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Opiniile cadrelor didactice despre dezvoltarea profesională în cadrul cursurilor de formare continuă
lifelong learning; inclusive education; professional skills; quality and utility; teacher-student relationship; teaching technologies
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lifelong learning; inclusive education; professional skills; quality and utility; teacher-student relationship; teaching technologies
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The school dropout phenomenon involves an extremely complex causality and - at the same time - represents a difficult and sensible problem faced by the contemporary society, not only in Romania, but also in the whole European area. Through this paper, we aim to identify the views of a sample of primary and secondary teachers concerning the causes of the school dropout in the Romanian school and the effectiveness of social and/or educational policies implemented so far. We also propose - following the investigative research - to identify and underline several sustainable solutions, in order to be applied in the context of the Romanian society and educational system, regarding the prevention and mitigation of this phenomenon. At macro level, it is important to increase the access to education, mostly in the case of disadvantaged students. At micro level, monitoring the students with big potential of school dropout and adopting of measures which limit this phenomenon seem to be crucial. In this format, just the primary and secondary teachers were questioned, but the research illustrated in this paper was carried out in order to justify and prepare a Grant dedicated to limit the university students drop-out, in the frame of the ROSE programme.
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Entrepreneurship education is vital to ameliorate the high youth unemployment rate in South Africa. As part of efforts to augment entrepreneurship education, purposeful teacher training is needed. Integral in this pursuit is the amendment and development of teachers’ entrepreneurial mindset. The concept of ‘mindset’ is, however, ambiguous, as literature uses this term interchangeably with concepts such as 21st century skills, soft skills, non-cognitive skills, or character strengths. When a new teacher training program for entrepreneurship education was being developed, it was necessary to investigate and analyze all these skills or characteristics, to ascertain which aspects should be included in the program to contribute to the entrepreneurial mindset that was envisioned for these teachers. An exploratory qualitative literature review was conducted from a constructivist point of view. Accessible literature on ‘entrepreneurship education’ and ‘entrepreneurial mindset’ was systematically and thematically analyzed to explore the contribution of various types of skills and characteristics to the construction of an entrepreneurial mindset, in preparation for entrepreneurship education. The findings revealed that several skills, characteristics and habits contribute to the development of positive entrepreneurial mindsets. These included several references to the ‘Habits of Mind’ proposed by Costa and Kallick (2008). Subsequent comprehensive analysis was conducted to explore the pertinence of the Habits of Mind for developing teachers’ entrepreneurial mindsets as part of their preparation to facilitate entrepreneurship education. A recommendation was made for the inclusion of all the Habits of Mind to contribute to fostering positive entrepreneurial mindsets as part of teacher training for entrepreneurship education.
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Negotiation has been and is one of the key elements when it comes to business success. The largest companies in the world were founded as a result of the abilities of their leaders to manage to find the optimal balance between personal goals and objectives, and at the same time, the respect and the knowledge to know when and how to relate to the negotiating partner. Negotiation is present in all areas of our lives, and trade negotiation is just an extended aspect of negotiation that already takes place at every moment, in different everyday situations. Negotiation is first and foremost a form of communication: negotiating means communicating in the hope of reaching an agreement. International trade negotiation is an organized process of communication between companies, which aim to gradually adapt their interests related to the object of negotiation in order to achieve a mutually acceptable business agreement, materialized in the international contract. In the process of applying the procedures for awarding public procurement contracts, the contracting authority, through the internal department specialized in awarding public procurement contracts, has a number of tasks, such as: elaboration of an annual public procurement program, elaboration of award documentation or the tender documentation, the fulfillment of the obligations regarding publicity, the application and completion of the award procedures, the constitution and keeping of the public procurement file.
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The purpose of the research was to understand the public’s social Image of emerging technology—nanotechnology. Furthermore, the differences among different major students and the decision-making style in “self-evaluation and other-evaluation” were analyzed too. In this research, the social image was defined by three phases, “general image of nanotechnology”, “business decision behavior of nanotechnology”, and “free recall of nanotechnology”. The research instrument was a self-designed questionnaire “college student’ social image of nanotechnology”. The participants were 256 college students selected using convenience sampling from one university in the east Taiwan area. The main findings were: (1) Students tended to agree that nanotechnology is better than other general-tech. (2) The college students believed that they have more rational attitude and behavior to make decision than others. (3) Most college students’ association related "nanotechnology image" with "high tech" in thinking.
