Pub Date : 2022-06-27DOI: 10.26520/peijes.2022.7.4.19-27
E. Santi, G. Gorghiu, L. Gorghiu
The onset of the Covid-19 pandemic changed the global society and generated mutations in all areas of activity, strongly impacting the education system as well. The solutions for the continuation of the educational process-imposed adaptations, changes, rethinking and restructuring of the way in which the instructive-educational approach was carried out until then. The traditional school imported methods, techniques, tools, resources and moved to the virtual space, on educational platforms. In this new context, the resilience, flexibility and creativity of teachers have proven to be fundamental skills for maintaining a satisfactory quality standard, conditioned, however, in many situations by teacher-independent factors: internet connection, appropriate devices or even students’ motivation for learning. Education continued, but the differences between the social categories of students deepened. In the online environment the teacher’s authority is lower, the efficiency of some methods is lost, communication is altered by contextual, environmental factors, students’ interest and motivation are difficult to maintain. Specialists in the educational field state that human interaction in the online environment is artificial, not authentic and does not have the same formative valences as in the physical space of the classroom. After two and a half years of pandemic, in which education took place in the online environment, alternating with periods when teachers and students returned to class, there are both obstacles and opportunities to integrate modern technology in the educational process. The pandemic has shown that today’s school needs to change, to be open to the outside world and to take on viable models and paradigms that meet the current and complex needs of students. In higher education, a number of advantages of online learning can be highlighted, as students generally have independently developed study skills, autonomy and the ability to organize their own training and development process.This investigative research aims to identify the students’ perception regarding the efficiency of teaching activities in the online environment, how their autonomy and motivation for learning has contributed to a quality educational process, despite the obstacles encountered, and to identify useful landmarks for teachers in achieving an education that integrates the online component effectively. The sample of the study included 83 higher education students from Valahia University of Targoviste, Romania.
{"title":"STUDENTS’ PERCEPTION OF SELF-AUTONOMY, MOTIVATION AND EFFECTIVE LEARNING IN THE ONLINE ENVIRONMENT","authors":"E. Santi, G. Gorghiu, L. Gorghiu","doi":"10.26520/peijes.2022.7.4.19-27","DOIUrl":"https://doi.org/10.26520/peijes.2022.7.4.19-27","url":null,"abstract":"The onset of the Covid-19 pandemic changed the global society and generated mutations in all areas of activity, strongly impacting the education system as well. The solutions for the continuation of the educational process-imposed adaptations, changes, rethinking and restructuring of the way in which the instructive-educational approach was carried out until then. The traditional school imported methods, techniques, tools, resources and moved to the virtual space, on educational platforms. In this new context, the resilience, flexibility and creativity of teachers have proven to be fundamental skills for maintaining a satisfactory quality standard, conditioned, however, in many situations by teacher-independent factors: internet connection, appropriate devices or even students’ motivation for learning. Education continued, but the differences between the social categories of students deepened. In the online environment the teacher’s authority is lower, the efficiency of some methods is lost, communication is altered by contextual, environmental factors, students’ interest and motivation are difficult to maintain. Specialists in the educational field state that human interaction in the online environment is artificial, not authentic and does not have the same formative valences as in the physical space of the classroom. After two and a half years of pandemic, in which education took place in the online environment, alternating with periods when teachers and students returned to class, there are both obstacles and opportunities to integrate modern technology in the educational process. The pandemic has shown that today’s school needs to change, to be open to the outside world and to take on viable models and paradigms that meet the current and complex needs of students. In higher education, a number of advantages of online learning can be highlighted, as students generally have independently developed study skills, autonomy and the ability to organize their own training and development process.This investigative research aims to identify the students’ perception regarding the efficiency of teaching activities in the online environment, how their autonomy and motivation for learning has contributed to a quality educational process, despite the obstacles encountered, and to identify useful landmarks for teachers in achieving an education that integrates the online component effectively. The sample of the study included 83 higher education students from Valahia University of Targoviste, Romania.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116450771","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 : 2022-06-27DOI: 10.26520/peijes.2022.7.4.46-53
X. Jibiliza
This paper sought to reveal the impact of Coronavirus in the developing environment. The study, from which this paper is derived, was informed by a qualitative approach using a case study design. The study also used interviews complemented by focus group discussions as data collection methods. The study comprised 22 participants who remained anonymous and the researcher used pseudonyms on the names of the participants, furthermore, the researcher gave an emphasis on the history on how Coronavirus entered in this country and where it started. Also, the research paper will address how people became impoverished during this Covid-19 pandemic era. Moreover the research also revealed how the pandemic relates to people’s lives. This paper revealed the following thematic findings: The impact of Covid-19 on communities and livelihoods, the use of the development framework and assets-based community development. Furthermore, this paper employed a pastoral care approach as a theoretical or conceptual framework and will be made the recommendations.
