Pub Date : 2022-12-01DOI: 10.26755/revped/2022.2/9
Mihai Iacob, O. Borş
Digital technology has become ubiquitous in the practice of school counselling in Romania, but currently there is little evidence and critical reflection on how it is employed in daily activities. The aim of the study was to gather information regarding the practices and resources associated with school counselling, especially regarding the use of digital technology. A total of 528 valid answers were collected from school counsellors across Romania’s 42 administrative divisions, using an online questionnaire. A cluster analysis was used to identify patterns of use of digital technology in professional practices, with three groups emerging: a) all-around use of digital technology, b) less frequent use of digital technology and c) regular use for specific professional tasks. Several socio-demographic factors were used to attempt to predict cluster membership. We discuss the implications of this exploratory study and chart potential avenues of action and research.
{"title":"PATTERNS IN THE USE OF DIGITAL TECHNOLOGY AMONG SCHOOL COUNSELLORS IN ROMANIA","authors":"Mihai Iacob, O. Borş","doi":"10.26755/revped/2022.2/9","DOIUrl":"https://doi.org/10.26755/revped/2022.2/9","url":null,"abstract":"Digital technology has become ubiquitous in the practice of school counselling in Romania, but currently there is little evidence and critical reflection on how it is employed in daily activities. The aim of the study was to gather information regarding the practices and resources associated with school counselling, especially regarding the use of digital technology. A total of 528 valid answers were collected from school counsellors across Romania’s 42 administrative divisions, using an online questionnaire. A cluster analysis was used to identify patterns of use of digital technology in professional practices, with three groups emerging: a) all-around use of digital technology, b) less frequent use of digital technology and c) regular use for specific professional tasks. Several socio-demographic factors were used to attempt to predict cluster membership. We discuss the implications of this exploratory study and chart potential avenues of action and research.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126602411","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/2022.2/181
Simona A. Pascal, A. Chivu
The literature raises concerns in terms of the psychological functioning of the students. Their well-being can be impaired by some problems they may face, like academic, personal, financial, or social ones. Cognitive theories support the fact that at the origin of the psycho-emotional consequences lies a dysfunctional thinking pattern. It can determine how people perceive events or their attitudes regarding the situations they experience. All these aspects play an important role in mental health. Thus, the first objective of the present study was to identify possible associations between dysfunctional attitudes, irrational beliefs, and perceived stress among students. The second objective was to test whether the relationship between irrational beliefs and dysfunctional attitudes is explained by perceived stress, through a mediation model. In this research, 148 students filled in three psychological scales that measure the following constructs: dysfunctional attitudes, irrational beliefs, and perceived stress. In general, the results emphasized negative and weak associations between attitudes and cognitions (r = -.265, p = .001) and perceived stress and attitudes (r = -.167, p = .043), but a positive relationship between cognition and perceived stress (r = .312, p < .001). Also, the mediation analysis showed that there are misgivings that perceived stress does explain the relationship between irrational cognitions and dysfunctional attitudes. These preliminary findings could be an initial step in the educational environment to improve the beliefs and attitudes assessment among students by targeting them as important elements.
