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Abstract<\/strong>: Digital technology has become ubiquitous in the practice of school counselling in Romania, but currently there is little evidence and critical reflection on how it is employed in daily activities. The aim of the study was to gather information regarding the practices and resources associated with school counselling, especially regarding the use of digital technology. A total of 528 valid answers were collected from school counsellors across Romania\u2019s 42 administrative divisions, using an online questionnaire. A cluster analysis was used to identify patterns of use of digital technology in professional practices, with three groups emerging: a) all-around use of digital technology, b) less frequent use of digital technology and c) regular use for specific professional tasks. Several socio-demographic factors were used to attempt to predict cluster membership. We discuss the implications of this exploratory study and chart potential avenues of action and research.<\/p>\n Keywords<\/strong>: Career counselling and guidance, digital technology, school counselling<\/p>\n LEARNING EXPERIENCES OF THE STUDENTS IN ETWINNING PROJECTS<\/strong> | Lumini\u0163a CATAN\u0102, Angelica MIH\u0102ILESCU<\/em><\/p>\n Full article<\/strong><\/a> | Abstract&Keywords<\/span> Abstract<\/strong>: The article highlights the students\u2019 perspective regarding their experience with eTwinning, their investment of resources, their expectations, as well as the academic and personal outcomes obtained as a result of their involvement. The students\u2019 opinions about the collaborative dimension of these projects in new learning contexts, the effectiveness of communication, the perspectives of personal development, the skills they developed, the well-being, and the motivation for learning are analyzed. The current article is based on a secondary analysis of data collected in a research project carried out in 2021 on a sample of 921 secondary and high school students, which aimed to assess the effects of the eTwinning project in Romania. The article focuses on the analysis of qualitative data regarding the learning experiences that the eTwinning project provided to the participating students.<\/p>\n Keywords<\/strong>: Collaborative learning, cultural diversity, curriculum applied in everyday life, educational experiences<\/p>\n MAPPING THE MAIN CHARACTERISTICS OF EXCELLENT TEACHERS: A PHENOMENOLOGICAL STUDY<\/strong> | Miruna Luana MIULESCU, Antoaneta-Firu\u0163a TACEA<\/em> Abstract<\/strong>: Teaching is a crucial component of any sensible approach to ensuring quality education. However, there is no adequate, integrated perspective on the core qualities that make for excellence in teaching. Our study seeks to discover people who are examples of excellence in teaching in order to determine a set of excellence-associated characteristics. The participants of the present study were primary school teachers (n=11) from Romania. By making use of a qualitative inquiry, data was collected through semi-structured interviews and observations of school lessons. The key findings suggest that there is no single template for excellence in teaching. According to the data, there are three key aspects that can be attributed to excellent teaching: a passion for teaching, authentic relationships with students, and critical reflection. Recommendations for sustaining high-quality teaching are discussed.<\/p>\n Keywords<\/strong>: Excellent teachers, passion for teaching, qualitative data, reflection, teacher-student relationship<\/p>\n TEACHERS\u2019 RIGHT TO HEALTH IN THE POLICY DEBATES DURING THE COVID-19 PANDEMIC IN HUNGARY AND ROMANIA<\/strong> | Leyla SAFTA-ZECHERIA, Mihaela MITESCU MANEA, Eszter NEUMANN<\/em> Abstract<\/strong>: At the onset of the Covid-19 pandemic, governments worldwide suspended face-to-face education in schools to manage the spread of the Sars-Cov-2 virus. Romania and Hungary were not exceptional in this regard during the first wave of the pandemic. However, further along, the two countries\u2019 policy pathways strongly diverged. Hungary strategized keeping schools open to ensure parents could attend to their employment obligations. Romania suspended face-to-face education in schools for long periods. The paper looks at these two national cases through a Critical Frame Analysis (Dombos et al., 2012) of education policy debates during the initial three waves of the pandemic (March 2020 \u2013 July 2021). It answers the question: How were the health rights of teachers and the health crisis in education framed in the education policy debates during the Covid-19 pandemic? Policy documents and policy related position documents by non-government actors were selected by country experts from both countries and coded inductively looking at the right to education, the right to health, and the relationship between economic activities and education. We present our findings concerning how teachers\u2019 rights to health are featured in the policy debates between the government, oppositional political parties, trade unions and other stakeholders. Finally, we use our analysis to point to recommendations addressing the complex challenge of equally ensuring vulnerable pupils\u2019 rights to education and teachers\u2019 rights to health through coherent crisis management policies.