Pub Date : 2024-07-01DOI: 10.26755/revped/2024.1/85
Maria-Lavinia COMAN (MOLDOVAN)
When PISA results are publicly disclosed there is some media frenzy, with a focus on hierarchies worldwide, in the EU, and in the region, as well as various emotions, that range from sensationalism to utter denial. This paper aims to offer deeper insight into the field of text comprehension. Beyond the rankings and based on the PISA results, we explore gaps in learning reading, within the context of the evolution of contemporary texts and the youth’s interaction with these. The first part reviews the new trends in reading comprehension – as they are highlighted in the PIRLS and PISA respective frameworks and the European framework for the study of literature in secondary education - as well as the renewed reading competencies that are stipulated in the official curriculum for the Romanian language and literature (middle school). This section aims to clarify the components of the reading process that should be learned (and assessed) in school. The second part attempts to answer the question: how is reading assessed within PISA and the National Assessment Exam? The two assessments are being examined considering focus, item specificity, contextualization of evaluation, typology of texts and their format support, as well as the responses appraisal and the results reporting. The ensuing comparison offers explanations for the distance between the results obtained at PISA and the National Assessment Exam, as well as the weaknesses in optimizing and assessing reading competence in the Romanian school. The last part concerns the need to innovate reading practices, by overcoming the backwash effect of the National Assessment, and the strategies that teachers could use to improve reading skills, using the PISA framework and the released items.
{"title":"PISA RESULTS BEYOND RANKINGS: WHY DON’T ROMANIAN STUDENTS READ WELL?|","authors":"Maria-Lavinia COMAN (MOLDOVAN)","doi":"10.26755/revped/2024.1/85","DOIUrl":"https://doi.org/10.26755/revped/2024.1/85","url":null,"abstract":"When PISA results are publicly disclosed there is some media frenzy, with a focus on hierarchies worldwide, in the EU, and in the region, as well as various emotions, that range from sensationalism to utter denial. This paper aims to offer deeper insight into the field of text comprehension. Beyond the rankings and based on the PISA results, we explore gaps in learning reading, within the context of the evolution of contemporary texts and the youth’s interaction with these. The first part reviews the new trends in reading comprehension – as they are highlighted in the PIRLS and PISA respective frameworks and the European framework for the study of literature in secondary education - as well as the renewed reading competencies that are stipulated in the official curriculum for the Romanian language and literature (middle school). This section aims to clarify the components of the reading process that should be learned (and assessed) in school. The second part attempts to answer the question: how is reading assessed within PISA and the National Assessment Exam? The two assessments are being examined considering focus, item specificity, contextualization of evaluation, typology of texts and their format support, as well as the responses appraisal and the results reporting. The ensuing comparison offers explanations for the distance between the results obtained at PISA and the National Assessment Exam, as well as the weaknesses in optimizing and assessing reading competence in the Romanian school. The last part concerns the need to innovate reading practices, by overcoming the backwash effect of the National Assessment, and the strategies that teachers could use to improve reading skills, using the PISA framework and the released items.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141841980","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 : 2024-07-01DOI: 10.26755/revped/2024.1/55
Alexandra Petra Venter, Marian D. Ilie, Andrei Rusu
The current meta-analysis evaluated the impact of teacher professional development programs (TPDP) on student reading skills for non-struggling readers and struggling readers from the preparatory grade to the fourth grade in general education. We analyzed 15 randomized controlled trials and quasi-experimental studies that focused on professional development of primary school teachers and measured code-focused, meaning-focused, or general reading skills at primary school students level. We also explored if the elements of study design, characteristics of the participants, features of the TPDP, outcomes measured, or context of the study are potential moderators of the effects. Results indicate that TPDP have a statistically non-significant general effect size (k = 15, d = 0.068, SE = 0.049, Z = 1.394, p = .162) but a significantly small effect size (d = 0.201, SE = 0.078, Z = 2.574, p = .010) in the case of fourth grade students. We did not identify publication bias. Classical programs rather than hybrid programs (that also include coaching, mentoring, or feedback sessions) as well as a smaller number of program sessions seem to be more effective. Future research is necessary to identify effective features of TPDP and the impact on the teachers’ teaching skills.
