Issue, No. 24/2023

Abstract Even in the 21st century, textbooks can play a significant role in fostering higher-order thinking skills (HOTs) for effective learning and understanding. Still, HOTs like analogies used in biology textbooks may miss their purpose in promoting in-depth understanding. Since most analogies are presented implicitly or partially explicitly, they lack an explicit mapping to explain the analogical pattern between the source and the target. This study examines the degree to which implicit and explicit expressions of four Relational Reasoning skills (RRs): Analogy, Antinomy, Anomaly, and Antithesis, appear in three biology textbooks taught in Israel's junior high school. Qualitative content analysis crosses four predetermined criteria (C1-C4): RRs' type, texts' type (T1, T2, T3), 'mapping process', and 'use-skill indication'. The quantification of the findings provided information on the RRs' distribution and prevalence. The study's findings indicate that only 14% of texts appear with explicit expressions for RRs, mainly in antinomies questions (T2). Although about 32% of the various texts in biology include instructions for learners to activate HOT by using RRs, they are presented at a partially explicit level. Moreover, less than 2% of activities (T3) explicitly enable HOT by using RRs to solve problems. This study expands the theoretical knowledge of analogies to all four RRs. Methodologically, the study presents explicit mapping processes developed for antinomies, anomalies, and antitheses. The implications of the RRs' degree of explicitness are discussed as an effective index of learners' scientific understanding. >> Read the article

Abstract In their activity in schools - regardless of the years of teaching experience and the opportunities to practice teaching skills - teachers need to constantly improve their pedagogical competence. Working directly with the students leads to an observation of their evolution, from one generation to another, but at the same time to an identification of imprint that socio-cultural field's evolution puts on them and on their training needs in school. Teachers identify these wishes because, after all, the school must be connected to the demands of the social environment in which it operates. As a result, we believe that trainers need to recognize components of pedagogical competence and this fact will lead to a deeper awareness of skills they have to master, those they should develop or improve continuously in order to obtain visible formative achievements within the school, but also their professional identity. Our approach presents results of a focus group based on mapping main components of pedagogical competence. Therefore, present article emphasizes on importance of these skills; based on the results obtained through focus group conducted on teachers and pupils, we identify the main dimensions that compose pedagogical competence. In the end, we established ways to develop these competences integrating actions from teachers training programs. >> Read the article

Abstract Teacher's role perception questionnaires exist in different domains. However, none refer to their role perceptions on conducting authentic dialogue in classrooms or with the pre-schoolers. There was a need for this type of questionnaire in order to quantitatively analyze the results before and after a preschool teacher's training program on authentic dialogue. The teacher's role perception on conducting authentic dialogue in the classroom questionnaire (TRPADQ) was based on Wubbels, Creton and Hooymaayer Questionnaire on Teacher Interaction (QTI) as described in Fraser and Walberg (1991). The article details the validation process of the questionnaire. The validation had three stages: a judicial review by early childhood pedagogical advisors and lectures with an expertise in dialogue, an Explanatory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA). >> Read the article

Abstract This study examines the differences and similarities between Arab and Jewish pre-service teachers (PSTs) in Israel, in terms of their professional identity development, their perceptions of the teacher’s role and their self-efficacy in teaching. The sample consisted of 168 PSTs from a College for education in Israel, 103 Jewish and 65 Arab. All the participants study for B.A. in Special Education. The research instruments were: Teacher Professional Identity Scale, Teacher’s Self Efficacy Scale, Professional identity Scale for SE teachers. A significant main effect of year of study was found in the PSTs’ professional identity development, indicating that the second-year PSTs scored higher than the first-year PSTs. Additional paired samples t-test examining the differences between the two time points in each cultural sector and each year of study indicated that both Jewish and Arab second year PSTs scored higher on the teaching self-efficacy at the end of the second academic year compared to the beginning of the same year. >> Read the article

Abstract The Methodology for the organization and functioning of the Psycho-pedagogical Training Programs in USAMV Cluj-Napoca is the document which, based on official documents issued by the Ministry of Education, provides the framework for the organization of the psycho-pedagogical training programs. More precisely, it aims to certify the competences for the teaching profession through the two levels: Level I (initial) and Level II (deepening). The methodology presents both the curriculum of these psycho-pedagogical training programmes and their formal curricular documents. At both Level I and Level II, the teaching subjects are divided into two categories: basic psycho-pedagogical training and specialist teaching and practical training. Annex 2 of this methodology presents the timetable available for the specialist content and the assessment method. >> Read the article