<\/p>\n Keywords<\/strong>: Crisis management, critical frame analysis, right to health, teachers\u2019 working conditions<\/p>\n REFLECTIONS, PERCEPTIONS AND PRACTICES IN FORMULATING AND EVALUATING HOMEWORK IN PRIMARY EDUCATION<\/strong>| Iasmina NEGRU, Simona SAVA Abstract<\/strong>: Homework is a controversial topic that frequently attracts the attention of teachers and researchers, who are looking to identify ways to make it as attractive and enjoyable as possible, relevant, and formative as well. There are various points of views and data, empirically based, concerning the utility, scope, impact of homework on students\u2019 development. The aim of the study was to identify the reflections, perceptions, and stated practices of primary school teachers regarding the assignment and assessment of homework. Thus, 10 primary education teachers completed reflection diaries on homework, between May 26 and June 25, 2021 (a period of the schooling year with consolidations, evaluations, and gradual relaxation towards ending\/summer holiday). The teachers were asked to record each two days their reflections. The coding of the entries in the reflection diaries was done and analyzed with MAXQDA, and it covered aspects like the purpose and role of homework, methods for effective assignment of homework, parental involvement, appropriate completion time, volume, etc. The results, informative for teachers and educational experts as well, reveal teachers\u2019 perceptions regarding the degree of involvement of children and parents, the appropriate dosage of effort and the appropriate time for solving homework, practices of assigning and evaluating students\u2019 homework.<\/p>\n Keywords<\/strong>: Homework, primary education, teacher reflective log<\/p>\n INTERCULTURAL EDUCATION IN ROMANIA: A CONTENT ANALYSIS OF SOCIAL EDUCATION TEXTBOOKS FOR 6TH GRADE STUDENTS<\/strong> | Magda Cristina TUNEGARU<\/em> Abstract<\/strong>: In this paper, we aim to examine intercultural education textbooks, a subject that has been introduced in Romania, in the new school curriculum for middle school in 2017, for the 6th grade. The research uses content analysis to identify and analyze the cultural topics, the types of interactions that are suggested, and the extent to which these textbooks address social justice issues. We will approach both the textual and the visual elements of the textbooks. Keywords<\/strong>: Content analysis, intercultural education, social justice, textbook<\/p>\n \u201cWE ARE GOING TO WATCH A VIDEO…\u201d: LESSONS LEARNT DURING THE ESP CLASSROOM<\/strong> | Andreea BAN, Adrian N\u0102ZNEAN<\/em> Abstract<\/strong>: The COVID-19 pandemic which forced the transfer of education from the physical to the virtual environment led to the exploitation of various materials and resources for teaching English for specific purposes. The use of videos in online lessons was investigated in a study conducted on four mixed-ability groups of students exposed to various educational videos to varying extents. The videos intended to improve the acquisition of vocabulary for English for specific purposes, namely for engineering and medicine. The students were divided into four groups, two engineering groups, and two medicine ones. All students were in their second undergraduate year and all had two lectures of English per week. One engineering group and one medicine group were exposed to at least two videos per course, whereas the other groups to one or no videos per course. Vocabulary acquisition was assessed using MCQs, word formation, and gap filling exercises, whereas speaking activities were conducted in smaller groups in virtual rooms. Following the 10-week period, not only the students\u2019 vocabulary improved, but also their speaking abilities especially in the groups that used at least two videos per lesson, while the other groups showed only modest improvement of vocabulary acquisition and speaking skills.<\/p>\n Keywords<\/strong>: English for specific purposes, speaking skills, video, vocabulary acquisition<\/p>\n EXPLORING THE CAREER DEVELOPMENT PROCESS IN THE CASE OF ROMA STUDENTS IN ROMANIA<\/strong> | \u015etefana BUH\u0102ESCU-CIUC\u0102, Georgiana IONI\u0162\u0102<\/em> Abstract<\/strong>: This study used semi-structured interviews to explore the career development process and influencing factors among eight Roma students. Following the analysis, eight areas emerged: 1) criteria for choosing a career option, 2) role models, 3) proactive personality, 4) support, 5) barriers, 6) work values, 7) critical consciousness, and 8) relevance of career guidance. The results show that the family is an essential source of moral support, role models, and persuasion in choosing certain educational and career options. Participants made decisions based on interests in certain areas and had work values predominantly related to prestige and appropriate financial rewards for their needs. All participants received support through positive measures and demonstrated a proactive personality in capitalizing on the support they received and overcoming the barriers they encountered, the most common being financial constraints. All students have a clear picture of how their ethnicity is perceived in society and the labor market and some of them are actively involved in improving the socio-economic context of young Roma.<\/p>\n Keywords<\/strong>: Career decision-making, critical consciousness, Roma students, social influences, work values<\/p>\n THE ROLE OF IRRATIONAL BELIEFS AND PERCEIVED STRESS IN THE DEVELOPMENT OF DYSFUNCTIONAL ATTITUDES AMONG STUDENTS<\/strong> | Simona A. PASCAL, Alina C. CHIVU<\/em> Abstract<\/strong>: The literature raises concerns in terms of the psychological functioning of the students. Their well-being can be impaired by some problems they may face, like academic, personal, financial, or social ones. Cognitive theories support the fact that at the origin of the psycho-emotional consequences lies a dysfunctional thinking pattern. It can determine how people perceive events or their attitudes regarding the situations they experience. All these aspects play an important role in mental health. Thus, the first objective of the present study was to identify possible associations between dysfunctional attitudes, irrational beliefs, and perceived stress among students. The second objective was to test whether the relationship between irrational beliefs and dysfunctional attitudes is explained by perceived stress, through a mediation model. In this research, 148 students filled in three psychological scales that measure the following constructs: dysfunctional attitudes, irrational beliefs, and perceived stress. In general, the results emphasized negative and weak associations between attitudes and cognitions (r = -.265, p = .001) and perceived stress and attitudes (r = -.167, p = .043), but a positive relationship between cognition and perceived stress (r = .312, p < .001). Also, the mediation analysis showed that there are misgivings that perceived stress does explain the relationship between irrational cognitions and dysfunctional attitudes. These preliminary findings could be an initial step in the educational environment to improve the beliefs and attitudes assessment among students by targeting them as important elements. Keywords<\/strong>: Dysfunctional attitudes, irrational beliefs, mediation model, perceived stress<\/p>\n MARIN MANOLESCU, MERITOCRATIC REQUIREMENTS IN THE ROMANIAN SCHOOL<\/strong>. Bucure\u015fti, Editura Universitar\u0103, 2022, 394 pagini, ISBN 978-6-062-81529-5 | Ioan NEAC\u015eU STANISLAS DEHAENE, HOW WE LEARN. THE NEW SCIENCE OF EDUCATION AND THE BRAIN<\/strong>. Marea Britanie, Editura Penguin, 2021, 352 pagini, ISBN 978-0-141-98030-3 | Andreea-Diana SCODA PICK-UPS FROM THE FORMULA OF A LIFETIME<\/strong> | Dan BADEA<\/em> REFLECTIONS ON EDUCATION AND PEDAGOGY. INTERVIEW WITH PROFESSOR EMIL P\u0102UN, PhD AT 85 YEARS OF AGE<\/strong> | * * * * FULL ISSUE<\/strong><\/a><\/p>\n","protected":false},"excerpt":{"rendered":" STUDIES PATTERNS IN THE USE OF DIGITAL TECHNOLOGY AMONG SCHOOL COUNSELLORS IN ROMANIA | Mihai IACOB, Octavia BOR\u015e Full article\u00a0| LEARNING EXPERIENCES OF THE STUDENTS IN ETWINNING PROJECTS | Lumini\u0163a CATAN\u0102, Angelica MIH\u0102ILESCU Full article | MAPPING THE MAIN CHARACTERISTICS OF EXCELLENT TEACHERS: A PHENOMENOLOGICAL STUDY | Miruna Luana MIULESCU, Antoaneta-Firu\u0163a TACEA Full article | … Continue reading JOURNAL OF PEDAGOGY (REVISTA DE PEDAGOGIE) 2022 (2) – LXX<\/span> ![\"\"](\"http:\/\/revped.ise.ro\/wp-content\/uploads\/2019\/08\/creative-commons.png\")
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\nThe data is analyzed on four levels, using a social justice perspective, mainly Iris Young\u2019s conceptualization of oppression. First, we explore the micro level which refers to the characters\u2019 attitudes and values; then the macro level which comprises historical and political factors. Further, we examine the international dimension comprised in the analyzed textbooks. Finally, we are interested in the authors\u2019 position. For this purpose, we employ Hilliard\u2019s (2014) conceptual frameworks, developed from Gray (2010) \u2013 to which we added 12 topics \u2013 and Risager (1991). Moreover, the research proposes further analysis and inquiries on the subject of intercultural education in Romania.<\/p>\n<\/a>\u00a0This work is licensed under a\u00a0Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.<\/div><\/span><\/p>\n
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