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Universitatea "Alexandru Ioan Cuza" din Iasi 360.uaic.ro - Noutati la UAIC ALUMNI - Fundatia absolventilor UAIC
Ministerul Educatiei, Cercetarii, Tineretului si Sportului Colegiul Psihologilor din Romania Despre orasul Iasi

Analele Științifice ale Universității "Alexandru Ioan Cuza" - Secț. Științele Educației
vol. XIX/2015

Cuprins / Contents

TEACHING AND LEARNING IN HIGHER EDUCATION
5 Dorina Sălăvăstru – School Coaching ­- A New Role of the School Counselor or a New Profession?
15 Simona Butnaru – Innitial Training of School Counselors Through Practicum Stages – Problems and Possible Solutions
29 Ana-Maria Țepordei, Laura-Sonia Cuciac, Adrian-Vicențiu Labăr, Cristian-Cătălin Cuciac – The Influence of Students’ Cognitive Style, their Learning Approach and Teacher-Student Relationship on Academic Achievement
39 Daniela-Victoria Zaharia, Andrei Holman, Liviu-George Maha, Luminița-Mihaela Iacob – The Analysis of Good Practices and Communication Difficulties within the Romanian Univeristy Environment Via Hofstede’s Axiological Dimensions
INCLUSION AND EDUCATION
61 Alois Gherguț – Abuse and Maltreatment of Children with Disabilities in Romania; Analytical Perspectives
69 Nicoleta-Laura Popa, Rosita Deluigi – Educational Support for Students with a Migration Background in Romania and Italy: A Comparative Perspective
EARLY CHILDHOOD EDUCATION
81 Liliana Stan – Development in the First Years of Child’s Life. Analysis of the Romanian Regulatory Framework of Early Education
SOCIAL PEDAGOGY
93 Mariana Momanu, Magda-Elena Samoilă – Social Pedagogy – Tradition, Conceptualization and Contextualization
TEACHER TRAINING
111 Roxana-Maria Ghiațău – Exploring Annual Evaluation of Romanian Teachers: Context and Relevance
CONTINUOUS PROFESSIONAL TRAINING
125 Cristina Udrea – Continuous Professional Training in the Police System – an Approach in Terms of Professional Training Needs

 

SCHOOL COACHING - A NEW ROLE OF THE SCHOOL COUNSELOR OR A NEW PROFESSION?

DORINA SĂLĂVĂSTRU - PhD, Professor, Faculty of Psychology and Educational Sciences, “Alexandru Ioan Cuza” University of Iasi; e-mail: sal.do@uaic.ro.

Abstract
Emerged in the United States at the end of the 1990s and in France during the 1980s, coaching is a way to assist individual development, so that people exploit their potential and maximize their performances. Coaching has its roots in the field of sports; then it spread into the business world and private life. Over the last years, coaching entered school life as well. Less developed than business coaching, school coaching expresses the need for providing the student with individualized assistance in the context of the increase in school competition and in the context of goals-related pressure linked to performance. The present study aims to provide a comparative analysis of the roles of the coach and school counselor and brings up the possibility of the school counselor carrying out coaching. Also, a model of the fields of intervention for the school counselor is proposed.
Keywords: coaching, school coaching, coach, school counselor.

 

INNITIAL TRAINING OF SCHOOL COUNSELORS THROUGH PRACTICUM STAGES – PROBLEMS AND POSSIBLE SOLUTIONS

SIMONA BUTNARU - Associate Professor, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, e-mail: scraciun@uaic.ro

Abstract
Practicum represents an important component of initial training of school counselors due to its integrative function to strengthen knowledge and skills by translating them into complex competences within the process of solving work problems. During practicum stages students have opportunity to involve in professional activities, to directly experience specific professional roles and tasks, to confront with problems and to reflect on possible solutions. However, the question is if the manner practicum stages are organized allows the development of all competences needed in profession. What problems arise in organization of practicum stages and how this initial training component can become more efficient? In this paper, we explored the opinions of counselors and of students enrolled in Educational Psychology and Counseling Master Program about the efficiency of training through practicum stages and about the strategies facilitating significant learning. Data were collected through in depth interviews and were processed through qualitative content analysis. Implications of the results in organization of school counseling practicum stages are discussed.
Keywords: school counselor, initial training, practicum stages, training strategies.

 

THE INFLUENCE OF STUDENTS’ COGNITIVE STYLE, THEIR LEARNING APPROACH AND TEACHER-STUDENT RELATIONSHIP ON ACADEMIC ACHIEVEMENT

ANA-MARIA ȚEPORDEI - Lecturer, Ph.D., “Alexandru Ioan Cuza” University, Iasi, Romania; ana.tepordei@uaic.ro
LAURA-SONIA CUCIAC -  Teacher at „Grigore Cobălcescu” Technical College, Moinești, Romania; soniacuciac@yahoo.com
ADRIAN-VICENȚIU LABĂR - Lecturer, Ph.D., “Alexandru Ioan Cuza” University, Iasi, Romania; vicentiu80@yahoo.com
CRISTIAN-CĂTĂLIN CUCIAC - Teacher, Ph.D., at „Grigore Cobălcescu” Technical College, Moinești, Romania; criskukzak@yahoo.com

Abstract
The aim of the present study was to investigate the predictive power of individual factors – cognitive style and learning approaches – and teacher-student relation on students’ academic achievement in Math. The criterion variable was measured both by the final grade for the first semester and by the result at the baccalaureate simulation. Participants in this study were 243 students in 11th and 12th grade from a technical college. Linear regression analyses showed that the predictive models for the two dependent variables were similar. All independent variables except for the deep approach proved to be significant predictors of the students’ Math performance. Moreover, in both models, teacher-student relation, followed by the rational cognitive style was the strongest predictor.
Keywords: cognitive style, learning approach, teacher-student relation, academic achievement.

 

THE ANALYSIS OF GOOD PRACTICES AND COMMUNICATION DIFFICULTIES WITHIN THE ROMANIAN UNIVERISTY ENVIRONMENT VIA HOFSTEDE’S AXIOLOGICAL DIMENSIONS

DANIELA-VICTORIA ZAHARIA - Faculty of Psychology and Education Sciences,”Alexandru Ioan Cuza” University of Iași, e-mail: daniela.zaharia@uaic.ro
ANDREI HOLMAN - Faculty of Psychology and Education Sciences,”Alexandru Ioan Cuza” University of Iași e-mail: holman@psih.uaic.ro
LIVIU-GEORGE MAHA - Faculty of Economics and Business Administration, ”Alexandru Ioan Cuza” University of Iași, e-mail: mlg@uaic.ro
LUMINIȚA-MIHAELA IACOB - Faculty of Psychology and Education Sciences,”Alexandru Ioan Cuza” University of Iași, e-mail: lgim@uaic.ro

Abstract
In tackling the Romanian academic environment, we were interested in the extent to which the perception of communication blockages and of good organizational communication practices are correlated with the cultural dimensions of the model formulated by Hofstede (1980/ 2001). 939 subjects, from the four categories of envisioned stakeholders (teaching staff, administrative staff, students, employers) responded to three questionnaires: 1. a questionnaire targeting factors that have a negative influence on communication within universities; 2. a questionnaire targeting a three-dimensional evaluation of good communication practices; 3. a questionnaire targeting cultural values [Hofstede, 1994]. The results have shown the existence of significant correlations not only among cultural values and perceived communication blockages, but also among cultural values and evaluation of good practices (existence, implementation possibilities, and benefits). We have highlighted both similarities and differences among the positions of the envisaged stakeholders. The results mark out that axiological anchoring can erase certain ”borders” among stakeholders and also that the same attitude-value pattern can have different effects. The present results highlight the need for a differentiated approach in measuring and improving institutional communication.
Keywords: communication, good practices, blockage, attitude-value orientation.

