Educatia 21最新文献_第4页

The Teaching Career Between Motivation and Performance 激励与绩效之间的教学生涯

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.24

Diana Anghel-Repede

{"title":"The Teaching Career Between Motivation and Performance","authors":"Diana Anghel-Repede","doi":"10.24193/ed21.2023.25.24","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.24","url":null,"abstract":"Motivation and performance are key factors in the success and achievement of schools. If changes occur in the external environment, the organization must adopt this change, as it can motivate to gain a competitive and advantageous job. Therefore, the main thing public opinion expects about the profession of teacher is the employment of qualified and competent (Pânişoara&Pânișoara, 2017). The research's main purpose was to evaluate the efficiency of teachers' work performance through motivation from the public and private sectors. Finding the link between motivation and teachers' performance at work in public and private schools was one of the study's goals. The second objective was to identify motivational factors that affect the teacher's performance at work in both sectors. The third objective was to identify whether teacher motivation and workplace performance differ in the public and private sectors. For our study, we conducted quantitative research, and the data is collected and analyzed through SPSS using statistical tools like correlation and regression, the independent sample t test, and the One-Way ANOVA test. The results of this study showed a link between teachers' motivation and job performance. The motivation and performance of students at public and private schools varied significantly as well. Compared to public schools, private school teachers are more motivated.Additionally, it was discovered that public and private schools' motivation and performance varied significantly. Compared to public school teachers, private school teachers are more motivated. The potential number of teachers felt that educated and experienced teachers have more capabilities and confidence than others, and they also put the best effort into their work in terms of performance.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139198475","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}

引用次数: 0

Students Well-Being and Internet Use During the Pandemic 大流行病期间学生的健康和互联网使用情况

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.05

Claudia Chiorean

{"title":"Students Well-Being and Internet Use During the Pandemic","authors":"Claudia Chiorean","doi":"10.24193/ed21.2023.25.05","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.05","url":null,"abstract":"The study Internet Use and Students Well-being aimed to investigate the relationship between Internet addiction (generated by excessive Internet use = more than 6 hours/day outside of compulsory activities, more than 3 consecutive months) (Tao R. and all, 2010) and student well-being, depression, and social anxiety in pandemic times when digital consumer behavior has changed due to the specific context. The correlational design was applied in the research carried out on a group of 35 students from years 2 and 3 of the Faculty of Political, Administrative, and Communication Sciences, Babeș Bolyai University, Cluj through a series of scientifically validated tests: Psychological Scale Well, Berlin Social Support Scales, Internet Addiction Test, Self-Reported Stress Questionnaire (PSS), Liebowitz Social Anxiety Scale, DASS21. The results obtained showed positive correlations between the consumption of digital products and well-being (.494), with a statistical significance of 0.003, (≤0.05), and digital consumption and social anxiety (.319) with a statistical significance of 0.002. (≤0.05). In the case of the correlation between digital product consumption and depression, the correlation was negative (-0.228), with no statistical significance188 (≥0.05). Social support / positive relationships with others have proven to be a mediator between well-being and internet consumption. The overall effect of well-being on Internet addiction was positive (0.296), but statistically insignificant (0.708, not ≤0.05). Internet consumption for students who have pursued their academic pursuit digitally is a challenge to maintain the mental or physical well-being of the moment or perspective.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139198656","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}

引用次数: 0

English Vocabulary Acquisition for Efl Students with Learning Disabilities in Israel- A Review of Instructional Strategies for Teachers 以色列有学习障碍的英语语言学生的英语词汇习得--教师教学策略评述

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.17

Tania Goldreich

{"title":"English Vocabulary Acquisition for Efl Students with Learning Disabilities in Israel- A Review of Instructional Strategies for Teachers","authors":"Tania Goldreich","doi":"10.24193/ed21.2023.25.17","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.17","url":null,"abstract":"This article is about English Vocabulary Acquisition for EFL Students with learning disabilities- LD- in Israel - A Review of Instructional Strategies for Teachers. In this paper I present a review of Instructional Strategies for Teachers who teach English as a Foreign language. I write about several strategies that are geared toward a successful process of vocabulary acquisition. Most of the former theories link vocabulary acquisition to the reading process. When it comes to EFL LD students’ reading capabilities, even on a very basic scale, it can impose a severe obstacle. In my study, many of the students are very poor EFL readers, or emergent readers. Still, I believe that within the use of the suitable instructional strategies that do not require fluent reading, we can teach vocabulary effectively. There is a major importance for my students, to be able to study English vocabulary within a meaningful context, and to learn by doing, by action. In this paper I state that The Eco social Context Instructional Strategy is the most effective strategy when it comes to vocabulary acquisition for my EFL LD students. I base my statement mainly on the social ecology study of Bookchin, in his book Social Ecology and Communalism, that elaborates on the relationship between individuals and the environment as all part of one ecosystem. When learning new words withing action in the open environment, the acquisition abilities will be greater.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202357","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}

