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 two questionnaires were applied in a crossed manner on the two groups of subjects practicing students and mentoring teachers being focused on the four categories of competences already announced through the mentioned hypotheses 1: The motivation for learning is made of all the reasons that, in their capacity of internal conditions of the personality, determine, orientate, organise and augment the intensity of the learning efforts.
Internet is an alternative educational resource. Postmodernism is characterized through loosing bench-marks. I am with my colleagues, to get marks, to have a pedayogie, to write and read etc. 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.
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In the absence of this desire, school grades decrease rapidly. 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. A theorist of postmodernism, Vattimo sustain the idea that is necessary to dissolve the absolute value for allowing the recognition of individual values.
For a democratic freedom, individuals ignore situations that could impede adjustment. They are teachers that assume the risk and engage in a postmodern learning style. For confirming this hypothesis, we used the t test for independent samples and obtained the following results:.
The swinging between those two faces is a source of happiness. As to identify the dynamics of the interest in school activities, we have performed a comparative analysis of answers, ccucos to age. The pleasure to learn, the curiosity offered by various school subjects, the ineterst for knowledged gained by learning rank in the last places of the reasons for learning.
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. 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 pevagogie from a person or a group he identifies with, in the sense of dependence.
The role of motivation in school learning is extremely complex. The commercials infiltrate artistic manifestations with sensorial experience. The students stating that they do not know what to answer are in the final high-school classes we may explain it by the specific negativism of the age, but also because a demotivation towards school or any other kind of activity.
Noise, movement, images, color, pleasure are meanings of daily leaving.
Bibliography – Annales universitatis apulensis
Without authority everything is allowed because events become contextual. The difficulty in building a new school is based on the fear of adventure. Most of the students, irrespective of age, show an extrinsic motivation for learning, reflected in very well defined pragmoatic purposes obtaining a diploma, material advantages from their parents, good grades, prises etc. Researches constaantin the hard core in education belongs to the formal education.
Because teachers are considered somehow replacing parents, the attitude towards them is similar. 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. Conversely, failure, mostly when associated with discontent and parental criticism may generate a negative school motivation. Our supposition that learning is determined in tenagers high-school students mostly by self-achievement reasons has not been confirmed.
Success encourages, increases the efficiency of the activity and diminishes the effects of tiredness, opposite to failure, that may have contrary effects. In conclusion, two opposite situations coexists. The extrinsic reasons 1 derive from factors that are exterior to the learning activity. From this attitude derives the lack of scruples and relativism of values.
During puberty 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 wish to be among the first, to gain success with all costs can be a stimulus for learning just in elementary school.
Annales universitatis apulensis
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. 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 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.
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 learn …impulse towards ….
The following persons participated in the debates caused by such method: 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 pre-coded answers and 2 items request certain identification elements from the subjects included in the experimental group.
Other extrinsic reasons view the tendency to conformity, to submit to school obligations and, implicitly, the fear for consequences that may lead to punishment. The intrinsic motivated learning is manifested by a special interest shown towards school learning, prolonging even during his spare time lecture, solving problems etc.
At home, parents focus on economical problems while the TV presents asocial and immoral facts, shows focus on appearance. Yet pedagogical observation shows that an excess of such motivation may lead to unpleasant consequences: It is not just the privilege of a specific class.
The need for approval from peers can yet reduce school yield, if such achievements are negatively appreciated by colleagues.