RP 2018-1 (EN)

Cover RP.2017.2

THEORETICAL STUDIES

FORMATIVE ASSESSMENT AS ASSESSMENT FOR LEARNING DEVELOPMENT | Lucian VOINEA

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Abstract: The article is a plea for the use of formative assessment – with a focus on the role of feedback – in order to develop students’ learning, including Learning to learn competence. We deal, mainly, with such aspects related to making learning visible for the students: learning goals, learning success criteria, assessment of learning progress, learning improvement, development of self-efficacy, self-assessment, use of mistakes as opportunities for learning. The view of formative assessment employed belongs to Royce D. Sadler.

Keywords: feedback, formative assessment, learning progress, learning to learn

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EDUCATION OF PEOPLE WITH DISABILITIES. VISIONS, POLICIES AND CURRICULUM | Traian VRĂSMAȘ

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Abstract: The education of persons with disabilities is concerning progressively Europe and the entire world, which is why a comparative approach with Romanian situation is needed. The study reviews the main visions, in a diachronic and synchronic manner (the medical, the social and the bio psychosocial model, categorical and no categorical approach), insists on the common evolution of visions, terminology and educational policies in this context, emphasis the connection with curricular policies. At present the indisputable vision of human rights (equality and equity, through the equalisation of opportunities) leads to a progressive focus of policies on an individualised (personalised) approach and less on a categorical one, regarding the education and the fundaments of the school curriculum for children/pupils with disabilities. An identified procrastination of Romania from this point of view – comparing with countries from Euroatlantic space and even some neighbouring countries – makes us responsible for adopting some measures, on short and medium terms, which are possible in the actual legislative context, from the educational perspective.

Keywords: disability, equality and equity, inclusive education, individualisation

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THE EUROPEAN DIMENSION OF THE COMPETENCE-BASED SCHOOL EDUCATION IN UKRAINE | Olena LOKSHYNA

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Abstract: The adoption of the Lisbon Strategy (2000) and of the European Reference Framework on Key Competences for Lifelong Learning (2006) launched a competence-based approach in the EU member states education systems. During the last decade the concept of competence greatly influenced the education policy, school curricula and assessment models. The competence approach serves as an Europeanisation tool harmonising the education systems in order to raise their quality and, thus, to make the EU economy competent in the world. The Ukrainian education is under great influence of pan-European tendencies and policies that results in its Europeanisation. The competence approach is one of the tools of this process at the level of school education. Ukraine has travelled long pass from the discussion and definition of competences to the selection and adoption at the nationwide level. Still, this process is accompanied by a number of challenges that make the European experiences significant for the Ukrainian education in the process of its integration into the European education space.

Keywords: competence education, European education space, Europeanization, key competences, secondary education, Ukrainian education

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INTERPROFESSIONAL COLLABORATION SKILLS TRAINING FOR SOCIAL AND EDUCATION FIELDS – A MODULE PROPOSAL | Mirela ALEXANDRU

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Abstract: The need for interprofessional collaboration may be condensed in Reid Hoffman’s words “No matter how brilliant your mind or strategy is, if you’re playing a solo game, you’ll always lose out to a team”. In the current social context, there is a strong need for the development of interprofessional collaboration skills, given the increasingly complex problems for which employees need to find solutions. Important steps have been taken at world level to develop interprofessional skills to meet demands by setting up interprofessional work organizations and implementing skills development programs in this direction. Medicines and IT domains are the most advanced in facilitating interprofessional skills development contexts, while the educational and social domains are still in their infancy, being more advanced in some countries. In Romania the interprofessional education is still pioneering, in order to support the process of its development in our country, in this article we propose an interprofessional skills training model for educational and social fields tailored to the training practice at VIA University College, Holstebro, Denmark.

