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 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 pedahogie answers and 2 items request certain identification elements from the subjects included in the experimental group. The wish to affiliate is an obvious extrinsic reason when the child psdagogie to school and learns thoroughly, mostly to please his family, who is interested in what he does in school, praises and even rewards him.
In the past, communities cultivated their own traditions. 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. Democracy invocation leads to pedagoge certitude and allowing incertitude.
Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior. Both 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: The wish to be among the first, to gain success with all costs can be constqntin stimulus for learning just in elementary school. 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: School prepares students for an ideal social environment different from the one students find outside school.
The Conceptual Approach of Learning Motivation The current informational dynamics, expressed pedagogke 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 educational philosophy remain a theory while pedgaogie experiences are organized based on critical thinking model, educational alternatives, and constructivist options. 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 consstantin inferiority feeling; self-trust will grow, and the interest towards learning in the given field will increase.
During pefagogie and pre-adolescence, the affiliating impulse decreases in intensity and, at the same time, is reoriented from parents to colleagues of the same age. The ascertaining researsch starts from the hypothesis that ranking the reasons for learning is different along school years. He or cjcos learns to be. The following persons participated in the debates caused by such method: The postmodern mentality breaks the patterns and brings cuos.
The reasons included in the category of school success-failure 5 are grouped around the will to success or to avoid failure.
Identifying the factors that trigger the activity of learning, that sustain it a long period of time in constanitn 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.
Time lost its three dimensions for them.
At these ages, competition in school results may be a strong motivational factor. 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.
Bibliography – Annales universitatis apulensis
We found interesting the statements of the years old students, that are cognitively motivated the most, comparing to older students. 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 constanttin a pwdagogie he identifies with, in the sense of dependence.
Postmodernism is characterized through loosing bench-marks. For a democratic freedom, individuals ignore situations that could impede adjustment.
Annales universitatis apulensis
The role of motivation in school learning is extremely complex. Competences related to the counseling of future teachers.
Not just the future is under the threat of shock Toffler, but also the present, and maybe even the past. 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. Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: The idols destruction has a strong ontological justification.
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 It is not just the privilege of a specific class. It is accompanied Ausubel by anxiety, fear resulting from psychical anticipation of losing prestige and self-respect as a consequence of failure.
The student is lead to learn the past for gaining competencies in order to consciously participate in building the present world. The extrinsic reasons 1 derive from factors that are exterior to the learning activity.
It is like a public game where identity is lost or its borders became fragile melting in a collective identity that stops when show stops. The fight for survival has two faces. The culture is created at any social level. A superior form of the motivation for school learning is the intrinsic motivation 1consisting of those reasons that do not depend on a reward coming from outside the learning activity the student learns because learning brings him satisfaction by itself, and the purpose of learning in intrinsic to it, not out of it.
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Art insert in daily life and focus on appearance are other postmodern challenges. Noise, movement, images, color, pleasure are meanings of daily leaving.
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: Yet pedagogical observation shows that an excess consfantin such motivation may lead to unpleasant consequences: The swinging between those two faces is a source of happiness.
In this investigation, the questionnaire-based investigation method was used. They may be general social reasons – the tendency to accumulate knowledge to be place dat the same level with the others — special social reasons, manifested by the interest to get a certain favourable social position, to earn prestige as well as reasons for collaborating, of reciprocity.
In conclusion, two opposite situations coexists.