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Archive of new issues (Journals)

Journal Vol. I (LXIII) - No. 1/2011

Teacher education between new sciences
Dragana Bjekic a, Lidija Zlatic b and Branka Arsovic b
aTechnical faculty Cacak, University of Kragujevac, Serbia
bFaculty of teacher education Uzice, University of Kragujevac, Serbia

New roles of teachers have been derived from the concept of “knowledge society” at all educational levels.
Teacher education is developing between traditional pedagogy and wide spectrum of new educational
sciences, psychological sciences, social sciences, technological sciences etc. Teachers’ social interaction,
which is based on the teaching communication with and without technology support, is considered as a
base for development of teacher education curricula. The topic of the paper is the impact of
communicology and science of e-education on the curricula of teacher pre-service education.
Representation of new disciplines in teacher pre-service education are investigated by the review and
analysis of teacher education curricula in Balkan countries. We concluded that the role of these disciplines
is the central innovation in teacher education (science and practice).

Keywords: teacher education, curriculum new sciences, communicology, science of e-education


Teacher ethics in the curriculum of teacher education in Tanzania
William A. L. Anangisye
University of Dar es Salaam, Dar es Salaam, Tanzania

This study examined the place of teacher ethics in the curriculum for teacher education. The research
was carried out in six districts of Tanzania in East Africa. A total of 78 participants consisting of
teachers, curriculum developers, education officers, school inspectors, Teacher Service Department
officers, and teacher trainees participated in the study. Interviews and documentary research informed
the collection of the required data. Three stages


Responsibility in an environment with changing values
Roxana Enache a, Alina Crisan b
a Petroleum-Gas University, Ploiesti, Romania
b Technical University of Cluj-Napoca, Romania

In our work we present facts (political, legal, economic, and cultural) of the Romanian society, results
of investigations regarding corruption, responsibility, morality and ethics in the major areas of action
and transformation of the social system as well as possible guidelines and solutions. Accountability
should be taught and practiced to generate new social behaviours in politics, the business environment
and beyond. Responsibility begins for each individual by being willing to act according to own
expectations, not only to pretend to others. Responsibility is not burden, fault, praise, shame or guilt.
Being responsible involves being willing to consider that we have the right and power to act. It is an
authentic background, strong, where every individual plays the main role. Morality and ethics should
also combine responsible behaviour. This generates possible solutions which are detailed in this paper.
Finally, we developed a professional code of ethics, which can offer possible breakdowns in the
desirable conduct of members of an organization (regardless of its field of activity). We also stressed
the importance of accountability, morality and ethics for managers considering that they will show
authentic behaviour that will impact the lives of others.

Keywords: responsibility, values, morality, ethics, authentic behaviour


Pre-service teacher training based on Knowledge Management
Claudiu Langa
University of Pitesti, Romania


Schools contribute to the knowledge management and development in society through teaching and
learning. But schools, like other organizations, do not always manage their own knowledge effectively. The purpose of this study is to identify students’ perceptions about the knowledge management system in the university and especially within the pre-service teacher training process. The method used for this
investigative approach is a focus group. The obtained results show that this new concept of knowledge
management and its practical implications are not well implemented in the didactic activity unfolded by

Keywords: Knowlegde Management, pre-service teacher training, school


Special education in pre-service teacher training
Svetlana Obradovic a, Dragana Bjekic b, Lidija Zlatic c
a Center for differential diagnosis and support, Katerini, Greece
b Technical faculty – Kragujevac University, Cacak, Serbia
c Faculty of teacher education – Kragujevac University, Užice, Serbia


The first decade of the twenty first century is the period of expansion of the inclusive education and these
changes have direct influence on teacher education. Current trends in teacher education emphasize the
importance of integration of special education in curricula at both levels of teacher education - basic
bachelor level and master level. There are two topics of the review of the integration of special education
and the concept of inclusion in teacher education curricula in European countries: status of special
education in university curricula and comparison status of special education in pre-service education
curricula in two Balkan countries – one from European Union, and the other from outside European Union.
We derive examples of integration of these concepts in teacher education. Based on the review we suggest some practical implications to teacher education.

Keywords: inclusive education, teacher education, university curricula


The teacher and the dynamics of knowledge
Gabriel Albu
Petroleum-Gas University of Ploiesti, Romania

Knowledge has a primary role in the contemporary society. The process of knowledge is the result of
thinking as well as of changing mind (Gardner). It is quite important that in school students learn to
evaluate and reevaluate their own concepts, ideas, theories and conceptions. Doubt stands at the core of
permanent knowledge and development of logical-mathematical and existential intelligences, keeping
the thinking alive and making people change their mind. The present study proves that the society of
knowledge requires a new epistemic vision on teachers’ behalf. Borrowed by students, it gives the
opportunity to create open, tolerant minds, able to express ideas, being motivated by research.