文献提出了对学生心理功能的关注。他们的幸福可能会受到他们可能面临的一些问题的影响，比如学术、个人、经济或社会问题。认知理论支持这样一个事实，即心理-情绪后果的根源在于功能失调的思维模式。它可以决定人们如何看待事件或他们对所经历的情况的态度。所有这些方面都在心理健康中发挥着重要作用。因此，本研究的第一个目的是确定学生的功能失调态度、非理性信念和感知压力之间可能存在的联系。第二个目的是通过一个中介模型来检验非理性信念和功能失调态度之间的关系是否可以用感知压力来解释。在这项研究中，148名学生填写了三个心理量表，测量以下构念:功能失调态度、非理性信念和感知压力。总的来说，结果强调了态度和认知之间的负相关和弱关联(r = -)。265, p = .001)和感知压力与态度(r = -。167, p = 0.043)，但认知与感知压力呈正相关(r = 0.312, p < 0.001)。此外，中介分析显示，人们怀疑感知压力是否能解释非理性认知与功能失调态度之间的关系。这些初步的发现可以作为教育环境的第一步，通过将学生的信念和态度作为重要因素来改善他们的信念和态度评估。
{"title":"THE ROLE OF IRRATIONAL BELIEFS AND PERCEIVED STRESS IN THE DEVELOPMENT OF DYSFUNCTIONAL ATTITUDES AMONG STUDENTS","authors":"Simona A. Pascal, A. Chivu","doi":"10.26755/revped/2022.2/181","DOIUrl":"https://doi.org/10.26755/revped/2022.2/181","url":null,"abstract":"The literature raises concerns in terms of the psychological functioning of the students. Their well-being can be impaired by some problems they may face, like academic, personal, financial, or social ones. Cognitive theories support the fact that at the origin of the psycho-emotional consequences lies a dysfunctional thinking pattern. It can determine how people perceive events or their attitudes regarding the situations they experience. All these aspects play an important role in mental health. Thus, the first objective of the present study was to identify possible associations between dysfunctional attitudes, irrational beliefs, and perceived stress among students. The second objective was to test whether the relationship between irrational beliefs and dysfunctional attitudes is explained by perceived stress, through a mediation model. In this research, 148 students filled in three psychological scales that measure the following constructs: dysfunctional attitudes, irrational beliefs, and perceived stress. In general, the results emphasized negative and weak associations between attitudes and cognitions (r = -.265, p = .001) and perceived stress and attitudes (r = -.167, p = .043), but a positive relationship between cognition and perceived stress (r = .312, p < .001). Also, the mediation analysis showed that there are misgivings that perceived stress does explain the relationship between irrational cognitions and dysfunctional attitudes. These preliminary findings could be an initial step in the educational environment to improve the beliefs and attitudes assessment among students by targeting them as important elements.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114468144","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/2022.2/159
Ştefana BUHĂESCU-CIUCĂ, Georgiana-Alina Ionita
This study used semi-structured interviews to explore the career development process and influencing factors among eight Roma students. Following the analysis, eight areas emerged: 1) criteria for choosing a career option, 2) role models, 3) proactive personality, 4) support, 5) barriers, 6) work values, 7) critical consciousness, and 8) relevance of career guidance. The results show that the family is an essential source of moral support, role models, and persuasion in choosing certain educational and career options. Participants made decisions based on interests in certain areas and had work values predominantly related to prestige and appropriate financial rewards for their needs. All participants received support through positive measures and demonstrated a proactive personality in capitalizing on the support they received and overcoming the barriers they encountered, the most common being financial constraints. All students have a clear picture of how their ethnicity is perceived in society and the labor market and some of them are actively involved in improving the socio-economic context of young Roma.
