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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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: He or she learns to be.
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. Still, generally speaking, during adolescence the impulse of the strong ego affirmation is the dominant component of the school motivation, as well as during the active period of time of the individual, maintaining high levels of aspiration.
The motivation for learning is made of all the reasons that, in their capacity 20006 internal conditions of the personality, determine, orientate, organise and augment the intensity of the learning efforts.
Observing school obligations consgantin order to avoid punishment has negative consequences not only in getting good marks, but also in the personality system of the student. Competences related to the counseling of future teachers.
Identifying the factors according to which this ranking is made is very important for the educators. The problem that rises in this context is: 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 pedagohie of the signification test test t, Student.
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.
The responses analysis and interpretation has been made taking into consideration the following types of motivation for learning: Researches believe the hard core in education belongs to the formal education. Our supposition that learning is determined in tenagers high-school students mostly by self-achievement constanfin has not been confirmed. I am with my colleagues, to get marks, to have a diploma, to write and read etc.
Bibliography – Annales universitatis apulensis
The responsible educational institutions offer few attractions to motivate young. Mass-media, socio-economical and cultural environment propose attitudes incompatible with a classical educational program. Pedagogues accept that educational influence and intervention manifest itself in three states: In an educated and educable world, deconstruction can not be considered a week point.
The questionnaire for identifying the perceptions of practicing students on a group of competences relevant for the professional profile pedavogie 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. 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.
From this attitude derives the lack of scruples and relativism of values. 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. On one side, the individual search communalities while on the other side he or she is looking for uniqueness.
Seriousness is abandoned in favor of happy mood. The reasons for which a student makes cognitive efforts to acquire new knowledge are the result of more conjugated factors, starting from his capacity to learn to the general mobilisation towards this activity. The sphere of the learning behaviour patterns is plurimotivated and shows the motivational mechanism of learning.
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. 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.
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The Conceptual Peagogie of Learning Motivation The current informational dynamics, expressed by 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.
We may include in the same category reasons determined by the desire to lease educators they get attached to and unconditionally admire which is specific to young studentsas well as the desire to get together with colleagues, friends, to generally do everything that their peers do.
As to identify the dynamics of the interest in school activities, we have performed a comparative analysis of answers, according to age. Starting from costantin fact that success in school learning is not only the peeagogie 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 society is different from school and it offers a different educational perspective.
The two questionnaires were drafted through the application of the focus group method, which had three rounds of two hours each.