View article<\/a><\/strong> | Abstract&Keywords<\/span> Abstract:<\/strong> The article is a plea for the use of formative assessment \u2013 with a focus on the role of feedback \u2013 in order to develop students\u2019 learning, including Learning to learn<\/em> 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.<\/p>\n Keywords:<\/strong> feedback, formative assessment, learning progress, learning to learn<\/p>\n EDUCATION OF PEOPLE WITH DISABILITIES. VISIONS, POLICIES AND CURRICULUM <\/strong>|<\/strong>\u00a0Traian VR\u0102SMA\u0218<\/em> Abstract:<\/strong> 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 \u2013 comparing with countries from Euroatlantic space and even some neighbouring countries \u2013 makes us responsible for adopting some measures, on short and medium terms, which are possible in the actual legislative context, from the educational perspective.<\/p>\n Keywords:<\/strong> disability, equality and equity, inclusive education, individualisation<\/p>\n THE EUROPEAN DIMENSION OF THE COMPETENCE-BASED SCHOOL EDUCATION IN UKRAINE <\/strong>|<\/strong> Olena LOKSHYNA<\/em> Abstract:<\/strong> 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.<\/p>\n Keywords:<\/strong> competence education, European education space, Europeanization, key competences, secondary education, Ukrainian education<\/p>\n INTERPROFESSIONAL COLLABORATION SKILLS TRAINING FOR SOCIAL AND EDUCATION FIELDS \u2013 A MODULE PROPOSAL <\/strong>|<\/strong> Mirela ALEXANDRU<\/em> Abstract:<\/strong> 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.<\/p>\n Keywords:<\/strong> higher education, interprofessional collaboration, interprofessional education, training<\/p>\n ASIGURAREA CALIT\u0102\u021aII \u00ceN \u00ceNV\u0102\u021a\u0102M\u00c2NTUL SECUNDAR GENERAL DIN UCRAINA, C\u0102TRE ATINGEREA STANDARDELOR EUROPENE\u00a0<\/strong>|<\/strong> Oleh TOPUZOV Abstract:<\/strong> Articolul analizeaz\u0103 integrarea \u00eenv\u0103\u021b\u0103m\u00e2ntului ucrainean \u00een spa\u021biul educa\u021bional european, \u00een condi\u021biile alegerii direc\u021biei europene, pentru Ucraina; \u00een contextul integr\u0103rii \u00eenv\u0103\u021b\u0103m\u00e2ntului ucrainean \u00een spa\u021biul educa\u021bional european, se eviden\u021biaz\u0103 o serie de reforme strategice, cum ar fi: actualizarea poten\u021bialului \u0219tiin\u021bific \u0219i pedagogic existent, punerea \u00een aplicare a oportunit\u0103\u021bilor elevilor \u0219i profesorilor ucraineni pentru prognoza, programarea, sprijinul \u0219tiin\u021bific \u0219i metodic pentru cooperarea \u00een domeniile prioritare ale educa\u021biei; adoptarea deciziilor strategice de management, care vor crea o foaie de parcurs pentru intrarea sistemului de educa\u021bie ucrainean \u00een spa\u021biul educa\u021bional european; reformarea finan\u021b\u0103rii sistemului de \u00eenv\u0103\u021b\u0103m\u00e2nt; promovarea introducerii celor mai recente abord\u0103ri \u0219tiin\u021bifice \u0219i a tehnologiilor educa\u021bionale; continuarea democratiz\u0103rii activit\u0103\u021bii institu\u021biilor de \u00eenv\u0103\u021b\u0103m\u00e2nt; \u00eembun\u0103t\u0103\u021birea calit\u0103\u021bii form\u0103rii viitorilor profesori \u0219i a profesorilor universit\u0103\u021bilor pedagogice; promovarea \u0219i dezvoltarea cooper\u0103rii interna\u021bionale pentru institu\u021biile na\u021bionale de \u00eenv\u0103\u021b\u0103m\u00e2nt; asigurarea condi\u021biilor pentru mobilitatea educa\u021bional\u0103. S-a stabilit ca una dintre priorit\u0103\u021bile integr\u0103rii sistemului de \u00eenv\u0103\u021b\u0103m\u00e2nt, \u00een special a \u00eenv\u0103\u021b\u0103m\u00e2ntului secundar general din Ucraina, \u00een Spa\u021biul Educa\u021bional European, s\u0103 fie asigurarea calit\u0103\u021bii \u00een conformitate cu standardele europene. Conform Legii educa\u021biei din 5 septembrie 2017, \u00eenv\u0103\u021b\u0103m\u00e2ntul secundar general are trei niveluri de educa\u021bie: \u00eenv\u0103\u021b\u0103m\u00e2ntul primar care dureaz\u0103 patru ani (\u00eencep\u00e2nd cu v\u00e2rsta de 6 ani); \u00eenv\u0103\u021b\u0103m\u00e2ntul secundar de baz\u0103 care dureaz\u0103 cinci ani; \u00eenv\u0103\u021b\u0103m\u00e2nt secundar de profil de trei ani. S-a ajuns la concluzia c\u0103, \u00een Ucraina, realizarea calit\u0103\u021bii europene a educa\u021biei va fi un factor puternic \u00een rezolvarea problemelor economice, politice \u0219i culturale ale integr\u0103rii europene a \u021b\u0103rii noastre, \u00een dezvoltarea societ\u0103\u021bii prospere \u0219i democratice. Prin urmare, \u00een procesul de dezvoltare a sistemului na\u021bional de \u00eenv\u0103\u021b\u0103m\u00e2nt, trebuie s\u0103 se acorde mai mult\u0103 aten\u021bie problemei asigur\u0103rii calit\u0103\u021bii educa\u021biei.<\/p>\n Keywords:<\/strong> asigurarea calit\u0103\u021bii, \u00eenv\u0103\u021b\u0103m\u00e2ntul secundar general, op\u021biunea de europenizare a Ucrainei, Spa\u021biul Educa\u021bional European, standarde europene<\/p>\n PRACTICA REFLECTIV\u0102 A PROFESORULUI \u2013 O NECESITATE\u00a0<\/strong>|<\/strong> Ioana ST\u0102NCESCU, Lumini\u0163a Mihaela DR\u0102GHICESCU, Ana-Maria Aurelia PETRESCU<\/em> Abstract:<\/strong> Lumea \u00een care tr\u0103im este una \u00een permanent\u0103 schimbare, restructurare, transformare. Sistemul educa\u0163ional trebuie s\u0103 se racordeze la aceast\u0103 lume \u015fi s\u0103 formeze viitori adul\u0163i responsabili, flexibili, creativi, care s\u0103 r\u0103spund\u0103 adecvat solicit\u0103rilor din mediul social. Raport\u00e2ndu-se la o astfel de \u0163int\u0103, procesul de \u00eenv\u0103\u0163\u0103m\u00e2nt urm\u0103re\u015fte formarea unor elevi care s\u0103 dispun\u0103 de competen\u0163e de comunicare, cognitive \u015fi metacognitive, emo\u0163ionale, interculturale, investigative, digitale, civice etc. Keywords:<\/strong> calitatea procesului educa\u0163ional, competen\u0163e, practic\u0103 reflectiv\u0103, profesor reflectiv, stil didactic<\/p>\n CAUZE ALE VIOLEN\u021aEI \u0218COLARE \u0218I POSIBILE MODELE REMEDIALE\u00a0<\/strong>|<\/strong> Otilia APOSTU<\/em> Abstract:<\/strong> Violen\u021ba \u0219colar\u0103 este o manifestare la fel de veche ca istoria \u0219colii. Formele de realizare, intensitatea \u0219i frecven\u021ba manifest\u0103rilor violente, implicarea diferi\u021bilor actori ai \u0219colii \u00een ini\u021bierea acestora, dar \u0219i percep\u021bia \u0219i toleran\u021ba opiniei publice fa\u021b\u0103 de formele de violen\u021b\u0103 \u0219i actorii ei sunt cele care variaz\u0103 de-a lungul timpului, conferindu-le specificitate \u0219i \u00een\u021belegere diferit\u0103. Violen\u021ba manifestat\u0103 \u00een spa\u021biul \u0219colar are forme variate de manifestare, iar pentru combaterea \u0219i prevenirea ei, esen\u021biale sunt con\u0219tientizarea \u0219i acceptarea