{"title":"THE POSSIBLE IMPACTS OF COVID 19 IN A DEVELOPING CONTEXT","authors":"X. Jibiliza","doi":"10.26520/peijes.2022.7.4.46-53","DOIUrl":"https://doi.org/10.26520/peijes.2022.7.4.46-53","url":null,"abstract":"This paper sought to reveal the impact of Coronavirus in the developing environment. The study, from which this paper is derived, was informed by a qualitative approach using a case study design. The study also used interviews complemented by focus group discussions as data collection methods. The study comprised 22 participants who remained anonymous and the researcher used pseudonyms on the names of the participants, furthermore, the researcher gave an emphasis on the history on how Coronavirus entered in this country and where it started. Also, the research paper will address how people became impoverished during this Covid-19 pandemic era. Moreover the research also revealed how the pandemic relates to people’s lives. This paper revealed the following thematic findings: The impact of Covid-19 on communities and livelihoods, the use of the development framework and assets-based community development. Furthermore, this paper employed a pastoral care approach as a theoretical or conceptual framework and will be made the recommendations.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130675116","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 : 2022-06-27DOI: 10.26520/peijes.2022.7.4.63-75
Daniela Pahome
This study analyses how teachers’ representations can be changed based on reading and repeatedly retelling the text of the tale “The Bear Tricked by the Fox” by Ion Creangă, under the impact of some illustrations of the tale and some relating tasks used to propose creative generation of some interpretations and some scenarios placed in the current scenes. Analysis has been made of the effect of applying the Pre-reading – Reading / Re-reading - Post-reading model starting from the illustrations of a tale and the impact of some didactic methods and techniques on changing representations generated through a tale. A trainer and 15 primary education teachers who attended a professional training course have participated to this study. It was found that all methods and techniques used have generated original results, change and diversification of the participants’ representations, update of the scenarios and scenes in which the original action of the tale took place. The original results were more numerous when participants were requested to respond to divergent questions, anticipate actions and reflections, explain some actions, identify some traits of the characters and compare as well as summarize them. The conclusion was that the way in which the task was formulated prevailed over the method or the technique in changing representations and obtaining some original results.
{"title":"HOW CAN REPRESENTATIONS BE CHANGED USING DIDACTIC METHODS AND TECHNIQUES?","authors":"Daniela Pahome","doi":"10.26520/peijes.2022.7.4.63-75","DOIUrl":"https://doi.org/10.26520/peijes.2022.7.4.63-75","url":null,"abstract":"This study analyses how teachers’ representations can be changed based on reading and repeatedly retelling the text of the tale “The Bear Tricked by the Fox” by Ion Creangă, under the impact of some illustrations of the tale and some relating tasks used to propose creative generation of some interpretations and some scenarios placed in the current scenes. Analysis has been made of the effect of applying the Pre-reading – Reading / Re-reading - Post-reading model starting from the illustrations of a tale and the impact of some didactic methods and techniques on changing representations generated through a tale. A trainer and 15 primary education teachers who attended a professional training course have participated to this study. It was found that all methods and techniques used have generated original results, change and diversification of the participants’ representations, update of the scenarios and scenes in which the original action of the tale took place. The original results were more numerous when participants were requested to respond to divergent questions, anticipate actions and reflections, explain some actions, identify some traits of the characters and compare as well as summarize them. The conclusion was that the way in which the task was formulated prevailed over the method or the technique in changing representations and obtaining some original results.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116379087","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 : 2022-06-27DOI: 10.26520/peijes.2022.7.4.5-18
Elena daniela Salih khidir, M. Stănescu
In Qatar, physical inactivity amongst 18-64 years old adults is at risk of NCD diseases (obesity (41.4%), high cholesterol level (21.9%), diabetes (6.7%), low participation in physical activity (63.3%), with annual mortality due to physical inactivity of 9. 3% and 36.8%. not meeting current national physical activity recommendations. This study evaluates the effect of online messaging intervention and walking program to engage adults from Qatar community in PA. The concept of online messaging intervention as motivation and awareness of PA in Qatar is explored. Randomized pretest-posttest experimental study method with a follow-up period of 16 weeks was applied to a total of 299 healthy adults (18 to 64 years) in SIH community settings (143 adults control group, 156 adults experiment group, 68 (22.7%) adults IPAQ participants). Evaluation of PA levels and daily steps from pedometers and mob app classified into categories. Evaluation of IPAQ results calculated as MET minutes per week. The walking program combined with online messaging motivated a percentage of 22.7% of adults to continue an active lifestyle, at 16 weeks of follow-up. Self-rated PA level similar to data reported by pedometers demonstrates that adults in the IPAQ group (68 (22.7%)) have a good PA awareness. The statistical findings demonstrate that walking in combination with online messaging programs implemented among adults in the Qatari community can increase awareness of the health benefits of physical activity by forming the basis of an active lifestyle.
{"title":"EFFECT OF ONLINE MESSAGING INTERVENTION TO ENGAGE ADULTS FROM THE QATAR COMMUNITY IN PHYSICAL ACTIVITY","authors":"Elena daniela Salih khidir, M. Stănescu","doi":"10.26520/peijes.2022.7.4.5-18","DOIUrl":"https://doi.org/10.26520/peijes.2022.7.4.5-18","url":null,"abstract":"In Qatar, physical inactivity amongst 18-64 years old adults is at risk of NCD diseases (obesity (41.4%), high cholesterol level (21.9%), diabetes (6.7%), low participation in physical activity (63.3%), with annual mortality due to physical inactivity of 9. 3% and 36.8%. not meeting current national physical activity recommendations. This study evaluates the effect of online messaging intervention and walking program to engage adults from Qatar community in PA. The concept of online messaging intervention as motivation and awareness of PA in Qatar is explored. Randomized pretest-posttest experimental study method with a follow-up period of 16 weeks was applied to a total of 299 healthy adults (18 to 64 years) in SIH community settings (143 adults control group, 156 adults experiment group, 68 (22.7%) adults IPAQ participants). Evaluation of PA levels and daily steps from pedometers and mob app classified into categories. Evaluation of IPAQ results calculated as MET minutes per week. The walking program combined with online messaging motivated a percentage of 22.7% of adults to continue an active lifestyle, at 16 weeks of follow-up. Self-rated PA level similar to data reported by pedometers demonstrates that adults in the IPAQ group (68 (22.7%)) have a good PA awareness. The statistical findings demonstrate that walking in combination with online messaging programs implemented among adults in the Qatari community can increase awareness of the health benefits of physical activity by forming the basis of an active lifestyle.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123993373","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 : 2022-06-27DOI: 10.26520/peijes.2022.7.4.54-62
Florina Bălan
In a traditional, classical approach, learning can be perceived as a continuous, logical and reasoned progress on a well-defined topic. It is obvious that learning through digital technology has a different aspect, mainly using technical support, focusing on shared learning, but also on cooperation between teacher and student.
{"title":"LEARNING AND ASSESSMENT IN ONLINE ENVIRONMENT. A PEDAGOGICAL DIALECTIC","authors":"Florina Bălan","doi":"10.26520/peijes.2022.7.4.54-62","DOIUrl":"https://doi.org/10.26520/peijes.2022.7.4.54-62","url":null,"abstract":"In a traditional, classical approach, learning can be perceived as a continuous, logical and reasoned progress on a well-defined topic. It is obvious that learning through digital technology has a different aspect, mainly using technical support, focusing on shared learning, but also on cooperation between teacher and student.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132370533","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 : 2022-06-27DOI: 10.26520/peijes.2022.7.4.83-87
C. Santi
TEHNICIZAREA INUMANĂ A VIEȚII [THE INHUMAN TECHNICIZATION OF LIFE] by Assoc. Prof. Dr. Habil. Adrian Lemeni, Faculty of Orthodox Theology Justinian the Patriarch, University of Bucharest, Basilica Publishing House, Bucharest, 2022, 584p.
{"title":"Book Review-TEHNICIZAREA INUMANĂ A VIEȚII [THE INHUMAN TECHNICIZATION OF LIFE]","authors":"C. Santi","doi":"10.26520/peijes.2022.7.4.83-87","DOIUrl":"https://doi.org/10.26520/peijes.2022.7.4.83-87","url":null,"abstract":"TEHNICIZAREA INUMANĂ A VIEȚII [THE INHUMAN TECHNICIZATION OF LIFE] by Assoc. Prof. Dr. Habil. Adrian Lemeni, Faculty of Orthodox Theology Justinian the Patriarch, University of Bucharest, Basilica Publishing House, Bucharest, 2022, 584p.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115573830","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 : 2022-06-27DOI: 10.26520/peijes.2022.7.4.76-82
Gabriel Bulancea
Whether we are talking about opera music or symphonic music, each of these genres develops specific dramaturgies and climaxes, closely dependent on the stage action in the first case, or programmatic intentions in the second case. Between these there can, of course, be influences, similarities, contrasts, etc. The present study proposes an analysis of the existing climaxes in the symphonic music of the Viennese composer Gustav Mahler (1860-1911), to distinguish a certain taxonomy or typology of them, but also to give a broader perspective on them. Mahler stands out due to the mastery with which he constructs his musical dramaturgies of symphonic essence. The postromanticism that is attributed to him is characterized by a fragmentation of the musical syntax, which stems from the composer's intentionality subordinated to the transmission of a great diversity of ideational meanings. But here we are not only talking about the diversity of ideational meanings, but also about their breadth and depth, and the claim to express them with the help of musical art. The tragic feeling of life, the fragility of the human being, the obsession with death, the desire for salvation, the vision of paradise, the action to change society, the access to the depth of the self, the involvement in personal becoming are some ideas that Mahler tried to translate into music, debated themes in the writings of Dostoevsky, which Mahler often read. The famous phrase that Mahler addresses to the composers of the dodecaphonic school "reading from Dostoevsky is more important than the counterpoint" (Höweler, 1952, p. 475) further confirms this. In this way, the premises of existentialist philosophy and expressionism in art are created, by experiencing an individual freedom and a subjectivism that reaches, at least in the field of musical art, the highest heights.
{"title":"THE APOTHEOSIS OF THE SPIRIT - CLIMAXES OF THE MAHLERIAN SYMPHONIC DRAMATURGY","authors":"Gabriel Bulancea","doi":"10.26520/peijes.2022.7.4.76-82","DOIUrl":"https://doi.org/10.26520/peijes.2022.7.4.76-82","url":null,"abstract":"Whether we are talking about opera music or symphonic music, each of these genres develops specific dramaturgies and climaxes, closely dependent on the stage action in the first case, or programmatic intentions in the second case. Between these there can, of course, be influences, similarities, contrasts, etc. The present study proposes an analysis of the existing climaxes in the symphonic music of the Viennese composer Gustav Mahler (1860-1911), to distinguish a certain taxonomy or typology of them, but also to give a broader perspective on them. Mahler stands out due to the mastery with which he constructs his musical dramaturgies of symphonic essence. The postromanticism that is attributed to him is characterized by a fragmentation of the musical syntax, which stems from the composer's intentionality subordinated to the transmission of a great diversity of ideational meanings. But here we are not only talking about the diversity of ideational meanings, but also about their breadth and depth, and the claim to express them with the help of musical art. The tragic feeling of life, the fragility of the human being, the obsession with death, the desire for salvation, the vision of paradise, the action to change society, the access to the depth of the self, the involvement in personal becoming are some ideas that Mahler tried to translate into music, debated themes in the writings of Dostoevsky, which Mahler often read. The famous phrase that Mahler addresses to the composers of the dodecaphonic school \"reading from Dostoevsky is more important than the counterpoint\" (Höweler, 1952, p. 475) further confirms this. In this way, the premises of existentialist philosophy and expressionism in art are created, by experiencing an individual freedom and a subjectivism that reaches, at least in the field of musical art, the highest heights.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131362895","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 : 2022-06-27DOI: 10.26520/peijes.2022.7.4.28-45
Denisa-Georgiana Nistor, I. Stăncescu
The pandemic situation brought significant changes regarding the teaching activities, led to the emergency transition to the online system and with it, multiple challenges, both for teachers and students.The students, the main beneficiaries of the online lectures and seminar activities, understood that they have a greater responsibility in learning than before they had and that if they are not fully involved in teaching activities, they will not be able to achieve the desired results. In this context, we considered it necessary to identify and analyze the students' perspective in relation to their experience related to the online school. Thus, a micro-research was carried out, the purpose of which is to analyze the students' opinions regarding the lectures, respectively the online seminars during the pandemic, related to the following aspects: the vertical and horizontal educational relations; the teaching strategies used during classes, the seminars; the students 'access to support materials, the emotional feelings and students' motivation, the difficulties encountered during the period in which the lectures and seminars took place online. The main research method was the questionnaire survey. The target group consisted of students from Valahia University of Târgoviște, Faculty of Political Sciences, Letters and Communication, from all years of study, undergraduate and master's degree programs. The results show that students are aware of both the limits of online teaching activities (stress, numerous tasks and homework, connection issues, etc.), but also their benefits (quick and easy access to information resources, development of digital skills, participation in teaching activities from the comfort of your own home, etc.).
{"title":"ONLINE SCHOOL BETWEEN PROBLEMS AND SOLUTIONS. THE STUDENTS’ PERSPECTIVE","authors":"Denisa-Georgiana Nistor, I. Stăncescu","doi":"10.26520/peijes.2022.7.4.28-45","DOIUrl":"https://doi.org/10.26520/peijes.2022.7.4.28-45","url":null,"abstract":"The pandemic situation brought significant changes regarding the teaching activities, led to the emergency transition to the online system and with it, multiple challenges, both for teachers and students.The students, the main beneficiaries of the online lectures and seminar activities, understood that they have a greater responsibility in learning than before they had and that if they are not fully involved in teaching activities, they will not be able to achieve the desired results. In this context, we considered it necessary to identify and analyze the students' perspective in relation to their experience related to the online school. Thus, a micro-research was carried out, the purpose of which is to analyze the students' opinions regarding the lectures, respectively the online seminars during the pandemic, related to the following aspects: the vertical and horizontal educational relations; the teaching strategies used during classes, the seminars; the students 'access to support materials, the emotional feelings and students' motivation, the difficulties encountered during the period in which the lectures and seminars took place online. The main research method was the questionnaire survey. The target group consisted of students from Valahia University of Târgoviște, Faculty of Political Sciences, Letters and Communication, from all years of study, undergraduate and master's degree programs. The results show that students are aware of both the limits of online teaching activities (stress, numerous tasks and homework, connection issues, etc.), but also their benefits (quick and easy access to information resources, development of digital skills, participation in teaching activities from the comfort of your own home, etc.).","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124628028","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 : 2022-01-23DOI: 10.26520/peijes.2022.6.4.43-52
R. Enache
At present, being involved in a permanent professional development process represents a compulsory issue for teachers. In fact, the Continuous Professional Development (CPD) of the actual teachers has recorded considerable importance during the past two decades. As example, whether in 2002/2003, the teachers’ involvement in CPD activities was considered as optional in approximatively half of European countries (Eurydice, 2005), in 2018, a massive percentage of teachers (92.5 % of lower secondary teachers) participated in CPD activities (European Commission/EACEA/Eurydice. Teachers in Europe: Careers, Development and Wellbeing, 2021). Several European countries (Bulgaria, Spain, Lithuania, Portugal, Romania, Slovenia and Slovakia) considered the participation of teachers in CPD activities as a crucial step for their career development. However, in most European countries, the schools have to design a continuous professional development plan for their own staff. In such conditions, less than 1/3 of schools asks teachers to be involved in a particular CPD plan. In the case of Romanian teachers, their involvement in CPD process is regulated by the National Education Law (1/ 2011), with several amendments and completions. But in order to make it efficient, the whole process must be in accordance to the actual challenges related to teaching practices. In this respect, the paper tries to answer to an issue that envisages the teachers’ CPD as a real priority for the actual educational system.
{"title":"DOES THE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT REPRESENT A PRIORITY FOR THE ROMANIAN EDUCATIONAL SYSTEM?","authors":"R. Enache","doi":"10.26520/peijes.2022.6.4.43-52","DOIUrl":"https://doi.org/10.26520/peijes.2022.6.4.43-52","url":null,"abstract":"At present, being involved in a permanent professional development process represents a compulsory issue for teachers. In fact, the Continuous Professional Development (CPD) of the actual teachers has recorded considerable importance during the past two decades. As example, whether in 2002/2003, the teachers’ involvement in CPD activities was considered as optional in approximatively half of European countries (Eurydice, 2005), in 2018, a massive percentage of teachers (92.5 % of lower secondary teachers) participated in CPD activities (European Commission/EACEA/Eurydice. Teachers in Europe: Careers, Development and Wellbeing, 2021). Several European countries (Bulgaria, Spain, Lithuania, Portugal, Romania, Slovenia and Slovakia) considered the participation of teachers in CPD activities as a crucial step for their career development. However, in most European countries, the schools have to design a continuous professional development plan for their own staff. In such conditions, less than 1/3 of schools asks teachers to be involved in a particular CPD plan. In the case of Romanian teachers, their involvement in CPD process is regulated by the National Education Law (1/ 2011), with several amendments and completions. But in order to make it efficient, the whole process must be in accordance to the actual challenges related to teaching practices. In this respect, the paper tries to answer to an issue that envisages the teachers’ CPD as a real priority for the actual educational system.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116924530","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 : 2022-01-23DOI: 10.26520/peijes.2022.6.4.14-22
G. Gabriel, Santi Elena Ancuța, Gorghiu Laura Monica
It is generally admitted that one of the actual realities of the Romanian academic education is represented by the major decreasing of the number of students who are finalizing their studies. Analyzing that situation, there can be stipulated multiple causes like: difficult adaptation of students to the requirements of the academic environment, wrong orientation of students to specializations that do not match the student’s personal interests and vocational profile, assumption of professions which need proper and sustainable development, social and financial issues, lack of motivation for learning, various aspects related to the specificity of the educational process in the academic environment etc. Anyway, the dynamics and incidence of such factors is little known. Studies on this phenomenon indicate that the percentage of those who do not complete university studies remains very high, the dropping out being more frequently among the first-year students. Since the starting moments of their studies, each student has particular personal views and expectations of what this new stage means - the degree of consistency between their expectations and the existing reality contributes to create a strong motivation for personal and professional learning and development. But a consistent knowledge concerning the students’ first-year profile and what are their specific educational needs represent a requirement of a clear quality approach. The paper targets to express what are the students’ expectations engaged in the first year of their studies towards the essential aspects of academic education, in order to identify, at an early stage, the factors that have an important influence on deciding to break their studies and to actively optimize the connection with the university environment. The survey sample consisted of 245 students enrolled in their first year of studies, coming from various specializations of Valahia University of Targoviste. It is obvious that higher education institutions should be interested on developing tools for enabling the assessment and management of the students’ needs, in order to attract and motivate them in their study-time and to meet their expectations at a proper level.
{"title":"ANALYZING THE STUDENTS’ PERCEPTIONS, EXPECTATIONS AND SATISFACTIONS IN THE GENERAL CONTEXT OF RECORDING OF A HIGH DROPOUT RATE","authors":"G. Gabriel, Santi Elena Ancuța, Gorghiu Laura Monica","doi":"10.26520/peijes.2022.6.4.14-22","DOIUrl":"https://doi.org/10.26520/peijes.2022.6.4.14-22","url":null,"abstract":"It is generally admitted that one of the actual realities of the Romanian academic education is represented by the major decreasing of the number of students who are finalizing their studies. Analyzing that situation, there can be stipulated multiple causes like: difficult adaptation of students to the requirements of the academic environment, wrong orientation of students to specializations that do not match the student’s personal interests and vocational profile, assumption of professions which need proper and sustainable development, social and financial issues, lack of motivation for learning, various aspects related to the specificity of the educational process in the academic environment etc. Anyway, the dynamics and incidence of such factors is little known. Studies on this phenomenon indicate that the percentage of those who do not complete university studies remains very high, the dropping out being more frequently among the first-year students. Since the starting moments of their studies, each student has particular personal views and expectations of what this new stage means - the degree of consistency between their expectations and the existing reality contributes to create a strong motivation for personal and professional learning and development. But a consistent knowledge concerning the students’ first-year profile and what are their specific educational needs represent a requirement of a clear quality approach. The paper targets to express what are the students’ expectations engaged in the first year of their studies towards the essential aspects of academic education, in order to identify, at an early stage, the factors that have an important influence on deciding to break their studies and to actively optimize the connection with the university environment. The survey sample consisted of 245 students enrolled in their first year of studies, coming from various specializations of Valahia University of Targoviste. It is obvious that higher education institutions should be interested on developing tools for enabling the assessment and management of the students’ needs, in order to attract and motivate them in their study-time and to meet their expectations at a proper level.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126105141","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：