Pub Date : 2021-12-01DOI: 10.26755/revped/2021.2/125
G. Tudorache, M. Badea
Book review
书评
{"title":"ION ALBULESCU ŞI HORAŢIU CATALANO, e-DIDACTICA. THE ONLINE TEACHING PROCESS. Bucharest, Didactica Publishing House, 2021, 416 pages, ISBN 978-606-048- 366-3","authors":"G. Tudorache, M. Badea","doi":"10.26755/revped/2021.2/125","DOIUrl":"https://doi.org/10.26755/revped/2021.2/125","url":null,"abstract":"Book review","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122089461","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 : 2021-12-01DOI: 10.26755/revped/2021.2/131
A. Andrei
Book review
书评
{"title":"CEDEFOP, INVENTORY OF LIFELONG GUIDANCE SYSTEMS AND PRACTICES – ROMANIA. CareersNet national records, 2020","authors":"A. Andrei","doi":"10.26755/revped/2021.2/131","DOIUrl":"https://doi.org/10.26755/revped/2021.2/131","url":null,"abstract":"Book review","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131714472","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 : 2021-12-01DOI: 10.26755/revped/2021.2/121
Oana Gheorghe
Book review
书评
{"title":"SPERANŢA FARCA, ABOUT THE FEAR OF THE UNKNOWN. Bucharest, Universitara Publishing House, 2020, 266 pages, ISBN 978-606-28-1167-9","authors":"Oana Gheorghe","doi":"10.26755/revped/2021.2/121","DOIUrl":"https://doi.org/10.26755/revped/2021.2/121","url":null,"abstract":"Book review","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132655253","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 : 2021-12-01DOI: 10.26755/revped/2021.2/7
Adrian Naznean
The COVID-19 pandemic forced the closure of many human activities. As a result, education quickly shifted from a classroom setting to an online one, challenging educators and students alike. Multiple issues that had barely been known to educators surfaced: technophobia, lack of rules or guidelines regarding online learning, politeness in a virtual environment, limited social interaction, but some of the greatest challenges remain cheating, and academic integrity concerns during online examinations. Technological and software advances can oftentimes identify cases of academic dishonesty. However, with mass education and faculty unpreparedness it is rather problematic to combat and avoid cheating during online assessment. This mixed-methods review based on the limited empirical research on the topic of cheating during online examinations will identify the factors that lead to cheating and will discuss the best ways of combating and avoiding academic dishonesty.
{"title":"CHEATING DURING ONLINE EXAMINATIONS – LITERATURE REVIEW","authors":"Adrian Naznean","doi":"10.26755/revped/2021.2/7","DOIUrl":"https://doi.org/10.26755/revped/2021.2/7","url":null,"abstract":"The COVID-19 pandemic forced the closure of many human activities. As a result, education quickly shifted from a classroom setting to an online one, challenging educators and students alike. Multiple issues that had barely been known to educators surfaced: technophobia, lack of rules or guidelines regarding online learning, politeness in a virtual environment, limited social interaction, but some of the greatest challenges remain cheating, and academic integrity concerns during online examinations. Technological and software advances can oftentimes identify cases of academic dishonesty. However, with mass education and faculty unpreparedness it is rather problematic to combat and avoid cheating during online assessment. This mixed-methods review based on the limited empirical research on the topic of cheating during online examinations will identify the factors that lead to cheating and will discuss the best ways of combating and avoiding academic dishonesty.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122522788","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 : 2021-12-01DOI: 10.26755/revped/2021.2/23
Cristian Bucur, L. Ciolan, A. Petrescu
The relationship between the learning environment and the learning behaviours has long been of interest in educational literature. When addressing the socioemotional stages, Erickson raises awareness of the psycho-social influence of school by way of diligence vs inferiority (Harwood et al., 2010), while Galos and Aldridge (2020) explore how designing a learning environment focused on student self-efficacy triggers statistically significant differences in 4 (out of 9) areas of analysis: fairness, task clarity, learning responsibility and task achievement. The aim of the present study is to highlight the significance and the differences in the main student psychosocial representations of school and teachers before and during the pandemic, the latter being characterised by government-imposed restrictions as well as changes in the student-teacher interaction, both during the second school term of 2019-2020 and the two school terms of the academic year 2020-2021. The areas we intend to explore are: overall attitude to school and student emotional states, the perception on teacher and peer relations, the perception on school as an organisation but also as a learning environment, the parents as a filter on schoolrelated perceptions, and the projective dimension on school life. The resulting statistical analysis (both nonparametric tests for independent groups and correlation) reveals major changes in the student perception on school and teachers, which will require systematic future intervention, as well as an upgrade of educational strategies, considering that the approaches designed and applied during the pandemic proved unable to compensate for the changes brought about by the restrictions on learning.