引用次数: 0

A Study Regarding Early Teacher'S Perception Toward the Introduction of Artificial Intelligence Applications and the Use of Educational Robots in the Teaching Process 关于早期教师对引入人工智能应用和在教学过程中使用教育机器人的看法的研究

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.38

Anca Ani-Rus, Cristina Catalano, Gabriela Mestic, Horațiu Catalano

{"title":"A Study Regarding Early Teacher'S Perception Toward the Introduction of Artificial Intelligence Applications and the Use of Educational Robots in the Teaching Process","authors":"Anca Ani-Rus, Cristina Catalano, Gabriela Mestic, Horațiu Catalano","doi":"10.24193/ed21.2023.25.38","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.38","url":null,"abstract":"Over the years Artificial Intelligence (AI) has revolutionised not only industries but also education worldwide. With the 2020 pandemic, teachers around the world have had to reconfigure their teaching process, so AI products are becoming more and more prevalent in early childhood settings to enhance the learning and development of pre-schoolers. Although robotic toys (Bee-Bot, Robot Mouse, Robotbloq Qobo, Ozobot) have been used for several years as modern teaching tools, teachers in Romania face some difficulties in integrating them into the teaching process, either because of lack of adequate training in handling these tools or because of the infrastructure needed for this purpose. The use of robotic toys in kindergarten activities is a matter of teachers' perceptions, so they decide on the use of robotic toys in the teaching process and the types of activities that would allow their use for teaching purposes. In our study, we aimed to measure teachers' perceptions of children's use of robotic toys and their incidence of using them appropriately, in the teaching process, integrated into Experiential Domain Activities. In this way, we will be able to make correlations between the use of these tools and teachers' perceptions, highlighting the benefits they bring to the teaching process and consequently to the development of children in early education.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"327 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139203103","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}

引用次数: 0

Teachers’ Resilience: Relationships with Fear of Negative Evaluations and Emotion Regulation 教师的复原力：害怕负面评价与情绪调节的关系

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.43

D. Dumulescu, Daniel Andronache, Constantin V. Necula, Daniel Mara

引用次数: 0

From Diophantian Equations to Matrix Equations (III) - Other Diophantian Quadratic Equations and Diophantian Equations of Higher Degree 从 Diophantian 方程到矩阵方程 (III) - 其他 Diophantian 二次方程组和更高次的 Diophantian 方程

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.18

Teodor-Dumitru Vălcan

{"title":"From Diophantian Equations to Matrix Equations (III) - Other Diophantian Quadratic Equations and Diophantian Equations of Higher Degree","authors":"Teodor-Dumitru Vălcan","doi":"10.24193/ed21.2023.25.18","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.18","url":null,"abstract":"In this paper, we propose to continue the steps started in the first two papers with the same generic title and symbolically denoted by (I) and (II), namely, the presentation of ways of achieving a systemic vision on a certain mathematical notional content, a vision that to motivate and mobilize the activity of those who teach in the classroom, thus facilitating both the teaching and the assimilation of notions, concepts, scientific theories approached by the educational disciplines that present phenomena and processes from nature. Thus, we will continue in the same systemic approach, solving some Diophantine equations of higher degree, more precisely some generalizations of the Pythagorean equation and some quadratic Diophantine equations, in the set of natural numbers, then of the whole numbers, in order to \"submerge\" a such an equation in a ring of matrices and try to find as many matrix solutions as possible. In this way we will solve 12 large classes of Diophantine quadratic or higher order equations. For attentive readers interested in these matters, at the end of the paper we will propose 6 open problems. The solution of each of these open problems represents, in fact, a vast research activity and that can open the way to solving such more complicated Diophantine and / or matrix equations.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"564 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139204162","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}

引用次数: 0

Prospective Pedagogues and Coaches Perspective on the Challenges and Solutions of Remote Studies 未来的教师和教练对远程学习的挑战和解决方案的看法

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.28

Anna Līduma, I. Jurgena, A. Abele, O. Onževs

{"title":"Prospective Pedagogues and Coaches Perspective on the Challenges and Solutions of Remote Studies","authors":"Anna Līduma, I. Jurgena, A. Abele, O. Onževs","doi":"10.24193/ed21.2023.25.28","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.28","url":null,"abstract":"The conditions created by Covid-19 in the world and in Latvia have promoted the transition from traditional teaching and learning practices (contact lectures study form) to remote study form into the study process. The preparation of prospective teachers (University of Latvia) and coaches (Latvian Academy of Sport Education) is related to the need to develop various competencies. The purpose of the article is to analyse the opinions of 1st-year students, prospective preschool teachers and coaches about the benefits and difficulties of students in remote studies in the Covid 19 pandemic situation. We used theoretical method - analysis of scientific literature, and empirical methods - observation, negotiation (the total number of 1st year students in the 2021/2022 academic year in UL preschool teacher programs and LASE coaches’ programs was 590), content analysis, survey of selected 240 students (200 UL and 40 LASE) was conducted in the period from October 2021 to April 2022. The results of the empirical study show that the benefits and difficulties of distance learning have become more relevant, increasing the willingness to take responsibility for a self-directed learning process. Students are becoming more pragmatic, and goal oriented. They learn new skills and find operational solutions in various unusual situations. The research revealed that remote studies have promoted students' self-directed participation and initiative in improving the study process, self-management, and responsibility for the personal significance of their activities.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":" 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207344","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}

