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Basically, this paper points to highlight a field of science that educates approximately instructing abilities which are more often than not carried out or carried out by somebody who works as an educator or teacher, the science in address is educational science within the field of government educating that happens around the world of instruction, whether carried out in within the classroom as well as exterior the classroom, actualized at the higher instruction level as well as at the school level, how the changes that have happened in later a long time within the field of Evidence-Based Instruction and Learning Design enabled the space known in Indonesia as "Instructional" science which some time has to be practiced in instructing other areas of science. As a result, unused choices and suspicions of duty are required with respect to the utilized of more exacting criteria to assess and utilize more in-depth information. The relationship between higher instruction and schools, logical inquire about and educating hone can moreover be reconfigured in a way that emphasizes the more noteworthy affect of benefits on today's modern world of instruction, whereas reflections related to Evidence-Based Instruction have to be emphasized usage within the world of instruction. Field, so that it can have an effect. Within the world of instruction, particularly at the level of higher instruction and schools, hence in case educators who are individuals of colleges and schools can apply this instructional science legitimately and accurately, victory within the world of instruction is anticipated to bring around slow changes. But promising since its usage presently and within the future.

While complementing other volumes in the BTL series in its exploration of the state of the art of translator training, this collection of essays is solely focused on audiovisual translation, one of the most complex and dynamic areas of the translation discipline. The book offers an easily accessible yet comprehensive introduction to the fascinating subject of translating films, video games and other audiovisual material. Offering a balance between theory and practice, the main aim of this volume is to provide a wealth of teaching and learning ideas in areas such as subtitling, dubbing, and voi.

The understanding of a human development and consequently of the educational process in the contemporary Latvia's pedagogy has the following accents: student's activity in learning/teaching process;activity as a base for the development;all-round and harmonious development;individuality as the unity of qualities of the activity subject (Žogla, 2001a). As the present-day situation has most seriously affected such elements of the pedagogical process as study aims, didactic principles, study forms, methods and content, these elements were taken as criteria for the analysis of the classification of didactic models. In the contemporary Latvia's pedagogy, the priority is given to the approaches where the stress is laid on human behavior (behaviorism), democratic organization of education (pragmatism), development of human personality (humanism) and epistemology of education (constructivism). This paper is concerned with approaches, their analysis within the paradigm of a contemporary pedagogy, as well as with the analysis of the classification of didactic models developed by I. Žogla (Žogla, 2001b, 2001c) and I. Maslo (Maslo, 2001) based on the criteria determined by the authors of the paper. KEYWORDS: pedagogical paradigm, pedagogical approach, didactic model, criteria for the analysis of didactic models, contemporary school.DOI: http://dx.doi.org/10.15181/atee.v1i0.678

The paper gives an overview of the sections of the professionalization of political didactics as an academic discipline in Germany. The first section describes the development of political education and political didactics in schools showing a process of increasing professionalization as a result of engagements with various political influences. In the next part, the beginnings of political didactics and Politics as a school subject are presented. The following part describes the professionalization phase of political didactics and teacher education, with the designation of chairs of political didactics in institutes of political science. The goals and normative ideas that individual political didactics specialists have developed for teaching politics are also discussed. For reasons of space, the previously mentioned parts and the subsequent synopses only partially cover the initial proposition. The fourth part traces the politicization and depoliticization of didactics and of the teaching of politics while the fifth part discusses practical problems that lead to a variety of new normative questions. The sixth part moves toward educational theory, in which the idea of radical constructivism is gaining ground and educationalists attempt to restructure Politics as a school subject with an emphasis on studying democracy by developing a democratic way of thinking. The seventh part is characterized by a new phenomenon, that is the start of theoretical development. The different theoretical considerations on the subject-specific competencies of teachers and pupils are discussed. In addition, the first systematically collected empirical findings on theoretically postulated dimensions of competency are presented.