{"title":"THE SCHOOL AND THE TEACHER: CHANGES IN STUDENT PERCEPTION DURING THE PANDEMIC","authors":"Cristian Bucur, L. Ciolan, A. Petrescu","doi":"10.26755/revped/2021.2/23","DOIUrl":"https://doi.org/10.26755/revped/2021.2/23","url":null,"abstract":"The relationship between the learning environment and the learning behaviours has long been of interest in educational literature. When addressing the socioemotional stages, Erickson raises awareness of the psycho-social influence of school by way of diligence vs inferiority (Harwood et al., 2010), while Galos and Aldridge (2020) explore how designing a learning environment focused on student self-efficacy triggers statistically significant differences in 4 (out of 9) areas of analysis: fairness, task clarity, learning responsibility and task achievement. The aim of the present study is to highlight the significance and the differences in the main student psychosocial representations of school and teachers before and during the pandemic, the latter being characterised by government-imposed restrictions as well as changes in the student-teacher interaction, both during the second school term of 2019-2020 and the two school terms of the academic year 2020-2021. The areas we intend to explore are: overall attitude to school and student emotional states, the perception on teacher and peer relations, the perception on school as an organisation but also as a learning environment, the parents as a filter on schoolrelated perceptions, and the projective dimension on school life. The resulting statistical analysis (both nonparametric tests for independent groups and correlation) reveals major changes in the student perception on school and teachers, which will require systematic future intervention, as well as an upgrade of educational strategies, considering that the approaches designed and applied during the pandemic proved unable to compensate for the changes brought about by the restrictions on learning.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121158020","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 : 2021-06-01DOI: 10.26755/revped/2021.1/73
Iulia Gonța, Cristina Tripon
The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.
{"title":"STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?","authors":"Iulia Gonța, Cristina Tripon","doi":"10.26755/revped/2021.1/73","DOIUrl":"https://doi.org/10.26755/revped/2021.1/73","url":null,"abstract":"The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128735261","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 : 2021-06-01DOI: 10.26755/revped/2021.1/137
Angela Mihailescu, Ligia Sarivan
The paper highlights the results of PISA in reading literacy as well as the new computer-based released items published by OECD. Screen reading allows – and challenges for – rapid access towards several texts. In order to get informed and mainly for quality learning it is crucial to identify the source and its quality. In this context, the research question that our study refers to is the following: How do we prepare students to deepen the multiple text and to identify credible information? Our investigation targets a group of 95 students in grades 8 and 9 from four schools located in two big cities, one of them being a technological high school. The students went through one of the reading units in the anthology published by PISA OECD (Galapagos) which requires reading several texts, from different sources, viewed on the screen, in order to answer comprehension questions which focus processes of different complexity. Depending on the difficulties of the students and the problems they have with various issues related to the credibility of the sources, the article indicates solutions to improve learning by the innovation of reading practices in the class. The conclusion of the article shows the need for change in the selection and approach of information texts in order to prepare young people for in-depth reading in a world where learning and documentation take place mainly through the screen.
{"title":"LECTURA PE ECRAN ŞI APROFUNDAREA SURSELOR: OCAZII DE ÎNVĂŢARE ONLINE PRIN VALORIFICAREA MATERIALELOR PISA","authors":"Angela Mihailescu, Ligia Sarivan","doi":"10.26755/revped/2021.1/137","DOIUrl":"https://doi.org/10.26755/revped/2021.1/137","url":null,"abstract":"The paper highlights the results of PISA in reading literacy as well as the new computer-based released items published by OECD. Screen reading allows – and challenges for – rapid access towards several texts. In order to get informed and mainly for quality learning it is crucial to identify the source and its quality. In this context, the research question that our study refers to is the following: How do we prepare students to deepen the multiple text and to identify credible information? Our investigation targets a group of 95 students in grades 8 and 9 from four schools located in two big cities, one of them being a technological high school. The students went through one of the reading units in the anthology published by PISA OECD (Galapagos) which requires reading several texts, from different sources, viewed on the screen, in order to answer comprehension questions which focus processes of different complexity. Depending on the difficulties of the students and the problems they have with various issues related to the credibility of the sources, the article indicates solutions to improve learning by the innovation of reading practices in the class. The conclusion of the article shows the need for change in the selection and approach of information texts in order to prepare young people for in-depth reading in a world where learning and documentation take place mainly through the screen.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127738172","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 : 2021-06-01DOI: 10.26755/revped/2021.1/7
Leyla Safta-Zecheria, Sebastian Ştefanigă, Ioana-Alexandra Negru, Francisca-Hortensia Virag, Anca Mărgineanu
The measures put in place to stop the spread of the Covid-19 have had a major impact on the organization of educational processes. School teachers have been faced with overnight digitalization of their activities without always receiving adequate support with this transition. The present paper reports on a participatory action research project in the form of a tutoring program that sought to understand and respond to these challenges. The project took the form of an open learning initiative addressed to teachers in April – June 2020, followed by a data collection and analysis phase. 37 teachers in four Romanian counties benefited from personalized forms of support offered by 20 student- tutors enrolled in the Educational Sciences Department at the West University in Timişoara. All project activities were carried out at a distance, in the vast majority of cases, online. In analyzing the data produced by the project (tutor reflection log entries, qualitative interviews and focus groups with teachers and tutor students) we seek to answer the following research question: How did a collaborative learning process emerge as part of a participatory action research project carried out during the onset of online teaching and learning practices?. The collaborative learning responded to teachers’ immediate and individual needs regarding the development of digital competences, as well as related to pedagogical and emotional support. Through the tutoring program, the expected roles of the educational actors were reversed: since the undergraduate students were not primarily beneficiaries of the educational processes, but took on an active part as facilitators of the teachers’ learning processes. Thus, a competence transfer from the university to the pre- university environment took place, at a faster rate than it would usually happen.
