\nFull article<\/strong>\u00a0<\/a>| Abstract&Keywords<\/span>
Abstract<\/strong>: The present study is testing the role of extracurricular activities in the career exploratory intentions and decision-making using the lenses of the career self-management model of Social Cognitive Career Theory – SCCT (Lent & Brown, 2013). The study also includes the socioeconomic status, social support, and role models, as well as personality factors as predictors. We used hierarchical linear regression to test the role of the added precursors to extracurricular activities and their role in career exploration goals and decidedness. Data were collected using an online survey filled in by 233 students in twelfth grade. Involvement in pro-social activities, the influence of role models, and the level of agreeableness were significant predictors of exploratory intentions while exam preparation was the only significant predictor of career decidedness. Implications for practice are discussed.<\/p>\n Keywords<\/strong>: career decidedness, exploratory goals, extracurricular activities, personality, role models<\/p>\n CAREER EXPLORATORY INTENTIONS AND DECIDEDNESS AMONG STUDENTS: A CAREER SELF-MANAGEMENT PERSPECTIVE<\/strong> | \u015etefana BUH\u0102ESCU-CIUC\u0102<\/em> Abstract<\/strong>: The present study aimed to expand the knowledge on the career exploratory intentions and decidedness in the career self-management model of Social Cognitive Career Theory (Lent & Brown, 2013). To predict these career behaviours, we used hierarchical regression and analysed the predictors role of socioeconomic status, social support, career exploration, and decision-making learning experiences, self-efficacy, and outcome expectations. In addition to the career variables included in the Career Self-Management Model, this study also explored the role of work volition, a central variable from the Psychology of Working Theory. Data were collected using an online survey filled in by 235 college students. The results showed that positive emotions and outcome expectations were significant predictors of exploratory intentions, while self-efficacy was a constant significant predictor of career decidedness. Socioeconomic status and work volition were not significant predictors in any of the models.<\/p>\n Keywords<\/strong>: career decidedness, career exploratory intentions, learning experiences, Social-Cognitive Career Theory, social influences<\/p>\n THE EFFECTIVENESS OF AN ONLINE INTERVENTION PROGRAM IN VOCATIONAL GUIDANCE<\/strong> | Iraida MUSTEA\u0162\u0102, Andrei Corneliu HOLMAN, Daniela Victoria ZAHARIA<\/em> Abstract<\/strong>: The current study is a test-retest design with the presence of both experimental and control groups. We proposed to present information about an online intervention program for reducing career decision-making difficulties (caused by lack of information, lack of readiness and inconsistent information) and to present results of its effectiveness. Keywords<\/strong>: career guidance, COVID-19 pandemic, decision-making, intervention program<\/p>\n HAVE THE ROMANIAN SCHOOLS BECOME LEARNING ORGANISATIONS? VIEWS OF THE TEACHING STAFF<\/strong> | Adela Diana D\u00ceN\u015eOREAN, Simona Lidia SAVA<\/em> Abstract<\/strong>: To meet the diverse needs of students in complex social environments, it is necessary to transform schools into learning organisations (Fullan, 1993; Sava, 2022). Empirical evidences show that learners make significant progress when schools exhibit the characteristics of learning organisations (Harris & van Tassell, 2005; Schechter & Qadach, 2012; Silins & Mulford, 2004). The \u201clearning organisation\u201d approach is necessary and suitable for schools, regardless of their operating context, thus providing a sustainable competitive advantage (Kools & Stoll, 2016; OECD, 2016). Staff in a school may have different perceptions about the extent to which their school is a learning organisation. In this study, we investigated if perceptions about the status of the school as a \u201clearning organisation\u201d differs significantly according to variables such as the school environment, the staff \u2019s position and seniority. The online questionnaire, applied in April-May 2022, was filled in by 650 participants (70 principals, 543 teachers and 37 auxiliary teaching staff) from 248 Romanian schools. Self-reported data were collected using the instrument developed by Kools et al. (2020), validated in the Romanian context. The results show significant differences among the participants\u2019 responses in relation to the school environment and in terms of the respondents\u2019 position in the school. Data showed no statistically significant difference among the participants\u2019 responses in terms of seniority. The results of the current research represent a useful step in the process of evaluating Romanian schools, with the aim to transforming them into learning organisations.<\/p>\n Keywords<\/strong>: learning leadership, schools as a learning organisations, shared vision, staff members, team learning<\/p>\n TEACHING PRACTICE MENTORS – AN ANALYSIS OF PROFESSIONAL DEVELOPMENT NEEDS AND PRACTICES<\/strong> | Mirela SCOR\u0162ESCU, Simona Lidia SAVA, Mariana CRA\u015eOVAN<\/em> Abstract<\/strong>: Practicum is essential in initial teacher training (ITE), while mentoring represents an important part of it. The need for the practicum mentors\u2019 training is recognized, being highlighted both by studies (Czerniawsky et al., 2016; Guberman et al., 2020) and by the recommendations of the European Commission (2021). However, the mentors are precariously prepared (Clarke & Mena, 2020), the literature pointing out the limited training and insufficient knowledge regarding mentoring activities. This study aims to identify the training needs of mentors in Romania, and the further training undertaken, to carry out mentoring activities in ITE. The study was run between December 2021 and February 2022, based on the questionnaire elaborated by the International Forum for Teacher Educator Development (InFo-TED). By analysing the answers of the 276 mentors from Romania who are guiding the practicum in ITE at all levels of pre-university education, we can highlight: the types of activities considered useful and less useful in mentoring, the training activities already accessed, the desirable training Keywords<\/strong>: in service professional development, initial teacher training, practicum mentors, training needs<\/p>\n WHAT IS THE VALUE OF REFLECTION FOR TEACHERS? A STUDY ON PRIMARY SCHOOL TEACHERS<\/strong> | Miruna Luana MIULESCU, Antoaneta – Firu\u0163a TACEA<\/em> Abstract<\/strong>: The concept of reflective teacher has been studied extensively in the last three decades and has facilitated the shift in the teacher education orbit from attainment to development. Our study seeks to discover the value of reflection for teachers and in what way their practices could potentially be influenced by it. The participants of the present study were 11 primary school teachers from Bucharest, Romania. By making use of a phenomenological qualitative inquiry approach, data were collected through a focus group and a reflective journal. The key findings indicate that the participants in the study are willing to embrace an investigative attitude that will help improve and assess practice, even if they are not used to it and do not always have the proper time to analyze their teaching practices daily. Moreover, multiple advantages of keeping a reflective journal were recognized: facilitation of teaching, enhancement of innovation, impact on professional growth, enhancement of problem-solving skills, improvement of overall effectiveness, and promotion of a positive learning environment.<\/p>\n Keywords<\/strong>: focus group, primary school teacher, reflective journal, reflective practices, reflective teacher<\/p>\n KICK-START LITERACY FOR ALL. COMPARATIVE RESULTS FROM ROMANIAN PREPARATORY GRADE CLASSROOMS<\/strong> | Bianca BALEA, Maria KOVACS, Codru\u0163a TEMPLE<\/em> Abstract<\/strong>: Research shows that reading performance in the early grades is a strong predictor of reading ability throughout the school years, and is therefore likely to impact children\u2019s academic and career trajectories, with those of children coming from disadvantaged socio-economic backgrounds being negatively impacted (Cunningham & Stanovich, 1997; Dolean et al., 2019). Using a comparative approach, the present study aimed to determine whether there were differences in literacy skills development in children from low socio-economic backgrounds who received specifically developed emergent literacy instruction (intervention group, IG) and those who did not (control group, CG). The literacy program was developed based on recent scientific evidence (Bear, 2022) emphasizing the importance of the following in emergent literacy instruction: concepts about print (1), alphabet and letter-sound knowledge (2), concept of word (3), phoneme awareness (4), and word recognition (5). The intervention took place in the 2021-2022 school year, over an 8-month period, and consisted of using emergent literacy assessments, as well as literacy learning materials developed specifically for the preparatory grades. The total sample consisted of 300 children in 25 preparatory grade classes, divided between intervention and control groups (260 and 40 students, respectively), who were all assessed on the five abovementioned emergent literacy concepts and skills, pre- and post-intervention. ANOVA analyses were conducted to test for differences between children in the two groups. Results highlight significant differences in terms of literacy development, with children in IG showing higher scores on all the five measures than children in the CG.<\/p>\n Keywords<\/strong>: disadvantaged communities, early reading intervention, emergent literacy, preparatory grade, reading difficulties<\/p>\n CITIZENSHIP EDUCATION IN EUROPEAN SCHOOL SYSTEMS<\/strong> | Maria-Corina POPA<\/em> Abstract<\/strong>: This paper aims to open a reflective framework, that should be useful to the Romanian education system and encompass ways in which citizenship education is studied in other European countries, at primary and secondary levels. In this regard, the article presents the characteristics of the school systems which are based on maximalist and minimalistic approaches to citizenship education, the critical approaches to citizenship education and, consequently, the concept of \u201ccritical citizenship\u201d. The article also includes a brief timeline of legislative and public policy efforts at European level to support education for democratic citizenship, starting from the Maastricht Treaty and reaching the \u201cReference Framework of Competences for Democratic Culture\u201d. Last but not least, the paper will highlight a series of reforms and approaches to citizenship education at European level (as a separate or integrated school subject, or in a crosscurricular perspective), that references the latest Eurydice study on citizenship education in European schools.<\/p>\n Keywords<\/strong>: citizenship education, critical citizenship, EU policies<\/p>\n THE ACADEMIC STAFF\u2019S PERCEPTIONS TOWARDS ONLINE EDUCATION DURING THE COVID-19 PANDEMIC<\/strong> | R\u00e9ka KUTASI Abstract<\/strong>: The outbreak of the COVID-19 pandemic has prompted the closure of educational institutions worldwide. As a result, most educational institutions shifted to online learning platforms to keep up with instructional activities. This study aims to determine how teachers perceive the online teaching and learning context at the George Emil Palade University of Medicine, Pharmacy, Science, and Technology of T\u00e2rgu Mure\u015f (UMPhST), Romania. An online questionnaire was created in Google Forms and sent to the academic staff at the university to evaluate the efficacy, drawbacks, and benefits of online education. A total of 139 faculty members from different departments completed the questionnaire thoroughly. According to the findings, more than half of those questioned agreed that online teaching is essential during pandemic times, but it is not a long-term solution. The difficulty of engaging students in practical activities, the lack of feedback, and the difficulty in fulfilling online assignments are just some of the challenges that were brought about. Furthermore, the survey identifies the traits of online courses the respondents preferred and additional challenges they encountered throughout this demanding time.<\/p>\n Keywords<\/strong>: academic staff, COVID-19 pandemic, higher education institutions, online questionnaire, online teaching<\/p>\n THE IMPACT OF CLASSROOM OBSERVATION IN EARLY EDUCATION ON CHILDREN\u2019S OUTCOMES<\/strong> | Daniela Mihaela FLORESCU, Laura Elena CIOLAN<\/em> Abstract<\/strong>: Educational practices and all that happens in the classroom are essential to children\u2019s learning progress and their development. Despite the importance of teachers\u2019 educational practices, in the low- or middle-income countries the practices are hardly ever measured, partly because of a lack of access to classroom observation tools and the high costs of their administration. As a result, the present research undertook the aim to analyze the improvement of educational practices on the dimensions that are comprised in the observation tool we used: classroom climate, instruction and social and emotional skills by means of classroom observation and providing feedback using the Teach observation tool. Thus, we assume that early childhood education teachers who participate in observation and feedback processes based on the Teach observation tool develop educational practices more adapted to the children\u2019s social and emotional and cognitive needs. The study consisted of conducting a quasi-experiment with three repeated applications of the Teach observation tool on a sample of 19 kindergarten teaching staff. The 19 kindergarten teachers were from the same kindergarten in Bra\u015fov city, Kindergarten no.11, \u201cHouse of joy\u201d. The study was carried out during the 2020-2021 school year. Following the implementation of the Teach observation tool, we can conclude that its role is to facilitate the measurement of quality in early childhood education. Teaching can be a starting point for understanding, measuring and discussing the quality of teaching practices in early childhood education, leading to improved support for teachers and ultimately better learning experiences and higher outcomes for preschoolers. Also, in the future, the Teach observation tool can provide policy makers and stakeholders with the information they need to design and implement policies and programs in early childhood education.