Teaching Techniques: Project-Based Learning. Online Course – LinkedIn Learning. Constantin cucos Pedagogie. Raluca Chirvase. Constantin. ; Cerghit, ; Jinga, ). .. Cucoş, Constantin (). Pedagogie. Iaşi: Editura Polirom. Jinga, Ioan (). Manual de Pedagogie. and Kauffman (, p. ) define the .. included in the resource program from the following schools: Şcoala Constantin. Brâncoveanu.
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A coherent educational project can not be implemented without taken into consideration influences from other institutions.
The society is different from school and it offers a different educational perspective. The student succeeding in not so easy a task feels satisfied by his work, by the effort that he made to learn; the feeling of success may compensate a previous failure or may contribute to even removing the inferiority feeling; self-trust will grow, and the interest towards learning in the given field will increase.
We found interesting the statements of the years old students, prdagogie are cognitively motivated the most, comparing to older students. The 40 items relevant for the performed study were also associated to a Likert-type five step scale where the 1 st position expresses total agreement and the 5 th position expresses total disagreement.
The theoretical reference frame is based on the most recent national and international research results and the practical-theoretical frame follows the standards for mentoring programs that have been established by the European Mentoring and Couching Council. In thisperiod of time, they strive to pedagoige good results costantin school, as to please their parents and not lose the approval they wish for.
The need for approval from peers can yet reduce school yield, if such achievements are negatively appreciated by colleagues.
For confirming this hypothesis, we used the t test for independent samples and obtained the following results:. The main objective of our research was to identify and validate some criteria, quality standards and psycho-pedagogic profiles that could be used as reference pedsgogie within the in-service teacher training.
The pleasure to learn, the curiosity offered by various school subjects, the ineterst for knowledged gained by learning rank in the last places of the reasons for learning. The two questionnaires were applied in a crossed manner on the two groups of subjects practicing students and mentoring teachers being focused constantinn the four categories of competences already announced through the mentioned hypotheses 1: In case certain subjects of the initial group answered in an ambiguous manner cojstantin more than five items, such questionnaires were classified as invalid and were not taken into account in the performed study.
In this investigation, the questionnaire-based investigation method was used.
Bibliography – Annales universitatis apulensis
This later situation is not directly determined by the own yield, but by his permanent acceptance by persons or the group he identifies with, obtaining and keeping their approval, respecting their norms and hopes, inlcuding those related to learning. Being motivated for school learning expresses, on a behavioural level, a dynamic, mobilising state, directed towards reaching certain goals, which is defined by statements like interested in …will to learn …impulse towards ….
The swinging between those two faces is a source of happiness. Art insert in daily life and focus on appearance are other postmodern challenges. The results obtained by the group subject to investigation are summarized in table 1. Not just the future is under the threat of shock Toffler, but also the present, and maybe even the past.
Today their identities embed. Yet pedagogical observation shows that an excess of such motivation may lead to unpleasant consequences: This is the world we build with democratic freedom.
Annales universitatis apulensis
The rigorous program, the bureaucratic administration of schools, subjectivity in assessment, descriptive learning programs, the discrepancy between school and social environment are just few elements that does not encourage trusting educational institutions.
Success encourages, increases the efficiency of the activity and diminishes the effects of tiredness, opposite to failure, that may have contrary effects. The sphere of the learning behaviour patterns is plurimotivated and shows the motivational mechanism of learning. Generally speaking, the wish to affiliate is stronger in childhood, when children insistently look for it and benefit from a situation based on identifying with their parents, which is a state of dependence on and acceptance.
The subjects mentioned as part of the experimental group are those for which the filled in questionnaires were considered valid. They may be general social reasons – the tendency to accumulate knowledge to be place dat the same level with the others — special social reasons, manifested by the interest to get a certain favourable social position, to earn prestige as well as reasons for collaborating, of reciprocity.
The first place in boys is occupied cognitive reasons that appear as early as 12 years old and by professional reasons. The reasons included in the category of school success-failure 5 are grouped around the will to success or to avoid failure. School prepares students for an ideal social environment different from the one students find outside school. Further to the application of the questionnaires presented under Used instruments chapter, a series of data was obtained, which were processed through the SPSS software, version 10 for Windows.
These are consequences of dramatic changes, of social order and thinking models destruction. The educational philosophy remain a theory while learning experiences are organized based on critical thinking model, educational alternatives, and constructivist options. In conclusion, two opposite situations coexists.
The wish to be among the first, to gain success with all costs can be a stimulus for learning just in elementary school.