CONSTANTIN CUCOS PEDAGOGIE 2006 PDF
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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The contemporaneous world has few moments of stability. The student is lead to learn the past for gaining competencies in order to consciously participate in building the present world. Art insert in daily life and focus on appearance are other postmodern challenges. 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.
The first place in boys is occupied cognitive reasons that appear as early as 12 years old and by professional reasons. The students stating that they do not know what to answer are in the final high-school classes we may explain it by the specific negativism of the age, but also because a demotivation towards school or any other kind of activity. Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: The responses analysis and interpretation has been made taking into consideration the following types of motivation for learning: The two questionnaires were drafted through the application of the focus group method, which had three rounds of two hours each.
The current informational dynamics, expressed by the rapid growth of its volume in all fields of activity, as well as their rapid wear out, the new life rhythm, soliciting man in a more intense measure from social, cultural and professional points of view, the strain imposed by various mass media – press, radio, TV, internet — determine obvious changes in the atitude towards learning generally speaking and mostly towards school learning.
The individual builds its identity based on public events participation. 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. The role of motivation in school learning is extremely complex. 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 on the four categories of competences already announced through the mentioned hypotheses 1: Such a learning is much more efficient, because, even if it puts more strai non the student, delays tiredness thanks to the satisfaction it brings and allows the learner to perfom a longer lasting activity and get higher yield.
The success or failure recorded in different phases of learning may mobilise or de-mobilise a student along fulfilling a certain task. Researches believe the hard core in education belongs to the formal education. The questionnaire for identifying the perceptions of mentoring teachers on the competences relevant for the professional profile of the pedagogical practice mentor includes 42 items, of which 40 pedagovie pre-coded answers and 2 items request certain identification elements from the subjects included in the experimental group.
Starting with the age of pedsgogie, statistics change; most of the students learn out of obligation, for fear of sanctions from school or parents and others come to school, try to learn, but without any special interest.
Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior. 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 signification test test t, Student.
Postmodernism is characterized through loosing bench-marks. Conclusions The cosntantin of motivation in school learning is extremely complex.
Identifying the factors according to which this ranking is made is very important for the educators. The theoretical reference frame is based on the most recent national and international research results and the cucoe frame follows the standards for mentoring programs that have been established by the European Mentoring and Couching Council.
The need to readjust to frequent changes in science and society involves rethinking, reconsidering, pedagohie reevaluating the reality. During puberty and pre-adolescence, the affiliating impulse decreases in intensity and, at the same time, is reoriented from parents to colleagues of the same age. For a democratic freedom, individuals ignore situations that could impede adjustment.
Bibliography – Annales universitatis apulensis
The postmodern consatntin breaks the patterns and brings incertitude. On one side, the individual search communalities while on the other side he or she is looking for uniqueness. In the absence of this peagogie, school grades decrease rapidly.
Competences related to the counseling of future teachers. 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.
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Democracy invocation leads to abandoning certitude and allowing incertitude. We found interesting the statements of the years old students, that are cognitively motivated the most, comparing to older students. The educational philosophy remain a theory while learning experiences are organized based on critical thinking model, educational alternatives, and constructivist options.
Without authority everything is allowed because events become contextual. Everything is not forbidden is allowed. The learning systems are very rigorous organized and conservatoire.
The motivation for learning is made of all the reasons that, in their capacity of internal conditions of the personality, determine, orientate, organise and augment the intensity of the learning efforts. Starting from the fact that success in school learning is not only the result of abilitites and skills and that not always students with high intellectual capacity remark themselves in school performance, we intended to investigate the dynamics of reasons for learning at different ages.
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. A reason is a psychical structure that initiates, orientates and adjusts actions towards a more or less explicit purpose.
The reasons for which a student makes cognitive efforts to acquire new knowledge are the result of more conjugated factors, starting from his capacity to learn to the general mobilisation towards this activity. I am with my colleagues, to get marks, to have a diploma, to write and read etc.