<\/p>\n Keywords<\/strong>: classroom culture, classroom observation, development of children at early ages, quality of educational practices, social and emotional skills<\/p>\n EXPLORING SOLUTIONS TO IMPROVE MUSIC EDUCATION AT PRIMARY LEVEL IN ROMANIA<\/strong> | Daniel-Alex MILENCOVICI<\/em> Abstract<\/strong>: The Romanian national curriculum for primary education includes a number of school subjects that are taught by specialized teachers, e.g. foreign languages, physical education, religious education. Nevertheless, Music and movement represents a compulsory subject that requires advanced musical abilities and knowledge, yet the primary class teachers, who teach it, benefit from only short term initial training which we consider insufficient. The paper presents the results of a research into the opinions of the staff who teach. Music and movement in primary school as well as of those of experts regarding the improvement of this subject teaching. Keywords<\/strong>: educational policies, music education, primary school, quality education<\/p>\n THE MODERNITY OF ST. JOHN CHRYSOSTOM\u2019S VIEW ON EDUCATION<\/strong> | Iuliana P\u00ceRVU, Constantin CUCO\u015e<\/em> Abstract<\/strong>: The current world, characterised by a dynamic full of continuous fluctuations and challenges, urges us to change perspectives regarding the educational phenomenon. There is a growing interest for the holistic development of the human being so that s\/he could face the imperatives of the contemporary society. The present article creates a favourable opportunity to highlight that the harmonious formation of human individuality was first described many centuries ago. St. John Chrysostom, who adopts a broad approach to the education topic, points out that a responsible educational process should offer a holistic development to people. Thus, we aim to analyze Christian and modern pedagogy discourses in a comparative manner, in order to demonstrate the modernity of the Antiochian pedagogue\u2019s view on education. We investigated the degree of overlapping between the Hrisostomian pedagogical ideas and the current theories of personality development. Also, our content analysis looks into the number of references regarding the children\u2019s upbringing and education as compared to the recurrent topics in the works of St. John Chrysostom. We analyzed St. John\u2019s recommendations on the child\u2019s development, virtues and values, so we can integrate them in contemporary formative contexts. The outcome reveals that the writings of the Christian pedagogue align with the current desideratum of the Romanian educational system. We consider theses pedagogical suggestions and the good practices that are given to be valuable instruments as they are up to date in terms of educational principles, methods and content and they satisfy the needs and the specifics of the educational process beneficiaries.<\/p>\n Keywords<\/strong>: Christian pedagogy, Chrysostomian teaching principles, educational factors, holistic development, personality formation<\/p>\n MARIA DORINA PA\u015eCA, NEW STRUCTURES IN MEDICAL PEDAGOGY<\/strong>. T\u00e2rgu Mure\u015f, Ardealul Publishing House, 2020, 200 pages, ISBN 978-606-8372-68-6\u00a0| R\u00e9ka KUTASI<\/em> EMIL P\u0102UN\u00a0 (ED.), THE SCHOOL OF THE FUTURE OR THE FUTURE OF SCHOOL? PERSPECTIVES ON POST-PANDEMIC EDUCATION<\/strong>. Ia\u015fi, Polirom Publishing House, 2022, 234 pages, ISBN 978-973-46-8934-7\u00a0| Mihaela BADEA, Gina Florentina TUDORACHE<\/em> Erasmus+ Project EIPSI: Evidence-Based Practices for School Inclusion<\/strong> | Claudia JARNEA, Marcela Claudia C\u0102LINECI, Lumini\u0163a Doina MITROFAN, Aura ST\u0102NCULESCU, Robert FLOREA<\/em> FULL ISSUE<\/a><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":" STUDIES THE ROLE OF EXTRACURRICULAR ACTIVITIES, PERSONALITY AND SOCIAL INFLUENCES IN CAREER EXPLORATION AND DECISION-MAKING OF TWELFTH-GRADE STUDENTS\u00a0| \u015etefana BUH\u0102ESCU-CIUC\u0102 Full article\u00a0| CAREER EXPLORATORY INTENTIONS AND DECIDEDNESS AMONG STUDENTS: A CAREER SELF-MANAGEMENT PERSPECTIVE | \u015etefana BUH\u0102ESCU-CIUC\u0102 Full article | THE EFFECTIVENESS OF AN ONLINE INTERVENTION PROGRAM IN VOCATIONAL GUIDANCE | Iraida MUSTEA\u0162\u0102, Andrei Corneliu HOLMAN, … Continue reading JOURNAL OF PEDAGOGY (REVISTA DE PEDAGOGIE) 2023 (1) – LXXI<\/span> ![\"\"](\"http:\/\/revped.ise.ro\/wp-content\/uploads\/2019\/08\/creative-commons.png\")
