SOMETHING OLD, SOMETHING NEW\u2026 REFLECTIONS ON THE ROLE OF LITERARY TEXT IN TEACHING EFL<\/strong>\u00a0| Stela RO\u015eCOVAN<\/em><\/p>\n Full article<\/a><\/strong> | Abstract & Keywords<\/span> Abstract<\/strong>: This article highlights the educational and instructional value of literary texts in the EFL classroom, pointing at various strategies that can be applied to actively involve learners in text-related activities and in communicative activities that go beyond the text, among which, heuristic ones. The literary text has been overshadowed and underappreciated as a teaching resource in EFL and this article is trying to revive it stressing the manifold benefits it can have for the learner.<\/p>\n Keywords<\/strong>: literary text, heuristic strategy, competence, reading, involvement. <\/div><\/span><\/p>\n EQUITY \u2013 BETWEEN DECLARATION AND REALITY IN HIGHER EDUCATION <\/strong>| Irina HORGA, Otilia APOSTU<\/em><\/p>\n Full article<\/a><\/strong> | Abstract & Keywords<\/span> Abstract<\/strong>: This article presents the equity problematic in higher education from an historical perspective. The analyse makes general references to the international context and undertakes a specific approach upon the Romanian higher education. The data relay on an incursion in the legislation level and into specific educational practices for every historical period. In the Romanian higher education the equity was approached from the perspective of the equal access and equal opportunities at the admission, along the studies and at the departure from the educational system.<\/p>\n Keywords<\/strong>: equity, higher education, affirmative measures, university autonomy.<\/p>\n <\/div><\/span><\/p>\n IN-SERVICE TEACHER TRAINING IN NON-FORMAL EDUCATION <\/strong>| Ana-Maria Aurelia PETRESCU, Ioana ST\u0102NCESCU<\/em><\/p>\n Full article<\/a><\/strong> | Abstract & Keywords<\/span> Abstract<\/strong>: We live in a society that is in a constant and rapid change process, a society in which lifelong learning continues to be a main engine, even if formal education, in its traditional form, tends to lose ground in front of the other two forms: non-formal and informal education. Contemporary man cannot be limited only to acquire a large volume of knowledge. It becomes more important the pragmatic vision on education, which is to know what to do, how to use knowledge products, to structure a set of functional knowledge and then convert this knowledge into constructive attitudes and behaviors. As such, it is an imperative for teachers to pay particular attention to develop their own professional and transversal competences, specific for non-formal education area. This form of education, perceived as a bridge between school education\/formal education and informal education, mainly carried out in the family and in society, in general, represent a favourable educational context to the personality development of modern man.<\/p>\n Keywords<\/strong>:formal education, non-formal education, informal education, professional competences, transversal competences.<\/p>\n <\/div><\/span><\/p>\n ON A POSSIBLE PEDAGOGICAL ADJUSTMENT OF THE LESSON <\/strong>| Cristian PETRE<\/em><\/p>\n Full article<\/a><\/strong> | Abstract & Keywords<\/span> Abstract<\/strong>: The actual context of educational praxis is adjusted, in education policy, by a precise reference: competence-based curriculum. Motivation for such (re)orientation generates complementary effects: focusing on student, focusing on learning. The informational offer regarding the territories of significance which are associated with new milestones-concept is rich and heterogeneous, and through these attributes, generating confusion and nutritional for apories. Under a state of necessity (that of a unified vision, coherent and cohesive reflected in concrete efforts by learning management), how can be negotiated the diversity of competence\u2019s meanings (as finality of school learning)? In this context stimulated by paradigmatic remodelling which are the practical effects teacher can manage? The theoretical \u201einfrastructure\u201d regarding lesson remains valid, in the conditions of an analytical modelling which operates with variables such as \u201eknowledge\u201d, \u201eabilities\u201d, \u201eattitude\u201d? The relative rhetorical character of the last sentence receives during this material a confirmation of the utility of a more complex approach that does not ignore a multiple resizing lesson: structural, temporal, typological, designing, conceptual. The paper addresses to teachers and those who are forming for this profession. It is proposed as a management lesson\u2019s interpretative and methodological alternative.<\/p>\n Keywords<\/strong>: class learning, home learning, competencies, lesson.<\/p>\n <\/div><\/span><\/p>\n PARTICULARITIES OF EDUCATION FOR VALUES AT PRESCHOOL AGE<\/strong> | Adriana NICU<\/em><\/p>\n Full article<\/a><\/strong> | Abstract & Keywords<\/span> Abstract<\/strong>: By means of the purpose of education, axiology proves itself to be necessary in the educational process. Concepts like evaluation, value and valorization are inter-related and they originate in fairy tales and legends. Kindergarden plays an overwhelming role in the child\u2019s axiological values. The article refers to the selection and organizing of a set of values in a preschool education curriculum where children are prepared for a dynamic world. Multiculturalism leads to the incorporation of individual and national values into a universal value of all mankind.