Journal of Pedagogy - Revista de Pedagogie最新文献_第5页

THE STUDENTS’ EMOTIONAL SECURITY AND COPING STRATEGIES IN THE CONTEXT OF THE COVID 19 PANDEMIC 新冠肺炎大流行背景下学生的情绪安全与应对策略

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-07-01 DOI: 10.26755/revped/2022.1/31

Roxana Bobu, O. Jitaru

{"title":"THE STUDENTS’ EMOTIONAL SECURITY AND COPING STRATEGIES IN THE CONTEXT OF THE COVID 19 PANDEMIC","authors":"Roxana Bobu, O. Jitaru","doi":"10.26755/revped/2022.1/31","DOIUrl":"https://doi.org/10.26755/revped/2022.1/31","url":null,"abstract":"The Covid-19 pandemic brought about changes both at the socio-economic level and in our private life. The measures that were taken by governments worldwide have generated a model of action, subsequently customized by each nation. Although the implemented measures aimed at proactively reducing the risk of infection, their consequences were multiple. In this context, the education system was forced to rethink the way of carrying out teaching-learning-assessing activities. Our analysis looks into the feeling of emotional security experienced by students during the online courses. In this context, we conducted a qualitative research, based on the use of the focus group method. The participants in the investigation were students belonging to the 11 departments with a technical profile within the “Gheorghe Asachi” University in Iaşi. We organized three focus groups per year of study – respectively years I, II and III. The aim was to understand the effects of online education on students in the pandemic context from the perspective of “the emotional security feeling”. The objectives focused on identifying the individual difficulties experienced by students and on analyzing the coping strategies they applied. The results highlighted feelings such as fear, anxiety, sadness, insecurity, that worsened with the distance from college and friends. Understanding how the pandemic has affected students is important for teachers in order to identify appropriate ways to come to their support later.","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":"121152261","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

ATTITUDES TOWARDS THE ONLINE EDUCATIONAL ACTIVITY IN ROMANIAN PRE-UNIVERSITY EDUCATION WITHIN THE PANDEMIC CONTEXT 对大流行病背景下罗马尼亚大学预科教育在线教育活动的态度

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-07-01 DOI: 10.26755/revped/2022.1/129

Sabina Luca, Bogdan Gheorghiță

{"title":"ATTITUDES TOWARDS THE ONLINE EDUCATIONAL ACTIVITY IN ROMANIAN PRE-UNIVERSITY EDUCATION WITHIN THE PANDEMIC CONTEXT","authors":"Sabina Luca, Bogdan Gheorghiță","doi":"10.26755/revped/2022.1/129","DOIUrl":"https://doi.org/10.26755/revped/2022.1/129","url":null,"abstract":"Educational policy is, in a broad sense, the process of driving change and/or introducing innovations into the education system (Haddad & Demsky, 1995; Haheu-Munteanu, 2019). In the work of government, the ministries in charge usually aim to manage this process, starting from the assumed political programs. These imply strategic objectives, action directions or implementation strategies. Sometimes, however, the various crises affecting social systems, and therefore also the education system, require the implementation of contextual solutions, decisions taken under conditions of uncertainty. Given the context of the Covid-19 pandemic and the need to implement measures that meet the need to protect the health of students and teachers, we aim, through this study, to capture the range of attitudes and perceptions related to the policies implemented, as well as the various changes in the professional training of teachers, training “forced” by the need to use technology in online teaching. By means of a sociological survey based on an online questionnaire to Romanian pre-university teachers, we aim to inventory teachers’ reports on some aspects related to the pandemic context: the beginning of the pandemic and the frustration associated with this moment, the pandemic and the development of different digital skills, but also future projections about the desirability of using different tools and digital skills developed during the pandemic in “post-pandemic” teaching activity.","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":"127928762","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

UNIVERSITIES AND THE PANDEMIC: GETTING COMFORTABLE WITH AMBIGUITY 大学和大流行:适应模棱两可

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-07-01 DOI: 10.26755/revped/2022.1/49

M. Miulescu, Mihaela Stingu

{"title":"UNIVERSITIES AND THE PANDEMIC: GETTING COMFORTABLE WITH AMBIGUITY","authors":"M. Miulescu, Mihaela Stingu","doi":"10.26755/revped/2022.1/49","DOIUrl":"https://doi.org/10.26755/revped/2022.1/49","url":null,"abstract":"As a result of the closure of higher education institutions, students and teachers had to swiftly adapt to online teaching and learning. The need to design learning environments for students implies choices, adjustments and decisions in order to meet not only students’ expectations but also the conditions in which universities had to operate. Our study seeks to explore the innovative practices used by educators that allowed them to form engaging classrooms in a pre-service teacher education programme during the Covid-19 pandemic. The participants of the present study were educators (n=9) from the teacher training department. By making use of a qualitative inquiry, data was collected through participating at semi-structured interviews via ZOOM videotelephony software. The key findings suggest that the digital instructional setting has been a distinctively challenging experience for university teachers. The sudden shift in institutional teaching activities and conditions reshaped pedagogical practices and challenged the academics to identify and creatively respond to the students’ needs with ingenuity and speed. Therefore, it is paramount that educators retain the advantages of working from home in ways that transform their practice.","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":"117041922","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

