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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Not being motivated for learning constantln the absence of the will to learn, of the interest to assimilate knowledge and most of all passivity and lack of spontaneity, even a refuse and isolation from any school activity.

Further to the application of the questionnaires presented under Used instruments chapter, a series of data was obtained, which psdagogie processed through the SPSS software, version 10 for Windows. At these ages, competition in school results may be a strong motivational factor.

Annales universitatis apulensis

For confirming cucoe hypothesis, we used the t test for independent samples and obtained the following results:. The 34 items relevant for the performed study were associated to a Likert-type five step scale, where the 1 st position expresses total agreement and the 5 th 200 expresses total disagreement. Research results 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.

The rigorous program, the bureaucratic administration of schools, subjectivity in assessment, descriptive learning cojstantin, the discrepancy between school and social environment are just few elements that does not encourage trusting educational institutions.

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 ….

Bibliography – Annales universitatis apulensis

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. During puberty and pre-adolescence, the affiliating impulse decreases in intensity and, at the same time, is reoriented from parents to colleagues of constnatin same age.


It is like a public game where identity is lost or its borders became fragile epdagogie in a collective identity that stops when show stops. Yet pedagogical observation shows that an excess of such motivation may lead to unpleasant consequences: Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior.

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.

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. They are teachers that assume the risk and engage in a postmodern learning style. The society is different from school and it offers a different educational perspective.

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.

Our supposition that learning is determined in tenagers high-school students mostly by self-achievement reasons has not been confirmed. 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.

Because teachers are considered somehow replacing parents, the attitude towards them is similar. Mass-media, socio-economical and cultural environment propose attitudes incompatible with a classical educational program. The subjects mentioned as part of the experimental group are those for which the filled in questionnaires were considered valid. The parallel between a concept and a reality can lead to serious misunderstanding if they are incongruent.

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 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. Noise, movement, images, color, pleasure are meanings of daily leaving.

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 swinging between those two faces is a source of happiness.

The two questionnaires were drafted through the application of the focus group method, which had three rounds of two hours each. Everything pedaggogie not forbidden is allowed. This is the world we build with democratic freedom. 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 pedgogie certain goals, that allow it to pedagofie 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.

School programs propose knowledge events, characters, attitudes that took place in the past. The responsible educational institutions offer few attractions to motivate young.

In case certain subjects of the initial group answered in an ambiguous manner to more than five items, such questionnaires were classified peagogie invalid and were not taken into account in the performed study. The reasons included in the category of school success-failure 5 are grouped around the will to success or to avoid failure. Counseling competences of mentoring teachers refer to: We found interesting the statements of the years old students, that are cognitively motivated the most, comparing constanin older students.

The sphere of the learning behaviour patterns is plurimotivated and shows the motivational mechanism of learning.

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Competences related to the counseling of future teachers. Pedayogie initiatives come before epistemology. From this attitude derives the lack of scruples and relativism of values.