Keywords: higher education, interprofessional collaboration, interprofessional education, training

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GENERAL SECONDARY EDUCATION QUALITY ASSURANCE OF UKRAINE TOWARDS EUROPEAN STANDARDS | Oleh TOPUZOV

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Abstract: Integration of the Ukrainian education into the European Education Area under the conditions of the European choice of Ukraine is highlighted; in the context of the Ukrainian education integration into the European Education Area strategic reform tasks are outlined, i.e. to actualize the existing scientific and pedagogical potential, to implement the opportunities of the Ukrainian scholars and teachers for forecasting, programming, scientific and methodological support of cooperation with the EU priority areas in the education sector; to make strategic management decisions that will create a roadmap for the entry of the education system of Ukraine into the European Education Area; to reform the education system financing; to promote the implementation of the most up-to-date scientific approaches and educational technologies; to continue the democratization of the educational institutions’ life; to improve the quality of training for future school teachers and teachers of pedagogical universities; to promote and to develop international cooperation of national educational institutions, and to ensure conditions for educational mobility. It is determined that one of the priorities of integration of the education system and the general secondary education of Ukraine, in particular, to the European Educational Area, is to ensure its quality according to European standards. According to the Law on Education from September 5, 2017, general secondary education has three levels of education: primary education lasts four years (starts at 6 years); basic secondary education lasts five years; profile secondary education lasts three years. It is concluded that the achievement of the European quality of education in Ukraine will be a powerful factor in solving the economic, political and cultural problems of European integration of our country, the development of a prosperous and democratic society. Therefore, the problem of quality assurance of education needs to be given more attention in the process of development of the national education system.

Keywords: European choice of Ukraine, European Educational Area, European standards, general secondary education, quality assurance

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THE REFLECTIVE PRACTICE OF THE TEACHER – WHY IT IS NEEDED | Ioana STĂNCESCU, Luminiţa Mihaela DRĂGHICESCU, Ana-Maria Aurelia PETRESCU

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Abstract: The world we live in is one in permanent change, reorganization, transformation. The educational system has to connect to this world and to form future responsive, flexible, creative adults that respond appropriately to social demands. Referring to such a goal, the educational process aims the formation of students with important competences, like communicational, cognitive and metacognitive, emotional, intercultural, investigative, digital and civic competences.

The question in this situation is what kind of teachers can form such students. Beyond the initial and continuous training for the teaching profession, teachers need to understand that the efficiency of the didactic activity implies, necessarily, the reflection on it.

This study focuses on the concept of reflective practice, on delimiting the stages of this demarche, on identifying methods and instruments specific to reflective practice (reflection diary, video and audio recordings of the lessons, feed-back, etc.) and, respectively, on shaping a possible personality model of the reflective teacher, which subsumes the following dimensions: self-knowledge, knowledge of students, knowledge of the school organization, knowledge of the curriculum, knowledge in the pedagogical field.

We consider that reflective practice is a valuable resource, insufficiently used, which can bring important benefits to the teacher and, implicitly, to the students, towards the scholar success and, subsequently, the professional and social success.

Keywords: competences, quality of educational process, reflective practice, reflective teacher, teaching style

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EMPIRICAL STUDIES

CAUSES OF SCHOOL VIOLENCE AND POSSIBLE REMEDIAL MODELS | Otilia APOSTU

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Abstract: School violence is a manifestation as old as the history of the school. The forms and the frequency of violent manifestation, the involvement of the school actors for the initiation of violent demonstrations, as well as the perception and tolerance of public opinion about the forms of violence and its actors are those that vary throughout time, giving them specificity and differentiated understanding. School violence includes various forms of manifestation, and to combat and prevent it, it is essential to raise awareness of the phenomenon of violence and its acceptance in the wider context of the determining causes. This study focuses on the causes of school violence directly correlated with the determinants (individual, socio-familial, school), analysed at three different levels of manifestation: violence between students, violence students – teachers, violence teachers – students.