MANAGERIAL STRATEGIES TO ENSURE ACCESS TO EDUCATION IN THE PANDEMIC CONTEXT 确保在大流行病背景下获得教育的管理战略

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-07-01 DOI: 10.26755/revped/2022.1/63

Aura Ţabără

{"title":"MANAGERIAL STRATEGIES TO ENSURE ACCESS TO EDUCATION IN THE PANDEMIC CONTEXT","authors":"Aura Ţabără","doi":"10.26755/revped/2022.1/63","DOIUrl":"https://doi.org/10.26755/revped/2022.1/63","url":null,"abstract":"The article presents the conclusions of a research carried out in 2021, in Iaşi County, in order to identify the managerial steps used by disadvantaged school principals in order to ensure access to education for all children. The data collection strategy aimed at a mixed design (quantitative and qualitative) and took place in six disadvantaged schools in Iaşi County, three in urban areas and three in rural areas. Approximately 5,000 children study in these schools, from preschool to high school. 18 databases were analyzed on students’ school results, the remedial programs implemented and the digital technological resources used by schools to ensure equal access to education. The quantitative data were correlated with the qualitative data obtained from the six interviews conducted with school principals. The research findings illustrate that the COVID-19 pandemic has exacerbated problems with access to education. Thus, a quarter of students studying in the six schools included in the research (1167 children out of a total of 4714) studied in the first semester of the 2020-2021 school year only through educational packages and did not benefit from online courses, interaction with colleagues and teachers for an entire semester. Educational projects have been initiated to reduce the negative effects, but the problem remains with lasting consequences.","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":"116986858","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

CHRISTOPHE ANDRE AND MUZO, I OVERCOME MY ANXIETY AND FEAR. Bucharest, Trei Publishing House, 2021, 264 pages, ISBN 978-606-401-182-4 Christophe Andre和muzo，我克服了我的焦虑和恐惧。布加勒斯特，Trei出版社，2021,264页，ISBN 978-606-401-182-4

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-07-01 DOI: 10.26755/revped/2022.1/163

Steliana Lefter

引用次数: 0

RELATIONAL STRATEGIES IN THE SCHOOL SETTING – SPECIFIC FEATURES IN PRIMARY EDUCATION 学校设置中的关系策略——小学教育的特点

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2022-07-01 DOI: 10.26755/revped/2022.1/105

F. Onaga

{"title":"RELATIONAL STRATEGIES IN THE SCHOOL SETTING – SPECIFIC FEATURES IN PRIMARY EDUCATION","authors":"F. Onaga","doi":"10.26755/revped/2022.1/105","DOIUrl":"https://doi.org/10.26755/revped/2022.1/105","url":null,"abstract":"School and family are considered to be basic pillars of education, the child moves, as the object and subject of education between them and the community. If these educational environments complement and support each other, then they will influence the efficient integration of the child in school activities and later in social life. The education system is a space of social interaction, a space in which teachers interact on the one hand with students, and on the other hand establish cooperative relationships with students’ families and other stakeholders in the society. Through every relational contact with students or parents, teachers carry out activities of growth and development, leadership and direction. On class level, the communication relations, the management of the class activity, the socio-affective relations that are established between teachers and students determine the establishment of a psycho-social climate that can favor or disfavor the optimization of the teaching process. The family-school relationship is important for the student’s school success. Lately, there has been a more consistent involvement of parents in the children’s school activity and a multiplication of personal interactions between school representatives and family members. This article explores the importance of the relationships between teachers and students, as well as the relationships between school and students’ families due to their role in streamlining learning and developing students’ personalities. The study conducted in a primary school outlines the importance of relational strategies in the school space.","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":"121057063","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

THE PRESCHOOL TEACHERS’ PERCEPTIONS ON THE CHILDREN’S WELL-BEING IN THE PANDEMIC CONTEX 大流行背景下幼儿教师对儿童福祉的认知

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2021-12-01 DOI: 10.26755/revped/2021.2/79

