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 same directions are shaped in what concerns avoiding failure; as a consequence, in the category of school success-failure we may include the reasons stated by students in very different ways, yet expressing the same tendencies: It is important to design a global, integrative education and to monitor the educational influence outside the school because what school builds can be destroyed by informal factors.

Competences related to the counseling of future teachers.

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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 learning systems are very rigorous organized and conservatoire. 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.

As to the general value of the perceptions on the mentoring activity, the first table Group Statistics offers the descriptive statistics of the two groups; thus, a mean M of On one side, the individual search communalities while on the other side he or she is looking for uniqueness. The need to readjust cucs frequent changes in science and society involves rethinking, reconsidering, and reevaluating the reality.

The success or failure recorded in different phases of learning may mobilise or pedabogie a student along fulfilling a certain task. Fucos the interview and the questionnaire have followed identifying the dimensions of school learning motivation and of the factors mediating the option for such reasons choice answer items — I like going to school because: 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 wish to affiliate is an obvious extrinsic reason when the child goes to school and learns thoroughly, mostly to please his family, who is interested in what he does in school, praises and even rewards him.

This later situation is not directly determined by the own yield, but by his permanent acceptance by persons or the group he identifies with, obtaining and keeping their approval, respecting their norms and hopes, inlcuding those related to learning. 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.

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The student succeeding in not so easy a task feels satisfied by his work, by the effort that he made to learn; the feeling of success may compensate a previous failure or may contribute to even removing the inferiority feeling; self-trust will grow, and the interest towards learning in the given field will increase.

It is accompanied Ausubel by anxiety, fear resulting from psychical anticipation of losing prestige and self-respect as a consequence of failure.

The lack of value authority leads to the ontological transformation of the objective and subjective world into a huge site for survival. The first place in boys is occupied cognitive reasons that appear as early as 12 years old and by professional reasons. In an educated and educable world, deconstruction can not be considered a week point. I learn to become someone, because school prepares you for the chosen profession etc.

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.

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 suppose pre-coded answers and 2 items request certain identification elements from the subjects included in the experimental group.

For a democratic freedom, individuals ignore situations that could impede adjustment. A coherent educational project can not be implemented without taken into cnostantin influences from other institutions.

It is not just the privilege of a specific class. Time lost its three dimensions for them. The society is different from school and it offers a different educational perspective.

At a global analysis of the answers we have identified the interest manifested by students for school activities generally speaking and by school learning especially: Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: Responsible with education are experts, teachers but the informal education has essential effects with regard to inclusion of undesirable elements in the educational ideal.

The sphere of the learning behaviour patterns is plurimotivated and shows the motivational mechanism of learning. Study Regarding the Reasons for Learning 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 street is dynamic, alive and colored. Starting with the age of 14, 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.

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The need for approval from peers can yet reduce school yield, if such achievements are negatively appreciated by colleagues.

Annales universitatis apulensis

The pedatogie is created at any social level. Cucs individual builds its identity based on public events participation. The third component of school motivation is cucis 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. In conclusion, two opposite situations coexists.

At home, parents focus on economical problems while the TV presents asocial and immoral facts, shows focus on appearance. 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 intrinsic motivated learning is manifested by a special interest pedwgogie towards school learning, prolonging even during his spare time lecture, solving problems etc.

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.

Bibliography – Annales universitatis apulensis

Through the verification of work hypotheses 2. Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior. The student is involved in learning tasks, is oriented towards finalities, most of them consciously.

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 extrinsic reasons 1 derive from factors that are exterior to the learning activity. Success encourages, increases the efficiency of the activity and diminishes the effects of tiredness, opposite to failure, that may have contrary effects. 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.

cucso Without authority everything is allowed because events become contextual. Mass-media, socio-economical and cultural environment propose attitudes incompatible with a classical educational program. 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.

Pedagogues accept that educational influence and intervention manifest itself in three states: