Pro Edu. International Journal of Educational Sciences

Journal Information
ISSN / EISSN : 2668-5817 / 2668-5825
Published by: Icoana Credinte (10.26520)
Total articles ≅ 50
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Adina Elena Glava
Pro Edu. International Journal of Educational Sciences, Volume 4; https://doi.org/10.26520/peijes.2022.6.4.5-13

Abstract:
The current study advocates for the critical role of teachers and their adapted and specific continuing training in providing qualitative educational services. Current trends, measures and principles of education evolution at the international and national level as they appear in consultative and strategic international (OECD, UNESCO, European Commission) and Romanian documents are selected according to pre-set criteria. They are comparatively and thoroughly analyzed and twelve specific topics with important implications for the improved continuing training of teachers. We identified topical issues that both indicate new general accents of education as well as new accents emerging form the recent sanitary crises. The topics are grouped in two categories: topics related with the need for teachers’ and students’ upskilling and reskilling and topics related to school organization and curriculum vision. The highlighted topics are detailed and discussed, in order to extract and promote specific imperatives these topics create for the continuing teacher training.
Amărăzeanu Dana
Pro Edu. International Journal of Educational Sciences, Volume 4; https://doi.org/10.26520/peijes.2022.6.4.23-37

Abstract:
In today's global context, creativity is a social need, being the only inexhaustible resource on the planet and its only hope. The school, as the main educational agent, has the responsibility to prepare the new generations, to form autonomous and creative personalities, able to anticipate the future, transform the present in the direction of expectations and resolve the situation together with others. To master this special mission, modern education provides an action-oriented methodology, promoting interactive methods that require mechanisms of thought, intelligence, imagination and creativity. In this approach, it must be taken into account both the fact that every child has a creative potential and the fact that this potential differs from one person to another, and its development is done differently, even under the action of the same techniques and stimulation methods. This article presents a study, based on the Torrance Test of Creative Thinking, conducted in order to determine the index of creativity in adolescents, assessing the factors of creativity, and identifying the variables that influence it
Roxana Constanța Enache
Pro Edu. International Journal of Educational Sciences, Volume 4; https://doi.org/10.26520/peijes.2022.6.4.43-52

Abstract:
At present, being involved in a permanent professional development process represents a compulsory issue for teachers. In fact, the Continuous Professional Development (CPD) of the actual teachers has recorded considerable importance during the past two decades. As example, whether in 2002/2003, the teachers’ involvement in CPD activities was considered as optional in approximatively half of European countries (Eurydice, 2005), in 2018, a massive percentage of teachers (92.5 % of lower secondary teachers) participated in CPD activities (European Commission/EACEA/Eurydice. Teachers in Europe: Careers, Development and Wellbeing, 2021). Several European countries (Bulgaria, Spain, Lithuania, Portugal, Romania, Slovenia and Slovakia) considered the participation of teachers in CPD activities as a crucial step for their career development. However, in most European countries, the schools have to design a continuous professional development plan for their own staff. In such conditions, less than 1/3 of schools asks teachers to be involved in a particular CPD plan. In the case of Romanian teachers, their involvement in CPD process is regulated by the National Education Law (1/ 2011), with several amendments and completions. But in order to make it efficient, the whole process must be in accordance to the actual challenges related to teaching practices. In this respect, the paper tries to answer to an issue that envisages the teachers’ CPD as a real priority for the actual educational system.
Verdeș Victoria
Pro Edu. International Journal of Educational Sciences, Volume 4; https://doi.org/10.26520/peijes.2022.6.4.38-42

Abstract:
George Călinescu was born on June the 19th, 1899, in Bucharest. He made his debut with lyrics in “Sburătorul” magazine (1919). After graduating from the Faculty of Letters, he continued his studies at the Romanian School in Rome. He works as a high school teacher in Timisoara and Bucharest. George Călinescu was a poet, novelist, playwright, essayist, and literary historian. The theorist pointed out that the classical and romantic types are not absolute, their purity is non-existent in reality
Ana-Maria Aurelia Petrescu
Pro Edu. International Journal of Educational Sciences, Volume 4; https://doi.org/10.26520/peijes.2022.6.4.58-59

Abstract:
The volume represents a result of a valuable collaboration between Mrs. Dana Opre, Associate Professor at Faculty of Psychology and Educational Sciences - Babeș-Bolyai University Cluj-Napoca, Director of the Center for Innovation in Teaching and Learning for about 20 years, with huge expertise in the field of adult education, and Mr. Radu Fritea, Ph.D. in Psychology, coming from the same prestigious university, and working as an organizational trainer for over 15 years, being also founder and co-director of Frontline Solutions and Frontline Productions
Gorghiu Gabriel, Santi Elena Ancuța, Gorghiu Laura Monica
Pro Edu. International Journal of Educational Sciences, Volume 4; https://doi.org/10.26520/peijes.2022.6.4.14-22