{"title":"THE IMPACT OF PROFESSIONAL DEVELOPMENT PROGRAMS OF TEACHERS ON THE READING SKILLS OF PRIMARY SCHOOL STUDENTS: A META-ANALYTIC STUDY","authors":"Alexandra Petra Venter, Marian D. Ilie, Andrei Rusu","doi":"10.26755/revped/2024.1/55","DOIUrl":"https://doi.org/10.26755/revped/2024.1/55","url":null,"abstract":"The current meta-analysis evaluated the impact of teacher professional development programs (TPDP) on student reading skills for non-struggling readers and struggling readers from the preparatory grade to the fourth grade in general education. We analyzed 15 randomized controlled trials and quasi-experimental studies that focused on professional development of primary school teachers and measured code-focused, meaning-focused, or general reading skills at primary school students level. We also explored if the elements of study design, characteristics of the participants, features of the TPDP, outcomes measured, or context of the study are potential moderators of the effects. Results indicate that TPDP have a statistically non-significant general effect size (k = 15, d = 0.068, SE = 0.049, Z = 1.394, p = .162) but a significantly small effect size (d = 0.201, SE = 0.078, Z = 2.574, p = .010) in the case of fourth grade students. We did not identify publication bias. Classical programs rather than hybrid programs (that also include coaching, mentoring, or feedback sessions) as well as a smaller number of program sessions seem to be more effective. Future research is necessary to identify effective features of TPDP and the impact on the teachers’ teaching skills.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141844112","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 : 2024-07-01DOI: 10.26755/revped/2024.1/167
Ramona Furtună
The teacher’s social-emotional competence is a fundamental coordinate across the student’s educational path, where it leaves a specific mark. The teacher who possesses this competence has an increased level of social awareness, uses conflict mitigation strategies, manages to motivate students to learn, and translates positive emotions such as enthusiasm and joy into the classroom. Within the present study, we use the Salovey-Mayer model as a starting point, where the personal emotional awareness leads to emotional regulation (ER) which enables personality development at an optimal level. Our aim was to test the relationship between the social-emotional competence, understood as emotional regulation (ER), and the acceptance of others (AO). To identify the existing differences between the discussed parameters, the study also included variables such as teacher gender. The type of relationship between ER and AO was explained by means of simple linear regressions; correlation analyses were conducted to investigate the strength of the relationship. The data were collected through an online survey completed by 121 respondents (M = 40.52, SD = 8.08), primary and secondary teachers. The results showed that there is a statistically significant relationship between AO and ER (r =.30, p < .001), between AO and expressive suppression (r = .40, p < .001), and a lack of one between AC and cognitive reappraisal (r = -.12, p =.175). Statistically, there were no significant differences between female and male teachers’ responses. The results of the study have an impact on the psychosocial climate of the classroom, the teaching-learning-evaluation process, the students’ academic results and teacher-student relationship.