引用次数: 0

Individualization, Differentiation and Interactivity - Paradigms of Effective Learning 个性化、差异化和互动性--有效学习的范例

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.34

A. Manea, Cristian Stan, I. Albulescu

{"title":"Individualization, Differentiation and Interactivity - Paradigms of Effective Learning","authors":"A. Manea, Cristian Stan, I. Albulescu","doi":"10.24193/ed21.2023.25.34","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.34","url":null,"abstract":"Centering on the student in the context of the instructional-educational action is achieved by generating both interactive/collaborative and differentiated/individualized learning situations, all the more so as the appropriate technological resources can be exploited to provide the feedback necessary for adjustment in learning. The present study presents an investigative analysis to decipher the understanding of the concepts of didactic and exploitative individualization, differentiation and interactivity, with the aim of identifying the contribution of differentiation/individualization and interactivity in achieving effective learning. The study revealed a common perception of the concepts of individualization, differentiation and interactivity at the level of teachers for preschool, primary and secondary education. Also, the academic performance of students in pre-university education (preschool, primary and secondary school) was influenced by interactive strategies and learning tasks based on individualization and differentiation to a comparative extent with their contribution to the development of the degree of socialization and positive interaction, of increasing the level social-emotional skills.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207465","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}

引用次数: 0

Teachers' Social-Emotional Learning: From Necessity to Possibility 教师的社会情感学习：从必要性到可能性

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.25

Nurit Wolf, Carmen (M) Cretu

{"title":"Teachers' Social-Emotional Learning: From Necessity to Possibility","authors":"Nurit Wolf, Carmen (M) Cretu","doi":"10.24193/ed21.2023.25.25","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.25","url":null,"abstract":"This article aims to present the construction and characteristics of social-emotional game-based learning (SEGBL) - an intervention program for teachers, which aims to promote teachers' socio-emotional learning (SEL). The program is supported by the positive effects of SEL on students and leans on research claiming a direct and significant correlation between teachers' socio-emotional competencies (SEC), and the advancement of students' SEL. The program method is game-based learning, which by its very nature calls for experience, social interaction and emotional reflection and is particularly suitable for promoting SEL. Teachers' role in developing lifelong learners corresponds to the infrastructure of education systems that have been able to place students' mental health as a primary goal contributing not only to their mental well-being but also to their academic achievements. The Collaborative for Academic, Social Emotional Learning (CASEL) has united these streams into a comprehensive definition of SEL including five domains constituting educational concepts and ways of working. Teachers, who are responsible for imparting SEL skills to their students, must have knowledge of SEL and develop personal SEL skills. Few studies target how to cultivate SEL for adults. This intervention program will try to bridge this gap. This program will be evaluated further in the frame of empirical research.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139209104","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}

引用次数: 0

Beyond the Blackboard: Portraying the Image of the Tech-Savvy Teacher 超越黑板：塑造精通技术的教师形象

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.01

Devorit Cohen, Constantin Cucoș

{"title":"Beyond the Blackboard: Portraying the Image of the Tech-Savvy Teacher","authors":"Devorit Cohen, Constantin Cucoș","doi":"10.24193/ed21.2023.25.01","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.01","url":null,"abstract":"The Tech-Savvy (TS) are teachers mastering Technology Enhance (TE) teaching. Empowered educators create personalized, interactive learning environments, enhancing student engagement, collaboration, and critical thinking. Assessing teachers as TS yields nuanced responses beyond a yes or no. This study aimed to define who is a TS teacher. Twenty-two science teachers in Israeli middle schools shared their perceptions in online focus group discussions aimed at defining who TS teacher is. Data-driven content analysis was performed to identify themes and map perceptions of TS teachers. There are three findings: The first finding is TS teachers are perceived as possessing a range of skills and qualities that set them apart. Their proficiency in TE teaching, adaptability, curiosity, innovation, and commitment to continuous learning enables them to create dynamic and engaging learning experiences. The second finding is that teachers assess their TE proficiency self-perceptions compared to their colleagues and their ability to use Digital Technology (DT) in the classroom effectively. The third finding is that innovation and DT are not always intertwined. There are other ways for teachers to be innovative. Some teachers may feel intimidated by TS colleagues' perceived superior and skill, therefore, shy away from integrating DT into their teaching strategies. However, some educators recognize they possess other essential skills and actively seek to incorporate TE methods alongside other effective teaching strategies. Due to the nature of qualitative research, extrapolating the conclusions to other cases should be done cautiously.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"38 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139196888","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}

引用次数: 0