Pub Date : 2023-07-01DOI: 10.26755/revped/2023.1/217
D. Florescu, L. Ciolan
Educational practices and all that happens in the classroom are essential to children’s learning progress and their development. Despite the importance of teachers’ educational practices, in the low- or middle-income countries the practices are hardly ever measured, partly because of a lack of access to classroom observation tools and the high costs of their administration. As a result, the present research undertook the aim to analyze the improvement of educational practices on the dimensions that are comprised in the observation tool we used: classroom climate, instruction and social and emotional skills by means of classroom observation and providing feedback using the Teach observation tool. Thus, we assume that early childhood education teachers who participate in observation and feedback processes based on the Teach observation tool develop educational practices more adapted to the children’s social and emotional and cognitive needs. The study consisted of conducting a quasi-experiment with three repeated applications of the Teach observation tool on a sample of 19 kindergarten teaching staff. The 19 kindergarten teachers were from the same kindergarten in Braşov city, Kindergarten no.11, “House of joy”. The study was carried out during the 2020-2021 school year. Following the implementation of the Teach observation tool, we can conclude that its role is to facilitate the measurement of quality in early childhood education. Teaching can be a starting point for understanding, measuring and discussing the quality of teaching practices in early childhood education, leading to improved support for teachers and ultimately better learning experiences and higher outcomes for preschoolers. Also, in the future, the Teach observation tool can provide policy makers and stakeholders with the information they need to design and implement policies and programs in early childhood education.
{"title":"THE IMPACT OF CLASSROOM OBSERVATION IN EARLY EDUCATION ON CHILDREN’S OUTCOMES","authors":"D. Florescu, L. Ciolan","doi":"10.26755/revped/2023.1/217","DOIUrl":"https://doi.org/10.26755/revped/2023.1/217","url":null,"abstract":"Educational practices and all that happens in the classroom are essential to children’s learning progress and their development. Despite the importance of teachers’ educational practices, in the low- or middle-income countries the practices are hardly ever measured, partly because of a lack of access to classroom observation tools and the high costs of their administration. As a result, the present research undertook the aim to analyze the improvement of educational practices on the dimensions that are comprised in the observation tool we used: classroom climate, instruction and social and emotional skills by means of classroom observation and providing feedback using the Teach observation tool. Thus, we assume that early childhood education teachers who participate in observation and feedback processes based on the Teach observation tool develop educational practices more adapted to the children’s social and emotional and cognitive needs. The study consisted of conducting a quasi-experiment with three repeated applications of the Teach observation tool on a sample of 19 kindergarten teaching staff. The 19 kindergarten teachers were from the same kindergarten in Braşov city, Kindergarten no.11, “House of joy”. The study was carried out during the 2020-2021 school year. Following the implementation of the Teach observation tool, we can conclude that its role is to facilitate the measurement of quality in early childhood education. Teaching can be a starting point for understanding, measuring and discussing the quality of teaching practices in early childhood education, leading to improved support for teachers and ultimately better learning experiences and higher outcomes for preschoolers. Also, in the future, the Teach observation tool can provide policy makers and stakeholders with the information they need to design and implement policies and programs in early childhood education.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128418078","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 : 2023-07-01DOI: 10.26755/revped/2023.1/105
Mirela Scorţescu, S. Sava, Mariana Craşovan
Practicum is essential in initial teacher training (ITE), while mentoring represents an important part of it. The need for the practicum mentors’ training is recognized, being highlighted both by studies (Czerniawsky et al., 2016; Guberman et al., 2020) and by the recommendations of the European Commission (2021). However, the mentors are precariously prepared (Clarke & Mena, 2020), the literature pointing out the limited training and insufficient knowledge regarding mentoring activities. This study aims to identify the training needs of mentors in Romania, and the further training undertaken, to carry out mentoring activities in ITE. The study was run between December 2021 and February 2022, based on the questionnaire elaborated by the International Forum for Teacher Educator Development (InFo-TED). By analysing the answers of the 276 mentors from Romania who are guiding the practicum in ITE at all levels of pre-university education, we can highlight: the types of activities considered useful and less useful in mentoring, the training activities already accessed, the desirable training directions, and the way in which research is valued as part of the role of mentor in order to inform didactic practices. Data from Romania, compared to the results from the international study InFo-TED (Czerniawsky et al., 2016) revealed similarities regarding the training needs for educational research and differences regarding the types of preferred training activities. The comparative analysis by education levels highlights specific training needs, which can become the basis for developing training programs for better mentoring.
实习是初级教师培训的重要组成部分，而师徒关系是初级教师培训的重要组成部分。实习导师培训的必要性得到了认可，研究都强调了这一点(Czerniawsky et al.， 2016;Guberman et al.， 2020)和欧盟委员会的建议(2021)。然而，导师的准备并不稳定(Clarke & Mena, 2020)，文献指出了有限的培训和关于指导活动的知识不足。本研究旨在确定罗马尼亚导师的培训需求，以及为在信息技术教育领域开展指导活动而开展的进一步培训。该研究在2021年12月至2022年2月期间进行，基于国际教师教育发展论坛(InFo-TED)制定的问卷调查。通过分析来自罗马尼亚的276名导师的回答，他们在大学预科教育的各个阶段指导信息技术实践，我们可以强调:在指导中被认为有用和不太有用的活动类型，已经获得的培训活动，理想的培训方向，以及如何将研究作为导师角色的一部分加以重视，以便为教学实践提供信息。与国际研究InFo-TED (Czerniawsky et al.， 2016)的结果相比，来自罗马尼亚的数据揭示了教育研究培训需求的相似性和首选培训活动类型的差异。通过教育水平的比较分析，突出了特定的培训需求，这可以成为制定更好的指导培训计划的基础。
{"title":"TEACHING PRACTICE MENTORS - AN ANALYSIS OF PROFESSIONAL DEVELOPMENT NEEDS AND PRACTICES","authors":"Mirela Scorţescu, S. Sava, Mariana Craşovan","doi":"10.26755/revped/2023.1/105","DOIUrl":"https://doi.org/10.26755/revped/2023.1/105","url":null,"abstract":"Practicum is essential in initial teacher training (ITE), while mentoring represents an important part of it. The need for the practicum mentors’ training is recognized, being highlighted both by studies (Czerniawsky et al., 2016; Guberman et al., 2020) and by the recommendations of the European Commission (2021). However, the mentors are precariously prepared (Clarke & Mena, 2020), the literature pointing out the limited training and insufficient knowledge regarding mentoring activities. This study aims to identify the training needs of mentors in Romania, and the further training undertaken, to carry out mentoring activities in ITE. The study was run between December 2021 and February 2022, based on the questionnaire elaborated by the International Forum for Teacher Educator Development (InFo-TED). By analysing the answers of the 276 mentors from Romania who are guiding the practicum in ITE at all levels of pre-university education, we can highlight: the types of activities considered useful and less useful in mentoring, the training activities already accessed, the desirable training directions, and the way in which research is valued as part of the role of mentor in order to inform didactic practices. Data from Romania, compared to the results from the international study InFo-TED (Czerniawsky et al., 2016) revealed similarities regarding the training needs for educational research and differences regarding the types of preferred training activities. The comparative analysis by education levels highlights specific training needs, which can become the basis for developing training programs for better mentoring.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115446401","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 : 2023-07-01DOI: 10.26755/revped/2023.1/171
Maria-Corina Popa
This paper aims to open a reflective framework, that should be useful to the Romanian education system and encompass ways in which citizenship education is studied in other European countries, at primary and secondary levels. In this regard, the article presents the characteristics of the school systems which are based on maximalist and minimalistic approaches to citizenship education, the critical approaches to citizenship education and, consequently, the concept of “critical citizenship”. The article also includes a brief timeline of legislative and public policy efforts at European level to support education for democratic citizenship, starting from the Maastricht Treaty and reaching the “Reference Framework of Competences for Democratic Culture”. Last but not least, the paper will highlight a series of reforms and approaches to citizenship education at European level (as a separate or integrated school subject, or in a crosscurricular perspective), that references the latest Eurydice study on citizenship education in European schools.