Keywords: society of knowledge, dynamics of knowledge, doubt, teacher


Quality assessment: implications and applications in schools and colleges in Uganda
Aloysius Rukundo a, Justine Magambo b
a Department of Educational Foundations and Psychology, Mbarara University of Science and
Technology, Mbarara, Uganda
b Department of Education, University of Cologne, Cologne, Germany


The aim of this paper is to equip educators with concise, practical, professional skills of assessment
practices; to enable them realize high standards of teaching-learning in their respective education
systems. Through extensive review of related literature, the paper explores the implications of
meaningful assessment. The role of meaningful assessment in establishing learners’ ability and
achievement is highlighted, without forgetting the need to carefully handle and administer
examinations. It concludes by outlining the role of meaningful assessment in improving the quality of
the teaching-learning process, especially its ability to (i) address the gap between the set target and the
current state of the learner’s achievement, and (ii) give meaningful feed-back to the players in the
educational process.

Keywords: meaningfull assessment, quality education, examination managers, principles of


Learning behaviors measured by a web-based self-assessment system
Margit Antal a, Szabolcs Koncz b
a Sapientia University, Tirgu Mures, Romania
b Petru Maior University, Tirgu Mures, Romania


In this paper, we present an empirical study related to the use of a web-based self-assessment system in an object-oriented programming course. 44 science and engineering students participated in this study, which aims to investigate the following questions: (1) How much time do students spend voluntarily on using the self-assessment system? (2) What kind of tests do students prefer? (3) What is the relation between theoretical knowledge and problem solving skills? Results show an increase in the overall learning outcome, moreover the analysis of the data helped to reveal a group of students with learning difficulties.

Keywords: computer based testing, web-based learning, self-assessment


A transdisciplinary approach of e-learning and its implications for an authentic learning experience
Anca Mustea a, Oana Negru b, Martian Iovan a
a “Vasile Goldis” Western University of Arad, Romania
b Babes-Bolyai University, Department of Psychology, Cluj-Napoca, Romania

The learning process is in a constant evolution, in accordance to the demands of the society and the
advancement of technologies. The development of e-learning constitutes a challenge for numerous
educational institutions. The aim of this paper is to present the advantages of using a transdisciplinary
approach of e-learning in order to: (a) obtain authentic person-focused learning experiences and (b)
overcome e-learning process challenges. From a transdisciplinary perspective, an authentic understanding
involves both external knowledge and internal experiences. A transdisciplinary approach of e-learning
might help in designing durable and adequate strategies and tools to support an integrative human

e-learning, transdisciplinarity, knowledge, learner, empowerment, lecturer


ICT integration in several Romanian primary and preprimary schools
Oana Chisalita
Alexandru Ioan Cuza University, Iasi, Romania

This paper presents the first phase of a study aiming to identify main implementation’ policies of
information and communication technologies (ICT’s) in Romanian schools. This phase’s aim was to
identify how is ICT integrated in 75 primary and pre-primary schools from the county of Suceava. The
analysis focuses on the teachers’ experience of using ICT in their daily activities. Are they using ICT in the class? If they do is there any change in their method and the content they teach? Are teacher interested to participate in ICT Teacher Training Programs? This are the main questions that lead to these research and finding of this analyze are indicating several interesting conclusions.

Keywords: ICT integration, primary schools, infrastructure, teachers attitude


The impact of using MI strategies on PPPE student’s attitude towards two academic disciplines
Carmen Popa a, Simona Laurian b, Carlton Fitzgerald a,b
a University of Oradea, Romania bUniversity of Oradea, Romania
b New England College, Henniker, USA


The study analyzes the attitude of the 1st and 3rd year undergraduates in Pedagogy of Primary and
Preschool Education (PPPE) in regards to the disciplines: Theory of Evaluation and Literature for Children as a consequence of applying the Multiple Intelligences (MI) strategies in teaching, learning, and
assessment of the specific curriculum of the two disciplines. The study was developed during the first 10
weeks of the academic year 2010-2011. We collected our data using: student survey, interviews and
observational charts that reflected the students’ attitude towards the two disciplines. Our premise was the
idea that if we teach-instruct-assess students considering their type of intelligence, then their attitude
towards both disciplines will improve. The results showed a positive attitude towards the two disciplines
when using MI strategies.

