20 years celebrated by the Journal of Educational Sciences – insights, academic achievements and future prospects
Simona Sava, Anca Luștrea
In 2019, the Journal of the Educational Studies (JES) celebrates its 20th anniversary, which is not automatically self-explanatory, not for a Romanian scientific journal in this discipline, and not even for any other prestigious scientific journal. Our journal has faced three main challenges in this period: first, the question of language and internationalization, closely linked to the delivery mode, secondly, the changes of the institutional context, and finally, the development of the discipline. In what follows, we will outline the development of the JES according to the challenges mentioned above, give an overview of the topics and structure adopted by the JES for the last 20 years and highlight the contributions to this special edition on the topic of generational and scientific changes in educational research in this periodUniversity education of the educational professionals: from the “edu-myths” to the social impact.
University education of the educational professionals: from the “edu-myths” to the social impact
Ramon FLECHA, Nerea GUTIERREZ, Laura RUIZ-EUGENIO
What we can learn from intergenerational collaboration in research?
The purpose of this biographical paper is to reflect generational changes in the landscape of educational sciences during the last 20 years. Rapid change within the educational science generations on the one hand, and in the gap between the research-generations has been observed in the last years at the international level. despite this fact, the intergenerational collaborative research has had impact on carrier advancement of younger research generations. Therefore, this paper aims to find out the evidence on what we can learn in intergenerational research collaboration. The theoretical background of the current paper is based on the human collaboration concept in the form of transfer and transforming the best practice patterns and developing self-experience with new knowledge, skills, and attitudes (špona, 2018: 18). The ethnomethodology of ex-post-facto ‘inner-dialogue’ was chosen to find answers to the research question, targeted on reflecting on collaboration as social life impact on selected different researcher generation cases with the career advancement from school teacher to scientific institute director as a method of analysis of the human collaborative practice of perceiving people, places and events as “categories” of “collaboration,” and to use these to explain collaborative actions. the evidence of scientific, social and practical impact of intergenerational collaboration, and the sustainability of collaborative research will be explained, based on experience with the excellent team of West-Timisoara University. Biographical intergenerational collaboration stories of three research generations have impacted research career advancement and will contribute to the international discussion on what we can learn from intergenerational collaboration in research.
The Reflective Dimension of Learning in Adulthood
Emil PĂUN, Simona SAVA
Research Methodology in Adult Learning and Education
Consent in the definition of adult education is only apparent and circumscribed. Substantial differences survive, fueled by various national ideologies, cultures and policies. The plurality of angles determines a multiplicity of research approaches. Transformative research is the typical model of adult education research and is analysed in its core components. Its peculiarity is the property of ensuring immediate production not only of knowledge, but of change processes. This property has favoured proliferation especially outside the academic community of education sciences. The process was guided by the users of the research, i.e. by those who have roles and resources that enable them to orientate the research in response to personal and organisational needs. This phenomenon necessarily produces a process of social construction of the meaning and the methodological content of the research. This expansion urges the development of a transformative research that also attributes to the education proletariat the role of inspiration and guidance in adult education.
Pedagogy of Communication. Intersections
Entrepreneurship education in Romania. Realities and perspectives in secondary and high school
The paper aims to analyze entrepreneurship education in Romania in terms of: concept, European educational policies in the field, actual status in the Romanian educational system and to advance proposals for improvement of entrepreneurial competences in Romanian education. Thus, we will discuss the definition of entrepreneurship education, the most important European documents in the field and its benefits among students, as well as in society in general. We will present an analysis of the curricular documents in the Romanian secondary and high school education referring to entrepreneurhip education in terms of status, competencies, contents and values, discuss the necessity of entrepreneurial education in Romanian schools and identify ways of improving entrepreneurial competencies.
Training future language teachers to educate the digital generation
For the students in today`s secondary education, digital technology is part of their everyday life, which is why their generation has been named by researchers digital natives, Net-generation, Millennials, etc. These students access online information, generally based on visuals, play, communicate and collaborate in various virtual communities, they are involved in and expect immediate feedback / rewards. All these features could be valued in school as well. Thus, in the school environment, the infusion of technology should be sustained with adequate training of teachers / future teachers, especially for its effective integration into the teaching activity. In this respect, in the last years, various pedagogical models have been developed in the world, the two most well-known being the Technological Pedagogical and Content Knowledge Model (TPACK) and the Substitution-Augmentation-Modification-Redefinition Model (SAMR) to highlight and explain how technology supports and / or transforms teaching-learning-evaluation activities in the increasingly complex ecosystem of the class. In this paper, we present some of the trends in the integration of ICT in language learning, exemplifying learning activities based on ICT collaborative applications, proposed, realized and evaluated by the Faculty of Letters students, the field of Philology from UVT, within the offered teacher training program by the above-mentioned institution. Activities are analysed within TPACK and SAMR, identifying types of applications that are useful in language classes and concrete ways of integrating online and / or collaborative applications, especially using mobile technology.
Developing pupils` critical thinking by teaching Mathematics
Ovidiu BĂDESCU, Cristian Stan
This article presents a research project on the development of critical thinking of 6th graders in Caraş-Severin county using an educational program based on learning by discovery and problematisation. The first stage of the research consisting in diagnosing the of critical thinking level of development of 5th graders in Caraş-Severin county using a critical thinking test based on the Watson-Glaser model. We selected a representative lot of 542 pupils, taking into account the results of this test, the geographic distribution, the urban-rural environment, the teaching experience of the teaching staff teaching these pupils, then we sampled these pupils forming the experimental lot and the control lot, close in terms of critical thinking level. We elaborated, deployed and validated a training program "Developing Critical Thinking of Pupils by Teaching Mathematics", a training course offered by the Caraş-Severin House of the Teaching Staff, the teachers participating in this course being those who taught the pupils in the experimental lot. After the completion of the intervention, the pupils in the two lots were tested again using the same type of tests, namely, Watson-Glaser, obtaining significant differences in favour of the experimental lot. We wanted to see if these abilities were stable over time and we applied a new test 3 months after the end of the intervention, and the conclusion was that the change was long-term, but also that the intervention created a series of abilities which pupils continue to use in order to improve their performances, even if the intervention was over. The interpretation of the results was done in SPSS using Mixed Bifactorial Variance Analysis (ANOVA) with Time asthe Within Subjects factor and Group asthe Between Subjects factor.