{"title":"CITIZENSHIP EDUCATION IN EUROPEAN SCHOOL SYSTEMS","authors":"Maria-Corina Popa","doi":"10.26755/revped/2023.1/171","DOIUrl":"https://doi.org/10.26755/revped/2023.1/171","url":null,"abstract":"This paper aims to open a reflective framework, that should be useful to the Romanian education system and encompass ways in which citizenship education is studied in other European countries, at primary and secondary levels. In this regard, the article presents the characteristics of the school systems which are based on maximalist and minimalistic approaches to citizenship education, the critical approaches to citizenship education and, consequently, the concept of “critical citizenship”. The article also includes a brief timeline of legislative and public policy efforts at European level to support education for democratic citizenship, starting from the Maastricht Treaty and reaching the “Reference Framework of Competences for Democratic Culture”. Last but not least, the paper will highlight a series of reforms and approaches to citizenship education at European level (as a separate or integrated school subject, or in a crosscurricular perspective), that references the latest Eurydice study on citizenship education in European schools.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131099168","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 : 2023-07-01DOI: 10.26755/revped/2023.1/285
Reka Kutasi
Book review
书评
{"title":"MARIA DORINA PAŞCA, NEW STRUCTURES IN MEDICAL PEDAGOGY. Târgu Mureş, Ardealul Publishing House, 2020, 200 pages, ISBN 978-606-8372-68-6","authors":"Reka Kutasi","doi":"10.26755/revped/2023.1/285","DOIUrl":"https://doi.org/10.26755/revped/2023.1/285","url":null,"abstract":"Book review","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":"1223 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130285436","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 : 2023-07-01DOI: 10.26755/revped/2023.1/7
Ştefana BUHĂESCU-CIUCĂ
The present study is testing the role of extracurricular activities in the career exploratory intentions and decision-making using the lenses of the career self-management model of Social Cognitive Career Theory - SCCT (Lent & Brown, 2013). The study also includes the socioeconomic status, social support, and role models, as well as personality factors as predictors. We used hierarchical linear regression to test the role of the added precursors to extracurricular activities and their role in career exploration goals and decidedness. Data were collected using an online survey filled in by 233 students in twelfth grade. Involvement in pro-social activities, the influence of role models, and the level of agreeableness were significant predictors of exploratory intentions while exam preparation was the only significant predictor of career decidedness. Implications for practice are discussed.
{"title":"THE ROLE OF EXTRACURRICULAR ACTIVITIES, PERSONALITY AND SOCIAL INFLUENCES IN CAREER EXPLORATION AND DECISION-MAKING OF TWELFTH-GRADE STUDENTS","authors":"Ştefana BUHĂESCU-CIUCĂ","doi":"10.26755/revped/2023.1/7","DOIUrl":"https://doi.org/10.26755/revped/2023.1/7","url":null,"abstract":"The present study is testing the role of extracurricular activities in the career exploratory intentions and decision-making using the lenses of the career self-management model of Social Cognitive Career Theory - SCCT (Lent & Brown, 2013). The study also includes the socioeconomic status, social support, and role models, as well as personality factors as predictors. We used hierarchical linear regression to test the role of the added precursors to extracurricular activities and their role in career exploration goals and decidedness. Data were collected using an online survey filled in by 233 students in twelfth grade. Involvement in pro-social activities, the influence of role models, and the level of agreeableness were significant predictors of exploratory intentions while exam preparation was the only significant predictor of career decidedness. Implications for practice are discussed.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114957391","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 : 2022-12-01DOI: 10.26755/revped/2022.2/45
M. Miulescu, Antoaneta-Firuța Tacea
Teaching is a crucial component of any sensible approach to ensuring quality education. However, there is no adequate, integrated perspective on the core qualities that make for excellence in teaching. Our study seeks to discover people who are examples of excellence in teaching in order to determine a set of excellence-associated characteristics. The participants of the present study were primary school teachers (n=11) from Romania. By making use of a qualitative inquiry, data was collected through semi-structured interviews and observations of school lessons. The key findings suggest that there is no single template for excellence in teaching. According to the data, there are three key aspects that can be attributed to excellent teaching: a passion for teaching, authentic relationships with students, and critical reflection. Recommendations for sustaining high-quality teaching are discussed.