The chapter describe the development of political education and political didactics in schools, showing it to be a process of increasing professionalization having grown resulted from various political influences. The beginnings of political didactics and the school subject of politics are presented. This is followed by a description of the phase of professionalization of political didactics and teacher education through the establishment of chairs of political didactics at institutes of political science. The next section traces the politicization and depoliticization of didactics and of the teaching of politics. Then the didactic moves to a variety of new normative questions. The current situation is characterized by a new phenomenon - the start of a theoretical development. The different theoretical considerations on the subject-specific competences of teachers and pupils are discussed. In addition, the first systematically collected empirical findings on theoretically postulated dimensions of competence are presented.

The aim of the article is to systematize knowledge about distance learning and training, characteristics of the subject and basic concepts of didactics, an attempt to identify the theoretical and practical roots of the changes introduced in didactics forced by technical and technological development, to show the essence and types of distance learning and training, the principles and methods of distance education and to present the advantages and disadvantages of distance education.

The author focuses on the paradigms of the Polish language didactics and points out that methodological theories sometimes have been ahead of the literary observations about socially practiced humanities. The perceived common places and differences make it possible to build real "bridges" between the disciplines. The researcher highlights the specificity of didactics as a branch of knowledge that can combine dichotomies. She emphasizes the need to approve contradictions. The essential disagreement – forcing one to think about the sense of the proposed solutions – may involve organizing the educational paths of a young man thinking independently.

Following the slogan "From seeing to understanding", this paper will focus on a Roman colony. A visit to the Archaeological Park Xanten (APX), the area of Colonia Ulpia Trajana (CUT), provides lasting insights into everyday Roman life and urban culture of the Roman Empire, the political environment of the New Testament. The perspective on living in the colony emphasizes a deeper understanding of the socio-political framework and social constellations in early Christianity. Through the unique combination of reconstructions of entire building complexes such as a Roman hostel, currently ongoing archaeological excavations and the new museum of roman archaeology with its innovative concept, new ways of conveying information are being pursued and access to the Roman world is being opened up in a very vivid way. On the one hand, the paper will show possibilities how the APX can be used practically as a place of learning as learning in the field according to the subject of this paper. On the other hand, the didactic approach to the reconstruction of antiquity using the example of the CUT will be critically discussed.

La Didáctica como disciplina científica aparece en nuestros días como saber cuestionado. Partimos de la hipótesis de una doble pérdida histórica que la ha mutilado: la negación de su historia, con lo que se pierde su sólida raigambre sociopolítica y su nexo con el compromiso de recrear una sociedad más justa, capaz de defender la vida luchando por la paz universal, en el sentido fundacional que le imprimió Comenio en el siglo XVII. Al perder su encuadre político puede ser reducible a las coordenadas de un triángulo didáctico en el espacio reducido del aula. La segunda pérdida histórica para la Didáctica en la Argentina, fue el abandono de la investigación centrada en la enseñanza, que se había iniciado con V. Mercante en la UNLP. Mientras tanto penetra en el país la influencia de las investigaciones de Piaget y de sus discípulos y comienzan a fortalecerse las Didácticas de asignaturas o áreas que se desarrollan a partir de la investigación y se van multiplicando en tendencias diversas. Este movimiento intelectual no parece traducirse en mejoras de los aprendizajes. Para analizar el impacto de las orientaciones surgidas de dichas corrientes hemos diseñado sencillos dispositivos de evaluación para analizar algunos de los aprendizajes que han sido seleccionados como prioritarios por el Estado. En este artículo se adelantan algunos resultados de las evaluaciones sobre números fraccionarios realizadas en el Tercer Ciclo y que alertan sobre el estancamiento en el aprendizaje de un elevado porcentaje de alumnos y sobre la aparición de errores que consideramos inducidos desde la enseñanza. Las conclusiones de esta exploración nos permiten concluir sobre la necesidad de que los cambios propuestos desde las Didácticas de áreas se asienten en la investigación situada y longitudinal, antes de hacer generalizaciones de principios de enseñanza a toda la población escolar. A la vez, ante la fragmentación de los saberes sobre la enseñanza, se necesita reinstalar la concepción holística de la Didáctica centrada en la enseñanza como práctica política que compromete presente y futuro de las nuevas generaciones. A partir de la investigación, es posible construir marcos referenciales sobre ambientes de aprendizajes adecuados a la cultura de nuestro tiempo, con especial énfasis en el desarrollo de la autonomía de docentes y alumnos, en la potenciación de los grupos y en la habilitación de aportes instituyentes que custodien los aprendizajes prioritarios a través de sistemas de evaluación participativos, democráticos, institucionales y longitudinales. ; Didactics as a scientific discipline is a questioned knowledge nowadays. We start from the hypothesis of a double Historical loss that has mutilated the Didactics: The negation of its history which lost its socio-political roots and its links with the compromise to make a better society able to fight for universal peace, in the sense that Comenio gave to it in the XVII century. Losing its political frame it is limited to the coordinates of a didactic triangle in the reduced space of the classroom. The second historical loss for argentine Didactics was the abandonment of teaching investigation that had started with V. Mercante in the UNLP. In the meanwhile, the influences of Piaget and his disciples' research works entered the country and started to strengthen the Didactics of particular disciplines or areas that develop through investigation works and are multiplied in different tendencies. This intellectual movement doesn't seem to be translated into learning improvements. To analyze the impact emerging From these currents we have designed simple dispositives to test some learning which had been previously selected as priorities by the State. In this article, we show some results of tests about fractional numbers in Tercer Ciclo EGB. They show us important difficulties in the learning process of a high percentage of students. The conclusions of this work allow us to state that the changes proposed from the Didactics should be done since situated investigation before generalizing teaching principles to the whole scholastic population. Besides, the fragmented knowledge about teaching requires a holistic conception of Didactics focused in teaching as a political practice that involves the present and future of new generations. Through investigation work it is possible to build theory which fit the culture of our times, especially in the development of autonomy and the potentiality of groups through cooperative, institutional and democratic systems of evaluation.

