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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I learn to become someone, because school prepares you for the chosen profession etc. 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 prdagogie reached pedaagogie that stop it at a given time, presumes ranking the reasons for learning from qualitative and quantitative criteria.
The learning systems are very rigorous organized and conservatoire.
Bibliography – Annales universitatis apulensis
costantin The street is dynamic, alive and colored. At these ages, competition in school results may be a strong motivational factor. 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. 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 consyantin …impulse towards ….
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Mass-media, socio-economical and cultural environment propose attitudes incompatible with a classical educational program. 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 Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: At home, parents focus on economical problems while the TV presents asocial and immoral facts, shows focus on appearance.
Identifying the factors according to which this ranking is made is very important for the educators. Democracy invocation leads to abandoning certitude and allowing incertitude. 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 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.
Conclusions The role of motivation in school learning is extremely complex. On one side, the individual search communalities while on the other side he or she is looking for uniqueness.
Competences related to the counseling of future teachers. The 40 items relevant for the performed study were also associated to a Likert-type five step scale where the 1 st position expresses total agreement and the 5 th position expresses total disagreement. It is accompanied Ausubel by anxiety, fear resulting from psychical anticipation of losing prestige and self-respect as a consequence of failure. The role of motivation in school learning is extremely peedagogie.
Not just the future is under the threat of shock Toffler, but also the present, and maybe even the past. 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 pevagogie ways, yet expressing the same tendencies: 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.
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.
Analysing the dynamics of the reasons for learning ranking we noticed that at every age level we may identify reasons and purposes that 200 both the abilities, and the aspirations of the students and their parents.
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.
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.
If achieved, learning is with hard efforts and tiresome. 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. We found interesting the statements of the years old students, that are cognitively motivated the most, comparing to older students.
The intrinsic motivated learning is manifested by a special interest shown towards school learning, prolonging even during his spare time lecture, solving problems etc. 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. In thisperiod of time, they strive to obtain good results in school, as to please their parents and not lose the approval they wish for.
A reason is a psychical structure that initiates, orientates and adjusts actions towards a more or less explicit purpose. Conversely, failure, mostly when associated with discontent and parental criticism may generate a negative school motivation.
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. The problem that rises in this context is: The student is lead to learn the past for gaining competencies in order to consciously participate in building the present world.
Annales universitatis apulensis
Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior. The idols destruction has a strong ontological justification. Art insert in daily life and focus on appearance are other postmodern challenges. 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 need to readjust to frequent changes in science and society involves rethinking, reconsidering, and reevaluating the reality. Today their identities embed. The need for approval from peers can yet reduce school yield, if such achievements are negatively appreciated by colleagues. The sphere of the learning behaviour patterns is plurimotivated and shows the motivational mechanism of learning.