{"title":"MAPPING THE MAIN CHARACTERISTICS OF EXCELLENT TEACHERS: A PHENOMENOLOGICAL STUDY","authors":"M. Miulescu, Antoaneta-Firuța Tacea","doi":"10.26755/revped/2022.2/45","DOIUrl":"https://doi.org/10.26755/revped/2022.2/45","url":null,"abstract":"Teaching is a crucial component of any sensible approach to ensuring quality education. However, there is no adequate, integrated perspective on the core qualities that make for excellence in teaching. Our study seeks to discover people who are examples of excellence in teaching in order to determine a set of excellence-associated characteristics. The participants of the present study were primary school teachers (n=11) from Romania. By making use of a qualitative inquiry, data was collected through semi-structured interviews and observations of school lessons. The key findings suggest that there is no single template for excellence in teaching. According to the data, there are three key aspects that can be attributed to excellent teaching: a passion for teaching, authentic relationships with students, and critical reflection. Recommendations for sustaining high-quality teaching are discussed.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121773814","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 : 2022-12-01DOI: 10.26755/revped/2022.2/143
Andreea Ban, Adrian Naznean
The COVID-19 pandemic which forced the transfer of education from the physical to the virtual environment led to the exploitation of various materials and resources for teaching English for specific purposes. The use of videos in online lessons was investigated in a study conducted on four mixed-ability groups of students exposed to various educational videos to varying extents. The videos intended to improve the acquisition of vocabulary for English for specific purposes, namely for engineering and medicine. The students were divided into four groups, two engineering groups, and two medicine ones. All students were in their second undergraduate year and all had two lectures of English per week. One engineering group and one medicine group were exposed to at least two videos per course, whereas the other groups to one or no videos per course. Vocabulary acquisition was assessed using MCQs, word formation, and gap filling exercises, whereas speaking activities were conducted in smaller groups in virtual rooms. Following the 10-week period, not only the students’ vocabulary improved, but also their speaking abilities especially in the groups that used at least two videos per lesson, while the other groups showed only modest improvement of vocabulary acquisition and speaking skills.
{"title":"“WE ARE GOING TO WATCH A VIDEO...”: LESSONS LEARNT DURING THE ESP CLASSROOM","authors":"Andreea Ban, Adrian Naznean","doi":"10.26755/revped/2022.2/143","DOIUrl":"https://doi.org/10.26755/revped/2022.2/143","url":null,"abstract":"The COVID-19 pandemic which forced the transfer of education from the physical to the virtual environment led to the exploitation of various materials and resources for teaching English for specific purposes. The use of videos in online lessons was investigated in a study conducted on four mixed-ability groups of students exposed to various educational videos to varying extents. The videos intended to improve the acquisition of vocabulary for English for specific purposes, namely for engineering and medicine. The students were divided into four groups, two engineering groups, and two medicine ones. All students were in their second undergraduate year and all had two lectures of English per week. One engineering group and one medicine group were exposed to at least two videos per course, whereas the other groups to one or no videos per course. Vocabulary acquisition was assessed using MCQs, word formation, and gap filling exercises, whereas speaking activities were conducted in smaller groups in virtual rooms. Following the 10-week period, not only the students’ vocabulary improved, but also their speaking abilities especially in the groups that used at least two videos per lesson, while the other groups showed only modest improvement of vocabulary acquisition and speaking skills.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130137252","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 : 2022-12-01DOI: 10.26755/revped/2022.2/29
L. Cătană, Angelica Mihăilescu
The article highlights the students’ perspective regarding their experience with eTwinning, their investment of resources, their expectations, as well as the academic and personal outcomes obtained as a result of their involvement. The students’ opinions about the collaborative dimension of these projects in new learning contexts, the effectiveness of communication, the perspectives of personal development, the skills they developed, the well-being, and the motivation for learning are analyzed. The current article is based on a secondary analysis of data collected in a research project carried out in 2021 on a sample of 921 secondary and high school students, which aimed to assess the effects of the eTwinning project in Romania. The article focuses on the analysis of qualitative data regarding the learning experiences that the eTwinning project provided to the participating students.
{"title":"LEARNING EXPERIENCES OF THE STUDENTS IN ETWINNING PROJECTS","authors":"L. Cătană, Angelica Mihăilescu","doi":"10.26755/revped/2022.2/29","DOIUrl":"https://doi.org/10.26755/revped/2022.2/29","url":null,"abstract":"The article highlights the students’ perspective regarding their experience with eTwinning, their investment of resources, their expectations, as well as the academic and personal outcomes obtained as a result of their involvement. The students’ opinions about the collaborative dimension of these projects in new learning contexts, the effectiveness of communication, the perspectives of personal development, the skills they developed, the well-being, and the motivation for learning are analyzed. The current article is based on a secondary analysis of data collected in a research project carried out in 2021 on a sample of 921 secondary and high school students, which aimed to assess the effects of the eTwinning project in Romania. The article focuses on the analysis of qualitative data regarding the learning experiences that the eTwinning project provided to the participating students.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134629340","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 : 2022-12-01DOI: 10.26755/revped/2022.2/93
Iasmina Negru, S. Sava
Homework is a controversial topic that frequently attracts the attention of teachers and researchers, who are looking to identify ways to make it as attractive and enjoyable as possible, relevant, and formative as well. There are various points of views and data, empirically based, concerning the utility, scope, impact of homework on students’ development. The aim of the study was to identify the reflections, perceptions, and stated practices of primary school teachers regarding the assignment and assessment of homework. Thus, 10 primary education teachers completed reflection diaries on homework, between May 26 and June 25, 2021 (a period of the schooling year with consolidations, evaluations, and gradual relaxation towards ending/summer holiday). The teachers were asked to record each two days their reflections. The coding of the entries in the reflection diaries was done and analyzed with MAXQDA, and it covered aspects like the purpose and role of homework, methods for effective assignment of homework, parental involvement, appropriate completion time, volume, etc. The results, informative for teachers and educational experts as well, reveal teachers’ perceptions regarding the degree of involvement of children and parents, the appropriate dosage of effort and the appropriate time for solving homework, practices of assigning and evaluating students’ homework.
