Journal of Pedagogy - Revista de Pedagogie最新文献

{"title":"TRANSLATION AND TREASON: AN ANALYSIS OF POLICY DOCUMENTS ON THE USE OF DIGITAL TOOLS IN THE ROMANIAN SCHOOL COUNSELLING SYSTEM","authors":"Mihai Iacob","doi":"10.26755/revped/2024.1/223","DOIUrl":"https://doi.org/10.26755/revped/2024.1/223","url":null,"abstract":"The analysis looks at the policy documents of the Centres for Resources and Educational Support regarding the use of digital technology in school counselling, as they were enacted at the beginning of the Covid-19 pandemic. For this task, I employed a framework provided by socio-material theories (Cooren, 2010; Latour, 2005). Policy documents are designed to be obligatory points of passage (Callon, 1986) for human and non-human actors to bind them together for common goals. They take on a life of their own, beyond what their authors intended, in what is termed textual agency (Cooren, 2004). Using controversies (Venturini, 2010) as a means of retracing agencies, I analyse the references to digital technology within two types of documents: the institutional development plan and the managerial plan. The results point towards the existence of a state of incontrovertibility regarding the use of digital technology within the school counselling system, which precludes human and non-human actors from entering a negotiation process led by service managers and sets the stage for subversive actions (Callon, 1986). The failure of the policy documents to set themselves as obligatory points of passage opens up the school counselling system to being governed through obligatory points of passage designed by other actors with non-transparent and divergent agendas.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141851355","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}

{"title":"THE MODERNITY OF ST. JOHN CHRYSOSTOM’S VIEW ON EDUCATION","authors":"I. Pirvu, Constantin Cucos","doi":"10.26755/revped/2023.1/261","DOIUrl":"https://doi.org/10.26755/revped/2023.1/261","url":null,"abstract":"The current world, characterised by a dynamic full of continuous fluctuations and challenges, urges us to change perspectives regarding the educational phenomenon. There is a growing interest for the holistic development of the human being so that s/he could face the imperatives of the contemporary society. The present article creates a favourable opportunity to highlight that the harmonious formation of human individuality was first described many centuries ago. St. John Chrysostom, who adopts a broad approach to the education topic, points out that a responsible educational process should offer a holistic development to people. Thus, we aim to analyze Christian and modern pedagogy discourses in a comparative manner, in order to demonstrate the modernity of the Antiochian pedagogue’s view on education. We investigated the degree of overlapping between the Hrisostomian pedagogical ideas and the current theories of personality development. Also, our content analysis looks into the number of references regarding the children’s upbringing and education as compared to the recurrent topics in the works of St. John Chrysostom. We analyzed St. John’s recommendations on the child’s development, virtues and values, so we can integrate them in contemporary formative contexts. The outcome reveals that the writings of the Christian pedagogue align with the current desideratum of the Romanian educational system. We consider theses pedagogical suggestions and the good practices that are given to be valuable instruments as they are up to date in terms of educational principles, methods and content and they satisfy the needs and the specifics of the educational process beneficiaries.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127703406","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}

{"title":"EXPLORING SOLUTIONS TO IMPROVE MUSIC EDUCATION AT PRIMARY LEVEL IN ROMANIA","authors":"Daniel-Alex Milencovici","doi":"10.26755/revped/2023.1/237","DOIUrl":"https://doi.org/10.26755/revped/2023.1/237","url":null,"abstract":"The Romanian national curriculum for primary education includes a number of school subjects that are taught by specialized teachers, e.g. foreign languages, physical education, religious education. Nevertheless, Music and movement represents a compulsory subject that requires advanced musical abilities and knowledge, yet the primary class teachers, who teach it, benefit from only short term initial training which we consider insufficient. The paper presents the results of a research into the opinions of the staff who teach. Music and movement in primary school as well as of those of experts regarding the improvement of this subject teaching. The study included two components: a qualitative analysis based on semistructured interviews with experts in sciences of education from pre-university and academic level (19 interviewees); and a quantitative analysis by means of an enquiry-based questionnaire among primary teachers from all over Romania (1.151 respondents). Data were collected between May 28th and June 26th 2021. The results show mainly positive views among the intereviewed sciences of education experts about the need to carry out training programs in music education for the primary school teachers. Also, 90% of the teaching staff who answered the questionnaire state that music education during pre-service teacher training should take at least two terms; more than 85% of the respondents state that, besides the school practicum that is ordinarily carried out, pre-service teachersshould also attend specialized practicum in the form of participation at concerts and art events in order to enrich their cultural experience. The present study aims to draw attention to possible solutions for pre-service teacher training so that music in primary school should have a stronger effect on young students’ education, on the future generation and on the future society overall. In this context, “neuroeducation” can offer evidence-based answers on cognitive transfer and attention activation, memory pathways and multisensory training (Curtis & Fallin, 2014). This vision gives music educators and teachers a new approach to music in the classroom, which is based on methods and means to stimulate the activity of both hemispheres of the brain; this could be achieved only through a high-standard musical training of future teachers.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131257057","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}

{"title":"THE EFFECTIVENESS OF AN ONLINE INTERVENTION PROGRAM IN VOCATIONAL GUIDANCE","authors":"Iraida Musteaţă, A. Holman, D. Zaharia","doi":"10.26755/revped/2023.1/55","DOIUrl":"https://doi.org/10.26755/revped/2023.1/55","url":null,"abstract":"The current study is a test-retest design with the presence of both experimental and control groups. We proposed to present information about an online intervention program for reducing career decision-making difficulties (caused by lack of information, lack of readiness and inconsistent information) and to present results of its effectiveness. This research was designed in 2020 and the intervention program (7 sessions) started at the beginning of lock down due to COVID-19 pandemic. Participants were 11th high school students from Chişinău, Moldova. 13 students participated in the experimental group, which attended at least 6 of 7 online sessions and 18 in the control group. Career decision-making difficulties ware assessed with the CDDQ – Career Decision-Making Difficulties Questionnaire (Gati & Osipow, 2000). We found that there are differences between the results obtained by the participants of the intervention program and the results of the students in the control group for the lack of readiness scale (F (1, 29) = 16.388, p = 0.000). There was a reduction of career decision-making difficulties caused by lack of readiness for the experimental group, at the time of the retest (t(12)=3.30, p=0.006, Mretest=4.02) compared to the initial testing (Mtest =5.36) and at the time of the retest for the experimental group (Mretest=3.51) compared to the control group (Mretest= 4.04). After attending the intervention, differences related to the lack of information scale were recorded (F(1, 29)=16.925, p=0.000). Students in the experimental group obtained lower scores in the retest moment (t(17)=-3.073, p=0.007, Mretest=3.5128) than in the test moment (Mtest=5.5192). There are no significant differences in retest time between groups, t(29)=0.83, p=0.41. Difficulties caused by inconsistent information did not change between assessment times F(1, 29)=2.273, p=0.142, there are no significant differences between groups t(29)=0.43, p=0.67.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125341560","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}

{"title":"HAVE THE ROMANIAN SCHOOLS BECOME LEARNING ORGANISATIONS? VIEWS OF THE TEACHING STAFF","authors":"Adela Diana Dînşorean, S. Sava","doi":"10.26755/revped/2023.1/81","DOIUrl":"https://doi.org/10.26755/revped/2023.1/81","url":null,"abstract":"To meet the diverse needs of students in complex social environments, it is necessary to transform schools into learning organisations (Fullan, 1993; Sava, 2022). Empirical evidences show that learners make significant progress when schools exhibit the characteristics of learning organisations (Harris & van Tassell, 2005; Schechter & Qadach, 2012; Silins & Mulford, 2004). The “learning organisation” approach is necessary and suitable for schools, regardless of their operating context, thus providing a sustainable competitive advantage (Kools & Stoll, 2016; OECD, 2016). Staff in a school may have different perceptions about the extent to which their school is a learning organisation. In this study, we investigated if perceptions about the status of the school as a “learning organisation” differs significantly according to variables such as the school environment, the staff ’s position and seniority. The online questionnaire, applied in April-May 2022, was filled in by 650 participants (70 principals, 543 teachers and 37 auxiliary teaching staff) from 248 Romanian schools. Self-reported data were collected using the instrument developed by Kools et al. (2020), validated in the Romanian context. The results show significant differences among the participants’ responses in relation to the school environment and in terms of the respondents’ position in the school. Data showed no statistically significant difference among the participants’ responses in terms of seniority. The results of the current research represent a useful step in the process of evaluating Romanian schools, with the aim to transforming them into learning organisations.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129949536","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}

{"title":"WHAT IS THE VALUE OF REFLECTION FOR TEACHERS? A STUDY ON PRIMARY SCHOOL TEACHERS","authors":"M. Miulescu, Antoaneta-Firuța Tacea","doi":"10.26755/revped/2023.1/131","DOIUrl":"https://doi.org/10.26755/revped/2023.1/131","url":null,"abstract":"The concept of reflective teacher has been studied extensively in the last three decades and has facilitated the shift in the teacher education orbit from attainment to development. Our study seeks to discover the value of reflection for teachers and in what way their practices could potentially be influenced by it. The participants of the present study were 11 primary school teachers from Bucharest, Romania. By making use of a phenomenological qualitative inquiry approach, data were collected through a focus group and a reflective journal. The key findings indicate that the participants in the study are willing to embrace an investigative attitude that will help improve and assess practice, even if they are not used to it and do not always have the proper time to analyze their teaching practices daily. Moreover, multiple advantages of keeping a reflective journal were recognized: facilitation of teaching, enhancement of innovation, impact on professional growth, enhancement of problem-solving skills, improvement of overall effectiveness, and promotion of a positive learning environment.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124291121","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}

