Bogdan Constantin RAŢĂ, Cucoş C., – Pedagogie, Polirom, Iaşi, 9. Nicola, I., – Tratat de pedagogie scolara, EDP, Bucharest,. Metodologia elaborării manualului şcolar (teză de dr. în pedagogie). http://www Joiţa, Aspecte ale virtualizarii formarii Constantin Cucos Revolutia informatica a bine cunoscutei lucrari Pedagogie (Editura Polirom, , ) ofera acum o car.
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Journal of Pedagogy Revista de Pedagogie is an academic journal mainly oriented towards scholarly work in the constantinn of education, promoting relevant theoretical, methodological and empirical analyses connected to this area:. Journal articles and book reviews are dedicated to stimulate debate and facilitate academic networking between scholars and practitioners interested in these topics.
Authors should send the title and the abstract of their paper words to revped ise. By the same date, persons willing to submit a book review should inform the editorial board about the work being reviewed.
Publishing an article is free of charge. Authors should ensure that their submissions are original contributions and should not be under consideration for any other publication at the same time.
All submitted articles are subject to a rigorous peer review process, based on initial editor screening and constanfin refereeing by a minimum of two reviewers. Full guidelines for the presentation of the papers and more details about the editorial policy of the journal are available at the editorial policy section from the pedagogir.
For further inquiries please contact the editorial board at the following email address: We deal, mainly, with cicos aspects related to making learning visible for the students: The view of formative assessment employed belongs to Royce D. The education of persons with disabilities is concerning progressively Europe and the entire world, which is why a comparative approach with Romanian situation is needed. The study reviews the main visions, in a diachronic and synchronic manner the medical, the social and the bio psychosocial model, categorical and no constntin approachinsists on the common evolution of visions, terminology and educational policies in this context, emphasis the cucoss with curricular policies.
An identified procrastination of Romania from this point of view — comparing with countries from Euroatlantic space and even some neighbouring countries — makes us responsible for adopting some measures, on short and medium terms, which are possible in the actual legislative context, from the educational perspective. The adoption of the Lisbon Strategy and constanyin the European Reference Framework on Key Competences for Lifelong Learning launched a competence-based approach in the EU member states education systems.
During the last decade the concept of competence greatly influenced the education policy, school curricula and assessment models.
CONSILIERE EDUCATIONALA. Ghid metodologic pentru orele de dirigentie si consiliere
The competence approach serves as an Europeanisation tool harmonising the education systems in order to raise their quality and, thus, to make the EU economy competent in the world. The Ukrainian education is under great influence of pan-European tendencies and policies that results in its Europeanisation. The competence approach is one of the tools of this process at the level of school education.
Ukraine has travelled long pass from the discussion and definition of competences to the selection and adoption at the nationwide level. Still, this process is accompanied by a number of challenges that make the European experiences significant for the Ukrainian education in the process of its integration into the European education space. In the current social context, there is a strong need for the development of interprofessional collaboration skills, given the increasingly complex problems for which employees need to find solutions.
Important steps have been taken at world level to develop interprofessional skills to meet demands by setting up interprofessional work organizations and implementing skills development programs in this direction. Medicines and IT domains are the most advanced in facilitating interprofessional skills development contexts, while the educational and social domains are still in their infancy, being more advanced in some countries.
In Romania the interprofessional education is still pioneering, in order to support the process of its development in our country, in this article we propose an interprofessional skills training model for educational and social fields tailored to the training practice at VIA University College, Holstebro, Denmark. Integration of the Ukrainian education into the European Education Area under the conditions of the European choice of Ukraine is highlighted; in the context of the Ukrainian education integration into the European Education Area strategic reform tasks are outlined, i.
It is determined that one of the priorities of integration of the education system and the general secondary education of Ukraine, in particular, to the European Educational Area, is to ensure its quality according to European standards. According to the Law on Education from September 5,general secondary education has three levels of education: It is concluded that the achievement of the European quality of education in Ukraine will be a powerful factor in solving the economic, political and cultural problems of European integration of our country, the development of a prosperous and democratic society.