{"title":"EDUCATIONAL IMPLICATIONS OF DEVELOPING SOCIO-EMOTIONAL COMPETENCE AMONG TEACHERS. AN EMPIRICAL RESEARCH","authors":"Ramona Furtună","doi":"10.26755/revped/2024.1/167","DOIUrl":"https://doi.org/10.26755/revped/2024.1/167","url":null,"abstract":"The teacher’s social-emotional competence is a fundamental coordinate across the student’s educational path, where it leaves a specific mark. The teacher who possesses this competence has an increased level of social awareness, uses conflict mitigation strategies, manages to motivate students to learn, and translates positive emotions such as enthusiasm and joy into the classroom. Within the present study, we use the Salovey-Mayer model as a starting point, where the personal emotional awareness leads to emotional regulation (ER) which enables personality development at an optimal level. Our aim was to test the relationship between the social-emotional competence, understood as emotional regulation (ER), and the acceptance of others (AO). To identify the existing differences between the discussed parameters, the study also included variables such as teacher gender. The type of relationship between ER and AO was explained by means of simple linear regressions; correlation analyses were conducted to investigate the strength of the relationship. The data were collected through an online survey completed by 121 respondents (M = 40.52, SD = 8.08), primary and secondary teachers. The results showed that there is a statistically significant relationship between AO and ER (r =.30, p < .001), between AO and expressive suppression (r = .40, p < .001), and a lack of one between AC and cognitive reappraisal (r = -.12, p =.175). Statistically, there were no significant differences between female and male teachers’ responses. The results of the study have an impact on the psychosocial climate of the classroom, the teaching-learning-evaluation process, the students’ academic results and teacher-student relationship.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141845823","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 : 2024-07-01DOI: 10.26755/revped/2024.1/35
M. Miulescu
Reflection contributes substantially to the development of one’s personality, professional growth, and the enrichment of knowledge. By incorporating reflective practices, individuals and institutions make better informed, impactful contributions to their specific areas, as well as improve their overall wellbeing. This research study employs qualitative methodology to investigate and describe the perceptions of 14 final-year student teachers of pre-primary education regarding the reflective journal writing as an educational tool and a means to fostering reflective thinking skills within the context of their practicum. In order to gain a comprehensive understanding of the phenomenon in question, we employed a qualitative, contextual, explorative, and descriptive research design. While the study served as a platform to begin reflective practices, the findings of our research indicate that the study participants had positive and negative perceptions on reflective journal writing. Data show us that they perceived reflective journal writing to be a beneficial practice, with many citing its value in facilitating personal growth and self-awareness, as well as in promoting intellectual development. We argue that explicit, strategic pedagogical intervention, accompanied by dynamic resources, is indispensable for the successful, widespread adoption of reflective practices in higher education, primarily for student teachers.
{"title":"PRE-PRIMARY STUDENT TEACHERS’ PERCEPTIONS ON REFLECTIVE JOURNALING","authors":"M. Miulescu","doi":"10.26755/revped/2024.1/35","DOIUrl":"https://doi.org/10.26755/revped/2024.1/35","url":null,"abstract":"Reflection contributes substantially to the development of one’s personality, professional growth, and the enrichment of knowledge. By incorporating reflective practices, individuals and institutions make better informed, impactful contributions to their specific areas, as well as improve their overall wellbeing. This research study employs qualitative methodology to investigate and describe the perceptions of 14 final-year student teachers of pre-primary education regarding the reflective journal writing as an educational tool and a means to fostering reflective thinking skills within the context of their practicum. In order to gain a comprehensive understanding of the phenomenon in question, we employed a qualitative, contextual, explorative, and descriptive research design. While the study served as a platform to begin reflective practices, the findings of our research indicate that the study participants had positive and negative perceptions on reflective journal writing. Data show us that they perceived reflective journal writing to be a beneficial practice, with many citing its value in facilitating personal growth and self-awareness, as well as in promoting intellectual development. We argue that explicit, strategic pedagogical intervention, accompanied by dynamic resources, is indispensable for the successful, widespread adoption of reflective practices in higher education, primarily for student teachers.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141839929","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 : 2024-07-01DOI: 10.26755/revped/2024.1/125
Svetlana Rusnac, Adriana Popovici
This article explores the interrelationships between young people’s transitions from adolescence to adulthood and from the educational environment to the professional one, while focusing on social maturity and the integration of personal values into professional identity development. The study uses an exploratory design and statistical methods as it investigates how social maturity and personal values influence the professional choices of young people in the Republic of Moldova. The research aims to identify the interconnections between these elements and their impact on the transition from school to work. The hypotheses suggest significant correlations between social maturity and professional identification, between personal values and professional identity, as well as the specific differences of gender and educational context. Participants, coming from the university environment and post-secondary vocational technical education, have been assessed with respect to social maturity, personal values, and professional identity by making use of validated tools. The results indicate that social maturity and the values of education and professional life are essential for the formation of professional identity. Additionally, the study highlights the role of educational and counselling interventions in promoting a well-founded professional identity. Recommendations include the integration of personal and professional development programs in educational institutions, counselling improvement, and the facilitaton of practical experiences. The article emphasizes the importance of understanding the complex factors that influence young people’s success during the critical transition stages. The study’s limitations, such as its cross-sectional nature and the insufficient representativeness for data generalization, suggest the need for further research to deepen the understanding of the transition dynamics from education to career.