{"title":"ÎNVĂŢAREA COLABORATIVĂ ÎN CADRUL UNEI CERCETĂRI ACŢIUNE DEZVOLTATĂ PENTRU A RĂSPUNDE PROVOCĂRILOR IMPUSE DE ŞCOALA ONLINE","authors":"Leyla Safta-Zecheria, Sebastian Ştefanigă, Ioana-Alexandra Negru, Francisca-Hortensia Virag, Anca Mărgineanu","doi":"10.26755/revped/2021.1/7","DOIUrl":"https://doi.org/10.26755/revped/2021.1/7","url":null,"abstract":"The measures put in place to stop the spread of the Covid-19 have had a major impact on the organization of educational processes. School teachers have been faced with overnight digitalization of their activities without always receiving adequate support with this transition. The present paper reports on a participatory action research project in the form of a tutoring program that sought to understand and respond to these challenges. The project took the form of an open learning initiative addressed to teachers in April – June 2020, followed by a data collection and analysis phase. 37 teachers in four Romanian counties benefited from personalized forms of support offered by 20 student- tutors enrolled in the Educational Sciences Department at the West University in Timişoara. All project activities were carried out at a distance, in the vast majority of cases, online. In analyzing the data produced by the project (tutor reflection log entries, qualitative interviews and focus groups with teachers and tutor students) we seek to answer the following research question: How did a collaborative learning process emerge as part of a participatory action research project carried out during the onset of online teaching and learning practices?. The collaborative learning responded to teachers’ immediate and individual needs regarding the development of digital competences, as well as related to pedagogical and emotional support. Through the tutoring program, the expected roles of the educational actors were reversed: since the undergraduate students were not primarily beneficiaries of the educational processes, but took on an active part as facilitators of the teachers’ learning processes. Thus, a competence transfer from the university to the pre- university environment took place, at a faster rate than it would usually happen.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126167089","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 : 2021-06-01DOI: 10.26755/revped/2021.1/177
Andreea-Diana Scoda
Book review
书评
{"title":"SPERANŢA FARCA, LEACURI PENTRU FRICA DE NECUNOSCUT (REMEDIES FOR FEAR OF THE UNKNOWN). Bucureşti, Editura Universitară, 2020, 269 pagini, ISBN 978-606-28-1168-6","authors":"Andreea-Diana Scoda","doi":"10.26755/revped/2021.1/177","DOIUrl":"https://doi.org/10.26755/revped/2021.1/177","url":null,"abstract":"Book review","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134008183","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 : 2021-06-01DOI: 10.26755/revped/2021.1/155
Nadina Carmen Nicolici
This article is the general presentation of the project “English for the Community” set up by British Council Romania in partnership with the Romanian American Foundation (RAF), and which has as target group about 150 teachers of English as a foreign language in nine counties in Romania, who teach in schools located in villages or small towns. The first stage of the project took place from 2018 to 2020, and a second stage began in March 2021, and it will last until 2023. There are presented details related to the general aim of the project: to provide professional development for the Romanian EFL teachers who teach in lower and upper secondary schools located in areas which have potential to develop ecotourism. The article includes information about the way in which the project has been organized from the beginning up to now, the areas where it takes place, how it has been developing, which steps have been taken, and the impact it has not only on the members of the target group, but on the whole community as well. A special focus is on Teacher Activity Groups (TAGs), an innovative method for Romania, in the benefit of the teachers directly involved in the project. All these are further illustrated by testimonials provided by the members of the target group, the trainers, and the direct and indirect beneficiaries of the program.
{"title":"ENGLISH FOR THE COMMUNITY – DESCRIEREA PROIECTULUI –","authors":"Nadina Carmen Nicolici","doi":"10.26755/revped/2021.1/155","DOIUrl":"https://doi.org/10.26755/revped/2021.1/155","url":null,"abstract":"This article is the general presentation of the project “English for the Community” set up by British Council Romania in partnership with the Romanian American Foundation (RAF), and which has as target group about 150 teachers of English as a foreign language in nine counties in Romania, who teach in schools located in villages or small towns. The first stage of the project took place from 2018 to 2020, and a second stage began in March 2021, and it will last until 2023. There are presented details related to the general aim of the project: to provide professional development for the Romanian EFL teachers who teach in lower and upper secondary schools located in areas which have potential to develop ecotourism. The article includes information about the way in which the project has been organized from the beginning up to now, the areas where it takes place, how it has been developing, which steps have been taken, and the impact it has not only on the members of the target group, but on the whole community as well. A special focus is on Teacher Activity Groups (TAGs), an innovative method for Romania, in the benefit of the teachers directly involved in the project. All these are further illustrated by testimonials provided by the members of the target group, the trainers, and the direct and indirect beneficiaries of the program.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130287187","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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