fenomenului \u00een contextul larg al cauzelor care au determinat-o. Prezentul studiu este focalizat pe cauzele violen\u021bei \u0219colare, \u00een direct\u0103 rela\u021bie cu factorii determinan\u021bi ai acesteia (individuali, socio-familiali \u0219i \u0219colari), \u0219i sunt analizate la trei niveluri diferite de manifestare: violen\u021ba \u00eentre elevi, violen\u021ba elevilor asupra profesorilor, violen\u021ba profesorilor asupra elevilor. Keywords:<\/strong> politici educa\u021bionale, preven\u021bie \u0219i combatere a violen\u021bei, violen\u021b\u0103 \u0219colar\u0103<\/p>\n DISCURSURI COMPETITIVE DESPRE ROLUL PROFESORULUI, \u00ceNTR-UN LICEU TEORETIC <\/strong>|<\/strong> Octavia Mihaela BOR\u0218<\/em> Abstract:<\/strong> Acest articol descrie discursurile competitive despre rolul profesorului la clas\u0103, identificate \u00eentr-un colegiu teoretic din mediul urban mic, pe baza analizei a 11 interviuri semi-structurate cu profesori de liceu. Interpretarea modului \u00een care profesorii invoc\u0103 rolul profesorului \u00een pove\u0219tile lor identitare, a dezv\u0103luit urm\u0103toarele discursuri competitive: profesorul trebuie s\u0103 transmit\u0103 cuno\u0219tin\u021be versus<\/em> profesorul trebuie s\u0103 \u00eenlesneasc\u0103 \u00een\u021belegerea; profesorul trebuie s\u0103 noteze \u201eobiectiv\u201d versus<\/em> profesorul trebuie s\u0103 noteze \u201eflexibil\u201d. Argumentul principal al articolului este c\u0103 \u00een liceul studiat, domin\u0103 ideea c\u0103 profesorul trebuie s\u0103 transmit\u0103 cuno\u0219tin\u021be \u0219i s\u0103 noteze \u201eflexibil\u201d. A nota \u201eflexibil\u201d \u00eenseamn\u0103 a r\u0103spunde a\u0219tept\u0103rilor p\u0103rin\u021bilor, directorului \u0219i colegilor de \u201ea da note mari\u201d anumitor elevi \u0219i\/sau tuturor elevilor. Aceast\u0103 a\u0219teptare din partea profesorilor este favorizat\u0103 de politica universit\u0103\u021bilor de a include media general\u0103 din anii de liceu, \u00een criteriile de admitere la programele de licen\u021b\u0103, dar \u0219i de politica liceului de a da posibilitatea p\u0103rin\u021bilor s\u0103 aleag\u0103 profesorii copiilor lor pe baza unei cereri \u0219i dac\u0103 exist\u0103 consens \u00eentre p\u0103rin\u021bi.<\/p>\n Keywords:<\/strong> analiz\u0103 de discurs, colegiu teoretic, evaluare a elevilor, politici de admitere, program\u0103<\/p>\n POLITICI PRIVIND MOBILITATEA ACADEMIC\u0102 \u00ceN \u00ceNV\u0102\u021a\u0102M\u00c2NTUL SUPERIOR DIN BOSNIA \u0218I HER\u021aEGOVINA\u00a0<\/strong>|<\/strong> Daniela POPA, Ratko KNEZEVIC<\/em> Abstract:<\/strong> Predarea \u0219i studierea \u00een str\u0103in\u0103tate sunt elemente cheie \u00een reducerea izol\u0103rii regionale a comunit\u0103\u021bii academice. Programele de schimb interna\u021bional sunt deosebit de importante pentru dezvoltarea profesional\u0103 \u0219i personal\u0103 pe care o faciliteaz\u0103, av\u00e2nd, de asemenea, un efect pozitiv asupra mediului socio-economic. Aceste mobilit\u0103\u021bi permit fiec\u0103rui candidat s\u0103 c\u00e2\u0219tige o nou\u0103 \u0219i pre\u021bioas\u0103 experien\u021b\u0103, s\u0103 \u00eenve\u021be limbi str\u0103ine \u0219i s\u0103-\u0219i dezvolte, exerseze competen\u021bele interpersonale \u00een medii culturale diferite. Acest articol furnizeaz\u0103 o analiz\u0103 SWOT privind implementarea politicilor educa\u021bionale cu privire la mobilit\u0103\u021bile academice din institu\u021biile de \u00eenv\u0103\u021b\u0103m\u00e2nt superior din Bosnia \u0219i Herzegovina. Cercetarea presupune un demers calitativ. Metodele de colectare a datelor au fost interviurile semi-structurate cu responden\u021bi cheie, exper\u021bi \u00een \u00eenv\u0103\u021b\u0103m\u00e2ntul superior \u0219i studiul documentelor (legi, m\u0103suri de implementare, decizii ale consiliilor de administra\u021bie universitare). Rezultatele eviden\u021biaz\u0103 ca principale avantaje: transferul de cuno\u0219tin\u021be transfrontaliere \u0219i num\u0103rul crescut de tineri profesioni\u0219ti cu un nivel ridicat de angajabilitate. Cele mai pregnante bariere sunt atitudinile tributare sistemului de educa\u021bie anterior \u0219i insuficienta promovare a tuturor beneficiilor ce pot fi ob\u021binute din acest tip de mobilit\u0103\u021bi. Valoarea acestui articol st\u0103 \u00een poten\u021bialul s\u0103u de a sublinia complexitatea \u021b\u0103rii cu neobi\u0219nuit de multe ministere ale educa\u021biei care afecteaz\u0103 mobilit\u0103\u021bile academice.<\/p>\n Keywords:<\/strong> \u00eenv\u0103\u021b\u0103m\u00e2nt universitar, procesul Bologna, transfer de cuno\u0219tin\u021be<\/p>\n CONSTANTIN CUCO\u0218. EDUCA\u021aIA. RE\u00ceNTEMEIERI, DINAMICI, PREFIGUR\u0102RI.<\/strong> Ia\u0219i, Editura Polirom, Colec\u021bia \u201e\u0218tiin\u021bele educa\u021biei. Structuri, con\u021binuturi, tehnici\u201d, 2017, 278 pagini, ISBN print: 978-973-46-6760-4 |<\/strong> Gabriela Alina ANGHEL ADRIAN MIROIU, BOGDAN FLORIAN. UNIVERSITATEA ROM\u00c2NEASC\u0102 AZI. <\/strong>Bucure\u0219ti, Editura Tritonic, 2015, 356 pagini, ISBN: 978-606-749-033-6 | Otilia APOSTU CRISTINA SIN, AM\u00c9LIA VEIGA, ALBERTO AMARAL. EUROPEAN POLICY IMPLEMENTATION AND HIGHER EDUCATION. ANALYSING THE BOLOGNA PROCESS<\/strong> (Implementarea politicii europene \u0219i \u00eenv\u0103\u021b\u0103m\u00e2ntul superior. Analiza Procesului Bologna). Londra, Palgrave Macmillan, Colec\u021bia: Provoc\u0103ri \u00een \u00eenv\u0103\u021b\u0103m\u00e2ntul superior, 2016, 236 pagini, ISBN print: 978-1-137-50461-6 | Miruna Luana MIULESCU<\/em>\u00a0 EUGEN NOVEANU. DIMENSIUNEA ASCUNS\u0102<\/strong> | Dan BADEA<\/em><\/p>\n Vezi articolul<\/a><\/strong><\/p>\n NUM\u0102R \u00ceNTREG<\/a><\/strong><\/p>\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" THEORETICAL STUDIES FORMATIVE ASSESSMENT AS ASSESSMENT FOR LEARNING DEVELOPMENT | Lucian VOINEA View article | EDUCATION OF PEOPLE WITH DISABILITIES. VISIONS, POLICIES AND CURRICULUM |\u00a0Traian VR\u0102SMA\u0218View article | THE EUROPEAN DIMENSION OF THE COMPETENCE-BASED SCHOOL EDUCATION IN UKRAINE | Olena LOKSHYNAView article | INTERPROFESSIONAL COLLABORATION SKILLS TRAINING FOR SOCIAL AND EDUCATION FIELDS \u2013 A MODULE … Continue reading RP 2018-1<\/span> ![\"\"](\"http:\/\/revped.ise.ro\/wp-content\/uploads\/2019\/08\/creative-commons.png\")
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<\/em>Vezi articolul<\/a><\/strong> | Abstract&Keywords<\/span>
\u00centrebarea care se pune, firesc, \u00een aceast\u0103 situa\u0163ie, este ce fel de profesori pot forma astfel de elevi. Dincolo de preg\u0103tirea ini\u0163ial\u0103 \u015fi continu\u0103 pentru profesia didactic\u0103, profesorii trebuie s\u0103 \u00een\u0163eleag\u0103 c\u0103 eficientizarea activit\u0103\u0163ii didactice implic\u0103, \u00een mod necesar, reflec\u0163ia asupra acesteia.
