The teaching practice becomes a reciprocal activity in the classroom when teachers apply their creativity and their knowledge resulting from research and scientific evidence in the didactic teaching process, with the purpose of strengthening in the students, the key competencies of their training, turning students at the core of the didactic process. Teaching strategies must be articulated from previous research and planning and designed sequentially to promote real and interesting learning scenarios and thereby achieve significant learning.
From this perspective, of teaching-learning strategies, the reciprocal interaction between the student and the teacher becomes the focus of attention, with a playful, motivating, interesting and rewarding approach for the learner. The role of the teacher is conceived as fundamental in the teaching process to achieve the link between teaching, learning, and evaluation strategies. For this reason, multidisciplinary studies are welcome, from all stages of the educational system, with quantitative, qualitative, and mixed approaches and reviews, promoting good teaching practices of reflection and innovation from these studies.
To this end, the objective of this special issue is to respond to didactic research, to the problems and challenges of the different educational stages, from the corpus of knowledge of the various disciplines, areas of knowledge, and the specific didactics themselves. Where all of them marry and come together in a kind of symbiosis with educational psychology in the educational field, where the teaching contents are intertwined with how they are taught and how they are learned.
This research topic is open to research works that address issues related to teaching strategies in early childhood, primary, secondary, and university education, to new teaching approaches, in the different curricular areas, as well as in psychology, pedagogy, and sociology, from a perspective of multiple sections (motor, cognitive, social and emotional development, functional diversity, giftedness, gender, social context, culture, age) to improve educational quality. More specifically we want to attract studies on:
- Early Childhood Education
- Primary education
- Secondary education
- Higher education
- Knowledge transfer
- Management and educational leadership
Item Types:
These ambitious objectives require a solid and specific body of knowledge where specific didactics, pedagogy, sociology, and multisections are linked with psychology. Priority will be given to research results related to the areas indicated above. This thematic collection seeks to present articles on quantitative, qualitative, and mixed methods methodologies. Systematic reviews with and without meta-analyses that follow quality criteria will also be considered.
The teaching practice becomes a reciprocal activity in the classroom when teachers apply their creativity and their knowledge resulting from research and scientific evidence in the didactic teaching process, with the purpose of strengthening in the students, the key competencies of their training, turning students at the core of the didactic process. Teaching strategies must be articulated from previous research and planning and designed sequentially to promote real and interesting learning scenarios and thereby achieve significant learning.
From this perspective, of teaching-learning strategies, the reciprocal interaction between the student and the teacher becomes the focus of attention, with a playful, motivating, interesting and rewarding approach for the learner. The role of the teacher is conceived as fundamental in the teaching process to achieve the link between teaching, learning, and evaluation strategies. For this reason, multidisciplinary studies are welcome, from all stages of the educational system, with quantitative, qualitative, and mixed approaches and reviews, promoting good teaching practices of reflection and innovation from these studies.
To this end, the objective of this special issue is to respond to didactic research, to the problems and challenges of the different educational stages, from the corpus of knowledge of the various disciplines, areas of knowledge, and the specific didactics themselves. Where all of them marry and come together in a kind of symbiosis with educational psychology in the educational field, where the teaching contents are intertwined with how they are taught and how they are learned.
This research topic is open to research works that address issues related to teaching strategies in early childhood, primary, secondary, and university education, to new teaching approaches, in the different curricular areas, as well as in psychology, pedagogy, and sociology, from a perspective of multiple sections (motor, cognitive, social and emotional development, functional diversity, giftedness, gender, social context, culture, age) to improve educational quality. More specifically we want to attract studies on:
- Early Childhood Education
- Primary education
- Secondary education
- Higher education
- Knowledge transfer
- Management and educational leadership
Item Types:
These ambitious objectives require a solid and specific body of knowledge where specific didactics, pedagogy, sociology, and multisections are linked with psychology. Priority will be given to research results related to the areas indicated above. This thematic collection seeks to present articles on quantitative, qualitative, and mixed methods methodologies. Systematic reviews with and without meta-analyses that follow quality criteria will also be considered.