Therefore, the problem of quality assurance of education needs to be given more attention in the process of development of the national education system.
CONSILIERE EDUCATIONALA. Ghid metodologic pentru orele de dirigentie si consiliere – PDF
European choice of Ukraine, European Educational Area, European standards, general secondary education, quality assurance. The world we live in is one in permanent change, reorganization, transformation. The educational system has to connect to this world and to form future responsive, flexible, creative adults that respond appropriately to social demands. Referring to such a goal, the educational process aims the formation of students with important competences, like communicational, cognitive and metacognitive, emotional, intercultural, investigative, digital and civic competences.
The question in this situation is what kind of teachers can form such students. Beyond the initial and continuous training for the teaching profession, teachers need to understand that the efficiency of the didactic activity implies, necessarily, the reflection on it. This study focuses on the concept of reflective practice, on delimiting the stages of this demarche, on identifying methods and instruments specific to reflective practice reflection diary, video and audio recordings of the lessons, feed-back, etc.
We consider that reflective practice is a valuable resource, insufficiently used, which can bring important benefits to the teacher and, implicitly, to the students, towards the scholar success and, subsequently, the professional and social success. School violence is a manifestation as old as the history of the school. The forms and the frequency of violent manifestation, the involvement of the school actors for the initiation of violent demonstrations, as well as the perception and tolerance of public opinion about the forms of violence and its actors are those that vary throughout time, giving them specificity and differentiated understanding.
School violence includes various forms of manifestation, and to combat and prevent it, it is essential to raise awareness of the phenomenon of violence and its acceptance in the wider context of the determining causes. This study focuses on the causes of school violence directly correlated with the determinants individual, socio-familial, schoolanalysed at three different levels of manifestation: The study uses survey data that explores the phenomenon of school violence at the national level, from multiple perspectives.
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The analysis uses quantitative data obtained through questionnaire surveys addressed to pupils, principals, teachers, school counsellors, as well as qualitative data obtained by surveys 20002 focus group interview, carried out with students, teachers and parents.
The analyses relate the opinions, sometimes antagonistic, of the different school actors on the causes of school violence. The purpose of the study is not to determine the truth or importance of the causes of school violence identified by the school actors, but from these causes will be identified measures, strategies, policies that implementation will lead to a unitary view of school actors on the problem of school violence and the reduction and control of violent manifestations at school.
The article describes the competitive discourses condtantin the role of teachers, identified cudos a high school, in Romania, based on an analysis of 11 individual interviews pedagogiee teachers.
This discourse is privileged in the studied field by the fact that while most universities in Romania used to admit students based on the average grade of high school years, informally, the high school gives students and parents the possibility to choose their teachers only based on formal asking and class consensus. Teaching constanhin studying abroad are the key elements in reducing regional isolation of academic community.
International exchanges programmes are particularly important for their personal and professional development and have positive effects for the socio-economic area as well.
Mobility allows every candidate to gain an invaluable, new experience, to learn foreign languages and to develop interpersonal skills in culturally diverse environments. This article provides a SWOT analysis of the implementation of education policies regarding academic mobility in higher education institutions in Bosnia and Herzegovina.
The research is a qualitative one. The collecting data methods used were semi-structured interviews with key respondents and experts in Higher Education and study of documents laws, implementation measures, decisions of university administration councils.
The results show that some of the most valuable advantages are: The main barriers are the attitudes inherited from former education system and insufficiency in advertising of all benefits they can gain from mobility. The value of the article is in its potential to emphasize the complexity of the country having unusually lots of ministries of education that affect academic mobilities. London, Palgrave Macmillan, Series: Self-regulation in school contexts is a subject that caught the attention of researchers from many disciplines.
Educational neuroscience is an emerging research field aiming to bridge the neuroscientific knowledge and methodology with those of more consecrated research disciplines investigating learning and education, like psychology, sociology or education. Our paper investigates recent empirical studies exploring self-regulation in preK educational contexts and which were identified as educational neuroscientific literature.