Multiple Intelligences theory (MI), students’ attitude, theory of evaluation, literature for
children, teaching strategies


Student’s learning style and Multiple Intelligence profile
Mariana Norel a, Andreea Ramona Laurentiu b
a,b Transilvania University, Faculty of Psychology and Educational Sciences, Brasov, Romania

The changes in society - the transition from Information Society towards Knowledge Society led to
significant and unprecedented effects on learning. Because people must develop “globally-valued skills”
when knowledge is produced with an increasing speed, efficient “learning to learn” abilities are mandatory. The present study represents the first stage, observant stage of an experimental research that aims to evaluate the implications of the counseling for learning upon student’s achievement.
The main objective of this study is to evaluate awareness level and the preferences of their own learning
styles form Linksman R. approach and Gardner's Multiple Intelligences for the 109 full-time students
compared to 108 distance learning students. The comparison of the learning styles and multiple
intelligences students profile showed significant differences between the programs of study (full-time and
distance learning).

learning styles, Gardner's multiple intelligences, Knowledge Society, students, learning to learn ability


Multiple Intelligences in conventional and student–centered school
Monica Oprescu, Dana Craciun, Ioana Banaduc
West University of Timisoara, Teacher Training Department, Timis, Romania

Howard Gardner’s theory of multiple intelligences seems to have changed not only the manner in
which people think about intelligence/intelligences, but also the way these are used in teaching.
Student-centred school systems, such as Waldorf and Montessori have anticipated the multiple
intelligences theory, developing all these different abilities in a child’s learning. On the contrary,
conventional schools seem to remain constrained into the old-fashioned and restrictive theories that
focus mainly on logical-mathematical thinking and linguistic abilities.
The aim of this study is to compare the views of teachers from Waldorf, Montessori, and regular
schools concerning the topic of multiple intelligences, in relation to their way of teaching and learning.
The findings of the research will tell us if, according to teachers’ perception, Howard Gardner’s theory
of multiple intelligences is applied in classroom teaching, if there are differences among these types of
schools and whether the situation can be improved.

Keywords: multiple intelligences, conventional schools, alternative schools, Waldorf, Montessori.


Organizing teaching and learning of the discipline 'General Informatics' from the perspective of Multiple Intelligences
Vasile Avram a, Diana Avram b
a Academy of Economic Studies, Bucharest, Romania
b SIGMA Publishing Co., Bucharest, Romania

The purpose of this paper is to analyze and argue the organization of the teaching and learning
activities for the discipline 'General Informatics' taught to students from the first year of English
department of the Faculty of Business Administration from the Academy of Economic Studies –
Bucharest, from the perspective of stimulation the multiple intelligences of the students. The research is
based on a set of statistical indicators determined using an assessment based on a fine granularity
tagging a specific intelligence of both individual and group projects conducted in the laboratory
activities and of the written examinations. The measurements are realized with the scope to obtain a
comprehensive image and discover relationships, but not to score the intelligence.

Keywords: learning, teaching, multiple intelligence, evaluation rules


Valorisation of students’ individual potential using the Multiple Intelligence theory. Examples of good practice
Mariana Norel a, Daniela Necsoi b
a,b Transilvania University, Faculty of Psychology and Education Sciences, Brasov, Romania

The paper covers the issue of differential instruction, with an emphasis on multiple intelligences theory.
The study presents the results of a longitudinal ameliorative research, developed in a school from Covasna County, plus the conclusions from a questionnaire applied to the primary school teachers from the same institution. The general objectives were: (a) to measure the impact of differentiated instruction based on multiple intelligences perspective on an experimental group, and (b) to investigate teachers’ attitude towards educational process after the implementation of the differential strategies. The results show that organising the educational process based on differential strategies, determines an increase in educational performance and learning motivation of students. In addition, teachers manifest a high consideration towards MI, as a consequence of the experiment implementation.

Keywords: multiple intelligences theory, differential education, student centred education, intrinsic
motivation, educational success


Conflicts and subtleties with the radical sign: educational implications in Spanish and Romanian textbooks
Bernardo Gómez a, Carmen Necula b
a Didactic of Mathematics Departament, Universiy of Valencia, Spain
b School No. 13 ”Stefan cel Mare”, Galati, Romania


This paper concerns the ambiguity of the square root and the radical sign . This ambiguity is a problem with historical origins, reflected in influential texts of the past as in Euler (1822); Lacroix, (1831), and Peacock (1845). The epistemological/historical conceptions observed in those textbooks reveal two problems: a mathematical and an educational one. The first concerns with formal subtleties as they violate requisites for the mathematical definitions. The second concerns with deeply-rooted misunderstandings and cognitive conflicts experienced by students, teachers and textbooks. In our study we have found traces that these epistemological and historical conceptions are reflected in some present-day Spanish and Rumanian mathematical textbooks and that may be the cause of those misunderstandings and conflicts.

