The phrase "a pedagogical practice" is correct and usable in written English.
It can be used when discussing methods or strategies related to teaching and education.
Example: "In our seminar, we will explore a pedagogical practice that enhances student engagement and learning outcomes."
Alternatives: "an educational method" or "a teaching strategy".
Defanged debate bears an uncomfortable resemblance to what's known as Circle Time, a pedagogical practice that begins in preschool and can last through high school.
Cognitive activation refers to a pedagogical practice "that encourages students to engage in (co- constructive and refleco- constructiveel thinking and thus to develop an elaboreflectivetent-related knowledge base" (ibid., p. 140–141).
With peer assessment becoming a pedagogical practice of interest to our faculty, could the critique process provide an established model that might be useful in disciplines outside the arts?
Indeed, Dirks (2011, p. 12) says that active learning "… should no longer be referred to as a pedagogical practice …but rather the central dogma of science education".
Teaching in the CTL: Most teaching in the CTL classrooms is by application, allowing instructors to self-select based on their desire to experiment with a modular or flexible classroom and to receive support using a specific pedagogical practice or digital tool.
Moreover, because forum interactions and peer review occur in written form, our research contributes to open distance learning (ODL) scholarship by highlighting the importance of writing to learn as a significant pedagogical practice that should be encouraged more in MOOCs across disciplines.
If Baldessari feels that there no longer are foundational elements of art, then he certainly does have methods for creating "a situation where art might happen". And these methods are indeed a kind of pedagogical practice, even if the artist doesn't recognize them as such.
However, without a shift in pedagogical practice, the device and space are rendered nothing more than substitutive tools in nature.
If this is indeed the case, providing students with opportunities to assess their own work in an accurate and reliable manner seems an essential part of pedagogical practice.
For many nurse educators, advanced academic preparation often relates to a clinical area of practice rather than pedagogical practice.
Is teaching to the test the best pedagogical practice, especially when that becomes a full-time pursuit at borderline schools?