Abstract:
It is generally admitted that one of the actual realities of the Romanian academic education is represented by the major decreasing of the number of students who are finalizing their studies. Analyzing that situation, there can be stipulated multiple causes like: difficult adaptation of students to the requirements of the academic environment, wrong orientation of students to specializations that do not match the student’s personal interests and vocational profile, assumption of professions which need proper and sustainable development, social and financial issues, lack of motivation for learning, various aspects related to the specificity of the educational process in the academic environment etc. Anyway, the dynamics and incidence of such factors is little known. Studies on this phenomenon indicate that the percentage of those who do not complete university studies remains very high, the dropping out being more frequently among the first-year students. Since the starting moments of their studies, each student has particular personal views and expectations of what this new stage means - the degree of consistency between their expectations and the existing reality contributes to create a strong motivation for personal and professional learning and development. But a consistent knowledge concerning the students’ first-year profile and what are their specific educational needs represent a requirement of a clear quality approach. The paper targets to express what are the students’ expectations engaged in the first year of their studies towards the essential aspects of academic education, in order to identify, at an early stage, the factors that have an important influence on deciding to break their studies and to actively optimize the connection with the university environment. The survey sample consisted of 245 students enrolled in their first year of studies, coming from various specializations of Valahia University of Targoviste. It is obvious that higher education institutions should be interested on developing tools for enabling the assessment and management of the students’ needs, in order to attract and motivate them in their study-time and to meet their expectations at a proper level.
Marin Bugiulescu
Pro Edu. International Journal of Educational Sciences, Volume 4; https://doi.org/10.26520/peijes.2022.6.4.53-57

Abstract:
This paper addresses the issue of self-plagiarism in scientific research. What does self-plagiarism mean, what is the legal framework and in what context does it differ from double publication, paraphrasing, and compilation of ideas, texts, or papers? Self-plagiarism involves publishing/ reusing all or part of the same content, copypaste from a text/texts, expressions, demonstrations, data, hypotheses, theories, results, or scientific methods extracted from written works, double publication, compilation, by the same author, regardless of the language of presentation/ publication, at a certain time interval without making it clear that it has been transmitted in the past and without referring to the original source(s). Selfplagiarism is also the use of close paraphrasing, without fully and correctly mentioning the original source of the text. Self-plagiarism is very clearly committed in a situation where an author, without citing the original source, partially or completely re-exploits his own work. This fact usually arises from the desire to multiply the list of works and implicitly the CV.
Claudia Vlaicu, Felicia Haidu
Pro Edu. International Journal of Educational Sciences, Volume 3; https://doi.org/10.26520/peijes.2021.5.3.81-95

Abstract:
Various studies have documented that aggressive driving is indeed a real problem. In each country there are various aspects of dangerous driving of empirical and practical concern and there are also individual differences to be explored. The present study aims at profiling the Romanian aggressive driver and questioning whether there are differences according to demographic variables such as: gender, age, area of living, marital status, religion, socio-economic status and level of instruction. An educational purpose may be nevertheless included. If psychologist may be provided with the profile of psychological driver and the predisposition of some to risky drivind according to age, marital status, religion, area of living and other demographic variables, they may shorten the time spent for evaluation and recommend counseling sessions for anger management for those identified with risky driving behavior. Nevetheless, other sound measures of dangerous driving are needed to understand differences and commonalties between aggression, negative cognitive/emotional driving, and risky driving. The study presents the DDDI results that might help psychologist in evaluating some variables that are part of the profile of the aggressive driver in Romania; we used it as a psychometric screening tool to select individuals who are prone to dangerous driving styles and who could benefit from sketching a cognitive-behaviour therapy (CBT)-type therapeutic intervention, at least in Romania. The educational implication of this study are that such types of interventions as cognitive-behavioral interventions (e.g., relaxation, cognitive restructuring, and behavioral skill building) may be suggested after testing the drivers in order to reduce and maintain reductions of driving anger, aggressive anger expression, aggression, risky behavior, and general anger
Elena-Ancuța Santi, Gabriel Gorghiu, Mihai Bîzoi
Pro Edu. International Journal of Educational Sciences, Volume 3; https://doi.org/10.26520/peijes.2021.5.3.96-106

Abstract:
The classic educational process organized in universities becomes quite rigid in the current pandemic context, which claims especially online activities, with students who increasingly feel the need to be guided and helped. In this respect, the students have to be supported through tutoring and mentoring activities, dedicated mainly to 1 st -year students with a high risk of dropout. The tutoring, coaching, and mentoring activities take time and the related effort for the tutor is quite high. On the other hand, the need to benefit from such activities is certain, requiring the identification of proper ways for students to have access to counseling activities, in which the effort of the counselors is not overwhelming. A viable environment would be the setting-up and the maintaining of a dedicated web platform, specially designed for such purposes. This platform facilitates coaching activities for a larger number of users, compared to face-to-face meetings. Also, the students can be counseled on topics that do not directly involve the educational process but are associated with it. This paper aims to summarize the current theoretical perspectives concerning online coaching in higher education, as a support strategy for students who experience difficulties, to prevent early school leaving, highlighting the characteristics and effective methodological approach related to this process
Cosmin Santi
Pro Edu. International Journal of Educational Sciences, Volume 3; https://doi.org/10.26520/peijes.2021.5.3.107-109

Abstract:
The volume Teologie și misiune creștină [Christian Theology and Mission] (2019, 536 p.), edited by Bibliotheca Publishing House/Valahia University Press (Târgoviște), is the result of the academic labor and effort of His Eminence Metropolitan Dr. Nifon, Archbishop of Târgoviște, in his quality of university professor at the Faculty of Orthodox Theology and Educational Sciences, Valahia University of Târgoviște, but also in his quality of Patriarchal Exarch for the relations of the Romanian Patriarchate with international Christian institutions and European institutions
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