723
    nessuno
    IL MIO FORUM SUI LIBRI ---> QUI!





  3. #3
    Catmummy
    Ospite non registrato
    Ma ti serve qualcosa sullo stile d'insegnamento per adulti o bambini?
    Se la tua tesi dev'essere centrata sull'apprendimento degli adulti, hai provato a cercare qualcosa sulla formazione del personale?
    Spesso quando si parla di formazione del personale, si parla anche di metodologia d'insegnamento e di gestione dell'aula...

  4. #4
    Postatore Epico L'avatar di AshersNei
    Data registrazione
    15-03-2004
    Residenza
    Cagliari
    Messaggi
    10,723
    mi serve lo stile d'insegnamento dei docenti rivolti ai bambini delle elementari...oppure in generale, non riesco a trovare nulla
    IL MIO FORUM SUI LIBRI ---> QUI!





  5. #5
    Catmummy
    Ospite non registrato
    per quel che riguarda l'insegnamento ai bambini, non ho materiale da fornirti perché io sono d'indirizzo clinico e di comunità (v.o.). però penso che la soluzione sia cercare in qualche testo di pedagogia, possibilmente applicata. purtroppo per ora non mi viene in mente altro, ma ti prometto che non appena mi viene in mente qualche illuminazione ti ricontatto. ok?

  6. #6
    Postatore Epico L'avatar di AshersNei
    Data registrazione
    15-03-2004
    Residenza
    Cagliari
    Messaggi
    10,723
    grazie mille, sei stata gentilissima lo stesso
    IL MIO FORUM SUI LIBRI ---> QUI!





  7. #7
    Catmummy
    Ospite non registrato
    non c'è di che!

  8. #8
    Catmummy
    Ospite non registrato
    dopo lunga pausa di riflessione, che non mi ha lasciato un momento tranquilla, giunsi a queste conclusioni:

    1) cerca i seguenti autori: Castiglione, Bruscaglioni, Enriquez. si occupano, è vero, di formazione del personale, ma credo che le loro teorie si possano estendere anche ai bambini...
    2) cerca tutto ciò che ha a che vedere con il metodo induttivo e il metodo deduttivo d'apprendimento (tra l'altro il metodo induttivo è la principale forma di insegnamento pedagogico). e cerca anche qualcosa sui giochi psicologici: originariamente erano tecniche pedagogiche.
    3) cerca sul sito HT Psicologia: La Psicologia per psicologi (è un altro sito sulla psicologia, con articoli su diverse aree della stessa). non è sicuro che ci trovi qualcosa di utile, ma tentar non nuoce
    4) ho trovato questi 2 file che ti allego su internet, ma non sono sicura se ti possono servire.
    5) nella peggiore delle ipotesi (se, cioé, non va bene niente di tutto ciò, non mi viene in mente altro, non riesci a trovare niente tu), sii pronto ad arrampicarti sugli specchi come non hai mai fatto prima, perché a quel punto dovrai utilizzare le quattro nozioni di base che danno sull'apprendimento del bambino in evolutivo e ricamarci di sopra l'intera tesi.

    p.s. non preoccuparti per il punto cinque: è difficile che io mi arrenda!

  9. #9
    Catmummy
    Ospite non registrato
    mi ero dimenticata gli articoli...Allegato 16353
    Ultima modifica di Catmummy : 13-03-2008 alle ore 17.02.41

  10. #10
    Catmummy
    Ospite non registrato
    per l'altro ho appena scoperto che lo spazio disponibile è insufficiente...
    o mi dai l'email, oppure devi cercare sul web il file .doc "loanatti"...

