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CALL FOR PAPERS – JOURNAL OF PEDAGOGY No. 2 / 2020

CALL FOR PAPERS

REVISTA de PEDAGOGIE – JOURNAL of PEDAGOGY

No. 2 /2020

Place of publication

Romania

Type of publication

Online and print

Publication date

December 2020

Published by

Institute of Educational Sciences

ISSN

(print) 0034-8678; (online) 2559-639X

Topics

Journal of Pedagogy (Revista de Pedagogie) is an academic journal mainly oriented towards scientific activity in the field of education, promoting relevant theoretical, methodological and empirical analyses connected to this area:

  • theoretical approaches in education (for example, fundamental research, educational policy analysis, European benchmarks, comparative research, feasibility studies);
  • research results, intervention models, case studies and best practices in education;
  • results of relevant projects for the education system;
  • reviews of relevant national and international works.

Journal articles and book reviews are dedicated to stimulate debate and facilitate academic networking between scholars and practitioners interested in these topics.

The 2020/2 issue will include articles in the field of education, with a focus on applying research results to educational practices. The expected articles should mainly address topics as follows:

  • innovative teaching approaches in various school subjects; virtual class, face-to-face class;
  • effective approaches in disadvantaged groups of students;
  • the results of international studies and their effects on classroom practices;
  • intercultural studies and teaching perspectives;
  • from neuroscience studies to classroom experiences.

The 2020/2 issue will be coordinated by Laura-Elena Căpiță, PhD, and Angelica Mihăilescu, PhD.

Deadlines

Authors should send the title and the abstract of their paper (200-250 words) to revped@ise.ro until the 1st of July 2020. By the same date, persons willing to submit a book review should inform the editorial board about the work being reviewed.

The deadline for paper/book review submission is 7th of September 2020.

Editorial Policies and Guidelines for Contributors

The manuscripts can be written in Romanian or in English (preferably in English) and they have to comply with the editing requirements of the journal, as presented in the Paper Template available on the journal’s webpages about Editorial Policy and Author Guidelines.

Publishing the articles is free of charge. Authors should ensure that their submissions are original contributions and should not be under consideration for any other publication at the same time. All submitted articles are subject to a rigorous peer review process, based on initial coordinator screening and double-blind refereeing by a minimum of two reviewers.

Full guidelines for the presentation of the papers and more details about the editorial policy of the journal are available at the editorial policy section from the website.

Indexing

The journal is indexed in Crossref, DOAJ, De Gruyter (IBZ and IBR), ERIH PLUS and Ulrichsweb. Articles on Higher Education subjects can also be indexed in HEDBIB.

For further inquiries please contact the editorial board at the following email address: revped@ise.ro.

RP – 2019-2

Empirical Studies

THE VARIABILITY OF ADOLESCENTS’ INTERESTS IN THE ACADEMIC CONTEXT | Claudia SĂLCEANU

Full article | Abstract&Keywords

Abstract: Adolescence is among the most studied developmental stages. It represents critical transition stage in human development, characterized by a large amount of changes, to which young people must find creative solutions in order to adapt. Among the most important developmental tasks is the dimension of motivation and, in particular, interests as motivational structures. A convenience sample of 1360 adolescents, aged between 12 and 24 years old, filled in the Questionnaire for Evaluation of Vocational Interests (Cognitrom Assessment System). The objectives and hypotheses of the research are mainly focused on the identification of the existing differences in the area of interests, based on the following criteria: age, gender and environment of provenance. The study identifies a preference of the postadolescents for the social and investigative interests; a preference for artistic, social and realistic interests of girls; and a preference of urban-based adolescents for conventional and investigative interests. Results highlight the importance of identifying the variability of interests for both a better knowledge of this developmental stage and a better organization of the instructive-educational activities, thus supporting the development of career counseling and guidance in schools, high-schools and universities.

Keywords: Academic context, adolescence, interests

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DEVELOPING SOCIAL INCLUSION AND 21ST CENTURY SKILLS THROUGH PROJECT BASED LEARNING IN THE ERASMUS + PROJECT “WISH” | Darius BOROVIC

Full article | Abstract&Keywords

Abstract: The study presents the findings of an experimental research related to the implementation of Project Based Learning in the Erasmus Plus KA201 project Work for an Inclusive School Heritage in Romanian high-schools. One of the projects goals was to develop, to apply and to exchange innovative practices in the 5 countries of the Erasmus partnership (Slovakia, Turkey, Catalonia – Spain, Italy and Romania). The experimental research studied an original Project Based Learning strategy developed from John Dewey’s ideas, Project Citizen and the MAPA methodology for planning funding projects. Teachers from the 5 partner countries were trained and the students from the participant high-schools planned and implemented several social action projects. In Romania we surveyed a sample of 226 students using a validated questionnaire with the majority of questions taken from international literature. The quasi-experimental research proves a statistically significant increase of the students’ positive attitudes toward migrants and minorities, several institutions, civic action, and social inclusion. The desire to participate in solving problems of the community and the level of development of several 21st Century Skills have also improved.

Keywords: Project Based Learning, social inclusion, 21st Century Skills

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TEACHERS’ ATTITUDES TOWARD THE INCLUSION OF STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) | Florentina LINCĂ

Full articleAbstract&Keywords

Abstract: In the last few decades, researchers in the field of education have paid particular attention to the inclusion of children with special educational needs (SEN) in mainstream schools. Children with Attention Deficit/Hyperactivity Disorder have been included among those with special support needs and special educational needs in the USA since 1990, when the Individuals with Disabilities Education Act (IDEA) was adopted. In Romania, although there is no specific legislation yet, in 1990 by Law 15, the Romanian Parliament ratified the Convention on the Rights of the Child, which laid the foundations for inclusion of children with special educational needs in mainstream school and society. This study aims to achieve two objectives. The first objective was to explore the relationship between the perception of primary school teachers about the severity of the symptoms of ADHD students, their attitude towards the integration of ADHD students in the school and their knowledge about ADHD. The second objective covered the aspects from the questionnaires applied and from the interview. The results show that the teachers’ attitudes towards the integration of children with ADHD into mainstream schooling are often neutral, that primary school teachers have knowledge of the symptoms, etiology, and treatment of ADHD students, and that there is a mediating effect (Z = 2.02, p = 0.044, p<0.05), which accounts for 36.6% of the total effect. It can be concluded that all the objectives have been achieved and the results can be used to carry out in-service training programs for primary school teachers.

Keywords: ADHD, integration, inclusive school, teachers’ attitudes, teachers’ understanding

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PRIMARY STUDENTS` MISREPRESENTATION IN SCIENCE LEARNING | Luminița CATANĂ, Mădălina ANGELUȘIU

Full article | Abstract&Keywords

Abstract: In the first three grades of the Romanian primary school, Mathematics and environmental exploration is studied as an integrated discipline. In this configuration, knowledge of the environment through exploratory activities has a relatively small budget of time available, only one hour per week, the priority often being given to Mathematics, due to the requirements of the educational system. In the 3rd and 4th grades, the science study is realized through a new discipline called Nature Sciences, with one hour per week. During the available time, students learn to plan the stages of an investigation, to participate in simple experiments and to check their own assumptions for the already known phenomena or processes. As a result of the limited time dedicated to the study of Science, a series of errors, inaccurate methods and scientific misconceptions (coming from the family, friends, or media) are still perpetuated, until the secondary school.

The article intends to highlight some types of Science learning errors, with examples from the students’ notebooks and worksheets, to identify their possible causes and to create a certain typology for these errors. At the end of the article, a few recommendations are made for the teachers who teach Science in primary school and for the authors of didactical resources for the discipline Nature Sciences, according to the new curriculum.

Keywords: Math and Science curricular area, primary school, science learning errors

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THE EDUCATIONAL REINTEGRATION OF THE REMIGRANT PUPILS IN ROMANIAN SCHOOLS. CASE STUDY IN VRANCEA COUNTY | Florentina CIOMAGA

Full articleAbstract&Keywords

Abstract: The educational system in Romania is facing the new challenge of reintegrating the children that returned in their home country after a period of migration, and the update in the educational procedures is becoming more and more important as the number of the remigrant children is rapidly increasing, the most recent estimations mentioning 150,000-180,000 (Brebuleţ, 2018).

This research investigated the social perception of the remigrant pupils in the educational field (native pupils and teachers) and the potential changes that teachers, schools and the system could implement (from specific activities to institutional update and development of new didactic instruments). The research methodology was quantitative, based on a questionnaire with Likert type scales.

Previous researches in Vrancea county showed the psychological, social and educational effects of remigration, but the updates in the educational system to better respond those needs is more dependent on their perception by the decision makers (teachers and school management) and by the native children. Ideally, the social perception should adequately reflect the educational reality. Still, what happens if the perception of the native children and teachers does not reflect reality? What happens if the majority of children could not identify the problems the remigrants face after returning to Romania? What if the teachers, when planning, implementing and evaluating the educational activities, don’t rely on an adequate knowledge of the difficulties that remigrants have to face, can they support the educational system to better respond to the specific needs of the remigrants?

Keywords: Educational reintegration, remigrants, school development

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BULLYING IN SCHOOL – PREVENTION AND INTERVENTION STRATEGIES | Luminița Mihaela DRĂGHICESCU, Ioana STĂNCESCU

Full articleAbstract&Keywords

Abstract: In a world that seems to lose its axiological landmarks, in which conflicts and aggressiveness are present at any level of society, in various forms, the school is no longer a safe and positive environment for either children or teachers. Bullying is a phenomenon that is implied into school life, having negative effects on the physical and mental health of children, on their personality, as well as on the quality of the educational process.

In this context, through our study, we intend to investigate the extent to which teachers, being aware of the seriousness of the actions subsumed by bullying, are intervening promptly, adopting a series of strategies to prevent and/or combat this phenomenon. At the level of the European Union and beyond, there is an obvious concern for preventing and limiting the school bullying. Consequently, through our investigative approach, in which we included a group of teachers from pre-university education, we also aim to identify the extent to which they are aware of the need for involvement, in order to promote a safe educational climate, to ensure the physical and emotional security of their students.

The results of our research revealed a proactive attitude on behalf of the teachers, who were aware of the importance of their intervention for the development of harmonious relationships among students, for the training/development of their socio-emotional competences, as well as for diminishing/stopping bullying, through mediation, appropriate sanctions, effective collaboration with all the educational partners.

Keywords: Bullying, educational climate, educational relationships, socio-emotional competences, strategies for preventing and combating bullying

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THE RELATIONSHIP BETWEEN RESEARCH AND TEACHING: ASSESSING THE STUDENTS’ PERCEPTIONS IN THE CONTEXT OF A NEW EVALUATION METHODOLOGY | Miruna Luana MIULESCU 

Full articleAbstract&Keywords

Abstract: As teaching and research are perceived as two core academic activities, various attempts have been made to incorporate research into the teaching process. Literature suggests that the link between research and teaching does not only improve the students’ subject knowledge, but also their critical thinking and problem-solving skills. The present paper focuses on the students’ perception of research integration into the teaching process at the undergraduate education level, second year within the Educational Sciences specialization at the University of Bucharest, Faculty of Psychology and Educational Sciences. The aim of the study was to understand the way students perceive the research integration in their courses in the context of introducing a new assessment methodology which focuses on this process. The one-group pre-test – post-test research design involved collecting data from 52 students using the Student Perception of Research Integration Questionnaire (SPRIQ). Data analysis revealed that students perceive many potential benefits when research is integrated into the teaching activity, they are more motivated and interested in the way research is carried out in their department, and have a better perception of their learning environment.

Keywords: Assessment methodology, research-teaching relationship, Student Perception of Research Integration Questionnaire (SPRIQ)

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Theoretical Studies

IMPROVING SCHOOL CLIMATE THROUGH THE TEACHERS’ AND STUDENTS’ CREATIVITY | Mariana MORARU

Full articleAbstract&Keywords

Abstract: The main focus of this article is to highlight the role of creativity in improving school climate. Both, school climate and creativity are two concepts with a large history of research but also with many definitions and explanations. Researches on creativity (Sadler-Smith, 2015; Wallas, 1926) present some phases of the process of creation that help us understand it better. Graham Wallas in Art of Thought (1926) introduces a four-stage model of the creative process including preparation, incubation, illumination and verification and other researchers on the subject developed these ideas. These phases identified by the researchers are developed in the present paper to give readers a clearer image about the concept of creativity. After explaining what creativity means, based on what researchers argue, we will emphasize the importance of both teachers’ and students’ creativity in enhancing the school climate. In a world in which students have a lot of distracters at each corner, teachers must help them to be an active part of the process of teaching and learning. By developing a good relationship with students, by asking them about what they like and guiding them wisely through the process of education, teachers can have more success in achieving their educational goals. The students’ creativity deserves to be valued in schools and can be an essential part of improving the school climate.

Keywords: Creativity, school climate, student’s creativity, school climate improvements, teachers’s creativity

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DO AQUATIC ACTIVITIES BOOST SOCIAL SKILLS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS? | Maria BELLA

Full articleAbstract&Keywords

Abstract: This paper provides a number of aquatic programmes, and critically analyzes methods and techniques used to develop social skills in young children with Autism Spectrum Disorders (ASD). Social skills are interpreted through a ToM theory lens, emphasizing interactions, such as understanding, explaining, predicting, and manipulating the behavior of themselves and others. Based on these elements, the purpose of this review is to study the role of adapted group aquatic programmes and its effect on children with ASD to understand the concept of peers and learning the benefits of two important social skills, teamwork, and relationships. An online search through ProQuest and First Search resulted in seven studies of diverse methodologies. All these studies support the value of these programmes as a means of social skills’ development. Qualitative as well as quantitative data which included, checklists, interviews, and tests, indicated these programmes benefit ASD children’s’ social skills, such as cooperation, communication and increase in self-esteem. Findings suggested that children with ASD have opportunities to make new friends, feel more comfortable in a group and reduce anxiety through swimming. These relationships can continue, as they discover other common interests. More longitudinal studies are needed to develop aquatic activities as an extracurricular activity and the planning process to achieve the intended outcomes. By synchronizing theory with sports activities and teamwork, children with ASD can feel a deep sense of accomplishment upon achievement.

Keywords: Autism spectrum disorders, interactions, social skills, swimming, teamwork

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Reviews

GEORGETA PÂNIȘOARĂ. PSYCHOLOGY OF LEARNING. HOW DO CHILDREN AND ADULTS LEARN? Iaşi, Polirom Publishing House, 2019, 296 pages, ISBN 978-973-46-7725-2| Andreea-Diana SCODA

Full review


FULL ISSUE

RP 2018-1

THEORETICAL STUDIES

FORMATIVE ASSESSMENT AS ASSESSMENT FOR LEARNING DEVELOPMENT | Lucian VOINEA

View article | Abstract&Keywords

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
View article | Abstract&Keywords

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
View article | Abstract&Keywords

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
View article | Abstract&Keywords

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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ASIGURAREA CALITĂȚII ÎN ÎNVĂȚĂMÂNTUL SECUNDAR GENERAL DIN UCRAINA, CĂTRE ATINGEREA STANDARDELOR EUROPENE | Oleh TOPUZOV
Vezi articolul | Abstract&Keywords

Abstract: Articolul analizează integrarea învățământului ucrainean în spațiul educațional european, în condițiile alegerii direcției europene, pentru Ucraina; în contextul integrării învățământului ucrainean în spațiul educațional european, se evidențiază o serie de reforme strategice, cum ar fi: actualizarea potențialului științific și pedagogic existent, punerea în aplicare a oportunităților elevilor și profesorilor ucraineni pentru prognoza, programarea, sprijinul științific și metodic pentru cooperarea în domeniile prioritare ale educației; adoptarea deciziilor strategice de management, care vor crea o foaie de parcurs pentru intrarea sistemului de educație ucrainean în spațiul educațional european; reformarea finanțării sistemului de învățământ; promovarea introducerii celor mai recente abordări științifice și a tehnologiilor educaționale; continuarea democratizării activității instituțiilor de învățământ; îmbunătățirea calității formării viitorilor profesori și a profesorilor universităților pedagogice; promovarea și dezvoltarea cooperării internaționale pentru instituțiile naționale de învățământ; asigurarea condițiilor pentru mobilitatea educațională. S-a stabilit ca una dintre prioritățile integrării sistemului de învățământ, în special a învățământului secundar general din Ucraina, în Spațiul Educațional European, să fie asigurarea calității în conformitate cu standardele europene. Conform Legii educației din 5 septembrie 2017, învățământul secundar general are trei niveluri de educație: învățământul primar care durează patru ani (începând cu vârsta de 6 ani); învățământul secundar de bază care durează cinci ani; învățământ secundar de profil de trei ani. S-a ajuns la concluzia că, în Ucraina, realizarea calității europene a educației va fi un factor puternic în rezolvarea problemelor economice, politice și culturale ale integrării europene a țării noastre, în dezvoltarea societății prospere și democratice. Prin urmare, în procesul de dezvoltare a sistemului național de învățământ, trebuie să se acorde mai multă atenție problemei asigurării calității educației.

Keywords: asigurarea calității, învățământul secundar general, opțiunea de europenizare a Ucrainei, Spațiul Educațional European, standarde europene

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PRACTICA REFLECTIVĂ A PROFESORULUI – O NECESITATE | Ioana STĂNCESCU, Luminiţa Mihaela DRĂGHICESCU, Ana-Maria Aurelia PETRESCU
Vezi articolul | Abstract&Keywords

Abstract: Lumea în care trăim este una în permanentă schimbare, restructurare, transformare. Sistemul educaţional trebuie să se racordeze la această lume şi să formeze viitori adulţi responsabili, flexibili, creativi, care să răspundă adecvat solicitărilor din mediul social. Raportându-se la o astfel de ţintă, procesul de învăţământ urmăreşte formarea unor elevi care să dispună de competenţe de comunicare, cognitive şi metacognitive, emoţionale, interculturale, investigative, digitale, civice etc.
Întrebarea care se pune, firesc, în această situaţie, este ce fel de profesori pot forma astfel de elevi. Dincolo de pregătirea iniţială şi continuă pentru profesia didactică, profesorii trebuie să înţeleagă că eficientizarea activităţii didactice implică, în mod necesar, reflecţia asupra acesteia.
Prezentul studiu se focalizează pe conceptul de practică reflectivă, pe delimitarea unor etape ale acestui demers, pe identificarea unor metode şi instrumente specifice practicii reflective (jurnalele de reflecţie, înregistrările video şi audio ale lecţiilor, feed-back-ul etc.) şi, respectiv, pe conturarea unui posibil model de personalitate al profesorului reflectiv, ce își subsumează următoarele dimensiuni: cunoaşterea de sine, cunoaşterea elevilor, cunoaşterea organizaţiei şcolare, cunoaşterea curriculum-ului, cunoştinţe în domeniul pedagogic.
Considerăm că practica reflectivă reprezintă o resursă valoroasă, încă insuficient exploatată, care poate aduce beneficii importante profesorului şi, implicit, elevilor, asigurând succesul şcolar şi, ulterior, profesional şi social.

Keywords: calitatea procesului educaţional, competenţe, practică reflectivă, profesor reflectiv, stil didactic

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STUDII EMPIRICE

CAUZE ALE VIOLENȚEI ȘCOLARE ȘI POSIBILE MODELE REMEDIALE | Otilia APOSTU
Vezi articolul | Abstract&Keywords

Abstract: Violența școlară este o manifestare la fel de veche ca istoria școlii. Formele de realizare, intensitatea și frecvența manifestărilor violente, implicarea diferiților actori ai școlii în inițierea acestora, dar și percepția și toleranța opiniei publice față de formele de violență și actorii ei sunt cele care variază de-a lungul timpului, conferindu-le specificitate și înțelegere diferită. Violența manifestată în spațiul școlar are forme variate de manifestare, iar pentru combaterea și prevenirea ei, esențiale sunt conștientizarea și acceptarea fenomenului în contextul larg al cauzelor care au determinat-o. Prezentul studiu este focalizat pe cauzele violenței școlare, în directă relație cu factorii determinanți ai acesteia (individuali, socio-familiali și școlari), și sunt analizate la trei niveluri diferite de manifestare: violența între elevi, violența elevilor asupra profesorilor, violența profesorilor asupra elevilor.
Prezentul studiu se bazează pe date de anchetă care investighează fenomenul violenței școlare la nivel național, din perspective multiple. Analiza realizată utilizează date cantitative obținute în cadrul unor anchete prin chestionar adresate elevilor, directorilor, profesorilor, consilierilor școlari, precum și date calitative obținute în cadrul unor anchete prin interviuri focalizate de grup realizate cu elevi, cadre didactice, părinți. Analizele întreprinse permit punerea în relație a opiniilor diferiților actori ai școlii asupra cauzelor violenței școlare, care, uneori, sunt antagoniste. Provocarea prezentului studiu nu este determinarea veridicității sau importanței cauzelor violenței școlare identificate de actorii școlii, ci pornind de la aceste cauze vor fi identificate măsuri, strategii, politici a căror implementare ar putea conduce la o vedere unitară a actorilor școlii asupra problematicii violenței școlare și la reducerea și combaterea manifestărilor violente la nivelul școlii.

Keywords: politici educaționale, prevenție și combatere a violenței, violență școlară

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DISCURSURI COMPETITIVE DESPRE ROLUL PROFESORULUI, ÎNTR-UN LICEU TEORETIC | Octavia Mihaela BORȘ
Vezi articolul | Abstract&Keywords

Abstract: Acest articol descrie discursurile competitive despre rolul profesorului la clasă, identificate într-un colegiu teoretic din mediul urban mic, pe baza analizei a 11 interviuri semi-structurate cu profesori de liceu. Interpretarea modului în care profesorii invocă rolul profesorului în poveștile lor identitare, a dezvăluit următoarele discursuri competitive: profesorul trebuie să transmită cunoștințe versus profesorul trebuie să înlesnească înțelegerea; profesorul trebuie să noteze „obiectiv” versus profesorul trebuie să noteze „flexibil”. Argumentul principal al articolului este că în liceul studiat, domină ideea că profesorul trebuie să transmită cunoștințe și să noteze „flexibil”. A nota „flexibil” înseamnă a răspunde așteptărilor părinților, directorului și colegilor de „a da note mari” anumitor elevi și/sau tuturor elevilor. Această așteptare din partea profesorilor este favorizată de politica universităților de a include media generală din anii de liceu, în criteriile de admitere la programele de licență, dar și de politica liceului de a da posibilitatea părinților să aleagă profesorii copiilor lor pe baza unei cereri și dacă există consens între părinți.

Keywords: analiză de discurs, colegiu teoretic, evaluare a elevilor, politici de admitere, programă

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POLITICI PRIVIND MOBILITATEA ACADEMICĂ ÎN ÎNVĂȚĂMÂNTUL SUPERIOR DIN BOSNIA ȘI HERȚEGOVINA | Daniela POPA, Ratko KNEZEVIC
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Abstract: Predarea și studierea în străinătate sunt elemente cheie în reducerea izolării regionale a comunității academice. Programele de schimb internațional sunt deosebit de importante pentru dezvoltarea profesională și personală pe care o facilitează, având, de asemenea, un efect pozitiv asupra mediului socio-economic. Aceste mobilități permit fiecărui candidat să câștige o nouă și prețioasă experiență, să învețe limbi străine și să-și dezvolte, exerseze competențele interpersonale în medii culturale diferite. Acest articol furnizează o analiză SWOT privind implementarea politicilor educaționale cu privire la mobilitățile academice din instituțiile de învățământ superior din Bosnia și Herzegovina. Cercetarea presupune un demers calitativ. Metodele de colectare a datelor au fost interviurile semi-structurate cu respondenți cheie, experți în învățământul superior și studiul documentelor (legi, măsuri de implementare, decizii ale consiliilor de administrație universitare). Rezultatele evidențiază ca principale avantaje: transferul de cunoștințe transfrontaliere și numărul crescut de tineri profesioniști cu un nivel ridicat de angajabilitate. Cele mai pregnante bariere sunt atitudinile tributare sistemului de educație anterior și insuficienta promovare a tuturor beneficiilor ce pot fi obținute din acest tip de mobilități. Valoarea acestui articol stă în potențialul său de a sublinia complexitatea țării cu neobișnuit de multe ministere ale educației care afectează mobilitățile academice.

Keywords: învățământ universitar, procesul Bologna, transfer de cunoștințe

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RECENZII

CONSTANTIN CUCOȘ. EDUCAȚIA. REÎNTEMEIERI, DINAMICI, PREFIGURĂRI. Iași, Editura Polirom, Colecția „Științele educației. Structuri, conținuturi, tehnici”, 2017, 278 pagini, ISBN print: 978-973-46-6760-4 | Gabriela Alina ANGHEL
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ADRIAN MIROIU, BOGDAN FLORIAN. UNIVERSITATEA ROMÂNEASCĂ AZI. București, Editura Tritonic, 2015, 356 pagini, ISBN: 978-606-749-033-6 | Otilia APOSTU
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CRISTINA SIN, AMÉLIA VEIGA, ALBERTO AMARAL. EUROPEAN POLICY IMPLEMENTATION AND HIGHER EDUCATION. ANALYSING THE BOLOGNA PROCESS (Implementarea politicii europene și învățământul superior. Analiza Procesului Bologna). Londra, Palgrave Macmillan, Colecția: Provocări în învățământul superior, 2016, 236 pagini, ISBN print: 978-1-137-50461-6 | Miruna Luana MIULESCU 
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IN MEMORIAM

EUGEN NOVEANU. DIMENSIUNEA ASCUNSĂ | Dan BADEA

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NUMĂR ÎNTREG

RP 2017-2

THEORETICAL APPROACHES

SELF-REGULATION RESEARCH IN THE CONTEXT OF EDUCATIONAL NEUROSCIENCE – A SYSTEMATIC REVIEW

SELF-REGULATION RESEARCH IN THE CONTEXT OF EDUCATIONAL NEUROSCIENCE – A SYSTEMATIC REVIEW  Violeta Maria CARAGEA, Lucian VOINEA, Miruna Luana MIULESCU
Full article | Abstract&Keywords

Abstract: Self-regulation in school contexts is a subject that caught the attention of researchers from many disciplines. Educational neuroscience is an emerging research field aiming to bridge the neuroscientific knowledge and methodology with those of more consecrated research disciplines investigating learning and education, like psychology, sociology or education. Our paper investigates recent empirical studies exploring self-regulation in preK-12 educational contexts and which were identified as educational neuroscientific literature. As a result of an extensive search and filtering process conducted in conformity with the systematic review methodology, we found five articles that passed the predefined filtering criteria. Our findings suggest that this type of literature appeared mostly in the last decade with the occasion of new neuroscientific methodologies allowing conducting non-invasive advanced brain studies. The main self-regulation elements these studies focus on are academic motivation, attention orientation, self-perception on own mental abilities and behaviours, cognitive and emotional engagement in learning, social and task-related behaviour regulation. The methodologies used consisted mainly in self- or others-reported questionnaires, behavioural measures evaluation, academic performance measurement, computerized testing of cognitive abilities, physiological measures recordings (e.g. saliva or blood samples, heart rate), electroencephalography (EEG), and functional magnetic resonance imaging (fMRI). The samples included in the reviewed articles vary from preschool to primary, middle and high school students, comprising 376 participants in total. The reported research outcomes are rather limited but they also offer optimism regarding the possibilities to use neuroscientific methods for investigating self-regulation in an educational context. Various aspects regarding limitations of this type of research are discussed.

Keywords: educational neuroscience; school context; self-regulation; systematic review.

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INTERCOMPREHENSION IN THE FOREIGN LANGUAGE CLASS Andreea-Manuela COJOCARIU
Full article | Abstract&Keywords

Abstract: The concept of intercomprehension is now part of the lexicon of the Didactics of Languages or of the vocabulary of those who reflect on teaching and learning foreign languages in the context of promoting the plurilingualism of European citizens. Intercomprehension is one of the current concerns although it has not yet really entered school and university institutions. It is in the state of experience, project or training and yet there is abundant material and intense reflection on this subject. Intercomprehension is considered practical worthy of being tried and for this reason there is a pedagogy and didactics of intercomprehension. My objective regarding intercomprehension is to investigate the interest, the possibilities and the modalities of a better awareness of the contact of languages in the classes of FFL (French as a Foreign Language).

Keywords:foreign languages; intercomprehension; plurilingualism

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REFERENCE POINTS IN CURRICULUM DESIGN: GEOGRAPHY AS A SCHOOL SUBJECT Octavian MÂNDRUŢ
Full article | Abstract&Keywords

Abstract: This study is theoretical and exploratory. It aims to describe a reference system which should determine or influence the decisions for the new curriculum design. The example of geography as a subject matter (or, in a wider perspective, of a field of study called “Geography – Environmental Studies”) reveals specific elements resulting from the characteristics of the interior structure. The reference system may be altered, reduced, amplified, categorized or adjusted with respect to other subjects or fields of study, that are at least similar. The example of the “vertical” curriculum of Geography (grades V – XII) relies upon a system of outcomes (competencies) in progression (according to levels and ages) and it depends on the time horizon of the design. Consequently, different options might come out within the process. Nevertheless, the curriculum depends a lot on the paradigm of its design: with a scientific dominance (with a likely minimal individual human insertion) or with a subjective touch, as a result of some individual or group opinions which are more or less justified.

Keywords: competences; curriculum; environmental studies; fields of study; geography

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ANALYSIS OF THE SCHOOL ENVIRONMENT FROM THE PERSPECTIVE OF THE STUDENTS’ STRESS Angelica MIHĂILESCU
Full article | Abstract&Keywords

Abstract:The present paper aims at drawing attention on the stress levels students are exposed to in the educational environment. The study into the students’stress is insufficiently explored, and it can open new research directions in education given the general interest for the improvement of the school climate and effectiveness. In order to briefly present this topic we carried out document analysis and review of research that looks into the stress factors in education either as a study focus or in a wider perspective. Among these we highlight the fear of error, assessment and exams, public speaking.

Keywords: public speaking; assessment; stress factors; stress in education; fear of error

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RESEARCH RESULTS

GUIDANCE IN HIGHER EDUCATION: NEEDS AND PRACTICES | Oana GHEORGHE, Mirela ALEXANDRU
Full article | Abstract&Keywords

Abstract: Dezvoltarea societăţii aduce astăzi o transformare continuă a conceptului de carieră, concept ce sparge bariere de gen şi de cultură. Debutul în carieră poate fi anevoios, iar nevoile tinerilor sunt dinamice, de aceea consilierea pentru carieră este un domeniu ce evoluează continuu, adaptându-şi strategiile, metodele şi mijloacele la grupul ţintă. În acest articol, s-a analizat relaţia dintre serviciile de consiliere pentru carieră, disponibile în cadrul universităţii VIA University College, din Danemarca, şi nevoile specifice ale studenţilor. De asemenea, am intenţionat să atragem atenţia asupra importanţei dezvoltării serviciilor pentru carieră, aceste servicii putând sprijini studenţii să îşi dezvolte atât competenţele profesionale, cât şi pe cele transversale, care să le permită să se adapteze mai uşor şi mai repede frecventelor schimbări apărute la nivelul pieţei muncii. Ideea realizării unei platforme on-line prin intermediul căreia să li se ofere studenţilor servicii de consiliere pentru carieră poate fi preluată şi adaptată contextului românesc.

Keywords: carieră; consiliere; nevoi ale studenţilor; piaţa muncii

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UKRAINIAN EXPERIENCE OF ENHANCING SECONDARY SCHOOL PUPILS’ FINANCIAL LITERACY AT MATHEMATICS LESSONS | Nataliia VASYLIUK
Full article | Abstract&Keywords

Abstract: The article covers the role of financial literacy in the country’s economic growth, reveals the essence of the notion and significance of financial literacy, highlights the main results of studies that determine the level of financial literacy of the population of Romania and Ukraine. The main steps to improve the level of financial literacy of the citizens of both countries are listed. The Ukrainian experience of developing financial literacy of high school students during mathematics lessons is underscored. The author suggests the recommendations and certain examples of tasks for raising the level of financial literacy of high school pupils in the process of teaching mathematics.

Keywords: financial literacy; lessons of mathematics; mathematics training; problems of financial content

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TEATRUL ÎN ŞCOALĂ. O INIŢIATIVĂ EDUCAŢIONALĂ PENTRU VIITOR Sylvia ROTTER, Ciprian NIŢIŞOR
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Abstract: The aim of this paper is to highlight experiences and benefits of drama in education that have been developed through the project „The National Educational Initiative – Drama in education”. The project was carried out in 2014 in Romanian secondary schools by the Vienna Theatre for Children Association. The initiative addressed to children, teens and teachers alike. The starting point of the project lies in the research and methodology that were developed within the “School for Life” initiative of the Vienna Theatre for Children in 2008. The focal point consists in exploring the impact of play in education and learning. The two projects that are mentioned in the paper identified and evaluated the skills of the children and youth who got involved in the drama activities. The results showed cognitive, emotional and interpersonal progress in acquisition.

Keywords: Das Wiener Kindertheater; drama in education; educational initiative; theatre for children

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THE SCHOOL – FAMILY EDUCATIONAL PARTNERSHIP Maria-Livia GÂRŢU
Full article | Abstract&Keywords

Abstract: The study brings to attention the issue of parenting and the school-family partnership, namely the case of young students, given the fact that their education raises more and more serious problems to their parents. They are entirely responsible for educating their children up to the school age. When the children start school, the responsibilities for their education are divided between family and school. The school-family partnership means effective communication, clearly-defined tasks, homogeneous actions for the benefit of the child; parents must be considered as active participants in the school education considering the fact that they know their children the best. In the past years, parenting programs are more successful than ever, by means of which educators teach parents how to raise their children with respect to positivity – Appreciative Parenting. According to it, several types of parental support are delivered: individual counselling, coaching, group counselling, parenting courses, support groups. In order to form positive behaviours in children, both parents and educators need four elements: love, availability, direction and dosage.

Keywords: school – family educational partnership, parenting programs, appreciative parenting, child behaviour

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FULL ISSSUE 

rp – 2016-2

ABORDĂRI TEORETICE

SOMETHING OLD, SOMETHING NEW… REFLECTIONS ON THE ROLE OF LITERARY TEXT IN TEACHING EFL | Stela ROŞCOVAN

Full article | Abstract&Keywords

Abstract: This article highlights the educational and instructional value of literary texts in the EFL classroom, pointing at various strategies that can be applied to actively involve learners in text-related activities and in communicative activities that go beyond the text, among which, heuristic ones. The literary text has been overshadowed and underappreciated as a teaching resource in EFL and this article is trying to revive it stressing the manifold benefits it can have for the learner.

Keywords: literary text, heuristic strategy, competence, reading, involvement.


EQUITY – BETWEEN DECLARATION AND REALITY IN HIGHER EDUCATION | Irina HORGA, Otilia APOSTU

Full article | Abstract&Keywords

Abstract: This article presents the equity problematic in higher education from an historical perspective. The analyse makes general references to the international context and undertakes a specific approach upon the Romanian higher education. The data relay on an incursion in the legislation level and into specific educational practices for every historical period. In the Romanian higher education the equity was approached from the perspective of the equal access and equal opportunities at the admission, along the studies and at the departure from the educational system.

Keywords: equity, higher education, affirmative measures, university autonomy.


IN-SERVICE TEACHER TRAINING IN NON-FORMAL EDUCATION | Ana-Maria Aurelia PETRESCU, Ioana STĂNCESCU

Full article | Abstract&Keywords

Abstract: We live in a society that is in a constant and rapid change process, a society in which lifelong learning continues to be a main engine, even if formal education, in its traditional form, tends to lose ground in front of the other two forms: non-formal and informal education. Contemporary man cannot be limited only to acquire a large volume of knowledge. It becomes more important the pragmatic vision on education, which is to know what to do, how to use knowledge products, to structure a set of functional knowledge and then convert this knowledge into constructive attitudes and behaviors. As such, it is an imperative for teachers to pay particular attention to develop their own professional and transversal competences, specific for non-formal education area. This form of education, perceived as a bridge between school education/formal education and informal education, mainly carried out in the family and in society, in general, represent a favourable educational context to the personality development of modern man.

Keywords:formal education, non-formal education, informal education, professional competences, transversal competences.


ON A POSSIBLE PEDAGOGICAL ADJUSTMENT OF THE LESSON | Cristian PETRE

Full article | Abstract&Keywords

Abstract: The actual context of educational praxis is adjusted, in education policy, by a precise reference: competence-based curriculum. Motivation for such (re)orientation generates complementary effects: focusing on student, focusing on learning. The informational offer regarding the territories of significance which are associated with new milestones-concept is rich and heterogeneous, and through these attributes, generating confusion and nutritional for apories. Under a state of necessity (that of a unified vision, coherent and cohesive reflected in concrete efforts by learning management), how can be negotiated the diversity of competence’s meanings (as finality of school learning)? In this context stimulated by paradigmatic remodelling which are the practical effects teacher can manage? The theoretical „infrastructure” regarding lesson remains valid, in the conditions of an analytical modelling which operates with variables such as „knowledge”, „abilities”, „attitude”? The relative rhetorical character of the last sentence receives during this material a confirmation of the utility of a more complex approach that does not ignore a multiple resizing lesson: structural, temporal, typological, designing, conceptual. The paper addresses to teachers and those who are forming for this profession. It is proposed as a management lesson’s interpretative and methodological alternative.

Keywords: class learning, home learning, competencies, lesson.


PARTICULARITIES OF EDUCATION FOR VALUES AT PRESCHOOL AGE | Adriana NICU

Full article | Abstract&Keywords

Abstract: By means of the purpose of education, axiology proves itself to be necessary in the educational process. Concepts like evaluation, value and valorization are inter-related and they originate in fairy tales and legends. Kindergarden plays an overwhelming role in the child’s axiological values. The article refers to the selection and organizing of a set of values in a preschool education curriculum where children are prepared for a dynamic world. Multiculturalism leads to the incorporation of individual and national values into a universal value of all mankind.

Keywords: axiological education, value, preschool age, axiological exercises.


THE DISCIPLINE OF THE PRESCHOOL CHILD. AN OVERVIEW OF DISCIPLINE ISSUES IN MONTESSORI PRESCHOOL EDUCATION | Izabela Cezarina Tatiana BĂRBIERU

Full article | Abstract&Keywords

Abstract: Regarding the evolution of discipline in history it is noticed the fact that it was based on coercive methods like constraint and corporal punishment. Nowadays, the matter of discipline in education is in the foreground. Therefore, approaching this matter must be made from the beginning, from preschool. Starting from defining the concept, the article presents a new approach for the discipline of the child. The Montessori methods presents the model of active discipline by placing the child into a prepared environment according to his needs, having the freedom to choose his materials under the apparently passive guidance of the educator. The child’s interest toward the materials that are especially conceived induces active and spontaneous concentration, which represents the first step in correcting the behavioural deviations.

Keywords: discipline, preschool, freedom, normalization, Montessori.


RESEARCH RESULTS

PROGRAMELE CAREER COACHING IN THE DUTCH HIGHER EDUCATION. A CASE STUDY | Tatiana CIFF, Miriam TERPSTRA

Full article | Abstract&Keywords

Abstract: This article aims to present an overview of the theoretical framework of the career orientation programmes in the higher education in The Netherlands in general, and exemplify it, by presenting the structure and implementation of one of these programmes that is implemented in an Applied Sciences University, in particular.

Keywords: SCP (Student Career Planning), PDP (Personal Development Planning).


COMUNICAREA INTERCULTURALĂ: O ABORDARE CLIL ÎN PREDAREA LIMBII ENGLEZE | Ionuţ CĂPENEAŢĂ

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Abstract: Lucrarea îşi propune să prezinte un opţional care vizează dezvoltarea de competenţe de comunicare interculturală, dar şi competenţele de comunicare în limba engleză într-o manieră integrată şi rezultatele acestuia după şase luni de la implementare. Grupul ţintă al proiectului îl reprezintă o clasă a XI-a, specializarea filologie – engleză intensiv, cu un nivel al limbii engleze B1, conform Cadrului European Comun de Referinţă al Limbilor, dar cu motivaţie scăzută pentru studiul limbii engleze. Pe lângă dezvoltarea competenţelor de comunicare interculturală şi a celor de comunicare în limba engleză, cursul doreşte să faciliteze tranziţia elevilor către nivelul B2, care presupune un grad mai mare de abstractizare a temelor. Cursul a fost conceput în septembrie 2015 şi este implementat în anul şcolar 2015-2016. Încă de la început, cursul a avut succes, fiind privit de elevi ca un element de noutate şi o alternativă la curriculumul clasic, iar după şase luni, rezultatele sunt notabile: elevii sunt mai implicaţi, iar motivaţia lor a crescut considerabil. Notabil este şi cazul a trei elevi cu nivelul A2 care au reuşit să îşi amelioreze competenţele de comunicare în limba engleză, ajungând la nivelul B1, dupa cum arată rezultatele unui test aplicat dupa trei luni de la implementarea proiectului.

Keywords: CLIL, motivaţie, implicare, competenţe de comunicare.


ROLURI ŞI RESPONSABILITĂŢI ÎN RELAŢIILE EDUCAŢIONALE | Roxana ENACHE

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Abstract: Autoritatea cadrului didactic nu trebuie confundată cu autoritarismul şi nu trebuie să fie utilizată ca sursă de putere. Autoritatea profesorului trebuie utilizată ca mijloc de pregătire a autonomiei, a obiectivităţii în interacţiunea socială, a libertăţii conştiente a tinerilor. În managementul educaţiei se manifestă o autoritate formală, de poziţie, legitimă, statuată, şi alta funcţională, de competenţă. Autoritatea formală are efecte negative asupra dezvoltării elevilor, este generatoare de conflicte psihosociale şi randament scăzut. Autoritatea formală este acea autoritate care decurge din manifestarea unui statut socio-profesional, iar cea de competenţă este cea care se manifestă prin prisma abilităţilor, a priceperilor şi a competenţelor cadrului didactic dovedite în actul educaţional. În managementul educaţional eficient funcţionează mai degrabă autoritatea decât puterea, mai degrabă autoritatea de competenţă decât cea formală. Competenţele didactice, metodologice, de organizare, de evaluare sunt surse ale autorităţii de competenţă.