{"title":"EXPLORING THE CAREER DEVELOPMENT PROCESS IN THE CASE OF ROMA STUDENTS IN ROMANIA","authors":"Ştefana BUHĂESCU-CIUCĂ, Georgiana-Alina Ionita","doi":"10.26755/revped/2022.2/159","DOIUrl":"https://doi.org/10.26755/revped/2022.2/159","url":null,"abstract":"This study used semi-structured interviews to explore the career development process and influencing factors among eight Roma students. Following the analysis, eight areas emerged: 1) criteria for choosing a career option, 2) role models, 3) proactive personality, 4) support, 5) barriers, 6) work values, 7) critical consciousness, and 8) relevance of career guidance. The results show that the family is an essential source of moral support, role models, and persuasion in choosing certain educational and career options. Participants made decisions based on interests in certain areas and had work values predominantly related to prestige and appropriate financial rewards for their needs. All participants received support through positive measures and demonstrated a proactive personality in capitalizing on the support they received and overcoming the barriers they encountered, the most common being financial constraints. All students have a clear picture of how their ethnicity is perceived in society and the labor market and some of them are actively involved in improving the socio-economic context of young Roma.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124557537","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/2022.2/207
Andreea-Diana Scoda
Book review
书评
{"title":"STANISLAS DEHAENE, HOW WE LEARN. THE NEW SCIENCE OF EDUCATION AND THE BRAIN. Great Britain, Penguin Publishing House, 2021, 352 pages, ISBN 978-0-141-98030-3","authors":"Andreea-Diana Scoda","doi":"10.26755/revped/2022.2/207","DOIUrl":"https://doi.org/10.26755/revped/2022.2/207","url":null,"abstract":"Book review","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129820030","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/2022.2/67
L. Safta-Zecheria, Mihaela Mitescu Manea, E. Neumann
At the onset of the Covid-19 pandemic, governments worldwide suspended face-to-face education in schools to manage the spread of the Sars-Cov-2 virus. Romania and Hungary were not exceptional in this regard during the first wave of the pandemic. However, further along, the two countries’ policy pathways strongly diverged. Hungary strategized keeping schools open to ensure parents could attend to their employment obligations. Romania suspended face-to-face education in schools for long periods. The paper looks at these two national cases through a Critical Frame Analysis (Dombos et al., 2012) of education policy debates during the initial three waves of the pandemic (March 2020 – July 2021). It answers the question: How were the health rights of teachers and the health crisis in education framed in the education policy debates during the Covid-19 pandemic? Policy documents and policy related position documents by non-government actors were selected by country experts from both countries and coded inductively looking at the right to education, the right to health, and the relationship between economic activities and education. We present our findings concerning how teachers’ rights to health are featured in the policy debates between the government, oppositional political parties, trade unions and other stakeholders. Finally, we use our analysis to point to recommendations addressing the complex challenge of equally ensuring vulnerable pupils’ rights to education and teachers’ rights to health through coherent crisis management policies.
{"title":"TEACHERS’ RIGHT TO HEALTH IN THE POLICY DEBATES DURING THE COVID-19 PANDEMIC IN HUNGARY AND ROMANIA","authors":"L. Safta-Zecheria, Mihaela Mitescu Manea, E. Neumann","doi":"10.26755/revped/2022.2/67","DOIUrl":"https://doi.org/10.26755/revped/2022.2/67","url":null,"abstract":"At the onset of the Covid-19 pandemic, governments worldwide suspended face-to-face education in schools to manage the spread of the Sars-Cov-2 virus. Romania and Hungary were not exceptional in this regard during the first wave of the pandemic. However, further along, the two countries’ policy pathways strongly diverged. Hungary strategized keeping schools open to ensure parents could attend to their employment obligations. Romania suspended face-to-face education in schools for long periods. The paper looks at these two national cases through a Critical Frame Analysis (Dombos et al., 2012) of education policy debates during the initial three waves of the pandemic (March 2020 – July 2021). It answers the question: How were the health rights of teachers and the health crisis in education framed in the education policy debates during the Covid-19 pandemic? Policy documents and policy related position documents by non-government actors were selected by country experts from both countries and coded inductively looking at the right to education, the right to health, and the relationship between economic activities and education. We present our findings concerning how teachers’ rights to health are featured in the policy debates between the government, oppositional political parties, trade unions and other stakeholders. Finally, we use our analysis to point to recommendations addressing the complex challenge of equally ensuring vulnerable pupils’ rights to education and teachers’ rights to health through coherent crisis management policies.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131191981","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/2022.7/203