  11. #11
    Postatore OGM L'avatar di willy61
    Data registrazione
    20-09-2004
    Residenza
    Albino (BG)
    Messaggi
    4,192
    Blog Entries
    281
    Does teaching style matter? A randomised trial of group discussion versus lectures in orthopaedic undergraduate teaching. By: Costa, Matthew L.; Van Rensburg, Lee; Rushton, Neil. Medical Education, Feb2007, Vol. 41 Issue 2, p214-217, 4p, 1 chart Abstract: Objectives Educational theory suggests that lectures may not be the best way to impart knowledge to students. The aim of this study was to compare the use of didactic lectures with that of interactive discussion sessions in undergraduate teaching of orthopaedics and trauma. Methods A total of 77 medical students were assessed in 3 consecutive cohorts. The students were randomised into 2 groups. The first group received a series of 12 formal lectures. The second group covered the same topics in 12 group-discussion sessions with self-directed learning. Results The students in the interactive discussion group rated the presentation of their teaching more highly than those in the lecture group ( P = 0.003). However, there was no difference in their rating of the content of the sessions. The students in the discussion group also performed better on their end-of-placement written test ( P = 0.025). Conclusions We found that interactive teaching styles are more popular than didactic lectures in undergraduate orthopaedic and trauma teaching. We also found some evidence that knowledge retention is better following an interactive teaching style. [ABSTRACT FROM AUTHOR] DOI: 10.1111/j.1365-2929.2006.02677.x (AN 23849614)

    Add AddedThe Swiss Teaching Style Questionnaire (STSQ) and Adolescent Problem Behaviors. Kuntsche, Emmanuel; Gmel, Gerhard; Rehm, Jürgen; Swiss Journal of Psychology/Schweizerische Zeitschrift für Psychologie/Revue Suisse de Psychologie, Vol 65(3), Sep 2006. pp. 147-155. [Journal Article] Abstract: Based on evidence on parenting, the aim of the study was to develop a teaching questionnaire and to examine links to adolescent problem behaviors. Exploratory and confirmatory factor analysis, cluster analysis, and hierarchical linear modeling was used based on self-reports of 340 teachers (mean age 44.7 years, SD=10.7) and their 5904 students (mean age 15.9 years, SD=0.9). The three-dimensional factor structure could be confirmed. The dimension warmth and support was negatively associated with bullying in the class taught, and interaction between warmth and support and rules and control was negatively associated with cigarette smoking, cannabis use, and delinquency. On the other hand, psychological pressure was associated with low academic achievement. Although indications of the importance of teaching styles in the prevention of multiple adolescent problem behaviors were found, differences between teaching and parenting make further research necessary. (PsycINFO Database Record (c) 2007 APA, all rights reserved)

    Exploring the Relationship between Cognitive Style and Teaching Style. By: Evans, Carol. Educational Psychology, Aug2004, Vol. 24 Issue 4, p509-530, 22p Abstract: To a great extent the nature of the relationship between the cognitive style of a student teacher and their predominant teaching style in the classroom has been ignored by educational research. This study used an opportunist sample of 84 trainee teachers studying for one year full time for a Post Graduate Certificate in Education, in a range of subject specialist areas, based at a single English university. Students' cognitive styles were assessed, and those with more extreme cognitive style scores were selected to participate in semi-structured interviews. A subject specialist mentor had been assigned to each student; 77% ( n =59) completed a questionnaire on their perceptions of the teaching style of their PGCE student. Statistically significant differences in approaches to learning and teaching were identified between the four cognitive styles. Gender differences were also noted with analytic-verbaliser females adopting the most analytical style in the classroom and wholist-imager males the most wholist style. Qualitative analysis identified differences in approach to teaching between the students with more extreme cognitive styles. Wholists were more sensitive than analytic students to situational factors such as the culture of the school, support from the mentor, and in their ability to accept criticism. Further research is recommended to verify such findings. In this respect, a longitudinal study focusing on changes in cognitive style and approach in the classroom could be fruitful. Consequently, universities need to adopt varied teaching and assessment tools varied in order to accommodate the continuum of cognitive styles. [ABSTRACT FROM AUTHOR] DOI: 10.1080/0144341042000228870 (AN 13713885

    Reward and Punishment Histories: A Way of Predicting Teaching Style? By: Cohen, Joan H.; Amidon, Edmund J.. Journal of Educational Research, May/Jun2004, Vol. 97 Issue 5, p269-277, 9p, 6 charts Abstract: ABSTRACT The authors used preservice teachers' (N = 172) reports of their childhood experiences involving reward and punishment within their families to identify ideal perceptions of direct or indirect teaching style. The most consistent relationship of childhood experience with reward and punishment and perceived teaching style was between the reward inventory and indirect scores. High reward scores were associated with indirect style. High punishment scores tended to relate to direct style; however, these correlations were not significant. Also, other variables that may relate to punishment, reward, and teaching style were examined; that is, age, gender, socioeconomic status, and ethnicity. Relationships among teaching-style categories with several variables were significant. Gender (males) and low reward contributed to perceptions of a direct teaching style. Highly rewarded students, older students, and gender (females) contributed to perceptions of indirect teaching style. Family income, age, and ethnicity were associated with reward. The author explored implications of these findings for preservice teacher training. [ABSTRACT FROM AUTHOR] (AN 13205404)

