Pub Date : 2019-07-01DOI: 10.26755/REVPED/2019.1/123
Lilia Petriciuc
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.
{"title":"CONTRASTIVE-COMPARATIVE STUDY ON STUDENTS’ PERCEPTIONS OF USING LITERARY TEXTS AS AUTHENTIC LANGUAGE LEARNING RESOURCES","authors":"Lilia Petriciuc","doi":"10.26755/REVPED/2019.1/123","DOIUrl":"https://doi.org/10.26755/REVPED/2019.1/123","url":null,"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.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133562971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.26755/REVPED/2019.1/175
A. Popa
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 21 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.
{"title":"THE PERSPECTIVE AND THE EFFECTS OF ROBOTICS COURSES IN SCHOOL EDUCATION","authors":"A. Popa","doi":"10.26755/REVPED/2019.1/175","DOIUrl":"https://doi.org/10.26755/REVPED/2019.1/175","url":null,"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 21 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.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121291264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.26755/REVPED/2019.1/41
M. Moraru
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 ante-penultimate 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 analyze the many dimensions of the educational climate in order to understand the complexity and value of this concept.
{"title":"SCHOOL AS A LEARNING ORGANIZATION. SCHOOL CLIMATE IN DIGITAL SOCIETY","authors":"M. Moraru","doi":"10.26755/REVPED/2019.1/41","DOIUrl":"https://doi.org/10.26755/REVPED/2019.1/41","url":null,"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 ante-penultimate 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 analyze the many dimensions of the educational climate in order to understand the complexity and value of this concept.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128745451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.26755/revped/2018.2/189
L. Cătană, M. Angelusiu
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 Revista de Pedagogie/ Journal of Pedagogy • 2018 (2) • LXVI 189 Revista de Pedagogie Journal of Pedagogy, 2018 (2), 189 – 209 https://doi.org/10.26755/RevPed/2018.2/189 * Cercetător ştiinţific dr., Institutul de Ştiinţe ale Educaţiei, Bucureşti, România. ** Cercetător ştiinţific, Institutul de Ştiinţe ale Educaţiei, Bucureşti, România. 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.
罗马尼亚学校在选修科目上拥有自主权已有20多年了。今天这些选修科目的提出方式反映了学校在这一时期积累的关于它们的阐述和批准的经验。有几项研究强调了学生和老师是如何评估这些选修科目的;本文旨在完善这一图景，并强调父母对教育学的看法/ Journal of Pedagogy·2018(2)·LXVI 189 Revista de Pedagogie Journal of Pedagogy, 2018 (2)， 189 - 209 https://doi.org/10.26755/RevPed/2018.2/189 * cerceturtor ştiinţific博士，institute Ştiinţe ale Educaţiei, bucure， romnia。**罗马尼亚bucure Ştiinţe ale研究所Educaţiei中心ştiinţific。儿童在体育馆中，对于学校的选修科目，作为课程的组成部分，由学校自行决定。从父母参与孩子的正规教育的角度来看，父母的意见变得很重要。
{"title":"OPTIONAL SUBJECTS IN THE ROMANIAN SCHOOL: PARENTS’ OPINIONS","authors":"L. Cătană, M. Angelusiu","doi":"10.26755/revped/2018.2/189","DOIUrl":"https://doi.org/10.26755/revped/2018.2/189","url":null,"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 Revista de Pedagogie/ Journal of Pedagogy • 2018 (2) • LXVI 189 Revista de Pedagogie Journal of Pedagogy, 2018 (2), 189 – 209 https://doi.org/10.26755/RevPed/2018.2/189 * Cercetător ştiinţific dr., Institutul de Ştiinţe ale Educaţiei, Bucureşti, România. ** Cercetător ştiinţific, Institutul de Ştiinţe ale Educaţiei, Bucureşti, România. 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.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116438931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.26755/revped/2018.2/45
Olimpius Istrate
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.
{"title":"DESIGNING EDUCATION SITUATIONS THAT USE DIGITAL RESOURCES AND ONLINE APPLICATIONS","authors":"Olimpius Istrate","doi":"10.26755/revped/2018.2/45","DOIUrl":"https://doi.org/10.26755/revped/2018.2/45","url":null,"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.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"31 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116674424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.26755/revped/2018.2/127
Dorina Dumitra Zlota
{"title":"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","authors":"Dorina Dumitra Zlota","doi":"10.26755/revped/2018.2/127","DOIUrl":"https://doi.org/10.26755/revped/2018.2/127","url":null,"abstract":"","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131806543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.26755/revped/2018.2/57
Makhira H. Malysheva
{"title":"MODERN EDUCATIONAL REFORMS IN VOCATIONAL EDUCATION IN TURKEY","authors":"Makhira H. Malysheva","doi":"10.26755/revped/2018.2/57","DOIUrl":"https://doi.org/10.26755/revped/2018.2/57","url":null,"abstract":"","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123735191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.26755/REVPED/2018.2/211
Andreea-Diana Scoda
{"title":"Review. 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","authors":"Andreea-Diana Scoda","doi":"10.26755/REVPED/2018.2/211","DOIUrl":"https://doi.org/10.26755/REVPED/2018.2/211","url":null,"abstract":"","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128130472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.26755/REVPED/2018.2/25
Carmen-Violeta Iosifescu
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.
{"title":"INTERNALIZING A REFLEXIVE IDENTITY – A CHALLENGE FOR SCHOOL MANAGEMENT","authors":"Carmen-Violeta Iosifescu","doi":"10.26755/REVPED/2018.2/25","DOIUrl":"https://doi.org/10.26755/REVPED/2018.2/25","url":null,"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.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115400521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.26755/revped/2018.2/161
Angelica Mihăilescu
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.
{"title":"OVERVIEW OF RECENT DEVELOPMENTS IN EDUCATION THROUGH ARTS AND HERITAGE IN THE ROMANIAN EDUCATION SYSTEM","authors":"Angelica Mihăilescu","doi":"10.26755/revped/2018.2/161","DOIUrl":"https://doi.org/10.26755/revped/2018.2/161","url":null,"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.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132901925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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