I. Neacșu
Book review
书评
{"title":"MARIN MANOLESCU, MERITOCRATIC REQUIREMENTS IN THE ROMANIAN SCHOOL. Bucharest, Universitara Publishing House, 2022, 394 pages, ISBN 978-6-062-81529-5","authors":"I. Neacșu","doi":"10.26755/revped/2022.7/203","DOIUrl":"https://doi.org/10.26755/revped/2022.7/203","url":null,"abstract":"Book review","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125150653","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 : 2022-07-01DOI: 10.26755/revped/2022.1/83
Vali Ilie
The theory of instructional design has progressively developed, marking the transition from a traditional prescriptive, normative meaning to a modern one, based on various approaches that are opposed to unique recipes and rigid specifications. The knowledge technology which is strictly applied, the rigorous control of the learning stages are no longer the center of attention today, but the way and level of involvement in building knowledge, collaborating through the use of the new information technologies. Technology shapes the way we teach, learn, evaluate, as well as the way we plan and design these activities. As technology does not make teaching better or worse, simpler or more complex, but entirely changes it, teachers are sometimes confused in choosing an adequate instructional planning. During the process of identifying the new tendencies in the field of didactic planning, we focused on the instructional design models that encourage teachers to be creative. We started from some of the explanatory models of technology-based instruction and, in the second part of the study, we designed a didactic activity. The design method is based on the Learning Designer tool, developed by a team led by D. Laurillard. This is a tool that supports the design process, whether learning is mixed or fully online. The tool is web-based and allows designing and sharing learning experiences, supporting the integration of technology in the instructional process.
{"title":"NEW INFLUENCES AND HIGHLIGHTS IN INSTRUCTIONAL DESIGN","authors":"Vali Ilie","doi":"10.26755/revped/2022.1/83","DOIUrl":"https://doi.org/10.26755/revped/2022.1/83","url":null,"abstract":"The theory of instructional design has progressively developed, marking the transition from a traditional prescriptive, normative meaning to a modern one, based on various approaches that are opposed to unique recipes and rigid specifications. The knowledge technology which is strictly applied, the rigorous control of the learning stages are no longer the center of attention today, but the way and level of involvement in building knowledge, collaborating through the use of the new information technologies. Technology shapes the way we teach, learn, evaluate, as well as the way we plan and design these activities. As technology does not make teaching better or worse, simpler or more complex, but entirely changes it, teachers are sometimes confused in choosing an adequate instructional planning. During the process of identifying the new tendencies in the field of didactic planning, we focused on the instructional design models that encourage teachers to be creative. We started from some of the explanatory models of technology-based instruction and, in the second part of the study, we designed a didactic activity. The design method is based on the Learning Designer tool, developed by a team led by D. Laurillard. This is a tool that supports the design process, whether learning is mixed or fully online. The tool is web-based and allows designing and sharing learning experiences, supporting the integration of technology in the instructional process.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115330099","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 : 2022-07-01DOI: 10.26755/revped/2022.1/7
Mihaela Inăşel, Daniel Lucheș, S. Sava
Creative thinking, identifying new solutions, taking risks, the proactive attitude, initiative, self-esteem, social and innovative intentions to contribute to societal well-being are competencies listed down in the Learning Compass (OECD, 2019a). Such abilities can be connected with social entrepreneurial competence. Meaningful constructs for the social entrepreneurial competence are: risk taking, self-esteem, personal creativity (Scale of Konakli & Göğüş, 2013), as well as personal traits, social characteristics, and characteristics of social initiative (Scale of Capella-Peris et al., 2019), scales used also in this article. The teachers, as role models for their students, have to demonstrate this competence in order to scaffold it effectively in their students’ minds. We aim to identify to what extent the students in educational sciences in Romania, who will become teachers, demonstrate abilities on this dimension during their BA initial teacher education. Thus, we investigated elements of social entrepreneurial competence in groups of students from Pedagogy, Pedagogy of Primary and Pre-school Education, and Special Needs Education. 509 respondents, students in the first and third year of the BA program, from nine public universities, answered the online questionnaire. The results of the study highlight possible correlations between risk taking and elements of personal creativity, or personal traits, but it could not identify statistically significant differences between the 1st and 3rd year students regarding social entrepreneurial competence. To identify to what extent the social entrepreneurial competence can be noticed at the level of the student teachers, represents a reference for possible curriculum revision of the academic offers.