The study uses survey data that explores the phenomenon of school violence at the national level, from multiple perspectives. The analysis uses quantitative data obtained through questionnaire surveys addressed to pupils, principals, teachers, school counsellors, as well as qualitative data obtained by surveys by focus group interview, carried out with students, teachers and parents. The analyses relate the opinions, sometimes antagonistic, of the different school actors on the causes of school violence. The purpose of the study is not to determine the truth or importance of the causes of school violence identified by the school actors, but from these causes will be identified measures, strategies, policies that implementation will lead to a unitary view of school actors on the problem of school violence and the reduction and control of violent manifestations at school.

Keywords: educational policies, prevention and fight against violence, school violence

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DISCOURSES IN COMPETITION ON THE TEACHER’S ROLE IN HIGH SCHOOL | Octavia Mihaela BORȘ

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Abstract: The article describes the competitive discourses on the role of teachers, identified in a high school, in Romania, based on an analysis of 11 individual interviews with teachers. The references to the role of teachers, in the teachers` identifying stories, revealed the following competitive discourses: a teacher should transmit knowledge versus a teacher should enhance the students` understanding; a teacher should grade `objectively` versus a teacher should grade `flexible`. Moreover, the analysis shows that, in the studied high school, the dominant discourse assigns to teachers, the role to transmit knowledge and to grade `flexible`. To grade `flexible` means to accommodate the parents`, principals` and colleagues` expectations to give good grades to some students or all students, in general. This discourse is privileged in the studied field by the fact that while most universities in Romania used to admit students based on the average grade of high school years, informally, the high school gives students and parents the possibility to choose their teachers only based on formal asking and class consensus.

Keywords: curriculum, discourse analysis, grading students, theoretical high school, university admission

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ACADEMIC MOBILITY POLICIES IN HIGHER EDUCATION OF BOSNIA AND HERZEGOVINA | Daniela POPA, Ratko KNEZEVIC

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Abstract: Teaching and studying abroad are the key elements in reducing regional isolation of academic community. International exchanges programmes are particularly important for their personal and professional development and have positive effects for the socio-economic area as well. Mobility allows every candidate to gain an invaluable, new experience, to learn foreign languages and to develop interpersonal skills in culturally diverse environments. This article provides a SWOT analysis of the implementation of education policies regarding academic mobility in higher education institutions in Bosnia and Herzegovina. The research is a qualitative one. The collecting data methods used were semi-structured interviews with key respondents and experts in Higher Education and study of documents (laws, implementation measures, decisions of university administration councils). The results show that some of the most valuable advantages are: border-crossing knowledge transfer, the increased number of young professionals having better chances of employment. The main barriers are the attitudes inherited from former education system and insufficiency in advertising of all benefits they can gain from mobility. The value of the article is in its potential to emphasize the complexity of the country having unusually lots of ministries of education that affect academic mobilities.

Keyword: Bologna process, higher education, knowledge transfer

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REVIEWS

CONSTANTIN CUCOS. EDUCAȚIA. REÎNTEMEIERI, DINAMICI, PREFIGURĂRI (Education. Foundations, Dynamics, Foreshadowings). Iasi, Polirom Publishing House, “Education Sciences. Structures, content, techniques” Collection, 2017, 278 pages, ISBN print: 978-973-46-6760-4 | Gabriela Alina ANGHEL

Full review


ADRIAN MIROIU, BOGDAN FLORIAN. UNIVERSITATEA ROMÂNEASCĂ AZI (Romanian University Today). Bucharest, Tritonic Publishing House, 2015, 356 pages, ISBN: 978-606-749-033-6 | Otilia APOSTU

Full review


CRISTINA SIN, AMÉLIA VEIGA, ALBERTO AMARAL. EUROPEAN POLICY IMPLEMENTATION AND HIGHER EDUCATION. ANALYSING THE BOLOGNA PROCESS. London, Palgrave Macmillan, Series: Issues in Higher Education, 2016, 236 pages, ISBN print: 978-1-137-50461-6 | Miruna Luana MIULESCU

Full review


IN MEMORIAM EUGEN NOVEANU

THE HIDDEN DIMENSION | Dan BADEA

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