Culture, Teaching and Learning
Possible dialogues
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This book deals with three issues that we believe should be taken into account by the teacher: the cultural aspects surrounding the student, the way the teacher teaches and how the student learns. In other words, we are dealing here with what should be the main object of the teacher's work: the student's learning. After all, it is desirable that the guiding principle of the teacher's action is learning. The actions, the activities and the way in which the possibility of learning, and in particular the construction of knowledge, is evidenced. But to follow a promising path towards teaching that...
This book deals with three issues that we believe should be taken into account by the teacher: the cultural aspects surrounding the student, the way the teacher teaches and how the student learns. In other words, we are dealing here with what should be the main object of the teacher's work: the student's learning. After all, it is desirable that the guiding principle of the teacher's action is learning. The actions, the activities and the way in which the possibility of learning, and in particular the construction of knowledge, is evidenced. But to follow a promising path towards teaching that results in more student learning means understanding that there are various elements that contribute to achieving more effective results. The aim here is to present and problematise some of these elements. Reflections are made on the classroom, the roles of the student and the teacher. Issues such as self-esteem, assessment and pedagogical practices in the classroom are problematised. The relationship between culture and the teaching and learning process is emphasised and highlighted.
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