Journal of Pedagogy - Revista de Pedagogie最新文献_第4页

PATTERNS IN THE USE OF DIGITAL TECHNOLOGY AMONG SCHOOL COUNSELLORS IN ROMANIA 罗马尼亚学校辅导员使用数字技术的模式

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-12-01 DOI: 10.26755/revped/2022.2/9

Mihai Iacob, O. Borş

引用次数: 0

THE ROLE OF IRRATIONAL BELIEFS AND PERCEIVED STRESS IN THE DEVELOPMENT OF DYSFUNCTIONAL ATTITUDES AMONG STUDENTS 非理性信念和感知压力在学生功能失调态度发展中的作用

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-12-01 DOI: 10.26755/revped/2022.2/181

Simona A. Pascal, A. Chivu

{"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}

引用次数: 1

EXPLORING THE CAREER DEVELOPMENT PROCESS IN THE CASE OF ROMA STUDENTS IN ROMANIA 探讨罗马尼亚罗姆学生的职业发展过程

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-12-01 DOI: 10.26755/revped/2022.2/159

Ştefana BUHĂESCU-CIUCĂ, Georgiana-Alina Ionita

引用次数: 0

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 Stanislas dehaene，我们如何学习。教育和大脑的新科学。英国，企鹅出版社，2021,352页，ISBN 978-0-141-98030-3

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-12-01 DOI: 10.26755/revped/2022.2/207

Andreea-Diana Scoda

引用次数: 0

TEACHERS’ RIGHT TO HEALTH IN THE POLICY DEBATES DURING THE COVID-19 PANDEMIC IN HUNGARY AND ROMANIA 匈牙利和罗马尼亚2019冠状病毒病大流行期间政策辩论中的教师健康权

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-12-01 DOI: 10.26755/revped/2022.2/67

L. Safta-Zecheria, Mihaela Mitescu Manea, E. Neumann

{"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}

引用次数: 0

MARIN MANOLESCU, MERITOCRATIC REQUIREMENTS IN THE ROMANIAN SCHOOL. Bucharest, Universitara Publishing House, 2022, 394 pages, ISBN 978-6-062-81529-5 Marin manolescu，罗马尼亚学校的精英要求。布加勒斯特，Universitara出版社，2022,394页，ISBN 978-6-062-81529-5

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-12-01 DOI: 10.26755/revped/2022.7/203

I. Neacșu

引用次数: 0

NEW INFLUENCES AND HIGHLIGHTS IN INSTRUCTIONAL DESIGN 教学设计的新影响和新亮点

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-07-01 DOI: 10.26755/revped/2022.1/83

Vali Ilie

{"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}

引用次数: 0

Social Entrepreneurship: An Ability for the Future Teachers 社会企业家精神:未来教师的能力

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-07-01 DOI: 10.26755/revped/2022.1/7

Mihaela Inăşel, Daniel Lucheș, S. Sava

{"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}

引用次数: 0

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 埃米尔斯坦，班级管理和数字原住民。从神经科学的角度讲基础。ii<s:1>，欧洲研究所出版社，2021,201页，ISBN 978-606-24-0320-1

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-07-01 DOI: 10.26755/revped/2022.1/167

G. Tudorache, Mihaela-Gabriela Badea

引用次数: 0

EFFECTIVE TEACHER-LEARNER COMMUNICATION AND INTERACTION – A BRIEF LITERATURE REVIEW 有效的师生沟通与互动——简要的文献综述

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-07-01 DOI: 10.26755/revped/2022.1/151

Adrian Naznean

引用次数: 1