Aurel Vlaicu University of Arad Editing House: Journals
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CURRENT PERSPECTIVES ON TEACHER MENTORING: 10.24250/jpe/Vol.32/1/2023/LCT
No full textFrom the perspective of the ideas promoted by modern educational paradigms, the role and activity of the mentor teacher must converge with them, both in terms of carrying out the practical educational activity by the mentor teacher and in terms of advising beginning teachers or the students/pupils carrying out their pedagogical practice. How they carry out the mentoring activity and how they coordinate and direct the didactic activities of the beginning teachers or students are essential factors in their initial training with an impact on their future didactic activity. A current, modern perspective of the mentor regarding the elements of the educational process, regarding its procedural teaching-learning-evaluation, will support the shaping of an appropriate, up-to-date vision for the mentored individuals, which will be reflected in their own teaching activities. The quality of the teacher mentoring activity is conditioned not only by the characteristics that define the profile of a competent mentor (pedagogical expertise, interpersonal skills, communication, the ability to provide constructive feedback, to ensure proper management of lessons, etc.) but also by the implementation in the educational practice and the mentoring activity of the trends of modern educational paradigms. In correlation with the abovementioned ideas regarding the development of the teaching mentoring activity following the characteristics of modern educational paradigms, we investigated the opinion of a group of teachers in pre-university education regarding the importance of carrying out the teacher mentoring activity and the didactic activity in general in agreement with the trends in the evolution of didactics and current paradigms
WHY DO STUDENTS GO TO COUNSELLING? 10.24250/jpe/Vol.32/1/2023/DL
No full textThis research set out to identify the reasons why students attend the faculty/university counseling office and to identify students' preferred ways to promote the services of their faculty/university counseling office for the years 2019 and 2022. The research method used was a questionnaire survey (Alpha Chronbach coefficient is .790), applied to 207 students. The counselor’s personality matters the most (5.2464- on average value) when students address the counseling office, followed by the promotion made to the counseling office (5.1304 average) and the students' interest (5.0242 average). The reasons for addressability to counseling is centered on: the need for individual counseling services (105 choices, N-207), the need for career counseling (47 choices) and the students' need for information (15 choices). Students acknowledge that they need individual counseling services (105 choices) and career counseling services (47 choices) but some are unaware of the existence of the counseling office (69 choices) and would need counseling, because they are not self-confident (51 choices). The ways students prefer to promote counseling services are flyers (26.06%) (mean - 3.69 with standard deviation - 13.41) and Facebook posts or on student groups (25.31%) (mean - 3.58 with standard deviation - 13.43)
THE IMPACT OF USING BOARD GAMES ON THE DEVELOPMENT OF SITUATIONAL MOTIVATION IN PRIMARY SCHOOL CHILDREN: 10.24250/jpe/SI/2023/CJ/CAB/MC/
No full textThe study highlighted the impact of an activity program in which board games were used to develop situational motivation in first-grade school children. The participants (ages 6-8 years) were primary school students from rural areas randomly assigned to the experimental group (EG; n= 13) and control group (CG; n= 13). The level of situational motivation was measured with the Situational Motivation Scale (SIMS) developed by F. Guay, R. J. Vallerand, and C. Blanchard (2000). After initial testing, for eight weeks, ten board games (Dixit, Domino in syllables, my first 5-second game, Tetris, Vocalopoly, etc.) were introduced twice a week for the development of mathematical and linguistic skills. The results of the comparison t-test on paired samples, as well as on independent samples of the Situational Motivation Scale (SIMS), show that there are statistically significant differences regarding the level of situational motivation in the two moments of the application of the scale, pretest, and posttest in the experimental group (t =-15.503, p<0.001), but also between the two groups (experimental and control) in the post test phase (t=10.539, p<0.001). In conclusion, the research results highlight that using board games in the activities carried out with first-grade students improves the motivation of school children
SHADOW EDUCATION IN HONG KONG: THE EFFECTS OF BACKWASH ON HONG KONG SECONDARY STUDENTS: 10.24250/jpe/SI/2023/RCHC/
No full textShadow education is a widely discussed topic in Asian countries since this is a popular way of learning for students. In Asian society, parents have invested a lot of money into shadow education, and they hope that their children can stay competitive or climb up the social ladder by getting good grades in public exams. Shadow education becomes a method that some people believe can help students to perform well in the exam, but is this true? In this paper, the focus is on the backwash effects of shadow education, and whether shadow education can help students to perform well in the exam. 12 secondary school students in this study expressed that shadow education can help them in their public exams and it has some positive effects on their overall exam grades. However, there are only a few studies focused on the effects of shadow education on students’ exam performance, and it seems that this area has not been completely discussed in the field of shadow education. As a result, this study hopes to contribute to backwash in shadow education, and whether it can help students to improve their grades in the public exam
AUTONOMOUS LEARNING – A THEORETICAL APPROACH: 10.24250/jpe/SI/2023/MIA/
No full textAutonomy is a pedagogical concept with multiple educational dimensions, the most important correlative notions being involvement, freedom of choice, responsibility, critical thinking, and metacognition. Educational autonomy is a pedagogical concept with multiple educational dimensions, important correlative notions being activation, freedom of choice, responsibility, critical thinking, and metacognition. The common teacher-student actions aim to increase the student's autonomy and include the acquisition of meta-knowledge and the use of meta-cognitive strategies, reflection on knowledge, performing self-evaluations and co-evaluations, combining individual activity with cooperative work activities, and mutual exchanges. The student thus contributes responsibly to his own training, (self) training. The autonomy of the student is objectified in the management of the new knowledge, in setting their own goals and strategies of learning and training, in the hierarchy of priorities, in the design of the strategies of (self) monitoring and self-evaluation, in the curricular management, in the time management. Just like self-education, self-training refers to the conscious, voluntary processes, in which the person undertakes actions aimed, consciously, at qualitative transformations, which lead to the development of his own personality. In self-training, "learning to learn" is essential, understood as the assimilation of cognitive/intellectual and metacognitive skills, contributing to the transformation of self-instruction and self-training into a necessity