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Practices that take into account youth and adult education (YAE) are still rare in the literature. The present work applied an investigative activity with YAE students from the last year of middle education, in the discipline of sciences, about the methods of construction of science and tests of variables. From the categorization of metacognitive incidents used, it was verified that the stimulus to the argumentation that the investigative activity potentiated was fundamental for the students to conclude the activity successfully.
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This study is introducing the basic principles of Engineering Pedagogy Science for effective design, teaching and learning of science, technology and engineering. The basic didactical models are introduced for contemporary design of effective teaching and learning. A quadruple instruction model of Engineering Pedagogy Science is proposed, integrating the principles of Behaviourism, Cognitivism, Social Constructivism and Humanism on the basis of didactic model of Engineering Pedagogy Science.
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This article focuses on the analysis of the value of images, which generate multiple meanings in visual communication and contribute to the decoding of the meaning of a visual representation and the construction of the author's identity. It also examines the possibilities of visual images to convey multiple meanings.
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For more then 20 years probability and statistics are part of the mathematics curricula for gymnasium and high-school in the Republic of Moldova. However, we find that even now some teachers face difficulties in teaching probability and statistics contents. In this paper we analyse some reasons of these difficulties, and describe some recommendations and possible activities for training future teachers to teach probability and statistics.
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În this article analyzes the specifics of the concept of supervised individual study in the context of lifelong learning.
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This article examines the problem of developing empathy in future elementary school teachers. Based on the analysis of literary sources, the tasks of this paper, the structural components of preparing students for this activity are determined. The experience of using theatrical activities at the Faculty of Education, Psychology and Arts at Alecu Russo State University in Balti is presented
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Action research (AR) can be more rewarding for teachers when theyhave a community in which to share their ongoing process and discussinterventions, methods, and findings. This article presents teachers’ reflectionson their Fall 2020 action research studies, when they were teaching online andadapting practices to the “new normal.” The teachers were enrolled in a graduate-level seminar on AR in which they conducted research in theirindividual teaching contexts and met regularly in critical friends groups. After asummary of the seminar design, the teacher researchers individually discusstheir personal and professional learning from the course and research process.We conclude with recommendations for implementing AR in language teachereducation programs.
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University life is always colorful, filled with a plethora of memorable moments, both academic and non-academic. Amid the COVID-19 pandemic, however, first-year university students’ academic experiences might be slightly different from their expectations due to being fully conducted in online learning. The COVID-19 pandemic denied first year students the opportunity to join the face-to-face classes and become involved in university’s activities in the real setting. All activities were replaced with virtual setting and they could only contact their course mates and lecturers via social media platforms. This derailment of their expectation to experience real-life university settings may dampen their enthusiasm and impact their motivational and happiness levels. To explore the phenomenon, a study was conducted with 143 first-year psychology students to examine their self-reported motivational and happiness levels before and after seven-week of online classes. This study included 113 females (79%) and 30 males (21%) with a mean age of 20.68 (SD=1.88). Data collected revealed that students’ motivation and happiness levels declined significantly after their online classes. According to their extent of agreement with the single statement ‘Overall, I am happy with my university life’, 48 (33.60%) students agreed, 76 (53.10%) were neutral, and 19 (13.30%) indicated dissatisfaction. This study may assist the university and relevant authorities in understanding students’ perceptions of dealing with academic and life challenges through online classes amid the COVID-19 pandemic. Therefore, psychological strategies should be considered to enhance first-year students’ motivation and happiness levels when faced with online classes in their new first semester.
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Radical changes that take place in all society spheres (economic, social, political and cultural) of a state, directly and indirectly affect the development and functioning of the socio-economic system of physical culture and sports. A new category of human resources employed in the field of sports management is emerging, given that sports organizations are interested in forming a management system that ensures high performance, development opportunities and a stable market position. In the last decade, the system of physical culture and sports management has undergone substantial changes, as a result of the emergence of new sports events, the development of sports movement, the creation of innovative services and the production of special equipment / installations in accordance with the legislation in force, as well as due to modern trends in entrepreneurial activity in market conditions. The fulfillment of the management functions in these conditions, at a higher level, generator of performance and success can be ensured only by qualified persons who have received a special professional training (including additional, continuous training) and requalification. This training is necessary for all activities specific to the field of physical education and sports management, for the development and proper functioning of sports organizations. Management and marketing activities, innovative for physical culture and the national sports movement, require special knowledge, skills and an effective professional training of the specialists in the field
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The article is devoted to the problem of development of EFL teachers’ global competence. It analyses the importance of development of new EFL teachers’ training programs taking the development of global competence as a part of professional literacy into account. It characterizes the possibilities to develop global competence in the process of English learning: setting up projects in English that are proposed by a teacher and relevant to new important discoveries of the humanity; reading and analyzing English literature; writing an essay; on-line discussions in English and meeting with foreigners. The success of a modern student, future EFL teacher, is determined by not only speaking skills, but also by knowledge and personal interest in global problems, as well as skills and abilities for cross-cultural communication, as well as the willingness to be accustomed to the new challenges of the world. The importance to develop EFL teachers’ global competence that becomes apparent in the possibility to understand global problems and the capacity to solve them has increased. EFL teachers’ global competence is cosely connected to a communicative competence. Future EFL teachers demonstrate the capacity to understand and perceive different audiences in order to achieve the general aim; realize the influence of effective communication on a collaboration in the interdependent world. A global competence opens a way not only to knowledge about the world but also stimulates to act, to understand and create possibilities to change something using creative ideas at local, regional or state level. Global education allows to evaluate the potential influence of own opinions and judgements on other people, to define their consequences.
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The article gives a detailed description of the innovative features of the joint project of the British Council Ukraine and the Ministry of Education and Science Ukraine which is called “New Generation School Teacher”. The project appeared as a response to recent changes and developments in education and society. The author acquaints the readers with the definition of the terms “innovation” and “pedagogical innovation”,provides a rationale for the importance of the changes in the system of teacher training in Ukraine. The article presents the results of the Baseline study. The author highlights that innovative Methodology Curriculum intends to provide students with important professional skills related to methodology, it also gives scope for developing essential life skills. A list of these skills is also given in the article (communication skills, time management skills,information literacy skills, etc.). Moreover, the article provides essential information on the innovations, which characterize the Methodology curriculum. The attention is also drawn to the fact that in this innovative Curriculum the topics of the traditional Methodology course are revised and substantially updated. The content of the discipline is complemented with innovative topics that must be taken into account in the process of learning English. All units of the Curriculum can be split into 2 main groups: Re-conceptualized and New ones. There is also a detailed description of School Experience, which is an essential part of the Methodology course,because School Experience is aimed at linking methodology classes to teaching at school.
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Competences have a larger scope than skills, they also require the results of the activity, in addition to knowledge, and the ability to do something well, correctly. Teaching competence involves the issue of teaching efficiency and the establishment of efficiency criteria. Competences for the teaching profession are systemically designed, integrated with skills general for the effective fulfillment of a social role and competences for the framework profession teaching in general
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The article presents the concept of the development of universal pedagogical competencies as a condition for formation of transversal competencies of a school graduate. The content of universal pedagogical competencies is considered in the context of inclusive education. The universal pedagogical competencies of inclusive education are represented by general methodological, communicative, and informational professional skills
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The teaching profession suffers under a variety of pressures which – although typically analysed from the institutional point of view – spring not only from within educational institutions but also from governmental and contextual sources. Research and social debates result in demands placed upon educational systems and requirements to be met by teachers functioning therein. Postulates voiced by representatives of many humanistic disciplines, such as philosophy, sociology, psychology and pedagogy differ across space, time and political systems shaping tasks set by educational authorities, attitudes held by the society as well as expectations of parents and students. The paper identifies types of past and present demands placed on language teaching profession and examines teachers’ reactions, the degree of their autonomy, ways of preventing difficulty and strategies in conflict management.
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The aim of the paper is to reflect on the problem of affective barriers in the foreign language teaching-learning process. The author will primarily discuss the concept of language anxiety and she will focus on the fear of making errors. The problem will be discussed in the context of teaching-learning of French as a second/subsequent language to adult beginners at the university level.
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