Abstract In this research we conducted a systematic review of the characteristics of social-emotional development in adolescents and the extent to which they are influenced or correlated by the concept of friendship. We also investigated the influence of socio-emotional traits on the quality of friendship in adolescence. To achieve this, we searched for published scientific studies from several major databases. . The main keywords used for this study were "Adolescence", "Friendship", "Social-emotional development", "Social development", "Emotions". We initially identified 123 studies with the mentioned keywords and we decided that 73 studies are eligible for the purpose of this research. Those were read and analyzed in full-text format. Following this stage, we decided to include 29 studies in the review. We identified a large diversity in the sample of participants presented in the study, with a total of 11,684 participants; from the total of eligible studies, three are systematic reviews that have explored our key concepts (friendship and concepts related to social-emotional development). Through this systematic review, we were able to summarize the current data and knowledge about friendship, social-emotional development and relationships between the two, during adolescence. >> Read the article

Abstract "Quality music education can only be achieved when the activities proposed by teachers during music and movement classes are designed for the development of musical skills in children. For this purpose to be achieved, teachers must have musical skills that allow them to perform various musical activities. Through this study we explore the opinion of teachers teaching music and movement at primary school about the musical activities they perform. This research is based on a design based on a quantitative analysis: A questionnaire attended by 1,151 teachers from the primary school in Romania. These data were taken from 28.05 to 26.06.2021. The main results point out that singing on a voice, musical listening and teaching are the reference activities to the primary cycle. Teachers also use YouTube, various platforms and teaching tools made by other colleagues for their own musical activities. It is obvious that the institutions that can propose training activities for teachers have never organized, in proportion of 59, 3% musical training activities". >> Read the article

Abstract The current study intended to analyse the perception of foreign language higher education instructors and higher education students in Romania regarding the increase of their digital skills and the use of digital tools in the COVID-19 pandemic. Online instruction provided a multitude of challenges and opportunities for designing instructional content. Our respondents concluded that language learning games and gamified instruction represent valuable tools in reconfiguring the scenario within language classes. By exploring these opportunities that increase students’ participation, interactivity and accessibility, the teaching and learning experience can be improved and adapted to more complex and ever-changing technological advances. >> Read the article

Abstract This paper aims at providing an insight into the online/hybrid foreign language teaching and learning system in Romania. Drawing on the theoretical body of research of metacognitive and politeness representations within the field, the study further offers an analysis of how metacognition and politeness strategies are perceived by the main stakeholders of academic education (language learners and instructors). The focus is on describing specific aspects where the support metacognitive and politeness strategies enable a more responsible and engaging digital pedagogical framework that empowers learner autonomy and engagement. Emphasis is placed on highlighting context-ridden challenges observed in online/hybrid learning/teaching connected to various degrees of preparedness to deal with the dynamic frontal/online teaching shift and also on suggesting student-centred solutions. The obtained results of the study may inform subsequent developments of language mediation through the activation of digital cognition and social and emotional learning practices. >> Read the article

Abstract This article provides an analysis of the distinct training requirements for teachers during their first year of teaching and the origins of professional fulfilment at the outset of their teaching profession. The objective is to derive fundamental principles and actionable guidelines that can be incorporated into an induction mentoring model. The provision of mentorship by an experienced and knowledgeable teacher with expertise in professional counselling is crucial for beginning teachers in order to facilitate quality instruction, efficient classroom management, and successful integration into the educational community. The chosen approach for this study is qualitative research methodology. The process of conducting a needs analysis involved the selection of first-year teachers who were the recipients of an induction programme, as well as induction mentor teachers from three counties, namely Argeș, Sibiu, and Alba. The research was conducted at the onset of the programme, serving as a pilot study aimed at providing assistance to beginning teachers during their first year of teaching through a remote induction mentoring programme. The study adopted a survey methodology utilising a questionnaire to investigate the requirements of beginning teachers in their first year of teaching. >> Read the article

Abstract The implementation of social and emotional learning (SEL) strategies has been shown to foster cognitive development, boost student motivation and focus, improve teacher-student relationships, and enhance student confidence and achievement. To further promote engagement and social awareness in higher education, greater emphasis should be placed on addressing students' emotional needs in the classroom. By emphasizing respect for others, appreciation for diverse perspectives, and willingness to help those in need, SEL can enhance student motivation, academic achievement, and overall success in higher education. For many students, the transition to higher education can cause anxiety, stress, and a sense of isolation. Without the necessary social and emotional skills to navigate this new environment, students may struggle academically, socially, and emotionally. This is where social and emotional learning (SEL) can play a crucial role in helping students successfully transition to higher education. By developing SEL skills, individuals are better equipped to navigate life's challenges and opportunities, both in their personal and professional lives. The current study explores how students in higher education perceived their experiences related to assessment, performance, anxieties, insecurities, and self-management. The study aimed to gain a better understanding of how students perceive the higher education environment and how it impacts their motivation to learn and succeed. >> Read the article