CONSTANTIN CUCOS PEDAGOGIE 2006 PDF

June 16, 2019 posted by

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.

Author: Faekinos Tular
Country: Chad
Language: English (Spanish)
Genre: Finance
Published (Last): 7 October 2015
Pages: 72
PDF File Size: 6.57 Mb
ePub File Size: 9.2 Mb
ISBN: 655-7-24600-214-6
Downloads: 54941
Price: Free* [*Free Regsitration Required]
Uploader: Mogar

School prepares students for an ideal social environment different from the one students find outside school. 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 instruments within the in-service teacher training.

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. Competences related to the counseling of future teachers.

For verifying the research hypothesis, the significance of the difference between the means obtained by mentors and practicing students respectively, the subjects who answered the applied questionnaires was established by calculating the value of the prdagogie test test t, Student. The exageration of this reason mat lead to negative feelings of competition, ostility towards colleagues and even teachers and has negative consequences in the relationships.

The third component of school motivation is founded on the need to affiliate and is not oriented towards the educational task, neither towards the stron affirmation of the ego, but to results securing the student with the approval from a person or a group he identifies with, in the sense of dependence. Still, generally speaking, during adolescence the impulse of the strong ego affirmation is the dominant component of the school motivation, as well as during the active period of time of the individual, maintaining high levels of aspiration.

The cucoe 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.

  LA CASULLA DE SAN ILDEFONSO CASTELLANO MODERNO PDF

Annales universitatis apulensis

At a global analysis of the answers we pedagogke identified the interest constanfin by students for school activities generally speaking and by school learning especially: These are consequences of dramatic changes, of social order and thinking models destruction.

The two questionnaires were applied in a crossed manner on the two groups of subjects practicing students and mentoring teachers being focused on the four categories of competences already announced through the mentioned hypotheses 1: Generally speaking, pedagkgie wish to affiliate is stronger in childhood, when children pedagogke look for it and benefit from a situation based on identifying with their parents, which is a state of dependence on and acceptance.

Identifying the factors that trigger the activity of learning, that sustain it a long period of time in spite of obstacles more or less difficult to surpass, that orientate it towards certain goals, that allow it to last even if the goals are not immediately reached or that stop it at a given time, presumes ranking the reasons for learning from qualitative and quantitative criteria.

The role of motivation in school learning is extremely complex. If achieved, learning is with hard efforts and tiresome. The questionnaire for identifying the perceptions of practicing students on a group of competences relevant for the professional profile of the mentoring teacher has 36 items, of which 34 suppose pre-coded answers and 2 items request certain identification elements from the subjects included in the experimental group.

Without authority everything is allowed because events become contextual. Internet is an alternative educational resource.

School programs propose knowledge events, characters, attitudes that took place in the past. The motivation for learning presents a relatively constant structure, and within this structure, various categories of reasons occupy a certain ratio, according to the gender variable, which determines a given hierarchy.

A reason is a psychical structure that initiates, orientates and adjusts actions towards a more or less explicit purpose.

The parallel between a concept and a reality can lead to serious misunderstanding if they are incongruent. Most of the students, irrespective of age, show an extrinsic motivation for learning, reflected in very well defined pragmoatic purposes obtaining a diploma, material advantages from their parents, good grades, prises etc.

  INDRAJIT BHATTACHARYA COMMUNICATION SKILLS PDF

Through the verification of work hypotheses 2. Observing school obligations in order to avoid punishment has negative consequences not only in getting good marks, but also in the personality system of the student.

Ausubel Learning in School considers that in the structure of school motivation we may identify three basic components 3. Democracy invocation leads to abandoning certitude and allowing incertitude.

In the past, communities cultivated their own traditions. Conclusions The role of motivation in school learning is extremely complex. The lack of value authority leads to the ontological transformation of the objective and subjective world into a huge site for survival. The culture is created at any social level.

Postmodern education can not exclude a potential conflict among formal and informal education.

Bibliography – Annales universitatis apulensis

It is accompanied Ausubel by anxiety, fear resulting from psychical anticipation of losing prestige and self-respect as a consequence of failure. The reasons included in the category of school success-failure 5 are grouped around the will to success or to avoid failure.

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. Researches believe the hard core in cnostantin belongs to the formal education.

In thisperiod of time, they strive to obtain good results in school, as to please their parents and not lose the approval they wish for. Pfdagogie two questionnaires were drafted through the application of the focus cjcos method, which had three rounds of two hours each. The student is involved in learning tasks, is oriented towards finalities, most of them consciously. In conclusion, two opposite situations coexists.