Mihaela Guţu, S. Sava

{"title":"THE PRESCHOOL TEACHERS’ PERCEPTIONS ON THE CHILDREN’S WELL-BEING IN THE PANDEMIC CONTEX","authors":"Mihaela Guţu, S. Sava","doi":"10.26755/revped/2021.2/79","DOIUrl":"https://doi.org/10.26755/revped/2021.2/79","url":null,"abstract":"Well-being, a concept so often discussed, has increasingly come to the attention of specialists and practitioners, especially during the pandemic period whose magnitude has significantly influenced the well-being of all of us. The purpose of the comparative-correlational study was to investigate the perceptions and practices of teachers in Romanian preschool education regarding their role in ensuring the well-being of preschoolers in kindergarten, in the context of the COVID-19 pandemic. Thus, starting from the theoretical framework that delimits the factors that influence the well-being at this age (Aulia et al., 2020; Kwi-Ok et al., 2020; Sönmez & Ceylan, 2016), we used The Scale of Self-assessment of Wellbeing - IASB (Rodawell, 2019), developed by the University of Bucharest within the Rodawell project, and The Scale of Happiness Strategies for Children Used by Preschool Teachers - HSCPT (Sapsağlam et al., 2019). The online questionnaire was answered by 149 teachers for preschool education, especially from Timiş county. The results of the study (analyzed by The Independent-Samples T-Test, ANOVA One-Way, Spearman Correlation) highlight the existence of a positive association between perceptions and practices of educators in ensuring wellbeing, but also the existence of statistically significant differences between teachers’ practices in urban vs. rural environment, in the sense that, although they perceive children’s well-being similarly, rural teachers tend to use happiness strategies more often. At the same time, teachers’ perceptions differ depending on how the teaching activity is carried out in a pandemic context: the self-perceived role and the practices dedicated to ensuring well-being are more intense in hybrid and online format than the traditional one.","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":"130428125","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’ SELF-EFFICACY AND BURNOUT DURING ONLINE SCHOOL 网络学校教师自我效能感与职业倦怠

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2021-12-01 DOI: 10.26755/revped/2021.2/59

A. Ţăranu, Ileana Vătăşescu, B. Vatasescu

{"title":"TEACHERS’ SELF-EFFICACY AND BURNOUT DURING ONLINE SCHOOL","authors":"A. Ţăranu, Ileana Vătăşescu, B. Vatasescu","doi":"10.26755/revped/2021.2/59","DOIUrl":"https://doi.org/10.26755/revped/2021.2/59","url":null,"abstract":"During the COVID-19 pandemic, the transition to the online education substantially changed the characteristics of the teachers’ activities, especially due to the intensive use of telecommunications. A number of recent studies are already exploring the effects of these framework changes on individual behavior and drawing attention to the risks of mental health for those involved. Previous data indicate that the level of burnout experienced between the teachers is much stronger compared to the symptoms felt by other professionals (Shoji et al., 2016), but studies exploring the stress and burnout associated with working online are incipient. The present study analyzes the relationship between burnout and self-efficacy for a group of 50 teachers from a secondary school during online teaching. The need to research this correlation starts from the premise that self-perceived effectiveness is important in mobilizing the teachers for the expected changes during online teaching. Previous data indicate an inverse correlation between self-efficacy and burnout (Friedman, 2003), respectively between teachers self-efficacy and two facets of the burnout: emotional exhaustion and depersonalization (Skaalvik & Skaalvik, 2010). Our aim is to explore the momentary correlation between the dependent variables and to estimate the factors that had a negative impact on the perceived self-efficacy of teachers during online work. Even if the captured data cannot be generalized and we cannot talk about a cause-effect relation, the present study captures a real moment that can substantiate an improvement/optimization of the intervention, at least at the level of the reference/referential school.","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":"130791367","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

ONLINE SCHOOLING IN RURAL AREAS IN ROMANIA DURING THE PANDEMIC: TEACHERS’ PERSPECTIVES 大流行期间罗马尼亚农村地区的在线教育:教师的观点

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2021-12-01 DOI: 10.26755/revped/2021.2/101

Cristina Tunegaru

{"title":"ONLINE SCHOOLING IN RURAL AREAS IN ROMANIA DURING THE PANDEMIC: TEACHERS’ PERSPECTIVES","authors":"Cristina Tunegaru","doi":"10.26755/revped/2021.2/101","DOIUrl":"https://doi.org/10.26755/revped/2021.2/101","url":null,"abstract":"Because of the threat of the Coronavirus pandemic, schooling in Romania moved in distance regime in March 2020. During the next school year, each municipality chose the scenario for each school – face-to-face schooling or online learning – according to the local number of infections. However, online education encountered many difficulties in terms of material and human resources, especially in rural areas. In this study we aim to explore rural teachers’ perspectives about online schooling in Romania, during the Coronavirus pandemic. The data – obtained through a series of interviews and questionnaires – were collected from rural teachers working in various parts of the country. In this study we propose to follow two main directions. First, we explore teachers’ experiences concerning the access to material resources in the school and at home. The absence of proper digital equipment and the quality of the internet connection are two of the main concerns for policy makers. Second, the study focuses on educational practice, discussing teachers’ accounts and experiences during two periods: March-June 2020 and the next school year, until present. We intend to explore rural teachers’ experiences in depth, as rural was always disadvantaged in Romania’s education system. This study is a starting point for further research of rural teachers’ preparedness in Romania and the implications of online learning on rural teachers and students.","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":"133469102","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 AND EMOTIONAL LEARNING IN CLASSROOMS. COUNSELLING IN SCHOOL TO AVOID CONFLICTS 课堂上的社交和情感学习。在学校提供咨询以避免冲突

Journal of Pedagogy - Revista de Pedagogie Pub Date : 2021-12-01 DOI: 10.26755/revped/2021.2/41

K. Sonnleitner

引用次数: 0