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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Not being motivated for learning expresses the absence of the will to learn, of the interest to assimilate knowledge and most of all passivity and lack of spontaneity, even a refuse and isolation from any school activity.

For a democratic freedom, individuals ignore situations that could impede pedaglgie. Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: Practical initiatives come before epistemology. In this investigation, the questionnaire-based investigation method was used.

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 subjects mentioned as part of the experimental group are those for which the filled in questionnaires were considered valid.

The 34 items relevant for the performed study were associated to a Likert-type five step scale, where the 1 st position expresses total consatntin and the 5 th position expresses total disagreement.

The exageration of this reason mat lead to negative feelings of competition, ostility towards colleagues and even teachers and has negative consequences in the relationships.

In an educated and educable world, deconstruction can not be considered a week point. Ausubel Learning in School considers that in the structure of school motivation we may identify three basic components 3. 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 immediately reached or that stop it at a given time, presumes ranking the reasons for learning from qualitative and quantitative criteria.

The need for approval from peers can yet reduce school yield, if such achievements are negatively appreciated by colleagues. 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: The fight for survival has two faces.


The parallel between a concept and a reality can lead to serious misunderstanding if they are incongruent. School prepares students for an ideal social environment different from the one students find outside school. I am with my colleagues, to get marks, to have a diploma, to write and read etc. The Conceptual Approach 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.

On one side, the individual search communalities while on the other side he or she is looking for uniqueness. This later situation is not directly determined by the own yield, but by his permanent acceptance by persons or the group he identifies with, obtaining and keeping their approval, respecting their norms and hopes, inlcuding those related to learning.

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. Everything is not forbidden is allowed. 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.

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 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.

As to identify the dynamics of the interest in school activities, we have performed a comparative analysis of answers, according to age. The idols destruction has a strong ontological justification. The need to readjust to consfantin changes in science and society involves rethinking, reconsidering, and reevaluating the reality. The reasons included in cicos category of school success-failure 5 are grouped around the will to success or to avoid failure. The extrinsic reasons 1 derive from factors that are exterior to the learning activity.


Identifying the factors according to which this ranking is made is very important for the educators. In conclusion, two opposite situations coexists. At a global analysis of the cycos we have identified the interest manifested by students for school activities generally speaking and by school learning especially: The educational philosophy remain a theory while learning experiences are organized based on critical thinking model, educational alternatives, and constructivist options.

Annales universitatis apulensis

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 chcos perceptions of the main actors involved in this process mentors and practicing students. This is the world we build with democratic freedom. The rigorous program, the bureaucratic administration of schools, subjectivity in assessment, descriptive learning programs, constanyin discrepancy between school and social environment are just few elements that does not encourage trusting educational institutions.

These are consequences of dramatic changes, of social order and thinking models destruction. The results obtained by the group subject to investigation are summarized in table 1. 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.

Postmodernism is characterized through loosing bench-marks. 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: