All posts by cornelio

RP – 2021 – 1

STUDIES

COLLABORATIVE LEARNING IN AN ACTION RESEARCH PROJECT RESPONDING TO CHALLENGES OF ONLINE EDUCATION DURING THE COVID-19 PANDEMIC | Leyla SAFTA-ZECHERIA, Sebastian ŞTEFANIGĂ, Ioana-Alexandra NEGRU, Francisca-Hortensia VIRAG, Anca MĂRGINEANU
Full article | Abstract&Keywords

Abstract: The measures put in place to stop the spread of the Covid-19 have had a major impact on the organization of educational processes. School teachers have been faced with overnight digitalization of their activities without always receiving adequate support with this transition. The present paper reports on a participatory action research project in the form of a tutoring program that sought to understand and respond to these challenges. The project took the form of an open learning initiative addressed to teachers in April – June 2020, followed by a data collection and analysis phase. 37 teachers in four Romanian counties benefited from personalized forms of support offered by 20 student- tutors enrolled in the Educational Sciences Department at the West University in Timişoara. All project activities were carried out at a distance, in the vast majority of cases, online. In analyzing the data produced by the project (tutor reflection log entries, qualitative interviews and focus groups with teachers and tutor students) we seek to answer the following research question: How did a collaborative learning process emerge as part of a participatory action research project carried out during the onset of online teaching and learning practices?. The collaborative learning responded to teachers’ immediate and individual needs regarding the development of digital competences, as well as related to pedagogical and emotional support. Through the tutoring program, the expected roles of the educational actors were reversed: since the undergraduate students were not primarily beneficiaries of the educational processes, but took on an active part as facilitators of the teachers’ learning processes. Thus, a competence transfer from the university to the pre- university environment took place, at a faster rate than it would usually happen.

Keywords: Action-research, collaborative learning, digital competences, remote teaching in times of crisis

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


ONLINE LEARNING DURING THE PANDEMIC: ASSESSING DISPARITIES IN STUDENT ENGAGEMENT IN HIGHER EDUCATION | Oana LUP, Elena Cristina MITREA
Vezi articolul | Abstract&Keywords

Abstract: Student engagement is consequential for learning outcomes and is a key factor in student achievement. While its impact on educational outcomes in a face-to-face setting has made the focus of extensive research, less is known about its effects in the context of online learning, especially in Eastern Europe. The Covid-19 pandemic has forced all higher education institutions in Romania to switch to emergency online learning, with little or no previous experience in this form of instruction. This makes it a highly relevant and interesting case for the study of online learning effects on student outcomes. This article therefore investigates disparities in student engagement in the context of emergency online learning in a sample of undergraduate Romanian students. The article focuses on active learning as a key element of student educational engagement, exploring differences in student background characteristics, such as socioeconomic status, employment status and time spent caring for dependents, as well as studying conditions. Results indicate that the sudden change to emergency online learning has created new disparities in perceived levels of student engagement based on the lack of private, interruption-free spaces and a reliable internet connection, as well as time spent doing housework.

Cuvinte cheie: Disparities, higher education, online education, student engagement

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


HIGHER EDUCATION IN ONLINE ENVIRONMENT – CHALLENGES AND POSSIBLE SOLUTIONS | Luminiţa Mihaela DRĂGHICESCU, Ioana STĂNCESCU
Full article | Abstract&Keywords

Abstract:In the current national and international context, the education “hosted” in the online environment, which was once only a secondary solution, rarely used, has become the main way to ensure the continuity of the learning process. In this study, we aimed to capture the reactions of those who were the first to experiment an exclusively online, learning process, i.e. the reactions of the students. We used an investigative approach focused on the following objectives: identifying the perception of students/learners regarding the efficiency and quality of the educational process carried out in the online environment and highlighting ways to improve teaching activities conducted online. The main research method was the questionnaire-based survey. The questionnaire was administered online, integrating a series of items that addressed issues such as: students’ participation in educational activities, problems encountered, solutions to optimize the didactic process conducted in the online environment. Following the investigative approach, the main conclusions are the following: most of the surveyed students consider that the educational activities carried out in the online environment do not have the same efficiency as the direct activities (face to face); the main problems highlighted by the respondents were: overload, fatigue, demotivation, learning difficulties in understanding and operating with certain content, poor Internet connection, but also the lack of necessary indications to facilitate learning. We appreciate that the results of our study may be relevant for practitioners in the field of education, especially for those from higher education, but also for all those interested in digital education.

Keywords: Digital competences, digital resources, online education, quality of university education, reflective practice

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES? | Iulia GONŢA, Cristina TRIPON
Full article | Abstract&Keywords

Abstract: The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

Keywords: Digital learning, online education, students’ perspective, teacher training

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


THE COVID-19 PANDEMIC AND THE ONLINIFICATION OF TEACHING AND LEARNING | Adrian NĂZNEAN
Full article | Abstract&Keywords

Abstract: Online education is of various types and can be defined in numerous ways. Over the last few decades, online education has gained popularity, but has also been regarded with reluctance and scepticism as to the benefits it may have. The COVID- 19 pandemic was declared on the 11th of March 2020 and forced many countries to impose lockdowns and restrictions. As such, several activities were shut down, schools and universities were closed, thus, the need for rapid solutions arose. Since the online environment was there for the taking, physical classrooms were virtualised overnight, homes became learning and teaching spaces for students and educators, whereas the latter were faced with adapting content and transferring it in order to suit its delivery via online platforms. With little to no experience in online education, educators sought to find ways to continue their work bringing emergency modifications. Although digital transformation is not a new phenomenon, the transit from physical classrooms to online ones has been and still is a rough learning curve for many educators. Apart from optimising digital technology to apply to education, another difficult task of any online teacher is to keep students motivated and involved, which can be achieved in different ways. This article discusses methods of content and course delivery, the technology-induced problems that online teaching implies, assessment, ethical behaviour in a virtual setting, and the risk of cheating in online examinations, as well as ways of preventing cheating. Nevertheless, the abrupt onlinification of education may lie at the basis of future exploration and research.

Keywords: Assessment, content delivery, online learning, online teaching, student motivation

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


“DISTANCED” TIMES: INVESTIGATING PRE-SERVICE MUSIC TEACHERS’ EXPERIENCES ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC | Miruna Luana MIULESCU, Florentina – Lavinia MATEI
Full article | Abstract&Keywords

Abstract: The technology use is flourishing in a growing set of educational contexts. Music education is no exception, seeing more and more learning practices be actively incorporated into educational frameworks. Our study seeks to investigate the online teaching and learning experiences of music university students who are participating in the pre-service teacher education during the Covid-19 pandemic. The participants of the present study are pre-service music students (n=22) enrolled in the teaching education programme in their 2nd or 3rd year at the university. By making use of a phenomenological qualitative inquiry, data was collected through participating at semi-structured interviews via ZOOM videotelephony software in January and February 2021. The key findings indicate a neither overtly positive or negative teaching and learning experience, even if the students had to navigate an avalanche of offline learning technology requirements both as students and teachers in a limited amount of time. The results of the study indicate that teacher training programmes should consider the move to virtual teaching and learning as an opportunity for change and to go beyond the emergency online practices and develop quality online educational activities.

Keywords: Covid-19, music education, pre-service teacher, teacher education, technology

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


STUDY ON TEACHING WITHIN THE CURRENT PANDEMIC CONTEXT | Monica MORARU, Anda MIRON
Full article | Abstract&Keywords

Abstract: In the context of the Covid-19 pandemic, the educational process has undergone significant transformations. Teachers, students, lessons, additional materials, homework, school guidance and discussions displayed new ways of expression, while applications commonly used for communication became working tools. Specialists in the field of education were encouraged to identify the most appropriate scenarios for the specifics of the school and the local context, so that the training and development of students’ competences be continuous, both in accordance with specific school curricula and new ways of organizing the teaching process. The debates about the digitization of education are accentuated by the major structural problems that the Romanian educational system is facing. In many rural schools, especially, the digitization remains a difficult goal to achieve. As the Ministry of Education has recently acknowledged, more than 250,000 students today do not have access to the infrastructure needed for education during the pandemic. Without proactive measures to balance the situation, education during the pandemic is currently discriminating, instead of being an integrative solution. The present study offers a model for conducting online education in a rural school: Secondary School no. 1 in Valu lui Traian, Constanþa County. Through this, we want to show the benefits of online education, but also its limits determined, especially, by the absence of collaboration and direct communication between teachers, students and parents in a space suitable for the educational process: namely the school and the class of students.

Keywords: Digitization, online education, pandemic, teaching activity

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


READING SCREENS AND DEEP UNDERSTANDING: ONLINE LEARNING BY MAKING GOOD USE OF THE PISA RESOURCES | Angelica MIHĂILESCU, Ligia SARIVAN
Full article | Abstract&Keywords

Abstract: The paper highlights the results of PISA in reading literacy as well as the new computer-based released items published by OECD. Screen reading allows – and challenges for – rapid access towards several texts. In order to get informed and mainly for quality learning it is crucial to identify the source and its quality. In this context, the research question that our study refers to is the following: How do we prepare students to deepen the multiple text and to identify credible information? Our investigation targets a group of 95 students in grades 8 and 9 from four schools located in two big cities, one of them being a technological high school. The students went through one of the reading units in the anthology published by PISA OECD (Galapagos) which requires reading several texts, from different sources, viewed on the screen, in order to answer comprehension questions which focus processes of different complexity. Depending on the difficulties of the students and the problems they have with various issues related to the credibility of the sources, the article indicates solutions to improve learning by the innovation of reading practices in the class. The conclusion of the article shows the need for change in the selection and approach of information texts in order to prepare young people for in-depth reading in a world where learning and documentation take place mainly through the screen.

Keywords: Multiple text, PISA, reading for comprehension, sources credibility

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


ENGLISH FOR THE COMMUNITY – DESCRIEREA PROIECTULUI | Nadina Carmen NICOLICI
Full article | Abstract&Keywords

Abstract: This article is the general presentation of the project “English for the Community” set up by British Council Romania in partnership with the Romanian American Foundation (RAF), and which has as target group about 150 teachers of English as a foreign language in nine counties in Romania, who teach in schools located in villages or small towns. The first stage of the project took place from 2018 to 2020, and a second stage began in March 2021, and it will last until 2023. There are presented details related to the general aim of the project: to provide professional development for the Romanian EFL teachers who teach in lower and upper secondary schools located in areas which have potential to develop ecotourism. The article includes information about the way in which the project has been organized from the beginning up to now, the areas where it takes place, how it has been developing, which steps have been taken, and the impact it has not only on the members of the target group, but on the whole community as well. A special focus is on Teacher Activity Groups (TAGs), an innovative method for Romania, in the benefit of the teachers directly involved in the project. All these are further illustrated by testimonials provided by the members of the target group, the trainers, and the direct and indirect beneficiaries of the program.

Keywords: Ecotourism, local community, professional development, teacher activity groups (tags), teachers of English

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


REVIEWS

SPERANŢA FARCA, LEACURI PENTRU FRICA DE NECUNOSCUT (REMEDIES FOR FEAR OF THE UNKNOWN). Bucureşti, Editura Universitară, 2020, 269 pages, ISBN 978-606-28-1168-6 | Andreea-Diana SCODA
Full review


FULL ISSUE

CALL FOR PAPERS – JOURNAL OF PEDAGOGY No. 2 / 2021

Place of publication
Romania

Type of publication
Online and print

 Publication date
December 2021

Published by
National Center for Policy and Evaluation in Education – Research Unit

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 2021/2 issue will include articles in the field of education, with a focus on the Online school – between opportunities and threats. Education and school counseling in the context of the Covid-19 pandemic. The expected articles should mainly address topics as follows:

  • use of technology in education and school counseling in the context of the pandemic. Effects of switching to online school: lessons learned, opportunities;
  • the psycho-social effects of distance learning on students, teachers, parents, communities, especially among disadvantaged groups. The role of the school, parents / guardians and the local community in supporting children in the context of the pandemic;
  • non-cognitive skills as a factor of school resilience in crisis conditions. Activities for students, teachers and parents in the context of the pandemic;
  • the training and professionalization needs of teachers and school counselors, in the context of distance learning.

The 2021/2 issue will be coordinated by Delia Goia, senior researcher.

 Deadlines

Authors should send the title and the abstract of their paper (200-250 words) to revped@ise.ro until the 1st of July 2021. 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 6th of September 2021.

 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 CEEOL, Citefactor, Crossref, De Gruyter (IBZ și IBR), DOAJ, EBSCO, ERIH PLUS, Google Academic, ROAD 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 – 2020 – 2

STUDIES

 

THE IMPACT OF EMERGENCY REMOTE TEACHING ON SCIENCE PRE-SERVICE TEACHERS AT THE WEST UNIVERSITY OF TIMIȘOARA | Dana CRĂCIUN
Full article | Abstract&Keywords

Abstract: According to the UNESCO reports, the health crisis caused by SARS-COV-2 affected more than 1.7 billion students from around 150 countries worldwide this past spring. Teachers at all levels of education were forced to switch to digital resources and tools and were required to transition and adapt promptly to remote teaching. This transition took place also within the Teacher Training Department at the West University of Timisoara. Teachers together with their students had to find pragmatic, technology-based, creative solutions that would allow them to carry out the remote teaching, learning and assessment activities at a level that would ensure the development of the desired skills and the achievement of the desired learning outcomes.

This paper explores the way in which the teaching, learning, and assessment activities have been adapted for emergency remote teaching at the West University of Timisoara. We focus on the first and second levels of the Teacher Training Program offered to future science teachers at this university.

We present the adopted strategies, communication tools, and the applications used to deliver the proposed teaching, learning, and assessment activities. Furthermore, we identify the most common technological and pedagogical difficulties encountered throughout these activities, as well as the future science teachers’ concerns regarding the transition to remote teaching. 

We conclude that the health crisis has had both negative and positive influences on the training process of future science teachers at the West University of Timisoara, providing a unique opportunity that allowed both teachers and their students to jointly discover effective remote teaching-learning-assessment approaches.

Keywords: Challenges and opportunities, emergency remote teaching, preservice science teachers

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


WEBLOGS IN THE TRAINING OF GERMAN-SPEAKING TEACHERS IN ROMANIA – PLANNING, DESIGN, IMPLEMENTATION, EVALUATION AND DISCUSSION USING THE EXAMPLE OF PROF-ES.COM | Diana ZOPPELT, Adriana HERMANN 
Full article | Abstract&Keywords

Abstract:
The present study deals with the use of a weblog in the further training of teachers at Romanian public schools with German teaching. The question whether an educational blog meets the needs, wishes and expectations of the target group was

investigated using the IMMS questionnaire based on the ARCS model by Keller (1983, 1987). The evaluation results show a positive impact of the blog on the study participants and point out the importance of motivational factors in designing online learning content. This referred to the multimedia narrative presentation and the clear structuring of current psycho-educational topics with practical relevance for the target group.

Keywords: ARCS model, blog, further training, motivational design, online learning

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


A DISCOURSE ANALYSIS OF CLASS INTERACTIONS | Elena UNGUREANU 
Full article | Abstract&Keywords

Abstract: In this article I analyse the discursive context of two classes of students bringing into discussion the concepts of educational knowledge and the organization of teaching-learning activities. Although there is much research that provides nuanced insights into how teachers and students are involved in the social construction of classroom discourses about knowledge, in Romanian literature the issue of classroom interactions has been approached from the perspective of teachers ‘ and students’ perceptions, while school knowledge has been studied only incidentally Therefore, I present a qualitative study, based on a critical discourse analysis that highlights how different versions of knowledge are socially constructed in the discursive space of the classroom, in order to point out ways in which the classroom and school can become spaces in which interactions no longer revolve around knowledge defined only by reference to disciplinary content. Bimonthly observations and audio-video recordings were made in the 2017-2018 school year during language and communication activities, in two classes, from two different schools. The results show that classroom interactions and participation structures differ depending on the purpose of the activities, and student participation is not only based on generally accepted communication rules, but varies depending on the implicit or explicit purpose of the activities.

Keywords: Classroom discourse analysis, curriculum, interactions, school knowledge, students participation

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


COMMUNICATION PRACTICES OF 12-14 YEARS-OLD DIGITAL USERS | Silvia FĂT, Inna PIELESCU 
Full article | Abstract&Keywords

Abstract:
This study aims to explore the online communication habits and practices of 12-14-year-old 50 students from an urban school. Measuring their answers on the Digital Native Scale of Timothy Teo (DNAS), this study refers to the suggested four-factor by the author, creating a framework for the analysis of their digital native profile: grown up with technology, comfortable with multi-tasking, reliant on graphics for communication, and thrive on instant rewards (Teo, 2013). The results of the study enhance the understanding of digital natives. As we expected, this research shows a high degree of comfort in online communication in their differentiated profile. It is relevant the issue of age when exemplifying digital natives’ skills. Also, it is estimated that there are similar behaviours, related with the debut age of technology use (4-5 years old). The most common actions in virtual space are surfing on the Internet, photographing, communicating, downloading, disseminating, adding to comments on colleagues’ posts. According to this study, the online communication practices of these 12-14-year-old students include in terms of content various symbols, instant bonuses, and feedback elements. From an educational point of view, these can be included in a structured manner of learning. The article proposes, in this view, several ways to integrate usual students’ communication practices in learning activities with the support of digital resources (virtual bulletin boards, online presentations, digital stories so on). The results indicate that students showed the digital native characteristics, that can be successfully used in school.

Keywords: Digital literacy, digital native, online communication, technology

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


THE DEVELOPMENT OF DIGITAL COMPETENCES. CURRENT CHALLENGES AND PERSPECTIVES | Mirela Elena ALEXANDRU, Andreea-Diana SCODA 
Full article| Abstract&Keywords

Abstract: The current context determined by the social distancing has changed the way of carrying out the learning activities which are taught and evaluated at school; during this situation the Romanian and also the global education system faced an unprecedented challenge, namely the transfer of the whole school activity to the online environment. Given this situation, we analyzed data from national and international studies in order to have an overview of the characteristics of digitization and existing digital skills, especially in the Romanian education system. This analysis allowed the understanding of the structure on which this sudden digitization developed and the premises of public policies on which the process was built. The analysis was combined with the presentation of projects carried out during this period, in order to prepare the various school actors in the field of digital education in the form of recommendations to support the empowerment processes in training digital skills of teachers and students in the current context and on a long-term.

Keywords: Digital competences, education and social distance, online school, projects, public policies

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


FROM EDUCATIONAL POLICIES TO ACTUAL PRACTICES: YOUNG NEETS IN ROMANIA | Simona SAVA 
Full article | Abstract&Keywords

Abstract:
According to Eurostat data, the young NEETs (Not in education, employment or training) rate in Romania is one of the highest in Europe. It ranks 4th in Europe in 2019 (after Italy, Greece, and Slovenia) (Eurostat, 2020), with 11.5% for men, and 27.8% for women (while the EU average is 12.2% for men, and 20.8% for women). In addition, Romania has one of the highest rates of ’other NEETs’, not registered by public employment agencies: only 4.8% were registered in 2018, and received the NEETs benefits (CE, 2018). Recent data show the low performance of Romania in monitoring the school to work transition of youths, in accessing the European funds to support young people entering the labor market, or for offering the Youth Guarantee (Beadle et al., 2020). Even so, Romania, like all other member states, cannot afford to lose the youth capital, while it faces sharp population ageing and outgoing migration.

During the last decade, we saw emerging a strong know-how for understanding and addressing the NEETs issue. Reflecting on the research data from different reports and studies, from various findings in large scale H2020 research and innovation projects on NEETs, the paper elaborates on proactive or remedial integrative solutions for improving the situation of young NEETs in Romania, building up on the good practices in atracting NEETs, at national and European level, while using the theoretical framework of the governmentality studies applied to the youth field (Besley, 2010).

Keywords: Educational policies, educational practices, NEETs, outreach, youth policies, youth ’at risk’

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


ONLINE TESTING OF THE COMPETENCES IN SCIENCE IN THE CASE OF STUDENTS IN THE COMPULSORY SCHOOL | Luminița CATANĂ, Mădălina-Veronica ANGELUȘIU 
Full article | Abstract&Keywords

Abstract:
Under the pressure of the Covid-19 pandemic, the school activities have moved from the classroom to the online environment. Considering these circumstances, the teachers have made serious efforts to adapt their teaching and assessment methods to the possibilities offered by the virtual space. They have used various educational platforms and digital resources, trying to be in contact with their students, learning “on the go” to make the most efficient use of them in the teaching process.

Being an important topic in education in the current period, we present, in this paper, the results of the online testing for Physics and Chemistry of some middleschool students, realized through the Kahoot educational platform. These results support the opinion that face-to-face school or even blended-learning are, in general, more efficient than online school.

Some advantages of the online assessment were also highlighted, most of them attitudinal; for example, most of the students were excited about the opportunity to participate in this assessment, and some of them returned to the platform and solved some tests twice, so using them for learning. The results of the online assessment have also underlined some components of the school curricula that are harder to be transformed into student’s acquisitions, and for which more time and explanations are needed.

Keywords: Competence-based education, middle school education, online assessment

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


SCIENCE AND TECHNOLOGY ACTIVITIES IN THE CHILDREN’S PALACES AND CLUBS: EDUCATIONAL ALTERNATIVES FOR SPECIFIC COMPETENCY DEVELOPMENT | Jenő KEREKES 
Full article | Abstract&Keywords

Abstract:
The present study focuses on the role, importance and complementarity of science and technology extracurricular activities. The research is based on the analysis of the students’ views on how the science activities should be conducted in Children’s Palaces and Clubs, namely which topics should be explored and how the activities should be organised. An online questionnaire was designed for data collection (N=3945). The research design included opinions from specialized literature. Thus, the success of the extracurricular activities increases in direct proportion to the approached topics, didactic strategies and the community involvement – parents, schools – with relevant experiences in carrying out the activities (Albulescu & Catalano, 2019). And as far as the organization of this type of activity is concerned, the following should be considered: the pupils’ age level characteristics, their psychological needs, and the specific inclinations and interests (Cucoº, 2017). The science and technology activities include the curricular areas involved in a coherent learning paradigm, which is based on practical applications that are used in everyday life (Albulescu, 2014). The current legislation also supports an innovative way of carrying out extracurricular activities.

The findings show us the important role of the technical and scientific extracurricular activities, which along formal education help to improve learners’ results, furthermore, they are complementary for the development of competences in science and technology. This study helps in the analysis of the strengths and weaknesses of the extracurricular activities, and the results tell us about the needs of the pupils and to what extent the use of the pupil-centered educational strategy will help to achieve better results in education and reduce school dropout. This is a confirmation that complex educational objectives require the combination of curricular with extra-curricular activities (Bocoş & Jucan, 2017).

Keywords: Children’s palaces and clubs, competences, extracurricular activities, interdisciplinarity, science and technology

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


LEARNING FROM PISA EXPERIENCES: READING TASKS TO EXPLORE BIASED INFORMATION | Angelica MIHĂILESCU, Ligia SARIVAN 
Full article Abstract&Keywords

Abstract: The paper presents the results from a study involving 70 students in grade 9, from two technological highschools situated in a large town in Romania. In September 2020, the 15 year olds read and answered the questions from one of the released units after PISA 2018, and then reflected on their reading experience in a self assessment sheet. The results show good results in working with information from one article and poor ability in corroborating conflicting information from two sources that focus on a same topic. The students display little familiarity with biased information even if the majority enjoyed the reading challenge of two divergent points of view. The results are consistent with the PISA reading trend for Romania. In order to improve reading comprehension, teachers should renovate the reading practices by challenging students with work on multiple texts and tasks that focus on evaluation and reflection and on the sources credibility.

Keywords: Biased information, PISA, reading comprehension, reading practices

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


TEACHING EXPERIENCES IN THE DEVELOPMENT OF THE COMMUNICATION COMPETENCE IN STUDENTS WITH COGNITIVE DISABILITY | Mădălina-Maria VASILIU 
Full article Abstract&Keywords

Abstract: The current analysis starts from a teacher’s experience with cognitively disabled students. In such cases, the management of the teaching-learning process is challenged by the limitations of various activities (generalizations, abstraction or inductive-deductive operations). In these situations, the teacher has to select effective activities for developing the competences in the curriculum. In this context, success could only be obtained if proper attention is given to the individual learning needs of each student. At the same time, an emotional relationship that is based on trust needs to be developed between the teacher and the students and their parents. The communication competence is a priority since it is absolutely necessary for the social integration of students with disabilities as it provides the means to express feelings, needs and views. The challenge to plan adequate

teaching strategies is correlated with understanding the child’s real issue and its timely solution: the more serious the cognitive disability, the later speech develops and remains at a low level in the adult life, generating difficulties in expressing thought and emotion. If the youngsters experience a false disability triggered by the lack of educational stimulation or if they have an authentic cognitive disability, these students need sustained support. The examples of interventions we present in this paper come from our attempts to best value the intellectual potential of these children and, consequently, to find solutions for a differentiated adaptation to each child’s needs by planning competence-oriented creative teaching activities.

Keywords: Adapted teaching strategies, communication competences, (false) cognitive disability

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


DIGITAL MEDIA: FRIEND OR FOE? PRESCHOOL TEACHERS’ EXPERIENCES ON LEARNING AND TEACHING ONLINE | Miruna Luana MIULESCU  
Full article Abstract&Keywords

Abstract:
Teaching using a synchronous and an asynchronous online environment has become increasingly widespread across the education sector and now this process has been accelerated, temporarily or permanently, due to the Corona Virus (SARSCoV-2) pandemic. The mass closure of nurseries, kindergartens, schools, high schools and universities has prompted the rethinking of the teaching and learning processes. Educators were forced to shift to an online mode of teaching overnight even if they did not properly feel capable to do so. Our study seeks to explore the experiences on teaching and learning online encountered by preschool teachers during their work in the context of COVID-19 physical school closure and explore the meaning of such practices in shaping in-service kindergarten educators’ perceptions of digital media and online delivery. The participants of the present study are kindergarten teachers (n=21) with a minimum of three years and a maximum of 10 years of teaching experience. They work with the same age group (three- to sixyear- old children), from 9 public inner-city kindergartens. By making use of a phenomenological qualitative inquiry, data was collected through participating at semi-structured interviews via ZOOM videotelephony software program in June 2020. After the data was recorded and transcribed, three main themes were distinguished. The key findings indicate that all the teachers experienced challenging moments while delivering online, but they were also able to identify advantages in such a stressful context. The results of the study show the need of a modernized approach to pedagogies on educational technologies and media that is driven by research informed analysis.

Keywords: Digital media, ICT, in-service kindergarten teachers, perceptions, young children

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


AN INNOVATIVE APPROACH TO ASSESSMENT DURING EARLY EDUCATION | Daniela-Mihaela FLORESCU 
Full article Abstract&Keywords

Abstract:
IDELA (International Development and Early Assessment of Learning) is an assessment tool developed following a three-year activity by Ivelina Borisova, from Save the Children, with the help of Vidur Chopra. It allows to evaluate the development and early education of young children (3.5-6.5 years).

The assessment tool resulted after three years of verifying and modifying the instrument, in several locations in 12 different countries. The tool includes 24 items, is easy to translate and manage and presents levels of high fidelity and validity.

When applied in different countries, the instrument has been adapted taking into account the feasibility of administration, the relevance of the instrument and policy at country level, as well as its applicability at international level.

In Romania, the application of the instrument was made face to face during the initial evaluation of 300 children aged 3 -6 at the Kindergarten “Căsuţa Bucuriei” no. 11 from Braşov. The innovative dimension of the application was the final assessment: it was conducted in a “virtual classroom” with 230 children, but adapted to the pandemic context in which the learning took place, either in a hybrid scenario or exclusively online.

Keywords: Early education, face to face class, innovative assessment, international assessment tool, virtual class

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


REVIEWS

 

ALINA GHIMIȘ. ALYA AND THE MUSIC BOX.  Bucharest, Sigma Publishing, 2019 (volumes 1-3) | Ligia SARIVAN 
Full review

PAUL A. KIRSCHNER, CARL HENDRICK. HOW LEARNING HAPPENS. SEMINAL WORKS IN EDUCATIONAL PSYCHOLOGY AND WHAT THEY MEAN IN PRACTICE. London and New York, Routledge, 2020, 309 pages, ISBN 978-0-367-18456-8 | Carol CĂPIȚĂ 
Full review

SIMONA SAVA, CLAUDIA BORCA AND GHEORGHE CLITAN (EDITORS). COLLECTIVE CAPACITY BUILDING. SHAPING EDUCATION AND COMMUNICATION IN KNOWLEDGE SOCIETY. Leiden, Boston, Brill Sense, 2020, 216 pages, ISBN 978-90-04-42218-6| Miruna Luana MIULESCU 
Full review


  * * *

  PULCHRA Project


FULL ISSUE


CALL FOR PAPERS – JOURNAL OF PEDAGOGY, NO. 1 / 2021

CALL FOR PAPERS
REVISTA de PEDAGOGIE – JOURNAL of PEDAGOGY
No. 1 / 2021

Place of publication
România

Type of publication
Online and print

Publication date
June 2021

Published by
National Center for Policy and Evaluation in Education – Research Unit

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 2021/1 issue will include articles in the field of education, with a focus on educational challenges and solutions during the pandemic – changes, difficulties, lessons learned, good practices. The expected articles should mainly address topics as follows:

  • school and inclusion: policies, educational disparities, access and participation, inclusive and collaborative learning environment;
  • online teaching-learning-assessment: specific aspects, teaching-learning-assessment strategies, teaching resources;
  • teacher training (pre-service, in-service): current situation, challenges during distance and online education, roles of different categories of human resources (principals, teachers, counselors, etc.);
  • transversal competences: goals, contexts and ways of development at students’ level;
  • the family’s contribution to facilitating students’ learning: material, cultural, and time resources etc.

The 2021/1 issue will be coordinated by Dr. Andreea Diana Scoda and Lucian Voinea, educational researchers.

 Deadlines

Authors should send the title and the abstract of their paper (200-250 words) to revped@ise.ro until the 20th of January 2021. 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 1st of March 2021.

 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 CEEOL, Citefactor, Crossref, De Gruyter (IBZ și IBR), DOAJ, EBSCO, ERIH PLUS, Google Academic, ROAD 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 – 2020/1

VULNERABLE YOUNG PEOPLE AND SOCIAL INEQUALITY. AN ANALYSIS OF THE SOCIAL SITUATION OF NEETS IN ROMANIA | Sebastian ŢOC
Full article | Abstract&Keywords

Abstract: In this article, I analyze the situation of vulnerable young people in Romania, with a focus on NEETs, one of the categories at risk of social exclusion in the European countries. The main objective is to understand the vulnerabilities of young people in relation to the outcomes of the education system, labor market, and the efficiency of the social protection system. The first part of the paper aims to describe the social inequalities to which young people in Romania are exposed. The second part proposes a descriptive analysis of the NEETs profile in Romania and the European Union. I use quantitative data provided by Eurostat to outline the diversity of NEETs in Romania, complemented with secondary qualitative data collected from NEETs and social workers from a research report published by the Institute of Educational Science in Romania (ISE, 2015). The third part focuses on the problems that young people face when leaving the education system, as well as on labor market inequalities and issues related to the efficiency of social transfers in Romania. The last part aims to analyzing Youth programs in the context of austerity after the global economic crisis of 2008.

Keywords: NEETs, social inequalities, vulnerability, youth programs

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


LOW QUALITY OF THE EDUCATIONAL PROCESS – MAIN CAUSE OF THE EARLY SCHOOL LEAVING | Adela Mihaela ŢĂRANU
Full articleAbstract&Keywords

Abstract: The association of three concepts – quality, equity, inclusion –represents the transversal axis of international and European educational policy documents nowadays, hence being an important aim for all education systems. According to the UNESCO strategic documents on education for the period up to 2030 and to the development objectives for this millennium, the creation of inclusive educational systems stands as the surest path to social inclusion. Inclusion is an aspect consistent with value and with the principle of equity, aimed at ensuring the right of all children to develop and reach their full potential. The European Commission defines equity as the extent to which individuals can benefit from and access educational opportunities, educational interventions and outcomes, along with those of professional education and training.
At an international level, the early school leaving indicator assesses the extent to which a given system manages to fight inequalities in terms of exclusion. Accordingto the Eurostat 2019 data on Romania, at a level of 16.4% in 2018, the early school leaving and training rate (for individuals aged 18 to 24) remains one of the highest rates in the EU. The percentage is significantly higher compared to the EU average and to the national target for 2020. The study argues that in spite of the policies for improving the quality of education over the past decade, most of the measures are focused on approaching the social barriers regarding the access to education, and less on increasing the quality of the education provided in schools (education as a process).

Keywords: early school leaving, educational policies, equity, inclusive education, quality education

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


STUDENTS WITH LOW-SOCIOECONOMIC STATUS AND THEIR REPRESENTATIONS ON SCHOOL LEARNING. A CASE STUDY | Octavia BORŞ
Full articleAbstract&Keywords

Abstract: In Romania, highly educated people are more likely to acquire a higher occupational status than their parents as they progress in their career (Jecan & Pop, 2012) and higher incomes with every completed school year (Varly et al., 2014). On the other hand, the gap between the students’ results mirrors the socio-economic inequalities among them (Botezat, 2019; Feşnic, 2019; Ivan, 2019; Tufiş, 2008; Ţoc, 2016). In order to gain an in depth understanding of how inequality is perpetuating, the case study this article is based on aims to explore, describe and discuss the teachers’ representations on students with low socio-economic status and the students’ representations on learning. The analysis uses data collected in February 2018 through interviews with teachers, the class’s tutor, students and nonparticipatory observation. The case study reveals that in the teachers’ discourse, the students are presented as lacking interest and responsibility for studying. Also, the students describe themselves as ’lazy’ because they do not do their homework or answer the teachers’ questions. A closer look at these ideas suggests that the students are identifying with their teachers’ deficit narrative; also they disregard their need for support in learning and think of learning as an individual act. In the classroom the students display resistance, however their narrative about learning does not question the pedagogic authority and also reveals their self-disciplinatory efforts.

Keywords: learners’ identity, learning, social class, socio-economic status, support

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


SOCIAL RESOURCES OF SCHOOLS FROM DISADVANTAGED AREAS | Aura ŢABĂRĂ, Ovidiu BUNEA
Full articleAbstract&Keywords

Abstract: The article presents the conclusions of a research carried out in 2019 in Iaşi County, aiming to describe and measure the main school social resources, based on the teachers’ opinion. The research aimed to identify the strengths and weaknesses in order to perform a diagnosis of the schools considered. The questionnaire-based research was carried out in three urban schools and three rural schools located in socially and economically disadvantaged areas. A total of 5237 students attend the six schools involved, with 345 teachers employed, of whom 156 provided answers to the questionnaire. The instrument was built by operationalizing the concept of Child Friendly School, promoted by UNICEF, using five indicators: effectiveness, inclusion, children’s trust in school, safety, relationship with parents. The highest score was achieved by the “children’s trust in school” indicator, followed by “effectiveness”; in the second category, there are “inclusion” and “relationship with parents”, while “safety” scored the lowest. Overall, it turned out that the respondent teachers have a good opinion regarding the confidence that the children have in school and in the accomplishment of their mission, but critically evaluate the schools’ relationship with the parents and safety in schools.

Keywords: Child Friendly School, effectiveness, inclusion, school social resources

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


THE PRESENCE OF ROMA LIFE’S EXPERIENCES, TRADITIONS AND HISTORY IN THE ROMANIAN TEXTBOOKS – A CONTENT ANALYSIS FROM A SOCIAL JUSTICE PERSPECTIVE | Cristina TUNEGARU
Full articleAbstract&Keywords

Abstract: Roma people have been victims of oppression in Romania for many centuries, “in the long course of the Gypsy experience in Eastern Europe, none has been worse than that in Romania” (Crowe & Kolsti, 1991, p. 61). Nowadays, education can play a key role in assuring that the Roma are treated with respect and dignity, in assuring that they receive recognition, while dismantling the stigma.
This paper is the outcome of a study of the representation of minority students in Romanian textbooks. While many educational reforms were targeted to increase Roma students’ attendance and results – schools with Roma language teaching, textbooks in Roma native language, affirmative actions for high school and university students of Roma origin – it’s an open question as to whether the Romanian textbooks are sufficiently inclusive and effective in combating racial discrimination and stereotyping.
By employing a social justice perspective, I argue that textbooks systematically discriminate against Roma children by under- and misrepresenting the Roma experiences, traditions and history. My argument unfolds through two main directions from the data analysis. Firstly, we examine primary and middle school (2nd grade – 6th grade) textbooks in search for representations of Roma realities and culture. Secondly, we explore the presentation or absence of historical facts regarding Roma. This exploratory study hopes to become a starting point for a discussion about applied curriculum in Romania, specifically the textbook component. Limited comparative data was collected and stark differences can be inferred between the attention devoted to Hungarian culture and realities versus the Roma, but further research is warranted.

Keywords: minorities, oppression, Roma, social justice

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


WALKING THE TIGHTROPE: CHALLENGES ENCOUNTERED IN NOVICE TEACHERS’ PRACTICE | Miruna Luana MIULESCU
Full articleAbstract&Keywords

Abstract: The first years of teaching experience are crucial for beginning teachers as they face numerous challenges. Moreover, the way novices succeed in handling challenges during their first year of field work is a key determinant of their decision to continue working in the system or not. In this respect, a notable theme within the literature considers the experiences and challenges of beginning professionals, as more and more researchers talk about the “praxis shock”, “reality shock” or “transition shock” to better depict the process through which new teachers pass in order to get accustomed to their new professional context. Our study seeks to investigate the challenging experiences that novice kindergarten teachers encounter, as well as the strategies they adopt in order to overcome them. The participants of the present study are beginning teachers (n=16) with a maximum of three years’ teaching experience from six public inner-city kindergartens. By making use of a phenomenological qualitative inquiry, data was collected through participating at semi-structured interviews, focus groups and by filling in logbooks. After the data was recorded and transcribed, five main themes were identified. The key findings indicate that a new professional context can often lead to uncertainty and discomfort. Moreover, beginning teachers’ “challenging moments” descriptions generally emphasize their struggles concerning their own professional development, the school organizational aspects, as well as their relationships with students, colleagues, principals and parents. The results of the study show the need to restructure the collaboration process between novices and kindergartens, in order to improve collaborative relationships and provide the appropriate context for the professional development of kindergarten teachers at the beginning of their careers.

Keywords: challenging experiences, novice teachers, qualitative study, teacher education

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


DIGITAL CITIZENSHIP COMPETENCES OF FUTURE EDUCATION PROFESSIONALS. APPROACHES IN THE CONTEXT OF THE COVID-19 SOCIAL DISTANCING MEASURES | Mirela ALEXANDRU, Iulia Nyia CUI, Carmen DOBRI, Cristian-Vasile GHIŢĂ, Mihaela-Elena IONICĂ, Alina Andreea MUŞESCU, Veronica Lulu Viorica SEREA, Leyla SAFTA-ZECHERIA
Full articleAbstract&Keywords

Abstract: Social distancing measures imposed by the COVID-19 pandemic have led almost overnight to the digitalization of educational activities in Romania and elsewhere. This transformation has rendered visible the need to develop adequate and responsible online behavior to an unprecedented extent and has led us to ask: “Which are the digital citizenship competencies of the future professionals in the field of education?”. To answer this question, we administered an online questionnaire focusing on identifying digital citizenship competences of undergraduate students in educational sciences in Romania. Digital citizenship competences were structured along three dimensions: respect, education and protection. Our study has shown that respondents had well developed digital citizenship competences in terms of knowledge and attitudes and that there is a need to insist more on skills that translate attitudes and knowledge into action. Moreover, the study has shown that social distancing measures and the associated rapid digitalization of educational activities can be interpreted both as stress factors, as well as an opportunity to develop digital citizenship competences through experiential learning.

Keywords: digital citizenship, education during COVID-19 pandemic, pre-service teacher training

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


A CRITICAL LOOK AT THE PORTFOLIO AS A TOOL FOR REFLECTIVE LEARNING: STUDENTS’ PERCEPTIONS | Elena MARIN
Full articleAbstract&Keywords

Abstract: The new challenges faced by the future teachers make them assume a new role, that of reflective practitioner. Therefore, university programs should give future teachers the opportunity to engage in practical experiences that will stimulate their reflective skills and which can help create a strong and authentic teaching career. In this sense, a series of interventions, at a simulated level, were put into practice by the students in Pedagogy enrolled in year II at the University of Bucharest. After participating in the proposed activities, the students had to write a reflective essay. A series of focus-groups were organised in order to identify the students’ opinion towards the use of a reflective essay as a way of professional training. The results show that the reflective essay is a tool that plays a significant role in building better and more meaningful learning experiences and helps in providing evidence-based methodological decisions.

Keywords: pre-service teachers, portfolio, reflective practice, university

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


THE EFFECTS OF EXTRACURRICULAR AND EXTRASCHOOL ACTIVITIES ON SCHOOL PERFORMANCE | Andrea BARABÁS
Full articleAbstract&Keywords

Abstract: The socio-economical background of the family influences the school efficiency, but beside this, many other factors have outstanding effect on pupils’ results. Most of these factors can be found outside of the educational institutions. The studies which focus on the performance of schooling highlight the idea that extracurricular activities have enormous benefits on the school performance as well as on the overcoming of school failure and abandonment. Our research is focusing on the extracurricular and extraschool activities as well as their effect on the development of competencies. We would like to find out how the extracurricular/ extraschool activities influence the results of competence measurements. We created our background questionnaires, that analyse the effects of influencing factors, since there aren’t such questionnaires in the national assesments in Romania. Our study is based on the analysis of the KOV-ET-OM-2017 database (N = 1054), which contains the results of the competency assesment of the 4th grade students belonging of the Hungarian minority from Covasna county and information related to contextual factors from the background questionnaires. The outcome of the research highlights the fact that the extracurricular activities have beneficial effect on the development of the school competences. Among the activities organized by the schools, the camps and the activities supporting the prodigies seem to be the most effective.

Keywords: afterschool, extracurricular activities, extraschool activities, school performance

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


ACADEMIC SKILLS SELF-EFFICACY AND COLLEGE-GOING OUTCOME EXPECTATIONS AS PREDICTORS OF UNDERGRADUATES’ SATISFACTION WITH THEIR CHOSEN AREA OF STUDY AND DROPOUT INTENTIONS | Raluca LIVINŢI, Dragoş ILIESCU
Full articleAbstract&Keywords

Abstract: Building on the integrative model from the Social Cognitive Career Theory, the present study investigates in a longitudinal approach the association between students’ academic skills self-efficacy, college-going outcome expectations, and intention to drop out of their academic studies, as mediated by satisfaction with their chosen area of study. It also investigates whether vocational fit/congruence adds an increment to the aforementioned variables in explaining the intention to drop out of university. The sample included 167 freshmen students in various areas of study who filled in questionnaires of self-efficacy, outcome expectations, and vocational fit in the first weeks at university. In the second semester, six months later, they filled in instruments that measure satisfaction with the chosen area of study and dropout intentions. The results showed that the best fit was that of a model in which satisfaction with the area of study is a full mediator of the relationship between self-efficacy and dropout intentions and between outcome expectations and dropout intentions. The Iachan and Zener-Schnuelle fit indices alone were a predictor of dropout intentions. However, its addition to the model does not bring an explanatory increment but rather leads to a poorer fit of the model. Implications are discussed.

Keywords: academic skills self-efficacy, college-going outcome expectations, Holland congruence index, Social Cognitive Career Theory, university dropout

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


INDUCING SHAME AND GUILT WHEN LEADING AND FACILITATING LEARNING IN YOUNG SCHOOL CHILDREN: THE RELATIONSHIP WITH ANXIETY-ASSOCIATED SYMPTOMATOLOGY | Letiţia ANCULETE,  Graţiela SION
Full articleAbstract&Keywords

Abstract: Imposing and controlling learning actions which use the self-reflective emotions of shame and guilt of the school students, generate symptoms, behaviors and attitudes associated with anxiety (fear of evaluation, fraud – generated by fear of failure, fear of speaking in front of the classroom, fear of asking questions, etc.).
Anxiety disorders tend to start early in life and give rise to long-term negative consequences. A meta-analysis of the onset age for anxiety disorders shows that separation anxiety and specific phobia have an onset 10 to 11 years of age and indicates that elementary school years could be a significant risk phase for the development of the anxiety disorders.
The research was conducted between January 2018 and May 2019 in 10 urban and rural communities in Romania. 341 school children aged between 5 and 12 years old, from 20 Romanian educational institutions, participated together with their parents and teachers (23 respondents), using an omnibus questionnaire which measures the level of correlations between shame, guilt and clinical symptoms associated with anxiety in children.
One of the research objectives was to verify the extent to which anxiety is observable in the school and family environment. The results revealed a correlation between shame, guilt and anxiety. At the same time, it was found that there were no differences between school and family environment in terms of anxiety symptoms, and that – in general – parents and teachers could observe the behavioral and attitudinal characteristics that signal the presence of anxiety.

Keywords: anxiety, educational environment, guilt, shame

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


FULL ISSUE

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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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)

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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 – 2019 – 1

EMPIRICAL STUDIES

STUDY ON THE RELATIONSHIP BETWEEN MINDFULNESS AND WORK-LIFE BALANCE LEVELS IN THE ROMANIAN YOUNG POPULATION | Ion Ovidiu PÂNIŞOARĂ, Georgeta PÂNIŞOARĂ, Cristina SANDU, Ruxandra CHIRCA
Full article | Abstract&Keywords

Abstract: The purpose of the present study is to investigate the relationship between the levels of mindfulness and work-life balance at the Romanian young population. In the process of enhancing our levels of work-life balance, satisfaction or well being, mindfulness plays an essential role, proved by its practice and its applications. The quality of our professional life is a significant contributor to our quality of life as a whole. When society provides a qualitative professional life to its citizens, it also proves itself worthy of attracting and retaining employees. Mindfulness is not an independent concept, but one which positively influences multiple areas or dimensions of an individual’s life. These dimensions include: perspective, connection, choice, and self-knowledge. The subjects of this study were 60 young people, aged between 20-35. All of them were either students or graduates of higher education institutions. The methods used for this study were two questionnaires: the first one was a questionnaire for identifying the level of mindfulness, based on four dimensions – observe, describe, act with awareness and accept without judgement – and the second one – a scale for measuring the level of work-life balance. The results were processed in SPSS Statistics using the T-test for independent samples and Pearson’s correlation coefficient. The results showed a strong relationship between the levels of mindfulness and work-life balance of the Romanian young population.

Keywords: Mindfulness, satisfaction, well-being, work-life balance

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .


INITIAL TEACHER TRAINING TO ENCOURAGE HIGHER ORDER SKILLS IN THE CLASS | Cristina TRIPON
Full article | Abstract&Keywords

Abstract: Lifelong learning has become a necessity in most professions due to the information explosion and technology integration in daily work. Teachers, obviously, fall into this category, the teaching methods, and skills that need to be developed by students in need of continuous improvement. Changes in educational reform, too fast to adapt to children and teachers, also contribute to the daily school challenges. Ideally, the school should prepare its students for the challenges of an active life. But what happens when the labor market is still growing and the necessary skills for the future are not yet required at the current level? What happens when competencies of the 21st century or skills in the soft-skills category are not developed by the graduates, that is, by the teachers? This research has focused on a specially developed program, about 1 year, for future teachers. The main objective is to improve direct educational practices from the classroom by using teaching methods that encourage the development of higher-level thinking skills.

Keywords: Certification programs, high order thinking, teacher training

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


SCHOOL AS A LEARNING ORGANIZATION. SCHOOL CLIMATE IN DIGITAL SOCIETY | Mariana Georgiana MORARU
Full article | Abstract&Keywords

Abstract: The paper analyses the components of the educational climate in the school organization. The latter facilitates and co-participates in the learning processes while constantly developing itself. The importance of the educational climate in defining a school is metaphorically underlined by Freiberh and Stein (1999), which described the school climate as “the heart and soul of the school, and the essence that directs teachers and pupils to love school and to want to be part of it.” In recent years, worrying studies have emerged about the feelings that both students and teachers associate with the school. According to a report on the state of education in Romania, published by UNICEF in 2013, our country is the last in Europe in terms of the well-being of young people. Even when it comes to teachers, the educational reality is not very different. A recent study (2018) by the Romanian Business Leaders Foundation (RBL) and D & D Research shows that Romania occupies the antepenultimate place in the world and the last place in Europe in global index of the status of teachers in society. In order to build a learning climate and to support the development of schools, it is first necessary to carefully analyse the many dimensions of the educational climate in order to understand the complexity and value of this concept.

Keywords: Dimensions, educational climate, educational resources, information society, school development, school organization

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


ROLE PLAY IN BUILDING THE COMMUNICATIVE SKILLS IN STUDENTS FROM A TECHNICAL UNIVERSITY | Elena TIRON
Full article | Abstract&Keywords

Abstract: The article presents a brief history of role play from Moreno’s work to the present time and the specificity of role play as a teaching method. The conceptual differences among similar interactive methods are identified: group work, thinking hats, the mosaic method. The didactic method of role play is applied to a group of 90 first-year students from a technical faculty, taking the subject of Communication Techniques, for 12 weeks. The research aims to develop professional communication skills by using role play. We identified the communication problem of the students from a technical faculty, set research objectives, present the research design, the results and their interpretation. The communication problem of the first year students from a technical faculty consists in the difficulty of dealing with active listening, empathy, negotiation with others. As a result, the research objectives focused on the development of these subcomponents of the communication competences. The criteria for assessing the application of this method for the development of professional communication competences are established by the teacher. Through the SWOT method applied at the end of the 12-weeks research, students highlighted the positive aspects, the negative ones, the opportunities and the risks of implementing role play. The conclusions of the paper emphasize the need to use interactive methods with the aim of developing students’ transversal competences, but also the limitations or inadequacies of these methods.

Keywords: Professional communication skills, role play, technical higher education, training

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


THE USE OF TECHNOLOGY IN STEM EDUCATION. AN EMPIRICAL RESEARCH | Olimpius ISTRATE, Cosmina MIRONOV, Anca POPOVICI
Full article | Abstract&Keywords

Abstract: In Romania, the latest results in PISA as well as national exams show a decrease in the interest of students in studying sciences, whilst the results are much below the OECD average. The present study has been carried out at national level by a research team from the University of Bucharest within the framework of the international Horizon 2020 project Scientix, coordinated by European SchoolNet. The study addresses the beliefs and attitudes of STEM teachers in the pre-university education on current practices, evolution and trends in the science-related skills of students. Two investigative techniques have been used: document analysis and an online standardized questionnaire-based survey. The questionnaire was developed by Friday Institute for Educational Innovation, NC State University. So far, the quantitative data was collected from 259 STEM teachers. The survey invited teachers to express their opinions related to their attitudes, values and beliefs on their teaching efficacy, development of the 21st Century skills, educational leadership, as well as some other themes such as the extent to which teaching and teachers affect student learning, the amount and quality of use of ICT for learning in STEM classes, the frequency of using certain STEM instructional practices, awareness of STEM careers. This article’s focus is on one out of the seven constructs – the use of technology in STEM classes. The construct is operationalised in eight sub-items. The discussion on the each of the constructs as well as on the relations between them is quite relevant in the light of the relationship between beliefs and practices, while the results are quite striking, with impact on tailored professional development approached.

Keywords: Computer-assisted instruction, ICT tools in education, teachers, STEM education

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


CREATIVITY, INTERDISCIPLINARY EDUCATION AND THE USE OF TECHNOLOGY – CONDITIONS FOR A MODERN EDUCATION | Adina MIHAI (CĂLUGĂRU)
Full article | Abstract&Keywords

Abstract: The teacher can develop the students’ creativity through different strategies, and it is up to him/her that the lessons should be attractive, interesting and lead on the one hand to a good collaboration among students, and on the other hand, to a good collaboration among the teacher and his/her students. Interdisciplinary teaching appears to be a necessity to overcome the artificial boundaries among disciplines and to correlate their contents, and the use of technology within classes helps to improve the educational process by seeking knowledge and skills that enable the student to adapt to the requirements of society, which are in constant evolution. The use of technology favours the teaching process through the following features: through multidisciplinary activities, by allowing access to non-school educational resources, by using images, sounds that facilitate the understanding of some abstract concepts, through the ability of searching for sources of information that stimulate curiosity, through the possibility of practicing for the formation of skills, through collaborative interactions in solving some projects. In order to achieve a modern, but also highly qualitative education, the teacher has to combine classical and modern methods correctly, to be creative, and the technology should be used with measure and at the right time. The key to the successful use of informational and communicational technology is not the choice of tools or programs, but the ability of the teacher to plan, create and implement a creative and effective activity.

Keywords: Collaboration, creativity, interdisciplinary teaching

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


DEVELOPING YOUNG LEARNERS’ ORAL SKILLS THROUGH STORYTELLING WITH LEGO® | Diana COJOCNEAN
Full article | Abstract&Keywords

Abstract: The current study shows how LEGO® was used as a learning tool in the foreign language classroom with young learners (7-10 years old) during an English Foreign Language (EFL) course in order to enhance fluency and develop students’ oral skills. The findings of this small-scale study support the idea that storytelling engages young learners in the process of foreign language learning and that LEGO® bricks could create contexts very favorable to language learning. Likewise, it indicates that students’ engagement in the storytelling task is determined by several factors, such as their interest in LEGO®, their level of assertiveness, their creativity and language level. As to the type of tasks, collaborative or individual, the current paper puts forward the idea that in the case of storytelling tasks, young learners perform better individually than in pairs or in small groups. This article approaches the language benefits of storytelling activities with young learners and displays a few pedagogical suggestions for the use of LEGO® as a language learning tool.

Keywords: Collaboration, EFL, engagement, LEGO, oral skills, storytelling

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


CONSTRASTIVE-COMPARATIVE STUDY ON STUDENTS’ PERCEPTIONS OF USING LITERARY TEXTS AS AUTHENTIC LANGUAGE LEARNING RESOURCES | Lilia PETRICIUC
Full article | Abstract&Keywords

Abstract: This comparative study represents an attempt to identify students’ perceptions and needs at the same time, in terms of incorporating literary texts in the foreign language class. For quite a long time literary texts (LT) have been massively marginalized as a language learning resource and consequently students display significant deficiencies in interpreting figurative language, making inferences, thinking critically. The researcher assumes that revitalizing LT in the language class would bring multiple benefits to the students who learn EFL as part of a double program training them to become teachers of other subjects as well as primary and secondary school teachers in Moldova. It is a contrastive-comparative study involving 83 students, 48 undergraduates from the University of Granada and 35 from SPU “Ion Creangă” of Chişinău, Moldova. The data were collected through mixed instruments: all of the students filled in a survey for quantitative data and the students from Moldova participated in a semi-structured interview at the end of their 2nd year course in English. The findings reveal rather positive attitudes in favor of LT as a language learning resource, but at the same time there are differences between the perceptions of Spanish and Moldovan students. The pedagogical implications of the study for stakeholders at “Ion Creangă” University suggest reconsidering the EFL curriculum with a view of incorporating more LT alongside other types of authentic materials used to develop students’ language proficiency.

Keywords: Attitudes and perceptions, authentic materials, benefits, differences, literary texts

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


THE LESSON OF LITERATURE AND ICT. THE MENTIMETER APPLICATION | Mihaela STANCIU
Full article | Abstract&Keywords

Abstract: Progressively, the differences between generations can be observed in schools, not only from the mentality point of view, but also through the evolution of technology. Nowadays, school has to adapt to the society’s development rhythm and prepare the youth for the future, which is characterized by change, advanced technology and science. As a Romanian Literature and Language teacher, the question which is raised is in what way the strategies, methods, and means used in class can be updated to the new types of communication and the necessities that students have according to the fundamental change of the society, such that the connection teacher-student can be realised in a more constructive and motivational way. This article proposes a new way of reflection for teachers interested in the optimization of methods and teaching means used in class – Mentimeter represents an innovative element in Romania, but currently used in the United Kingdom for high-school classes and university lectures. We will take into consideration how to define this concept, the process, the necessary means and materials, the lesson category, how to give suitable tasks in order to highlight the teacher’s and student’s role, realising didactic applications. In our opinion, Mentimeter can be an ICT method used in education, but it’s success depends on the teachers’ creativity and open-mindedness to innovation.

Keywords: Didactic application, literature lesson, methods and means optimization, Mentimeter, society change

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


ATTITUDE OF HIGH SCHOOL STUDENTS TOWARDS THE USE OF TECHNOLOGY IN THE EDUCATIONAL PROCESS | Lavinia DRĂGAN
Full article | Abstract&Keywords

Abstract: Progressively, the differences between generations can be observed in schools, not only from the mentality point of view, but also through the evolution of technology. Nowadays, school has to adapt to the society’s development rhythm and prepare the youth for the future, which is characterized by change, advanced technology and science. As a Romanian Literature and Language teacher, the question which is raised is in what way the strategies, methods, and means used in class can be updated to the new types of communication and the necessities that students have according to the fundamental change of the society, such that the connection teacher-student can be realised in a more constructive and motivational way. This article proposes a new way of reflection for teachers interested in the optimization of methods and teaching means used in class – Mentimeter represents an innovative element in Romania, but currently used in the United Kingdom for high-school classes and university lectures. We will take into consideration how to define this concept, the process, the necessary means and materials, the lesson category, how to give suitable tasks in order to highlight the teacher’s and student’s role, realising didactic applications. In our opinion, Mentimeter can be an ICT method used in education, but it’s success depends on the teachers’ creativity and open-mindedness to innovation.

Keywords: Didactic application, literature lesson, methods and means optimization, Mentimeter, society change

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


THE PERSPECTIVE AND THE EFFECTS OF ROBOTICS COURSES IN SCHOOL EDUCATION | Ana Maria POPA
Full article | Abstract&Keywords

Abstract: This research has focused on exploring how the introduction of robotics classes in school can improve the educational process, especially in the direction of teaching children with the abilities of the 21st century, due to the new robotics that are attracting more and more. Two groups of students from a state school in Bucharest, Secondary School Nr. 195, participated in this research. The experimental group participated in the Robotics course and the control group participated in a course on Applied Mathematics in Transmission of the Movement, over a seven weeks period, in the year 2017. At that time, the students in both groups were in 3rd grade, their average ages was 9-10 years. The group that conducted the Robotics course had 33 students, and the group that developed the Applied Mathematics course in Transmitting the Movement had 37 students. For this research, LEGO kits such as Lego Mindstorm have been used and assimilated, allowing students to work in teams. This facilitated the understanding of the basic notions, and the children subsequently succeeded in expressing and developing their own ideas. The notions of robotics, the basic technological concepts have been easily assimilated by groups of students aged 10. Student debates, mathematical problem solving, teamwork, and the interest of children in the process of designing robots shows that robotics is a winning discipline.

Keywords: Children, math, problems, robotics, solution

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


REVIEWS

SPERANŢA FARCA. CHILD’S INDEPENDENCY. FEAR OF SEPARATION. Bucharest, Humanitas Publishing House, 2018, 271 pages, ISBN 978-973-50-6153-1 | Andreea-Diana SCODA
Full review 


IN MEMORIAM

GABRIEL ALBU, THE PEDAGOGUE | Irina HORGA
Full article


* * *

SCHOOL DEVELOPMENT THROUGH eTWINNING
Full article 


FULL ISSUE

rp – 2018-2

THEORETICAL STUDIES

THE MATHEMATICS CURRICULUM FOR LOW SECONDARY EDUCATION: BALANCING BETWEEN MODERN AND TRADITIONAL PERSPECTIVES | Luminiţa CATANĂ
Full article | Abstract&Keywords

Abstract: After new math curriculum for the middle school (5th – 8th grades) came into force, in 2017, it was found that significant differences between the formal curriculum, thought by school curriculum designers, and the curriculum interpreted by teachers and applied in class, may appear, even when teachers have participated in curricular training courses. These differences can be determined by factors such as teaching habits, class level, manual used, or even the national exams at the end of the 8th grade. Starting from the general idea that it is necessary for teachers to decode correctly and to accept the new vision of constructing mathematical knowledge using the curriculum, this paper details the new aspects of the middle school mathematics. Their presentation is reported for each section of the program, insisting on the differences from the previous version. The article could be useful to providers of didactic training programs for middle school mathematics teachers, as well as to teachers who wish to design and develop various didactic resources for mathematics, in accordance to the new curriculum.

Keywords: Didactics of mathematics, math curriculum for middle school

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


INTERNALIZING A REFLEXIVE IDENTITY – A CHALLENGE FOR SCHOOL MANAGEMENT | Carmen-Violeta IOSIFESCU
Full article | Abstract&Keywords

Abstract: For thirty years, learning is an intense concept studied by organizations, the specialists thinking that “the time of strategic planning is rapidly changing into the era of organizational learning” (Schon, 1994), as man is considered not only a resource for the school organization, but a valuable source in heart of the strategic development process of the organization. Relatively recent research (Senge, 1991; Schon, 1994) shows that innovation is becoming easier and more sustainable in “learning organizations”. Our article aims to feed the theoretical reflection on the school as a “learning organization”, on its ambivalence and paradoxes, and to make further clarification about its management directions. We base our analysis on the principles of postmodernism in education, on an interpretative posture, humanistic essence, building a transversal and multi-level “reading grid” of the school organization focused on such a learning approach. The concept has much to offer to the reforming and restructuring thinking about the organization. Although the theoretical analysis exerts a great attraction, the learning organization remains a philosophy rather than a program. This raises many questions. Let’s not forget that the school is (still) quite strong perceived as the place “of teaching”, of transmitting knowledge. But the learner, the learning organization, are built on something else.

Keywords: empowerment, organizaţie care învaţă, postmodernism, practică reflexivă

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


PROIECTAREA SITUAŢIILOR EDUCAŢIONALE CARE UTILIZEAZĂ RESURSE DIGITALE ŞI APLICAŢII ONLINE | Olimpius ISTRATE
Full article  | Abstract&Keywords

Abstract: Even if we have educational software, digital resources, online applications, or a virtual learning platform, learning activities planning is not easier or less accurate. Learning and assessment need to be designed even more closely and better tied to learning objectives, to avoid distractors, to fit on the time available, to maximize the potential of digital support to increase the participation of all students, to complement classroom learning with learning activities at home (flipped classroom). In the context of the “conventional” instructional design, centreed on the calibration of the finalities and methods based on content, theme, audience and available resources, the article presents several models of organising learning originally built to support the design of digital educational games (Quinn, 2005), which can be used to understand how we can transform a didactic activity into an attractive education situation, similar to ludic activities, especially when we can integrate new technologies. We present a selection of three models – mini-scenarios, chained scenarios, conditional scenarios  – progressively ordered according to their ability to increase engagement and attractiveness of learning activities.

Keywords : Digital educational resources, instructional design, online applications

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


MODERN EDUCATIONAL REFORMS IN VOCATIONAL EDUCATION IN TURKEY | Makhira H. MALYSHEVA
Full article | Abstract&Keywords

Abstract: The article covers modern educational reforms in Turkish vocational education and their impact on the quality of vocational education as well as vocational education development. The key factors, which predetermine educational reforms, were considered and their results were analysed. The advantages and disadvantages of such changes were justified. It was concluded Turkish experience in this field could be rather useful for foreign countries, which are on the way of enhancing the quality of their national vocational education.

Keywords : educational reforms, Turkey, vocational education

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


PREVENTION OF AGGRESIVE BEHAVIOUR IN PUPILS BY DEVELOPING EMOTIONAL INTELLIGENCE ABILITIES | Luminiţa MITROFAN
Full article | Abstract&Keywords

Abstract:We live in a society where aggressiveness and violence already tend to become a major social problem. Aggressiveness is present in all environments, conditioned by many cultural, environmental and social factors that sometimes influence how it will be expressed and often involve high social costs. In recent years, there has been a sharp rise in aggression and violence in the school environment, which raises concern and the necessity to find effective solutions to combat them. In fact, the problem of school violence was debated at the Utrecht European Commission Conference in 1997, ensuring a safe school environment becoming a major objective for most of the participating countries. The purpose of this article is to highlight the relationship between aggressiveness and emotional intelligence in students, as well as the very important role that emotional skills development programmes have in preventing and combating this phenomenon. Aggressiveness and violence in the school environment requires a frontal approach through the use of effective classroom educational strategies that actively involve students and teachers. Such strategies could be represented by the implementation of socio-emotional development programmes to help students develop emotional skills such as: effective identification and management of negative emotions and stress, empathy, compassion and altruism, cooperation with colleagues and work in team, assertive communication and, last but not least, conflict management skills. When pupils are armed with such skills, they increase school performance, empathy and the quality of social interactions, while reducing the frequency of school discipline issues as well as aggressive manifestations.

Keywords : Aggressiveness, emotion, emotional intelligence, school environment, socio-emotional development, violence

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


THE “MIRACLE” OF EDUCATION POLICIES IN FINLAND BETWEEN EQUITY AND MUTUAL TRUST. FROM PERFORMANCE TO EXCELENCE | Mihaela-Viorica RUŞITORU
Full article | Abstract&Keywords

Abstract: ”Miracle” (Niemi et al., 2012), “mystery”, “excellence”, “performance”, “worldleading”, etc. are some keywords used to describe the educational system in Finland. The article analyses the main cornerstones of Finnish educational policy. Several aspects are identified and decrypted, for instance: historical and cultural framework; equality and equity for lifelong learning; culture of trust at all levels; educational performance and research-based education and quality of teacher training. The present study wants to help readers to better understand the Finnish education system and to appreciate its good pedagogical practices which could be adapted to improve the education policies.

Keywords:Culture of equity and trust, education policy, Finland

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


EMPIRICAL STUDIES

ANALYSIS OF EDUCATIONAL POLICY MEASURES FOR RURAL EDUCATION | Elena UNGUREANU
Full article | Abstract&Keywords

Abstract: This study explores the typology of rural education policy measures proposed in the Education Strategies developed between 2002 and 2017. We analyzed twelve strategies, according to an analysis framework that includes the objectives and the instruments proposed for use in relation to problems identified in rural areas. Subsequently, the identified objectives were organized thematically so as to highlight a map of intervention areas in the rural area. Instruments were classified using the Vedung (1998) typology: regulatory, economic and information tools. The intervention areas identified under the objectives were: school responsibility and partnership/lifelong learning, improved school infrastructure, quality of educational provision and equal opportunities for access and participation. Each field corresponds to certain types of instruments, the use of which varies according to the directions of action as well as the period. For example, in the area of school responsibility and partnership or infrastructure, regulatory or economic instruments are used in particular. The patterns identified in the policy tool proposals as well as highlighting rural intervention areas in the education strategies analyzed are a new way to conceptualize the evolution of rural public education policies. An in-depth understanding of strategic planning and proposals for the use of certain policy instruments in rural areas could contribute to the development and delivery more appropriate policies, for the targeted population.

Keywords : educational policy, policy paradigm, policy instruments, rural education, social learning

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


REFERENCE POINTS FOR THE STRUCTURAL REFORM OF THE ACADEMIC TEACHING STAFF DEVELOPMENT IN ROMANIA WITHIN CO-FUNDED PROJECTS UNDER POSDRU 2007 – 2013 AND POCU 2014 – 2020 | Dorina Dumitra ZLOTA
Full article | Abstract&Keywords

Abstract:The purpose of the analysis was determined by the need to identify the stage of structural reform in the field of initial and continuing psycho-pedagogical education of teachers in higher education, including the trainers of trainers, meaning those teachers who have attributions in the formation of future academic staff or staff didactic education in pre-university education through co-financed projects from the Operational Program – Human Resources Development (POSDRU) 2007 – 2013. Such a structural reform is intended to be continued through the Operational Program Human Capital (POCU) and becomes increasingly necessary in the context in which a prerequisite for the efficiency of the Romanian education and training system is represented by the quality of investment in the human resource involved in the education of current and future generations of students for all education levels.

Keywords : Continuous training, teachers’ initial training, POCU interventions, POSDRU projects

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


THE CONSTRUCTIVIST MODEL OF COUNSELLING AND THE STUDENTS’ PERCEPTION ON CAREER Roxana AXINTE
Full article | Abstract&Keywords

Abstract: Consilierul de carieră contribuie la conturarea încrederii în sine a beneficiarului, în vederea realizării unei opţiuni adecvate. Putem considera consilierea o acţiune complexă, cu beneficii multiple asupra consiliatului, dar şi pentru viitorul angajator. Pentru elev ne referim la identificarea aşteptărilor şi efectuarea unei alegeri, în vederea obţinerii de satisfacţii în plan personal şi profesional. Din perspectiva angajatorului, acesta doreşte un candidat încrezător în capacităţile sale, bine pregătit şi potrivit organizaţiei. Pe baza modelului constructivist, consilierii pot înţelege modul în care elevii se implică în acest proces, devenind astfel parteneri. Un principiu de bază al constructivismului este cel referitor la valorizarea opiniei celui implicat în proces, respectiv a elevului. Obiectivul principal al studiului are în vedere o descriere a percepţiilor elevilor, prin prisma a două dimensiuni, legate de alegerea pentru viitoarea carieră: importanţa activităţilor specifice consilierii constructiviste în carieră şi rolul stimei de sine. Comparativ a fost identificată şi percepţia consilierilor asupra organizării activităţilor de consiliere, conform modelului constructivist. Analiza comparativă a rezultatelor a evidenţiat similarităţi de opinie la nivelul celor două grupuri de respondenţi, asupra valorii modelului de consiliere constructivist. Acestea, ne determină să considerăm că există deschidere spre modul de organizare şi proiectare a activităţilor de consiliere în manieră constructivistă.

Keywords : Career counseling, career counselor, constructivism, perception, selfesteem, student.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


OVERVIEW OF RECENT DEVELOPMENTS IN EDUCATION THROUGH ARTS AND HERITAGE IN THE ROMANIAN EDUCATION SYSTEM Angelica MIHĂILESCU
Full article  | Abstract&Keywordse

Abstract: This paper offers a brief analysis of the status of development of activities that aim to integrate arts, culture and heritage into K-12 education. The analysis is based on exploratory research and follows the evolution of these practices, having a 2009 Eurydice study as reference. The study was focused on beneficiaries (pupils and parents), teachers and school principals, as well as artists and cultural organisations. At national level, changes such as the introduction of a key competence based curriculum and the “Şcoala altfel” Programme (“A Different Kind of School”) are positive factors in the development of educational activities dedicated to the arts, culture and heritage. What we found is that the practices and experiences produced during the analysed period reveal: an increase in the number of activities, while organizing them from the perspective of equal access to all pupils; the opening towards new artistic fields, but without significant changes in the use of new technologies. The benefits of arts, culture and heritage activities are not well exploited from the point of view of integrating them as learning opportunities in regular school activities and evaluating outcomes (often limited to evaluation of the degree of satisfaction). During the past few years schools and cultural operators have been more open to collaboration / partnership, but there is no national programme that would ensure convergent and continuous activities. We have found no significant changes in the way the issue of cultural heritage is addressed.

Keywords : Benefits for learning, education through arts and heritage, feedback quality, schools attractiveness.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


PROCESS CONSULTATION FOR QUALITY ASSURANCE IN SCHOOLS IN VRANCEA COUNTY Paul BLENDEA și Irina GEANĂ
Full article | Abstract&Keywords

Abstract: The training program “Process Consultation – an Intervention Model” is conceptually covered by the existing management and quality assurance system in Romania, starting from the premise that any activity carried out in school should have as aim to improve quality, reflected in pupils through good and very good results, “wellbeing” and the progress they have made. The purpose of this program was to give access to certain information necessary in day to day activity and also to bring consciousness to those involved in managerial tasks in school. 100 school principals from Vrancea County were trainees in the consultation process with a long term aim: improving the quality of learning and teaching in school.

Keywords : Management, process consultation, quality, school principal, training

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


OPTIONAL SUBJECTS IN THE ROMANIAN SCHOOL: PARENTS’ OPINIONS Luminţa CATANĂ și Mădălina ANGELUŞIU
Full article | Abstract&Keywords

Abstract: There are more than two decades since the Romanian schools have autonomy on optional school subjects. The way these optional subjects are proposed today reflects the schools’ experience, accumulated during this period, regarding their elaboration and approval. There are several studies highlighting how these optional subjects are evaluated by students and teachers; this paper aims to complete the picture and to emphasize the perceptions of the parents having children in gymnasium, regarding the optional school subjects, as components of the curriculum at the school’s decision. The parents’ opinions become important from the perspective of their involvement in the formal education of their children.

Keywords : Curriculum at the school’s decision, optional school subjects, parents’ perceptions, school autonomy

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


REVIEWS

ALETHA JAUCH SOLTER. JOCUL ATAŞAMENTULUI. REZOLVAREA PROBLEMELOR DE COMPORTAMENT ALE COPILULUI PRIN JOACĂ, RÂS ŞI CONECTARE. (Attachment Play: How To Solve Children’s Behaviour Problems With Play, Laughter, And Connection. Shining Star Press, 2013) Bucharest, Herald Publishing House, 2015, 272 pages, ISBN 978-973-111-624-2 | 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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


POLITICI PRIVIND MOBILITATEA ACADEMICĂ ÎN ÎNVĂȚĂMÂNTUL SUPERIOR DIN BOSNIA ȘI HERȚEGOVINA | Daniela POPA, Ratko KNEZEVIC
Vezi articolul | Abstract&Keywords

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

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


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
Vezi recenzia


ADRIAN MIROIU, BOGDAN FLORIAN. UNIVERSITATEA ROMÂNEASCĂ AZI. București, Editura Tritonic, 2015, 356 pagini, ISBN: 978-606-749-033-6 | Otilia APOSTU
Vezi recenzia 


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 
Vezi recenzia 


IN MEMORIAM

EUGEN NOVEANU. DIMENSIUNEA ASCUNSĂ | Dan BADEA

Vezi articolul


NUMĂR ÎNTREG