THE DIDACTIC MENTOR'S KIT. THE EFFICIENCY OF THE MENTORING ACTIVITY : 10.24250/jpe/2/2023/CMC/
No full textIn a mentoring program, two characters are necessarily involved: the mentor and the mentee. In order to achieve an effective, authentic mentoring process, one must start from the intersection of the answers to two questions: What do I expect from the mentor/mentee and What do I bring to the mentoring process? In addition to personality and professional traits, the mentor teacher has to prepare and use a series of working tools, a mentor's kit, which in a general form we will present in this work paper and which need to be adapted according to the needs of the mentee and the school institution. The tools in the mentor's kit were presented and offered for use to the 293 teachers, participants of the Prof I and II course, in two modules. In short research survey we introduce present the views of the mentors who used them
THEORETICAL FOUNDATIONS REGARDING STEAM EDUCATION AT PRESCHOOL AGE : 10.24250/jpe/2/2023/DFST/
No full textThis article supports and promotes the introduction of STEAM education in preschool education and its advantages. Modern education is not a renunciation of the valuable heritage of the past, but a restructuring of its relationship with the future, a 180 degree turn of its point of departure. STEAM education is a challenge of the modern, technological world. Unlike the classical lessons in the traditional system of education where the teacher teaches the students, STEAM is an active, applied and constructivist method of "learning by doing". The children, regardless of their age, should be encouraged to think deeply, so that they have the chance to become innovators and leaders who can solve the most pressing challenges facing our future. STEM and STEAM projects put the foundations of an openness to concepts that would normally come across a lot later and much more theoretical. Postmodern education is adapting day by day the needs of tomorrow's future adults, the key to success being knowing how to adapt and how to use what you have learned, for continuous change and development
Biological Bases of an Injury: Applications to Resistance Training
Get PDFUnderstanding the biological factors of an injury is beyond the aspects that caused this condition in the athlete. Thus, the aim of this study is to develop a solid understanding of the biology associated with the development of an injury derived from the practice of physical exercise and its related aspects. It is verified that the harmful processes affect countless strength training practitioners throughout their periodizations. These injuries lead to departures from the training routine and delays in the development of the practitioners' goals. Lesions mainly affect joint structures, with synovial joints being among the most affected. Reduced muscle strength and impaired mobility are among the factors that contribute to the development of joint damage. Bone injuries are also among the most present in the population practicing physical training, and these are caused by microfractures derived from shear loads common in contact sports. Muscle strengthening, including training variables and biomechanical techniques, help to reduce the incidence of injuries and in their treatment when they are already installed in the physical exercise practitioner
The Impact of Physical Exercise on Motor Education to Pupils
Get PDFIntroduction: Physical exercise, as an application of body exercises, is an adapted process, which during the application of movement activities causes changes in human abilities, from the initial ones to the desired ones. Physical exercise is an adapted, thought-out and organized process with the application of certain exercises and methods, which cause changes in the exerciser's physical condition. The purpose of this paper review is to analyze the literature and understand every movement or every physical activity that in a correct and harmonious manner with legalities, is carried out for the achievement of concrete actions of physical education. In fact, it has an important impact on physical exercise is: - creation of certain skills and habits; -development and improvement of movement and functional skills; - satisfaction of personality needs (creative, recreational and human needs, entertainment needs). Methodology: In order to fulfill this review are using methods of literature analysis, and is made combination and comparison of data from various works of authors varied. To successfully realize this review paper we studied and analyzed the contemporary scientific literature. The methods used are: literature analysis, physical activity and recommendations. Recommendations: In the literature used, one can clearly see the importance of understanding that, the higher quality level of pupil movement culture, the higher level of mastery of teaching tasks and the higher level of movement skills education
Development of motor skills through movement games
Get PDFIntroduction. The new requirements and conditions formulated by the development of society impose on the didactic process of physical education its enrollment in the idea of modernizing the activity, imposing a richer content and a complex methodology based on a deep knowledge of the level of development and growth of the organism at a given moment. The goal. In the paper, I set out to investigate whether the effort made in systematic and correctly dosed physical education lessons has the role of optimizing and perfecting the development process (physical, motor and mental) of the students' bodies, as well as to find out whether the consistent practice of games of movement in the school activity (class and optional lessons) and independent activity contribute to strengthening the spirit of discipline and organization, to the easy practice of physical exercises performed with a greater effort in the lesson, as well as to the faster development of qualities motor skills (speed, skill, endurance, strength and mobility). The hypothesis. By using movement games in a rhythmic way within physical education lessons, after a judiciously elaborated planning, I believe that they will contribute essentially to the faster development of motor qualities (speed, skill, resistance, strength and mobility), to strengthening the spirit of discipline and organization, to a faster adaptation to the effort in the physical education lesson.Work methodology. The subjects are between 7-8 years old. The research took place over a period of 6 months, using two experimental and control groups. The initial measurements were carried out in the first semester (September 2022), and the final tests took place in February 2023. During the experiment, we used movement games, which gave a pleasant character to the physical education lessons. Results . Through the use movement games, lessons have become may pleasure and efficient, increasing the interest manifested by children in the the process instructive-educational. Conclusions. The movement games used in the physical education activity had a positive influence in obtaining the results of the experiment