{"title":"REFLECTIONS, PERCEPTIONS AND PRACTICES IN FORMULATING AND EVALUATING HOMEWORK IN PRIMARY EDUCATION","authors":"Iasmina Negru, S. Sava","doi":"10.26755/revped/2022.2/93","DOIUrl":"https://doi.org/10.26755/revped/2022.2/93","url":null,"abstract":"Homework is a controversial topic that frequently attracts the attention of teachers and researchers, who are looking to identify ways to make it as attractive and enjoyable as possible, relevant, and formative as well. There are various points of views and data, empirically based, concerning the utility, scope, impact of homework on students’ development. The aim of the study was to identify the reflections, perceptions, and stated practices of primary school teachers regarding the assignment and assessment of homework. Thus, 10 primary education teachers completed reflection diaries on homework, between May 26 and June 25, 2021 (a period of the schooling year with consolidations, evaluations, and gradual relaxation towards ending/summer holiday). The teachers were asked to record each two days their reflections. The coding of the entries in the reflection diaries was done and analyzed with MAXQDA, and it covered aspects like the purpose and role of homework, methods for effective assignment of homework, parental involvement, appropriate completion time, volume, etc. The results, informative for teachers and educational experts as well, reveal teachers’ perceptions regarding the degree of involvement of children and parents, the appropriate dosage of effort and the appropriate time for solving homework, practices of assigning and evaluating students’ homework.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123925608","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 : 2022-12-01DOI: 10.26755/revped/2022.2/121
Magda Cristina Tunegaru
In this paper, we aim to examine intercultural education textbooks, a subject that has been introduced in Romania, in the new school curriculum for middle school in 2017, for the 6th grade. The research uses content analysis to identify and analyze the cultural topics, the types of interactions that are suggested, and the extent to which these textbooks address social justice issues. We will approach both the textual and the visual elements of the textbooks. The data is analyzed on four levels, using a social justice perspective, mainly Iris Young’s conceptualization of oppression. First, we explore the micro level which refers to the characters’ attitudes and values; then the macro level which comprises historical and political factors. Further, we examine the international dimension comprised in the analyzed textbooks. Finally, we are interested in the authors’ position. For this purpose, we employ Hilliard’s (2014) conceptual frameworks, developed from Gray (2010) – to which we added 12 topics – and Risager (1991). Moreover, the research proposes further analysis and inquiries on the subject of intercultural education in Romania.
{"title":"INTERCULTURAL EDUCATION IN ROMANIA: A CONTENT ANALYSIS OF SOCIAL EDUCATION TEXTBOOKS FOR 6TH GRADE STUDENTS","authors":"Magda Cristina Tunegaru","doi":"10.26755/revped/2022.2/121","DOIUrl":"https://doi.org/10.26755/revped/2022.2/121","url":null,"abstract":"In this paper, we aim to examine intercultural education textbooks, a subject that has been introduced in Romania, in the new school curriculum for middle school in 2017, for the 6th grade. The research uses content analysis to identify and analyze the cultural topics, the types of interactions that are suggested, and the extent to which these textbooks address social justice issues. We will approach both the textual and the visual elements of the textbooks. The data is analyzed on four levels, using a social justice perspective, mainly Iris Young’s conceptualization of oppression. First, we explore the micro level which refers to the characters’ attitudes and values; then the macro level which comprises historical and political factors. Further, we examine the international dimension comprised in the analyzed textbooks. Finally, we are interested in the authors’ position. For this purpose, we employ Hilliard’s (2014) conceptual frameworks, developed from Gray (2010) – to which we added 12 topics – and Risager (1991). Moreover, the research proposes further analysis and inquiries on the subject of intercultural education in Romania.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121598980","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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