Keywords: square roots, radical sign, historical and epistemological conceptions, textbooks, educational
and mathematical problem


An operational model of pedagogical competences for the disciplines in the Language and Communication curricular area
Liliana Mata a, Andreia Irina Suciu b
a Department for Teacher Training, “Vasile Alecsandri” University of Bacau, Romania
b Faculty of Letters, “Vasile Alecsandri” University of Bacau, Romania


The purpose of this research is to build an operational model of developing pedagogical competences at
the disciplines in the Language and Communication Curricular Area. Our study focuses on two bjectives:
a) the content analysis of theoretical models, educational policies and curricular documents at national and international level regarding pedagogical competences, and b) the identification of the specific categories of competences that will form the operational model. The operational categories of competences were subjected to expertise of a group of 50 specialists in the field of Educational Sciences in higher education and the paper presents the results of the semi-structured interview, thus offering both theoretical results and statistical data about the types of pedagogical competences involved in teaching languages.

pedagogical competences, fundamental model, operational model, Language and


Students personal learning environment representation
Violeta Maria Serbu
University of Bucharest, Romania

The „Personal Learning Environment” concept (PLE) has a short history in educational sciences, raising
new issues for worldwide educational systems. This is an empirical study aiming to show the way the
college students represent their PLE and what the share of various elements in this learning environment is.
Students’ artifacts analysis indicated a high percentage of virtual sources of learning, many of them being
social media. One important finding is that the formal education was less present in students PLEs
representations, the Internet being the most represented learning source.

Keywords: Personal Learning Environment (PLE), Virtual Learning Environment (VLE), university
students, artifacts analysis, informal education, internet


The radiography of the succesuale activity with gifted students for non-specialized teachers in the field of giftedness
Marinela C. Dumitrescu
University Alexandru Ioan Cuza, Iasi, Romania


The present study sought to identify and analyse the strategies developed and used by the teachers who
have experience in gifted student education, but who have not received any specialized training in the field of giftedness yet. 87 teachers with succesuale activity in gifted student education from five different counties from Romania were included in our study. We used the semi-structured interview that we called ATSE (The Analysis of Teachers’ Succesuale Experience). The results showed that the surveyed teachers neither used nor correlated more differentiated strategies; instead, they focused on extra practice activities especially designed for after school hours. Implications regarding to the need of teacher training programs in gifted education are discussed.

Keywords: succesuale activity, specialized training, gifted education, differentiated educational strategies,
teachers’ skills


School partnerships – a case study
Dragomir Marian
Ploiesti, Romania

The topic of school partnership gained more importance in recent years and it is necessary a more in-depth analysis of this program The paper presents educational partnerships from the point of view of different teachers from the city of Ploiesti. Strengths and weaknesses of implementing school partnerships are revealed by the answers to a questionnaire. The connections with the local community bring into the school the awareness of a varied community environment with multicultural specificity, and the values promoted by the local environment. The study shows how teachers perceive the new methods of communication, cooperation and collaboration induced within school partnerships.

partnership, good practice, perceptions, teachers


Violent and destructive behavior among Romanian secondary and high school students
Lucia M. Lotrean, Floarea Mocean, Roxana Ailioaiei, Maria Del Olivo Del Valle
a Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, Romania
b University of Oviedo, Spain


This study had two objectives.The first one was the evaluation of the prevalence of violent and
destructive behavior among secondary school and high school students from Romania. The second
objective was the identification of individual and familial factors associated with these behaviors. The
study included 630 secondary school students and 568 high school students from two counties (Cluj
and Hunedoara), which filled in an anonymous questionnaire. The results underlines the necessity of
developing complex measure for the prevention and reduction of violent and destructive behavior
among Romanian adolescents, which should act at different levels: individual, familial, school level
and the community.

Keywords: school students, violent behavior and destructive behavior


The angular momentum and the Bohr’s hydrogen atom model – an approach to a more effective teaching
Gelu Maftei
National Centre for the Development of Vocational and Technical Education, Bucharest, Romania

Mathematically deducing the wavelengths values of the spectral lines that compose the hydrogen spectrum, using conservation of kinetic momentum and the wave model proposed by Louis de Broglie, does not convince students of the physical existence of discrete energy levels in the atom, as postulated by Niels Bohr. But it is necessary to convince students of the actual existence of discrete energy levels in hydrogen atom, especially by a different approach to teach physics in favor of active and interactive teaching and assessment methods and a computer directed teaching process. The experimental data interpretation and their correlation with those provided by calculations, using modern teaching and assessing methods, lead to students’ transformation from mere spectators into active participants in the teaching process.

Keywords: assessing methods, active participants, discrete energy levels, angular momentum


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