{"title":"THE ACADEMIC STAFF’S PERCEPTIONS TOWARDS ONLINE EDUCATION DURING THE COVID-19 PANDEMIC","authors":"Reka Kutasi","doi":"10.26755/revped/2023.1/189","DOIUrl":"https://doi.org/10.26755/revped/2023.1/189","url":null,"abstract":"The outbreak of the COVID-19 pandemic has prompted the closure of educational institutions worldwide. As a result, most educational institutions shifted to online learning platforms to keep up with instructional activities. This study aims to determine how teachers perceive the online teaching and learning context at the George Emil Palade University of Medicine, Pharmacy, Science, and Technology of Târgu Mureş (UMPhST), Romania. An online questionnaire was created in Google Forms and sent to the academic staff at the university to evaluate the efficacy, drawbacks, and benefits of online education. A total of 139 faculty members from different departments completed the questionnaire thoroughly. According to the findings, more than half of those questioned agreed that online teaching is essential during pandemic times, but it is not a long-term solution. The difficulty of engaging students in practical activities, the lack of feedback, and the difficulty in fulfilling online assignments are just some of the challenges that were brought about. Furthermore, the survey identifies the traits of online courses the respondents preferred and additional challenges they encountered throughout this demanding time.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128967687","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}

{"title":"KICK-START LITERACY FOR ALL. COMPARATIVE RESULTS FROM ROMANIAN PREPARATORY GRADE CLASSROOMS","authors":"Bianca Balea, M. Kovács, Codruta Temple","doi":"10.26755/revped/2023.1/149","DOIUrl":"https://doi.org/10.26755/revped/2023.1/149","url":null,"abstract":"Research shows that reading performance in the early grades is a strong predictor of reading ability throughout the school years, and is therefore likely to impact children’s academic and career trajectories, with those of children coming from disadvantaged socio-economic backgrounds being negatively impacted (Cunningham & Stanovich, 1997; Dolean et al., 2019). Using a comparative approach, the present study aimed to determine whether there were differences in literacy skills development in children from low socio-economic backgrounds who received specifically developed emergent literacy instruction (intervention group, IG) and those who did not (control group, CG). The literacy program was developed based on recent scientific evidence (Bear, 2022) emphasizing the importance of the following in emergent literacy instruction: concepts about print (1), alphabet and letter-sound knowledge (2), concept of word (3), phoneme awareness (4), and word recognition (5). The intervention took place in the 2021-2022 school year, over an 8-month period, and consisted of using emergent literacy assessments, as well as literacy learning materials developed specifically for the preparatory grades. The total sample consisted of 300 children in 25 preparatory grade classes, divided between intervention and control groups (260 and 40 students, respectively), who were all assessed on the five abovementioned emergent literacy concepts and skills, pre- and post-intervention. ANOVA analyses were conducted to test for differences between children in the two groups. Results highlight significant differences in terms of literacy development, with children in IG showing higher scores on all the five measures than children in the CG.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129302863","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}

{"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":null,"pages":null},"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}

{"title":"CAREER EXPLORATORY INTENTIONS AND DECIDEDNESS AMONG STUDENTS: A CAREER SELF-MANAGEMENT PERSPECTIVE","authors":"Ştefana BUHĂESCU-CIUCĂ","doi":"10.26755/revped/2023.1/29","DOIUrl":"https://doi.org/10.26755/revped/2023.1/29","url":null,"abstract":"The present study aimed to expand the knowledge on the career exploratory intentions and decidedness in the career self-management model of Social Cognitive Career Theory (Lent & Brown, 2013). To predict these career behaviours, we used hierarchical regression and analysed the predictors role of socioeconomic status, social support, career exploration, and decision-making learning experiences, self-efficacy, and outcome expectations. In addition to the career variables included in the Career Self-Management Model, this study also explored the role of work volition, a central variable from the Psychology of Working Theory. Data were collected using an online survey filled in by 235 college students. The results showed that positive emotions and outcome expectations were significant predictors of exploratory intentions, while self-efficacy was a constant significant predictor of career decidedness. Socioeconomic status and work volition were not significant predictors in any of the models.","PeriodicalId":346977,"journal":{"name":"Journal of Pedagogy - Revista de Pedagogie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117147736","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}