{"title":"SOCIAL MATURITY AND PERSONAL VALUES: KEY FACTORS IN YOUNG PEOPLE’S PROFESSIONAL IDENTITY DEVELOPMENT","authors":"Svetlana Rusnac, Adriana Popovici","doi":"10.26755/revped/2024.1/125","DOIUrl":"https://doi.org/10.26755/revped/2024.1/125","url":null,"abstract":"This article explores the interrelationships between young people’s transitions from adolescence to adulthood and from the educational environment to the professional one, while focusing on social maturity and the integration of personal values into professional identity development. The study uses an exploratory design and statistical methods as it investigates how social maturity and personal values influence the professional choices of young people in the Republic of Moldova. The research aims to identify the interconnections between these elements and their impact on the transition from school to work. The hypotheses suggest significant correlations between social maturity and professional identification, between personal values and professional identity, as well as the specific differences of gender and educational context. Participants, coming from the university environment and post-secondary vocational technical education, have been assessed with respect to social maturity, personal values, and professional identity by making use of validated tools. The results indicate that social maturity and the values of education and professional life are essential for the formation of professional identity. Additionally, the study highlights the role of educational and counselling interventions in promoting a well-founded professional identity. Recommendations include the integration of personal and professional development programs in educational institutions, counselling improvement, and the facilitaton of practical experiences. The article emphasizes the importance of understanding the complex factors that influence young people’s success during the critical transition stages. The study’s limitations, such as its cross-sectional nature and the insufficient representativeness for data generalization, suggest the need for further research to deepen the understanding of the transition dynamics from education to career.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141844991","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 : 2024-07-01DOI: 10.26755/revped/2024.1/7
Andrada-Narcisa Piele, Simona Lidia Sava
The use of games or playful activities in the educational process has recently attracted the interest of researchers, who aim to include them as specific ways of teaching, learning, and assessment, in order to make learning more engaging and impactful. The benefits of game-based instructional interactions have been shown by several studies and promoted by UNICEF and the Lego Foundation. Learning through play or playful learning is essential in quality education. Numerous studies have highlighted the need to include playful pedagogy in initial teacher education and this article systematically analyzes those that are published between 2014-2024 and are included in Scopus. A total of 20 articles met the inclusion criteria that aimed to identify the characteristics of effective teacher training programs in promoting playful pedagogy, while arguing the need for their implementation. The results display a variety of formats and solutions through which the teachers’ abilities can be empowered in this direction, from dedicated courses, or modules, to virtual simulation. The participation in playful pedagogy courses significantly contributes to a positive attitude and the successful integration of this approach into teaching-learning-assessment activities. The analysis argues for the need to introduce such training programs in the pre-service teacher education and highlights the implications for the measures to be adopted.
{"title":"EDUCATIONAL PROGRAMS FOR INITIAL TEACHER TRAINING IN PLAYFUL PEDAGOGY","authors":"Andrada-Narcisa Piele, Simona Lidia Sava","doi":"10.26755/revped/2024.1/7","DOIUrl":"https://doi.org/10.26755/revped/2024.1/7","url":null,"abstract":"The use of games or playful activities in the educational process has recently attracted the interest of researchers, who aim to include them as specific ways of teaching, learning, and assessment, in order to make learning more engaging and impactful. The benefits of game-based instructional interactions have been shown by several studies and promoted by UNICEF and the Lego Foundation. Learning through play or playful learning is essential in quality education. Numerous studies have highlighted the need to include playful pedagogy in initial teacher education and this article systematically analyzes those that are published between 2014-2024 and are included in Scopus. A total of 20 articles met the inclusion criteria that aimed to identify the characteristics of effective teacher training programs in promoting playful pedagogy, while arguing the need for their implementation. The results display a variety of formats and solutions through which the teachers’ abilities can be empowered in this direction, from dedicated courses, or modules, to virtual simulation. The participation in playful pedagogy courses significantly contributes to a positive attitude and the successful integration of this approach into teaching-learning-assessment activities. The analysis argues for the need to introduce such training programs in the pre-service teacher education and highlights the implications for the measures to be adopted.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141839460","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 : 2024-07-01DOI: 10.26755/revped/2024.1/245
Paul Lungeanu, Daniela Ionescu
Book review
书评
{"title":"GABRIELA HUM (ED.), LEARNING BY SHARING. A GUIDE TO EXPERIENCES FROM AND FOR L&D SPECIALISTS. Bucharest, TREI Publishing House, 2021, 348 pages, ISBN 978-606-40-1012-4","authors":"Paul Lungeanu, Daniela Ionescu","doi":"10.26755/revped/2024.1/245","DOIUrl":"https://doi.org/10.26755/revped/2024.1/245","url":null,"abstract":"Book review","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141843900","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 : 2024-07-01DOI: 10.26755/revped/2024.1/193
Daniela Ionescu, E. Vrăşmaş
The literature review shows a growing interest in investigating teacher education in an inclusive perspective, given the number of children with special educational needs in mainstream schools as well as the studies that focus on the value of this approach. The purpose of this article is to analyze the training needs from the perspective of an inclusive education of the students with special educational needs, in the context of the Romanian school staff. In the current study, teachers provided their experience and opinions for the development of in-service training programs in the field of inclusion. They presented the number of children with special educational needs in their classes, the training they received, the implementation capacity, and the school support, as well as the teachers’ expectations and the barriers they encountered. 1132 teachers from pre-university education from 40 counties participated. The methodology is quantitative and qualitative and the data was collected through online questionnaires. Data was analysed using an inductive system of categories and codes. The results addressed the following themes: the teachers’ level of competencies they acquired from previous training, the importance they give to continuous training, their motivation for professional development, the contents they considered necessary from an inclusive perspective, and the framework for exploring the development of collaborative practice in training. The conclusions section addressed the need for schools to design and implement training policies for their communities.
{"title":"TRAINING NEEDS ANALYSIS FOR INCLUSIVE EDUCATION","authors":"Daniela Ionescu, E. Vrăşmaş","doi":"10.26755/revped/2024.1/193","DOIUrl":"https://doi.org/10.26755/revped/2024.1/193","url":null,"abstract":"The literature review shows a growing interest in investigating teacher education in an inclusive perspective, given the number of children with special educational needs in mainstream schools as well as the studies that focus on the value of this approach. The purpose of this article is to analyze the training needs from the perspective of an inclusive education of the students with special educational needs, in the context of the Romanian school staff. In the current study, teachers provided their experience and opinions for the development of in-service training programs in the field of inclusion. They presented the number of children with special educational needs in their classes, the training they received, the implementation capacity, and the school support, as well as the teachers’ expectations and the barriers they encountered. 1132 teachers from pre-university education from 40 counties participated. The methodology is quantitative and qualitative and the data was collected through online questionnaires. Data was analysed using an inductive system of categories and codes. The results addressed the following themes: the teachers’ level of competencies they acquired from previous training, the importance they give to continuous training, their motivation for professional development, the contents they considered necessary from an inclusive perspective, and the framework for exploring the development of collaborative practice in training. The conclusions section addressed the need for schools to design and implement training policies for their communities.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141840527","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 : 2024-07-01DOI: 10.26755/revped/2024.1/153
Adina MIHAI (CĂLUGĂRU)
An important aspect of learning refers to the fact that the student is not only a cognitive entity, but manifests affective states, motivations, attitudes that influence learning both directly and indirectly. A prerequisite for the success of learning consists in the determination of the students’ state of readiness, assimilated as the level of psychoeducational development. The results of school learning must be viewed under two dimensions: one is informative and refers to understanding some useful information, some intellectual algorithms; the other is formative, and triggers, both the transformation of the student’s cognitive apparatus, and the formation and development of his/her personality. Social anxiety is a factor that can strongly condition success in learning, being the effect of personal, motivational factors, as well as external factors such as: group values, social representations, the richness, and variety of individual experiences allowed by the social environment (Negovan, 2007). In the present study, we have investigated whether there are significant correlations between the level of social anxiety and the students’ school results. 382 students between the ages of 11 and 14, of which 157 boys and 225 girls, from a secondary school in Bucharest answered questionnaires between April and May 2023. The school is located in the urban area, in Sector 3 of Bucharest, and the secondary school includes 17 classes. The students who attend this school come from the areas that are close to the school, making it a “neighborhood school”. The teachers are concerned with the students’ education that goes beyond the school routine, since the interest is not only in intellectual training, but also in socio-emotional development. The results demonstrate that there is a significant inverse correlation between the level of social anxiety and the students’ academic performance. The results of the present research reflect a concern of the community of teachers that seek to create optimal conditions for students to develop their innate potential for learning.