 

ABUSE AND MALTREATMENT OF CHILDREN WITH DISABILITIES IN ROMANIA; ANALYTICAL PERSPECTIVES

ALOIS GHERGUȚ - Professor, PhD, Faculty of Psychology and Educational Sciences, “Alexandru Ioan Cuza” University of Iasi; e-mail: alois@uaic.ro

Abstract
The problem of abuse of children with disabilities is a serious issue, but is still not largely recognized by service agencies. Prevention and abuse awareness programs need to include information about the heightened risk of abuse of children with disabilities, and the onset of a permanent disability as a consequence of abuse. In many cases researchers have had difficulty estimating rates of maltreatment among children with disabilities. One reason is that many countries do not collect the same data about maltreated children in the same ways. Another reason is that researchers identify disabilities among maltreated children in different ways. Child maltreatment, also known as abuse and neglect, affects all types of children, but children with disabilities may be at even greater risk of being maltreated than children without disabilities.
Keywords: abuse, maltreatment, children with disabilities.

 

EDUCATIONAL SUPPORT FOR STUDENTS WITH A MIGRATION BACKGROUND IN ROMANIA AND ITALY: A COMPARATIVE PERSPECTIVE

NICOLETA-LAURA POPA - Associate professor, PhD, Facultyof Psychologyand Educational Sciences, „Alexandru Ioan Cuza” University of Iași. Visiting Scholar Progetto „Collegio Matteo Ricci”, University of Macerata. E-mail: nicoleta.laura.popa@uaic.ro
ROSITA DELUIGI - Researcher, PhD, Department of  Education, Cultural Heritage and Tourism, University of Macerata. E-mail: rosita.deluigi@unimc.it.

Abstract
In the last decades, migration flows produced different effects for Romania and Italy: while Romania became one of the main European emigration countries, Italy received large immigrant stocks mainly from Eastern European, North-African and Latin American countries. Although the migration frameworks in the two countries are different, educational challenges are to some point similar, and it is our belief that important lessons are to be learnt from mutual knowledge sharing and comparative approaches. The present contribution briefly describes available educational support for students with a migration background (In the Green Paper Migration and Mobility: Challenges and Opportunities for EU Education Systems, prepared by the Directorate-General for Education and Culture of European Commission in 2008 there are several terms referring to migrant children introduced as synonyms, such as “children from a migrant background”, “children of migrants” or “migrant pupils”, all of them defined as “the children of all persons living in an EU country where they were not born, irrespective of whether they are third country nationals, citizens of another EU Member State or subsequently became nationals of the host Member State” [2008, p. 3]. In the Romanian case, the situation of returned migrant children should be considered carefully, as some of them were born or educated since the beginning of their school life in the destination country, and may face barriers towards social and educational inclusion in their “home” country.) in Romania and Italy, within the larger European effort to support social and school inclusion, and also emphasize the need for more information exchange. To a certain extent, educational effects of migration flows have been under anticipated at the European level and professionals in the field should invest more in comparative approaches, but also in investigations of results and outcomes of specific measures through in-depth analysis.
Keywords: students with a migration background, educational support, Romania, Italy.

 

DEVELOPMENT IN THE FIRST YEARS OF CHILD’S LIFE. ANALYSIS OF THE ROMANIAN REGULATORY FRAMEWORK OF EARLY EDUCATION

LILIANA STAN - PhD Prof., “Alexandru Ioan Cuza” University of Iasi, Faculty of Psychology and Educational Science, Iași; e-mail: lstan@psih.uaic.ro.

Abstract
Perceived as early education and/or elementary education, early upbringing is associated to a complex of finalities: development, learning, humanisation, socialisation, disciplining, empowerment, culturalisation etc. Accepted as a distinct and primordial intentional direction of each and every educational process, child development is mostly often placed within an implicit acting registry with its emerging (negative and positive) effects. The Romanian regulatory system in force with regard to formative intervention within formal framework for young children contains an original structuring where development represents a variable of content which would transcend its finality and does not lose that statute.
Development is given the central part within the referential construction of ideas in the documents specifying directions to be followed by practitioners’ interventions. This study emphasises the statue of the development variable within the document on Early Educational Curriculum for children from birth to 6/7 years (in effect as for 2008), while it gives corresponding stages for ages between 0 and 3 years and 3 to 6/7 years.
Keywords: development, early education, elementary education, curriculum.

 

SOCIAL PEDAGOGY – TRADITION, CONCEPTUALIZATION AND CONTEXTUALIZATION

MARIANA MOMANU - Associate Professor Phd, Faculty of Psychology and Education Sciences, e-mail: momanu@uaic.ro.
MAGDA-ELENA SAMOILĂ - Phd, Faculty of Psychology and Education Sciences, e-mail: magda.samoila@uaic.ro.

Abstract
The study is a systematic analysis of social pedagogy, based on the classical and recent contributions in the international and Romanian literature. The analysis of the epistemological identity and semantic developments in social pedagogy starts from the philosophical and ideological traditions that enabled the consolidation of this field in various cultural and historical contexts. In our opinion, the efforts made for identifying the components of social pedagogy semantics and the moments leading to the widespread use of this concept represent a fundamental contribution to both the understanding of the current interests in social pedagogy and the comprehensive ways of addressing this field and its dynamics. Beside the wide variety of options provided by the social pedagogy in terms of fields of study and actions, the best use of reflections on the learning experiences provided by schools, local authorities and other social institutions in line with the current challenges of the contemporary world creates the premises for the analysis of social pedagogy from two viewpoints: concept and action. Similar to Juha Hämäläinen [2012], Finnish pedagogue, we consider that the progress of social pedagogy should be related to historical and circumstantial factors. This paper supports the idea that the identity of this field in the Romanian cultural context is given by both the theoretical contributions reflecting the peculiarities of cultural and ideological options’ dynamics during the quoted social and historical moments, and the practices and interventions reflecting the specific aspects of cultural contexts when the social pedagogy imposed itself.
Keywords: social pedagogy, Romanian social pedagogy, historical context, philosophical and cultural traditions.

 

EXPLORING ANNUAL EVALUATION OF ROMANIAN TEACHERS: CONTEXT AND RELEVANCE

ROXANA-MARIA GHIAȚĂU - PhD, Lecturer, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iasi, Romania; e-mail: roxanag@uaic.ro

Abstract
Teacher evaluation is a sensitive subject around the world. The forms and the methods for realizing this assessment are quite different from country to country. The most frequent evaluation form of pre-university teachers in Romania is the annual evaluation. The main purpose of this research is to explore the recent documents that regulate the annual evaluation, identifying the limits and ambiguities involved, as well as the disturbing effects generated in the educational system. The problems of teacher’s evaluation methodology from 2009 are: semantic and content ambiguities, magistrocentricity, total neglect of the student’s psychology, formalism and exacerbated legalist discourse. The basic error of these documents is that they do not reflect the essential dimensions of the teaching performance, but rather compliance with the law. The documents were elaborated hastily, with no solid scientific basis that may support the generation of a valid theoretical model.

Keywords: teacher evaluation, annual evaluation, improvement of the teaching process.

 

CONTINUOUS PROFESSIONAL TRAINING IN THE POLICE SYSTEM – AN APPROACH IN TERMS OF PROFESSIONAL TRAINING NEEDS

CRISTINA UDREA - PhD Student at „Alexandru Ioan Cuza” University – Faculty of Psychology and Educational Sciences, udrea_c@yahoo.com

Abstract
Today’s societal conditions have yielded a highly competitive professional environment and the galloping changes in economy, law, technology, administration or education are now generating a data surplus that surpasses what was once taught in school and thus, the initial training is no longer ample enough for finding or maintaining a job. Consequently, continuous professional training is gaining more and more interest and its importance is acknowledged both for organizations (represented by top managers) and individuals (who occupy various posts as employees).
In order to offer effective solutions for the citizens they serve, a police force requires a highly prepared staff with an extended range of theoretical knowledge, abilities and practical skills as well as a broad palette of professional attitudes. Designing a continuous professional training programme for policemen must start with identifying their needs, at the same time fitting their personal traits.
The results we found after conducting a study in 2014 offer us a view regarding what might be approached in terms of methodology while designing the process of continuous professional training as applied to police forces.
Keywords: continuous professional training; recruitment; selection; police system; professional training need.

 


Actualizat: 21 martie 2016
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