Keywords: autoritatea profesorului, autonomia şi responsabilitatea elevului, autoritate formală, autoritatea de competenţă.


MOTIVAREA ELEVILOR TINERI ÎNTR-O ȘCOALĂ PRIMARĂ DIN ROMÂNIA | Diana COJOCNEAN, Stanca IUREAN

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Abstract: Studiul de faţă prezintă modul în care o instituţie de învăţământ din România foloseşte anumite strategii de motivare a elevilor din clasele primare, percepţia părinţilor asupra eficienţei utilizării acestor strategii precum şi perspectiva cadrelor didactice asupra folosirii acestor strategii la clasă. Studiul a avut loc în cadrul unei instituţii de învăţământ privat din Cluj-Napoca şi prezintă date culese dintr-un chestionar online, precumşi din fişele de observaţie completate de cadrele didactice. Astfel, datele culese din cele două surse prezintă modul în care strategiile de motivare existente la nivelul instituţiei de învăţământ din studiul de faţă sunt percepute de către părinţii elevilor şi de către cadrele didactice care le folosesc. Principalul scop al studiului a fost investigarea modului în care elevii se raportează la strategiile motivaţionale, Ora de Aur, Star of the Week şi Punctele Spectrum, precum şi identificarea modului în care aceste strategii sunt percepute de către părinţi şi cadrele didactice.

Keywords: strategii motivaţionale, motivaţia extrinsecă, motivaţia intrinsecă, contextul social, recompense.


PREDAU DIVERSITATE LA ORELE MELE ŞI ELEVILOR LE PLACE! PREZENTARE PROGRAM CJI | Alina BĂLAN

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Abstract: Programul educaţional „PREDAU DIVERSITATE LA ORELE MELE ŞI ELEVILOR LE PLACE!”, coordonat de Centrul de Jurnalism Independent Bucureşti,şi-a propus facilitarea accesului tinerilor la informaţii cu referire la drepturile şi obligaţiile civice, la statul de drept şi democraţie, la valorile constituţionale, într-o manieră inovativă adaptată provocărilor şi preocupărilor specifice vârstei elevilor (cum ar fi interacţiunea în mediul virtual),prin integrarea activităţilor educaţionale specifice în cadrul orei de Limba şi literatura română, contribuind la creşterea atractivităţii procesului instructiv-educativ. Proiectul a permis organizarea mai multor activităţi educaţionale în acord cu imperativele educaţiei pentru diversitate, pe teme de interes pentru elevi, precum: aspecte ale diversităţii, violenţa domestică, discriminarea/ discursul incitator la ură/ marginalizarea, provocările internetului, improvizaţii teatrale, dezbateri sau vizionări de filme educative urmate de sesiuni de întrebări şi răspunsuri.

Keywords: diversitate, incluziune socială, discriminare.


CULTURĂ PRIN MUZICĂ/ CULTURE THROUGH MUSIC: KODALY, DALCROZE ŞI ORFF – TREI METODE DE EDUCAŢIE MUZICALĂ CARE TEAJUTĂ SĂ ÎNŢELEGI ALTFEL MUZICA | Ioana MARGHITA, Roxana BRIŞCARIU

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Abstract: Într-un context în care metoda tradiţională de predare a artei sonore demonstrează din ce în ce mai mult că nu constituie singura soluţie valabilă pentru educaţia muzicală generală, proiectul „Cultură prin muzică/ Culture through music” vine cu o perspectivă revigorantă, oferind experienţa directă a trei metode ce şi-au dovedit deja succesul pe plan internaţional şi despre care pedagogii români cunosc doar informaţii abstracte, prezente în dicţionarele şi volumele de specialitate. Principiile şi strategiile educaţionale ale metodelor Dalcroze, Orff şi Kodály coincid de multe ori, într-un consens ce demonstrează, de altfel, natura lor holistică şi care devine mai important decât elementele care le diferenţiază. De la Dalcroze, pentru care mişcarea corporală este intim legată de muzică, răspunsul natural al trupului potenţând sunetul, la Orff, care pune accent pe importanţa improvizaţiei instrumentale, dar şi pe verb, pe cuvânt, cu profilurile lor ritmice care stau la baza artei sonore, şi până la Kodály, promotorul cântului vocal, prin care conceptele sonore sunt mult mai firesc înţelese şi asimilate, toate cele trei metode pledează pentru regăsirea copilului interior, gata oricând să se joace şi să se bucure împreună cu sunetele.

Keywords: Dalcroze, Orff, Kodály, educaţie, pedagogie.


AGENDA EDUCAȚIEI

CONFERINŢA EUROGUIDANCE „CONSILIEREA ŞI ORIENTAREA ÎN CURRICULUMUL ŞCOLAR” | Angela ANDREI

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CĂTRE POLITICI EDUCAŢIONALE BAZATE PE CERCETARE. MECANISME DE MOBILIZARE A CUNOAŞTERII ŞI „BROKERING” AL CERCETĂRII ÎN EDUCAŢIE (ACRONIM: IMPACT2) | Elena MARIN, Georgeta ION, Romiţă IUCU, Mihaela STÎNGU, Simona IFTIMESCU, Carmen PROTEASA

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O VIZITĂ DE STUDIU ÎN STATELE UNITE ALE AMERICII. EXPERIENŢE ŞI LECŢII ÎNVĂŢATE | Magdalena BALICA, Angela TEŞILEANU

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RECENZII

ETERNAL RETURN? THE SPECTER OF RADICALISM AMONG YOUNG PEOPLE IN EUROPE AND HUNGARY. Budapesta, L’Harmattan, 2015, 224 p., ISBN 978-2-343-08456-5 | Ana-Maria DALU

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NUMĂR ÎNTREG