{"title":"SOCIAL ANXIETY – AN IMPORTANT FACTOR IN LEARNING SUCCESS","authors":"Adina MIHAI (CĂLUGĂRU)","doi":"10.26755/revped/2024.1/153","DOIUrl":"https://doi.org/10.26755/revped/2024.1/153","url":null,"abstract":"An important aspect of learning refers to the fact that the student is not only a cognitive entity, but manifests affective states, motivations, attitudes that influence learning both directly and indirectly. A prerequisite for the success of learning consists in the determination of the students’ state of readiness, assimilated as the level of psychoeducational development. The results of school learning must be viewed under two dimensions: one is informative and refers to understanding some useful information, some intellectual algorithms; the other is formative, and triggers, both the transformation of the student’s cognitive apparatus, and the formation and development of his/her personality. Social anxiety is a factor that can strongly condition success in learning, being the effect of personal, motivational factors, as well as external factors such as: group values, social representations, the richness, and variety of individual experiences allowed by the social environment (Negovan, 2007). In the present study, we have investigated whether there are significant correlations between the level of social anxiety and the students’ school results. 382 students between the ages of 11 and 14, of which 157 boys and 225 girls, from a secondary school in Bucharest answered questionnaires between April and May 2023. The school is located in the urban area, in Sector 3 of Bucharest, and the secondary school includes 17 classes. The students who attend this school come from the areas that are close to the school, making it a “neighborhood school”. The teachers are concerned with the students’ education that goes beyond the school routine, since the interest is not only in intellectual training, but also in socio-emotional development. The results demonstrate that there is a significant inverse correlation between the level of social anxiety and the students’ academic performance. The results of the present research reflect a concern of the community of teachers that seek to create optimal conditions for students to develop their innate potential for learning.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141848486","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 : 2024-07-01DOI: 10.26755/revped/2024.1/105
Adrian Naznean
This article investigates the significance of incorporating humour as a pedagogical tool in teaching foreign languages, with a specific focus on English language instruction. The study aims to explore the impact of humour on students’ motivation, engagement, and overall language acquisition process. To gather empirical data, an online survey was conducted among a diverse group of language learners, consisting of individuals from various linguistic backgrounds and proficiency levels. For this study, a survey of 34 questions was designed (multiple choice and Likert scale) and anonymous answers were collected online. The survey assessed participants’ perceptions regarding the use of humour in language classrooms, their experiences with humorous teaching techniques, and the perceived effects of humour on language learning outcomes. Quantitative and qualitative analyses were employed to evaluate the collected data and draw meaningful conclusions. Findings from the survey highlight the significant role of humour in language pedagogy. The results demonstrate that using humour in English language instruction not only enhances students’ motivation and engagement, but also provides a positive classroom atmosphere. Furthermore, humour was found to promote vocabulary retention, improve pronunciation skills, and facilitate cultural understanding. Overall, this research emphasises the importance of humour as a valuable tool in foreign language classrooms, particularly in English language instruction. By employing humour strategically, language instructors can create a lively and conducive learning environment that promotes effective language acquisition, boosts students’ confidence, and cultivates a positive attitude towards language learning.
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