    Development of a teaching style inventory for tutor evaluation in problem-based learning. By: Leung, Kai-Kuen; Lue, Bee-Horng; Lee, Ming-Been. Medical Education, May2003, Vol. 37 Issue 5, p410-416, 7p Abstract: Objective To develop and validate a self-rating instrument to assess teaching styles among tutors in problem-based learning (PBL). Methods The development of the teaching style inventory (TSI) was based theoretically on four types of teaching behaviours: the assertive, suggestive, collaborative and facilitative styles, as proposed by Bibace et al . A 35-item questionnaire was generated and evaluated for content validity by a group of experienced tutors. The questionnaire was mailed to 196 tutors at the National Taiwan University College of Medicine. The results were submitted for item analysis, internal consistency testing and exploratory factor analysis. Longterm test-retest reliability was assessed by a sample of 50 tutors after a 6-month interval. Results Finally, 118 tutors returned the questionnaires. In the item reduction process, seven items were excluded due to low interscale correlation. Principle component factoring yielded a three-factor solution that accounted for 48·5% of the total variance. Internal consistency coefficients of the four hypothetical domains ranged from 0.73 to 0.83. All domains correlated to each other as expected. Assertive and facilitative styles, which are theoretically opposite teaching styles, showed a negative correlation with each other. Most of the items of each hypothetical domain correlated better with their own domain than with other domains. Longterm test-retest correlations of the four domains ranged from 0.54 to 0.81. Conclusion The TSI demonstrated high internal consistency reliability, acceptable longterm test-retest reliability, and construct validity. Further psychometric testing should focus on applicability to other populations, predictive validity and short-term test-retest reliability. This instrument can be used by programme directors for the recruitment of tutors and can also be used to increase the self-awareness of tutors. [ABSTRACT FROM AUTHOR] DOI: 10.1046/j.1365-2923.2003.01493.x (AN 9925056)

    Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers. Cai, Yi; Reeve, Johnmarshall; Robinson, Dawn T.; Journal of Educational Psychology, Vol 94(2), Jun 2002. pp. 372-380. [Journal Article] Abstract: The rapidly growing number of home schooled children in America creates a need for educators to understand the instructional dynamics of home schooling. The authors focus on the motivating styles teachers adopt in home school and public school contexts. Results showed that religiously motivated home educators embraced a relatively more controlling style than did public school teachers. Gender (being male) and frequent church attendance further predicted a preference to motivate children in controlling ways, irrespective of school context. The results illuminate the ideological roots underlying teachers' motivating styles, show that an adherence to a preinstruction agenda explains why teachers adopt a controlling style, and highlight the need for home school researchers to assess children's motivational development. (PsycINFO Database Record (c) 2007 APA, all rights reserved)

    Are Effective Teachers Like Good Parents? Teaching Styles and Student Adjustment in Early Adolescence. By: Wentzel, Kathryn R.. Child Development, Jan2002, Vol. 73 Issue 1, p287, 15p Abstract: This study examined the utility of parent socialization models for understanding teachers’ influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind’s parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students’ goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed. [ABSTRACT FROM AUTHOR] (AN 5980274)

    POca roba, purtroppo.

    Buuona vita

    Guglielmo
    Dott. Guglielmo Rottigni
    Ordine Psicologi Lombardia n° 10126

  12. #12
    Postatore Epico L'avatar di AshersNei
    Data registrazione
    15-03-2004
    Residenza
    Cagliari
    Messaggi
    10,723
    del terzo ho usato proprio quel questionario (The Swiss Teaching Style Questionnaire (STSQ)) per la mia tesi, quindi questo articolo ce l'ho, ma grazie mille appen ho tempo tento di tradurre il resto
    IL MIO FORUM SUI LIBRI ---> QUI!





Privacy Policy