As a result of an extensive search and pedagogi process conducted in conformity with the systematic review methodology, we found five articles that passed the predefined filtering criteria. Our findings suggest that this type of literature appeared mostly in the last decade with cucoe occasion of new neuroscientific methodologies allowing conducting non-invasive advanced brain studies.
The main self-regulation elements these studies focus on are academic motivation, constantun orientation, self-perception on own mental abilities and behaviours, cognitive and emotional engagement in learning, social and task-related behaviour regulation.
The methodologies used consisted mainly in self- or others-reported questionnaires, behavioural measures evaluation, academic performance measurement, computerized testing of cognitive abilities, physiological measures recordings e. The samples included in the reviewed articles vary from preschool to primary, middle and high school students, comprising participants in total. The reported research outcomes are rather limited but they also offer optimism regarding the possibilities to use neuroscientific methods for investigating self-regulation in an educational context.
Various aspects regarding limitations of this type of research are discussed. The concept of intercomprehension is now part of the lexicon of the Didactics of Languages or of the vocabulary of those who reflect on teaching and learning foreign languages in the context of promoting the plurilingualism of European citizens. Intercomprehension is one of the current concerns although it has not yet really entered school and university institutions. It is in the state of experience, project or training and yet there is abundant material and intense reflection on this subject.
Intercomprehension is considered practical worthy of being tried and for this reason there is a pedagogy and didactics of intercomprehension.
My objective regarding intercomprehension is to investigate the interest, the possibilities and the modalities of a better awareness of the contact of languages in the classes of FFL French as a Foreign Language. This study is theoretical and exploratory. It aims to describe a reference system which should pedagobie or influence the decisions for the new curriculum design. The reference system may be altered, reduced, amplified, categorized or adjusted with respect to other subjects or fields of study, that are at least similar.
Consequently, different options might come out within the process. Nevertheless, the curriculum depends constangin lot on the paradigm of its design: The present paper aims at drawing attention on the stress levels students are exposed to in the educational environment. In order to briefly present this topic we carried out document analysis and review of research that looks into the stress factors in education either as a study focus or in a wider perspective.
Among these we highlight the fear of error, assessment and exams, public speaking. Career start may be difficult and the youth needs are dynamic. This makes the career counselling an area that continuously evolves and adjusts its strategies, methods and tools to the target group. This article analyses the connection between the career counselling services available at VIA College in Denmark and the specific needs of the students. We also wanted to draw attention upon the importance of developing career services, as these services can help students develop both their professional and transversal skills, enabling them to adapt 200 easily and faster to frequent changes of the labour market.
The idea of creating a secure on-line platform to provide students with career counselling services can be taken up and adapted within the Romanian context. The main steps to improve the level of pedagofie literacy pedaggoie the citizens of both countries are listed. The Ukrainian experience of developing financial literacy of high school students during mathematics lessons is underscored. The author suggests the recommendations and certain examples of tasks for raising the level of financial literacy of high school pupils in the process of teaching mathematics.
The project was carried out in in Romanian secondary schools by the Vienna Pedgogie for Children Association.
The initiative addressed to children, teens and teachers alike. The focal point consists in exploring the impact of play in education and learning. The two projects that are mentioned in the paper identified and evaluated the skills of the children and youth who got involved in the drama activities.
The results showed cognitive, emotional and interpersonal progress in acquisition. Das Wiener Kindertheater; drama in education; educational initiative; theatre for children.
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The study brings to attention the issue of parenting and the school-family partnership, namely the case of young students, given the fact that their education raises more and more serious problems to their parents. They are entirely responsible for educating their children up to the school age. When the children start school, the responsibilities constsntin their education are divided between family and school.
The school-family partnership means effective communication, clearly-defined tasks, pedagogif actions for the benefit of the child; parents must be considered as active participants in the school education considering the fact that they know their children the best.