<\/p>\n Keywords<\/strong>: axiological education, value, preschool age, axiological exercises.\u00a0<\/div><\/span><\/p>\n THE DISCIPLINE OF THE PRESCHOOL CHILD. AN OVERVIEW OF DISCIPLINE ISSUES IN MONTESSORI PRESCHOOL EDUCATION<\/strong>\u00a0| Izabela Cezarina Tatiana B\u0102RBIERU<\/em><\/p>\n Full article<\/a><\/strong> | Abstract & Keywords<\/span> Abstract<\/strong>: Regarding the evolution of discipline in history it is noticed the fact that it was based on coercive methods like constraint and corporal punishment. Nowadays, the matter of discipline in education is in the foreground. Therefore, approaching this matter must be made from the beginning, from preschool. Starting from defining the concept, the article presents a new approach for the discipline of the child. The Montessori methods presents the model of active discipline by placing the child into a prepared environment according to his needs, having the freedom to choose his materials under the apparently passive guidance of the educator. The child\u2019s interest toward the materials that are especially conceived induces active and spontaneous concentration, which represents the first step in correcting the behavioural deviations.<\/p>\n Keywords<\/strong>: discipline, preschool, freedom, normalization, Montessori.\u00a0<\/div><\/span><\/p>\n PROGRAMELE CAREER COACHING IN THE DUTCH HIGHER EDUCATION. A CASE STUDY<\/strong>\u00a0| Tatiana CIFF, Miriam TERPSTRA<\/em><\/p>\n Full article<\/a><\/strong> | Abstract & Keywords<\/span> Abstract<\/strong>: This article aims to present an overview of the theoretical framework of the career orientation programmes in the higher education in The Netherlands in general, and exemplify it, by presenting the structure and implementation of one of these programmes that is implemented in an Applied Sciences University, in particular.<\/p>\n Keywords<\/strong>: SCP (Student Career Planning), PDP (Personal Development Planning).\u00a0<\/div><\/span><\/p>\n INTERCULTURAL COMMUNICATION: A CLIL APPROACH IN TEACHING ENGLISH<\/strong> | Ionu\u0163 C\u0102PENEA\u0162\u0102<\/em><\/p>\n Full article<\/a><\/strong>\u00a0| Abstract & Keywords<\/span> Abstract<\/strong>: The paper tries to present an optional course designed to develop the students\u2019 intercultural communication competences, but also their competences in English in an integrated way, and its results after six months. The target group is represented by a class of philology \u2013 intensive English, 11th grade, and a B1 level, according to the European Framework of Reference for Languages, but with a low motivation for studying English. Besides developing competences in English and in intercultural communication, this course also tries to facilitate the students\u2019 transition to the B2 level, supposing a higher degree of abstraction. This course was designed in September 2015 and have been implemented throughout the school year 2015-2016. Since its beginning, the course was successful, being seen as a novelty and an alternative to the classical curriculum, and after six months the results are notable: the students are more involved and their motivation considerably increased. The case of three students is also notable, while they managed to improve their communication competences, reaching the B1 level, as shown in the results of a test applied after three months.<\/p>\n Keywords<\/strong>: CLIL, motivation, involvement, communication competences.\u00a0<\/div><\/span><\/p>\n ROLES AND RESPONSIBILITIES IN EDUCATIONAL RELATIONSHIPS<\/strong> | Roxana ENACHE<\/em><\/p>\n Full article<\/a><\/strong> | Abstract&Keywords<\/span> Abstract<\/strong>:\u00a0The teacher\u2019s authority should not be confused with authoritarianism and should not be used as a power source. Teacher\u2019s authority should be used as a means of preparing for autonomy, objectivity in social interaction, freedom of conscious youth. In education management there is a formal authority and position, legitimate stated, and a functional competence. Formal authority has negative effects on the development of pupils and it is generating psychosocial conflicts and low yield. Formal authority is the authority that derives from the manifestation of a socio-professional standing, and the competence-based one is manifested through the skills and competences of the teacher proven in the educational context. In the efficient educational management authority based on competence works better than the formal authority. Sources of the competence-based authority are teaching skills, methodological, organizational and assessment skills.<\/p>\n Keywords<\/strong>: authority of the teacher, students\u2019 autonomy and accountability, formal authority, competence-based authority.