exacerbate
发表于 2025-3-25 04:25:42
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进入
发表于 2025-3-25 07:32:24
Paul Schönslebenerms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead,
排他
发表于 2025-3-25 13:03:18
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颂扬国家
发表于 2025-3-25 16:58:24
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Kinetic
发表于 2025-3-25 20:28:48
Paul Schönsleben with a targeted educational subject, so they become active and enthusiastic in studying it. Student engagement is a primary marker of the quality of education. A disengaged student learns little or not at all and often disrupts the teacher and other, engaged students. Progressive educators’ belief
BAIL
发表于 2025-3-26 00:12:01
Paul Schönslebenments and for securing the societal freedoms and rights for teachers’ authorial pedagogies and learners’ authorial education, both Bakhtinian and non-Bakhtinian, which can be highly diverse and even unique. Our hopes for deepening Bakhtinian pedagogies and freedoms are rooted in the focus of many Ba
Incommensurate
发表于 2025-3-26 08:15:44
iews six big themes of institutional struggles: (1) institutional survival; (2) preserving the spirit of Bakhtinian pedagogy; (3) treating opponents of Bakhtinian pedagogy dialogically; (4) involving students and colleagues in critique of conventional monologic pedagogy; (5) instrumental vs. ontolog
hardheaded
发表于 2025-3-26 12:15:33
Paul Schönslebeniews six big themes of institutional struggles: (1) institutional survival; (2) preserving the spirit of Bakhtinian pedagogy; (3) treating opponents of Bakhtinian pedagogy dialogically; (4) involving students and colleagues in critique of conventional monologic pedagogy; (5) instrumental vs. ontolog
清真寺
发表于 2025-3-26 12:58:01
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Favorable
发表于 2025-3-26 18:05:58
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