Prezentul studiu se focalizeaz\u0103 pe conceptul de practic\u0103 reflectiv\u0103, pe delimitarea unor etape ale acestui demers, pe identificarea unor metode \u015fi instrumente specifice practicii reflective (jurnalele de reflec\u0163ie, \u00eenregistr\u0103rile video \u015fi audio ale lec\u0163iilor, feed-back-ul etc.) \u015fi, respectiv, pe conturarea unui posibil model de personalitate al profesorului reflectiv, ce \u00ee\u0219i subsumeaz\u0103 urm\u0103toarele dimensiuni: cunoa\u015fterea de sine, cunoa\u015fterea elevilor, cunoa\u015fterea organiza\u0163iei \u015fcolare, cunoa\u015fterea curriculum-ului, cuno\u015ftin\u0163e \u00een domeniul pedagogic.
Consider\u0103m c\u0103 practica reflectiv\u0103 reprezint\u0103 o resurs\u0103 valoroas\u0103, \u00eenc\u0103 insuficient exploatat\u0103, care poate aduce beneficii importante profesorului \u015fi, implicit, elevilor, asigur\u00e2nd succesul \u015fcolar \u015fi, ulterior, profesional \u015fi social.<\/p>\n<\/a> This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>.<\/div><\/span><\/p>\n
\nSTUDII EMPIRICE<\/strong><\/h2>\n
<\/em>Vezi articolul<\/a><\/strong> | Abstract&Keywords<\/span>
Prezentul studiu se bazeaz\u0103 pe date de anchet\u0103 care investigheaz\u0103 fenomenul violen\u021bei \u0219colare la nivel na\u021bional, din perspective multiple. Analiza realizat\u0103 utilizeaz\u0103 date cantitative ob\u021binute \u00een cadrul unor anchete prin chestionar adresate elevilor, directorilor, profesorilor, consilierilor \u0219colari, precum \u0219i date calitative ob\u021binute \u00een cadrul unor anchete prin interviuri focalizate de grup realizate cu elevi, cadre didactice, p\u0103rin\u021bi. Analizele \u00eentreprinse permit punerea \u00een rela\u021bie a opiniilor diferi\u021bilor actori ai \u0219colii asupra cauzelor violen\u021bei \u0219colare, care, uneori, sunt antagoniste. Provocarea prezentului studiu nu este determinarea veridicit\u0103\u021bii sau importan\u021bei cauzelor violen\u021bei \u0219colare identificate de actorii \u0219colii, ci pornind de la aceste cauze vor fi identificate m\u0103suri, strategii, politici a c\u0103ror implementare ar putea conduce la o vedere unitar\u0103 a actorilor \u0219colii asupra problematicii violen\u021bei \u0219colare \u0219i la reducerea \u0219i combaterea manifest\u0103rilor violente la nivelul \u0219colii.<\/p>\n<\/a> This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>.<\/div><\/span><\/p>\n
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\nRECENZII<\/strong><\/h2>\n
<\/em>Vezi recenzia <\/a><\/strong><\/p>\n
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<\/em>Vezi recenzia\u00a0<\/a><\/strong><\/p>\n
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\nIN MEMORIAM<\/h2>\n
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