\u00a0<\/div><\/span><\/p>\n MOTIVATING YOUNG LEARNERS IN A PRIMARY SCHOOL IN ROMANIA<\/strong> | Diana COJOCNEAN, Stanca IUREAN<\/em><\/p>\n Full article<\/a><\/strong>\u00a0| Abstract & Keywords<\/span> Abstract<\/strong>: The current study presents the way an educational institution from Romania uses certain motivational strategies for primary school students, parents\u2019 perceptions as to the efficiency of these strategies and also teachers\u2019 perspective on the use of motivational strategies in the classroom. The study took place in a private educational institution from Cluj-Napoca and it presents data collected from an online questionnaire and from teacher observation sheets. Therefore, the data collected from two sources indicate the way the existing motivational strategies are perceived by parents and by the teachers using them. The main purpose of the study was the investigation of the way primary school students feel about the following motivational strategies: Golden Time, Star of the Week and Spectrum Points as well as the perceived effectiveness of these strategies by parents and primary school teachers<\/p>\n Keywords<\/strong>: motivational strategies, extrinsic and intrinsic motivation, classroom research, social context, rewards.\u00a0<\/div><\/span><\/p>\n I TEACH DIVERSITY IN MY CLASSES AND THE STUDENTS LOVE IT! A CJI PROGRAM PRESENTATION<\/strong> | Alina B\u0102LAN<\/em><\/p>\n Vezi articolul<\/a><\/strong> | Abstract&Keywords<\/span> Abstract<\/strong>: The educational programme \u201eI TEACH DIVERSITY AT MY CLASSES AND THE STUDENTS LIKE IT!\u201d coordinated by the Center for Independent Journalism Bucharest aimed to facilitate youth\u2019 access to information regarding the civic rights and obligations, the European laws of democracy, the constitutional values. It is using an innovative methodology adapted to the students\u2019 age-specific challenges and concerns (such as communication in the virtual environment). By integrating the educational activities in the framework of the Romanian language and literature classes it is enhancing the motivation for learning, in general. The project empowered the school organization with several educational activities according to the actual imperatives of education for diversity, dealing with topics of interest for students such as: aspects of diversity, domestic violence, discrimination\/ no hate speech\/ safety\/ challenges of the Internet, theater improvisations, thematic debates and educational films followed by sessions of questions and answers.<\/p>\n Keywords<\/strong>: diversity, social inclusion, discrimination.\u00a0<\/div><\/span><\/p>\n CULTURE THROUGH MUSIC: KODALY, DALCROZE AND ORFF \u2013 THREE METHODS IN MUSIC EDUCATION WHICH HELP US UNDERSTAND MUSIC DIFFERENTLY<\/strong> | Ioana MARGHITA, Roxana BRI\u015eCARIU<\/em><\/p>\n Full article<\/a><\/strong> | Abstract & Keywords<\/span> Abstract<\/strong>: In a context where it becomes more and more evident that the traditional method of teaching sound art is not the only valid solution for general music education, the project \u201eCulture through Music\u201d brings about an invigorating perspective, providing hands-on experience with three methods which have already proven to be a success internationally, methods on which Romanian pedagogists have had only abstract information, available in specialist dictionaries and publications. The educational principles and strategies employed by the Dalcroze, Orff and Kod\u00e1ly methods often coincide, in a consensus proving their otherwise holistic nature, which becomes more important than their differentiating elements. From Dalcroze, where body movement is intimately linked to music, and the natural response of the body complements the sound, to Orff, focusing on the importance of instrumental improvisation, and on words, with their rhythmic profiles which lay the foundation of sound art, to Kod\u00e1ly, promoter of singing, which makes the concepts of sound much more naturally understood and assimilated, all three methods plead for reclaiming the inner child, always ready to play and rejoice with sounds.<\/p>\n Keywords<\/strong>: music, Dalcroze, Orff, Kod\u00e1ly, education, pedagogy.\u00a0<\/div><\/span><\/p>\n THE EUROGUIDANCE CONFERENCE COUNSELLING AND GUIDANCE IN SCHOOL CURRICULUM<\/strong> | Angela ANDREI<\/em><\/p>\n Full article<\/a><\/strong><\/p>\n TOWARDS RESEARCH-BASED EDUCATIONAL POLICIES. MECHANISMS OF KNOWLEDGE MOBILISATION AND RESEARCH BROKERING IN EDUCATION (IMPACT2)<\/strong> | Elena MARIN, Georgeta ION, Romi\u0163\u0103 IUCU, Mihaela ST\u00ceNGU, Simona IFTIMESCU, Carmen PROTEASA<\/em><\/p>\n Full article<\/a><\/strong><\/p>\n A STUDY TRIP TO THE UNITED STATES OF AMERICA. EXPERIENCES AND LEARNED LESSONS | <\/strong>Magdalena BALICA, Angela TE\u015eILEANU<\/em><\/p>\n Full article<\/a><\/strong><\/p>\n ISTV\u00c1N MUR\u00c1NYI (ed.). ETERNAL RETURN? THE SPECTER OF RADICALISM AMONG YOUNG PEOPLE IN EUROPE AND HUNGARY<\/strong>. Budapesta, L\u2019Harmattan, 2015, 224 p., ISBN 978-2-343-08456-5 | Ana-Maria DALU<\/em><\/p>\n Full review<\/a><\/strong><\/p>\n FULL ISSUE<\/a><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":" THEORETICAL APPROACHES SOMETHING OLD, SOMETHING NEW\u2026 REFLECTIONS ON THE ROLE OF LITERARY TEXT IN TEACHING EFL\u00a0| Stela RO\u015eCOVAN Full article | EQUITY \u2013 BETWEEN DECLARATION AND REALITY IN HIGHER EDUCATION | Irina HORGA, Otilia APOSTU Full article | IN-SERVICE TEACHER TRAINING IN NON-FORMAL EDUCATION | Ana-Maria Aurelia PETRESCU, Ioana ST\u0102NCESCU Full article | ON A … Continue reading rp – 2016 \/ 2<\/span>
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