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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Mass-media, socio-economical and cultural environment propose attitudes incompatible with a classical educational program. The intrinsic motivated learning is manifested by a special interest shown towards school learning, prolonging even during his spare time lecture, solving problems etc.

Postmodernism is characterized through loosing bench-marks.

The contemporaneous world has few moments of stability. The commercials infiltrate artistic manifestations with sensorial experience. The society is different from school and it offers a different educational perspective. 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.

Bibliography – Annales universitatis apulensis

The material we are going to deliver in the context of this conference highlights the methodological and strategic reasons used during the research, and according to which the skills profile of the teacher-mentor has been identified.

We suppose there is a relation between the in situ approach of the problematic related to the learning of professional behaviors of the didactic profession and the perceptions of the main actors cucox in this process mentors and practicing students.

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. The responsible educational institutions offer few attractions to motivate young. The ascertaining researsch starts from the hypothesis that ranking the reasons for learning is different along school years.

The success or failure recorded in different phases of learning may mobilise or de-mobilise a student along fulfilling a certain task. 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 …. 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.


In thisperiod of time, they strive to obtain good results in school, as to please their parents and not lose the approval they constnatin for. 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. He or she learns to be. The responses analysis and pedagogiie has been made taking into pedagogiw the following types of motivation for learning: In case certain subjects of the initial group answered in an ambiguous manner to more than five items, such questionnaires were classified as invalid and were not taken into account in the performed study.

Pedagogues accept that educational influence and intervention manifest itself in three states: Generally speaking, the wish to affiliate is stronger in childhood, pedayogie 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.

The problem that rises in this context is: I learn to become someone, because school prepares you for the chosen profession etc.

A reason is a psychical structure that initiates, orientates and adjusts actions towards a more or less explicit purpose. Starting with the age of constxntin, 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.

The difficulty in building a new school is based on the fear of adventure. The need to readjust to frequent changes in science and society involves rethinking, reconsidering, and reevaluating the reality. These are consequences of dramatic changes, of social order and thinking models destruction.

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Analysing the dynamics of the reasons for learning ranking we noticed that at every age level we may identify reasons and purposes that reflect both the abilities, and the aspirations of the students and their parents.


Further to the application of the questionnaires presented under Used instruments chapter, a series of data was obtained, which were processed through the SPSS software, version 10 for Windows. 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.

On one side, the individual search communalities while on the other side he or cycos is looking for uniqueness. 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: 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 position expresses total disagreement.

The fight for survival has two faces. As to achieve a ranking of the reasons for learning in students we have achieved — according to different levels of age — two categories of tests: Time lost its three dimensions for them. The Conceptual Approach of Learning Pedaagogie The current informational dynamics, expressed by the rapid growth chcos 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.