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""This book focuses on the didactics of social sciences and ITCs including issues related to innovation, resources, and strategies for teachers. It also includes strategies and resources related to virtual reality, augmented reality, videogames, 3D printing, m-learning, b-learning, and virtual classrooms"--Provided by publisher"--

Ausgehend von dem Diskurs zur allgemeinen Professionalität von Lehrer*innen fragt der Beitrag nach den Besonderheiten von sozialwissenschaftsdidaktischer Professionalität und nach Möglichkeiten, ihre Ausbildung und Entwicklung zu unterstützen. Sozialwissenschaftsdidaktische Professionalität wird dabei als ein reflexives Unterscheidungs-, Urteils- und Handlungsvermögen umschrieben, das sich sowohl auf die jeweiligen bezugsfachwissenschaftlichen Anteile (Soziologie, Ökonomie, Politikwissenschaft) des Integrationsfaches erstreckt, für das aber explizit auch die sozialen- und lebensweltlichen Kontexte der Lernenden konstitutiv sind. Wie Professionalität im Allgemeinen, umfasst auch die sozialwissenschaftsdidaktische Professionalität grundsätzlich die drei Wissensformen des wissenschaftlichen Wissens, des Handlungswissens ("Könnens") und des Professionswissens. Im Hinblick auf die Herausbildung und Entwicklung sozialwissenschaftsdidaktischer Professionalität wird die These einer engen Wechselbeziehung zwischen sozialwissenschaftsdidaktischer Professionalität und Forschendem Lernen vertreten. Überlegungen zu dessen fachspezifischer Fokussierung münden in dem Vorschlag zur (hochschuldidaktischen) Arbeit mit einer "(Peer-)Reflexionsmatrix". Zum Beispiel angewandt in unterrichtlichen Praxisphasen kann sie Studierenden dazu verhelfen, Beobachtungen, Wahrnehmungen, Beurteilungen, Irritationen, Handlungsalternativen, Unverfügbarkeiten, (Nicht-)Wissen, Theorieanfragen etc. kommunizierbar zu machen und reflexiv werden zu lassen. Perspektivisch soll die (Peer-)Reflexionsmatrix sozialwissenschaftsdidaktischer Professionalität damit Studierenden, Referendar*innen wie auch Lehrenden in Hochschule und Schule in ihrer fachspezifischen Selbstvergewisserung mithin der (Weiter-)Entwicklung ihrer Professionalität unterstützen. Gleichwohl die sozialwissenschaftsdidaktische Professionalität im Zentrum des Beitrages steht, können einige der Überlegungen auch für weitere Fachdidaktiken mutmaßlich ergiebig sein. ; On the basis of the ...

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.

The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

The article aims to analyse the relationship between sociology and didactics of sociology. This relation­ship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the con­ceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social func­tion of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history. ; Santrauka. Straipsnyje taikomas socioanalizės metodas, kai, pasitelkus sociologiją, yra analizuojama sociologijos didaktika ir sociologijos perspektyvos bendrojo lavinimo sistemoje. Bendrojo lavinimo sistemoje vadinamuosiuose socialiniuose moksluose, kaip kartais apjungiamos įvairios socialinių mokslų disciplinos, nei sociologija, nei sociologijos didaktika neįsitvirtino. Straipsnyje analizuojama ir bendresnė sociologijos didaktikos formavimosi tema. Sociologijos didaktikos raida, kurioje galima skirti tris etapus, analizuojama remiantis ugdymo teorijos ir sociologijos santykių požiūriu. Pirmas etapas susijęs su ugdymo sociologijos kaip normatyvinės ir taikomojo pobūdžio disciplinos, subordinuotos ugdymo teorijai ir didaktikai, įsitvir­tinimu. Antras etapas susijęs su švietimo sociologijos kaip savarankiškos disciplinos susiformavimu. Šiame etape švietimo sociologija, atsisakiusi taikomojo pobūdžio funkcijų, atitolo nuo ugdymo problematikos ir pasuko akademinės autonomijos bei empirinės švietimo procesų analizės keliu. Trečias etapas prasidėjo, kai švietimo sociologija, ypač jos kritinė atšaka buvo pradėta integruoti į mokytojų rengimo programas. Straipsnyje analizuojamas vienos švietimo sociologijos temos, paslėptos ugdymo programos, kurią visiškai ignoravo ugdymo sociologija, integravimo į mokytojų rengimą pavyzdys. Šis žingsnis yra interpretuoja­mas, kaip organinės viešosios sociologijos atvejis. Viešosios sociologijos aktualizuotos sociologinio raštin­gumo, kuris susijęs su piliečių kompetencijomis, idėjos primena Gyvosios istorijos programą, todėl idėjų sociologijos didaktikai aptarti žvalgomasi ir akademinės istorijos bei istorijos didaktikos santykių raidoje. Pagrindiniai žodžiai: sociologijos didaktika, socialinių mokslų didaktika, ugdymo sociologija, švieti­mo sociologija. Key words: didactics of social sciences, didactics of sociology, educational sociology, sociology of edu­cation. ABSTRACT SOCIOLOGICAL INSIGHTS FOR THE DIDACTICS OF SOCIOLOGY The article aims to analyse the relationship between sociology and didactics of sociology. This relation­ship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the con­ceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social func­tion of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

The article aims to analyse the relationship between sociology and didactics of sociology. This relation­ship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the con­ceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social func­tion of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

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.

In the Preface that Adolphe Ferrière affixed to Faria de Vasconcelos' book, A New School in Belgium, from 1915, he says that the School of Bierges-les-Wavre that the distinguished Portuguese pedagogue founded in 1912 (and that he had to abandon in 1914 force by the outbreak of the First World War) fulfilled 28 of the 30 programmatic points of the New School. Thus, the figure of Faria de Vasconcelos is established as a pillar of this movement of pedagogical renewal that swept, like a hurricane, the educational panorama, on the scale of the so-called Western world, in the first quarter of the 20th century. Faria de Vasconcelos was not a theorist, researcher and scientist of education. But insofar as he was an executive, who in Belgium, Switzerland, Cuba and Bolivia, exercised management functions in educational establishments, published several texts and apologetic articles of the New School, advised politicians (he is the backbone of educational reform that in Portugal became known as the Camoesas Reform), he was one of the authors of this Copernican revolution. In this article, we review a handbook that Faria de Vasconcelos produced in 1919 when he was director of the Normal School de Sucre, in Bolivia, designed to guide the training of teachers for the teaching of natural sciences. Handbook that was later published in 1923 in Portugal, with the same intention, in the framework of a collection of Didactics coordinated by him. In preparing this handbook, Faria de Vasconcelos reviews the best that had been written in the field of science education (the work focuses on the teaching of Biology and Geology), in Europe and the United States of America to retain, selectively, which best suits his pedagogical convictions, marked by the firm, and convinced commitment to the ideas of his friends and co-religionists at the Jean-Jacques Rousseau Institute in Geneva. Thus, this effort results in a syncretic text, but very useful to serve the agenda of updating primary school teachers, at its two levels, in terms of science education. This text also seeks to contextualize the work of Faria de Vasconcelos in the global framework of the reforms with which the First Republic sought to recover Portugal from the atavistic backwardness that characterized Portugal in the first quarter of the 20th century.