The society of the 21st century has some keywords: globalism, transversality, skills. The realities they refer to affect every scientific area and should not be ignored by education, independently of what is being taught/learned. Communication is related with all these tendencies. It is global and helps to install globalism. It is transversal, either in verbal or non-verbal form. It develops essential skills. Furthermore, the mastering of communication in the mother tongue is an essential element in this context, which importance is recognized both in political statements and educational directives, including the Bologna Process, which is now being developed in Higher Education after its adoption during the first decade of this century. Being able to communicate effectively in one's mother tongue – in oral or written form – is an essential component of any profession, and the training necessary to prepare students for their future professional field may contribute to a better domain of the mother tongue. In this paper, we intend to show that within the teaching/learning of Portuguese as a mother tongue, there are strategies and knowledge that can lead to the development of skills essential to be a good engineer in the 21st century working market and to show how they can be used within the teaching of engineering to contribute to the development of oral and written communication skills in the students. ; published

International audience ; This proposal aims at documenting the effects of cooperative engineering on the construction of the continuity of teaching experience in mathematics. This research builds on a larger French national research, Arithmetic and Cooperation at Elementary School (ACE). It comes within the scope of a political will to improve teaching practices by providing practical assistance to teachers, offering a complete arithmetic progression to 6-7 year-old-students (First grade). The heart of this research is the conception of a curriculum including activities grounded on the construction of the concept of number. The conception of this curriculum relies on available scientific knowledge in different areas (Cognitive Neuroscience, Science of Education, Developmental Psychology and Didactic of Mathematics). In this proposition, we focus on a specific part of the conception of the curriculum within a cooperative engineering. This engineering consists of two spheres (Sensevy, Forest, Quilio, Morales, 2011), the sphere 1 gathering a multi categorical team (PhD, teachers of the study classes, researchers, teachers trainers, pedagogical advisors) and the sphere 2 being constituted by the 120 experimental classes. The sphere 1 in the first year of the experiment (2011-2012) designed mathematics' situations focusing on the construction of the number through the seminal conceptual techniques of decomposition/composition, decimal notation, topological approach and approximation. The sphere 1 has designed the first year eleven modules corresponding to forty-five sessions. These situations are implemented in the four teachers 'classrooms, which are named « study classes », and redesigned on line in the course of the implementation process. The second year of this experiment, this curriculum has been implemented in 60 experimental classes and in 120 experimental classes the third year (2013-2014). The involvement of the experiment classes in this curriculum and their feedbacks allowed improvements of the initial design proposed by the research team situations. In this communication, we will try to show how collaboration between the two spheres has led to educational decisions for a better continuity of the educational experience of the students. For this, we will present the type/kind of monitoring carried out in cooperation between the two spheres. Indeed, the second year of experimentation, members of the sphere 2 exposed via the website the difficulties encountered by students during the introduction of a system of representation of the number (the number line). To overcome this difficulty, the sphere 1 proposed a monitoring "on line" by developing a new version of a unit. After a week of training at the end of the year with the experimental classes, the research team has redesigned all of the first three units of the progression to the third year of implementation. The question is whether this example of cooperation between the two spheres on a particular mathematical object has improved the continuity of the student experience?