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\nThis research was designed in 2020 and the intervention program (7 sessions) started at the beginning of lock down due to COVID-19 pandemic. Participants were 11th high school students from Chi\u015fin\u0103u, Moldova. 13 students participated in the experimental group, which attended at least 6 of 7 online sessions and 18 in the control group.
\nCareer decision-making difficulties ware assessed with the CDDQ \u2013 Career Decision-Making Difficulties Questionnaire (Gati & Osipow, 2000).
\nWe found that there are differences between the results obtained by the participants of the intervention program and the results of the students in the control group for the lack of readiness scale (F (1, 29) = 16.388, p = 0.000). There was a reduction of career decision-making difficulties caused by lack of readiness for the experimental group, at the time of the retest (t(12)=3.30, p=0.006, Mretest=4.02) compared to the initial testing (Mtest =5.36) and at the time of the retest for the experimental group (Mretest=3.51) compared to the control group (Mretest= 4.04).
\nAfter attending the intervention, differences related to the lack of information scale were recorded (F(1, 29)=16.925, p=0.000). Students in the experimental group obtained lower scores in the retest moment (t(17)=-3.073, p=0.007, Mretest=3.5128) than in the test moment (Mtest=5.5192). There are no significant differences in retest time between groups, t(29)=0.83, p=0.41.
\nDifficulties caused by inconsistent information did not change between assessment times F(1, 29)=2.273, p=0.142, there are no significant differences between groups t(29)=0.43, p=0.67.<\/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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\ndirections, and the way in which research is valued as part of the role of mentor in order to inform didactic practices. Data from Romania, compared to the results from the international study InFo-TED (Czerniawsky et al., 2016) revealed similarities regarding the training needs for educational research and differences regarding the types of preferred training activities. The comparative analysis by education levels highlights specific training needs, which can become the basis for developing training programs for better mentoring.<\/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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\nThe study included two components: a qualitative analysis based on semistructured interviews with experts in sciences of education from pre-university and academic level (19 interviewees); and a quantitative analysis by means of an enquiry-based questionnaire among primary teachers from all over Romania (1.151 respondents). Data were collected between May 28th and June 26th 2021.
\nThe results show mainly positive views among the intereviewed sciences of education experts about the need to carry out training programs in music education for the primary school teachers. Also, 90% of the teaching staff who answered the questionnaire state that music education during pre-service teacher training should take at least two terms; more than 85% of the respondents state that, besides the school practicum that is ordinarily carried out, pre-service teachersshould also attend specialized practicum in the form of participation at concerts and art events in order to enrich their cultural experience.
\nThe present study aims to draw attention to possible solutions for pre-service teacher training so that music in primary school should have a stronger effect on young students\u2019 education, on the future generation and on the future society overall. In this context, \u201cneuroeducation\u201d can offer evidence-based answers on cognitive transfer and attention activation, memory pathways and multisensory training (Curtis & Fallin, 2014). This vision gives music educators and teachers a new approach to music in the classroom, which is based on methods and means to stimulate the activity of both hemispheres of the brain; this could be achieved only through a high-standard musical training of future teachers.<\/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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