{"title":"Social Entrepreneurship: An Ability for the Future Teachers","authors":"Mihaela Inăşel, Daniel Lucheș, S. Sava","doi":"10.26755/revped/2022.1/7","DOIUrl":"https://doi.org/10.26755/revped/2022.1/7","url":null,"abstract":"Creative thinking, identifying new solutions, taking risks, the proactive attitude, initiative, self-esteem, social and innovative intentions to contribute to societal well-being are competencies listed down in the Learning Compass (OECD, 2019a). Such abilities can be connected with social entrepreneurial competence. Meaningful constructs for the social entrepreneurial competence are: risk taking, self-esteem, personal creativity (Scale of Konakli & Göğüş, 2013), as well as personal traits, social characteristics, and characteristics of social initiative (Scale of Capella-Peris et al., 2019), scales used also in this article. The teachers, as role models for their students, have to demonstrate this competence in order to scaffold it effectively in their students’ minds. We aim to identify to what extent the students in educational sciences in Romania, who will become teachers, demonstrate abilities on this dimension during their BA initial teacher education. Thus, we investigated elements of social entrepreneurial competence in groups of students from Pedagogy, Pedagogy of Primary and Pre-school Education, and Special Needs Education. 509 respondents, students in the first and third year of the BA program, from nine public universities, answered the online questionnaire. The results of the study highlight possible correlations between risk taking and elements of personal creativity, or personal traits, but it could not identify statistically significant differences between the 1st and 3rd year students regarding social entrepreneurial competence. To identify to what extent the social entrepreneurial competence can be noticed at the level of the student teachers, represents a reference for possible curriculum revision of the academic offers.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123627172","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 : 2022-07-01DOI: 10.26755/revped/2022.1/167
G. Tudorache, Mihaela-Gabriela Badea
Book review
书评
{"title":"EMIL STAN, CLASS MANAGEMENT AND DIGITAL NATIVES. FUNDAMENTALS FROM THE PERSPECTIVE OF NEUROSCIENCES. Iaşi, Institutul European Publishing House, 2021, 201 pages, ISBN 978-606-24-0320-1","authors":"G. Tudorache, Mihaela-Gabriela Badea","doi":"10.26755/revped/2022.1/167","DOIUrl":"https://doi.org/10.26755/revped/2022.1/167","url":null,"abstract":"Book review","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124050340","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 : 2022-07-01DOI: 10.26755/revped/2022.1/151
Adrian Naznean
Teaching is a social activity with a formative impact on learners, an activity in which communication plays a pivotal role. To aid the delivery of the information, a teacher can rely on both verbal and non-verbal elements. These are useful tools to provide feedback to the students and some can be used in a virtual teaching and learning environment. While distance education may have various limits in ensuring effective communication between the learners and their instructor, there are ways of combating the lack of elements that can lead to ineffective communication. Our mixed methodbased literature review will try to identify the ways in which successful and constructive communication can be established between the learners and the teachers.
{"title":"EFFECTIVE TEACHER-LEARNER COMMUNICATION AND INTERACTION – A BRIEF LITERATURE REVIEW","authors":"Adrian Naznean","doi":"10.26755/revped/2022.1/151","DOIUrl":"https://doi.org/10.26755/revped/2022.1/151","url":null,"abstract":"Teaching is a social activity with a formative impact on learners, an activity in which communication plays a pivotal role. To aid the delivery of the information, a teacher can rely on both verbal and non-verbal elements. These are useful tools to provide feedback to the students and some can be used in a virtual teaching and learning environment. While distance education may have various limits in ensuring effective communication between the learners and their instructor, there are ways of combating the lack of elements that can lead to ineffective communication. Our mixed methodbased literature review will try to identify the ways in which successful and constructive communication can be established between the learners and the teachers.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115061379","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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