International audience ; This proposal aims at documenting the effects of cooperative engineering on the construction of the continuity of teaching experience in mathematics. This research builds on a larger French national research, Arithmetic and Cooperation at Elementary School (ACE). It comes within the scope of a political will to improve teaching practices by providing practical assistance to teachers, offering a complete arithmetic progression to 6-7 year-old-students (First grade). The heart of this research is the conception of a curriculum including activities grounded on the construction of the concept of number. The conception of this curriculum relies on available scientific knowledge in different areas (Cognitive Neuroscience, Science of Education, Developmental Psychology and Didactic of Mathematics). In this proposition, we focus on a specific part of the conception of the curriculum within a cooperative engineering. This engineering consists of two spheres (Sensevy, Forest, Quilio, Morales, 2011), the sphere 1 gathering a multi categorical team (PhD, teachers of the study classes, researchers, teachers trainers, pedagogical advisors) and the sphere 2 being constituted by the 120 experimental classes. The sphere 1 in the first year of the experiment (2011-2012) designed mathematics' situations focusing on the construction of the number through the seminal conceptual techniques of decomposition/composition, decimal notation, topological approach and approximation. The sphere 1 has designed the first year eleven modules corresponding to forty-five sessions. These situations are implemented in the four teachers 'classrooms, which are named « study classes », and redesigned on line in the course of the implementation process. The second year of this experiment, this curriculum has been implemented in 60 experimental classes and in 120 experimental classes the third year (2013-2014). The involvement of the experiment classes in this curriculum and their feedbacks allowed improvements of the initial ...

International audience ; This proposal aims at documenting the effects of cooperative engineering on the construction of the continuity of teaching experience in mathematics. This research builds on a larger French national research, Arithmetic and Cooperation at Elementary School (ACE). It comes within the scope of a political will to improve teaching practices by providing practical assistance to teachers, offering a complete arithmetic progression to 6-7 year-old-students (First grade). The heart of this research is the conception of a curriculum including activities grounded on the construction of the concept of number. The conception of this curriculum relies on available scientific knowledge in different areas (Cognitive Neuroscience, Science of Education, Developmental Psychology and Didactic of Mathematics). In this proposition, we focus on a specific part of the conception of the curriculum within a cooperative engineering. This engineering consists of two spheres (Sensevy, Forest, Quilio, Morales, 2011), the sphere 1 gathering a multi categorical team (PhD, teachers of the study classes, researchers, teachers trainers, pedagogical advisors) and the sphere 2 being constituted by the 120 experimental classes. The sphere 1 in the first year of the experiment (2011-2012) designed mathematics' situations focusing on the construction of the number through the seminal conceptual techniques of decomposition/composition, decimal notation, topological approach and approximation. The sphere 1 has designed the first year eleven modules corresponding to forty-five sessions. These situations are implemented in the four teachers 'classrooms, which are named « study classes », and redesigned on line in the course of the implementation process. The second year of this experiment, this curriculum has been implemented in 60 experimental classes and in 120 experimental classes the third year (2013-2014). The involvement of the experiment classes in this curriculum and their feedbacks allowed improvements of the initial ...