In a general sense, competence represents a higher finality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences: professional (they show the teacher's theoretical knowledge), psycho-pedagogical (they concern the teacher's ability to know their students and to establish interhuman relationships with them) and methodical (concerns the teacher's ability to teach effectively the elements of the didactic content). Due to the particularities of special / inclusive education, teachers involved in this form of education should possess mainly psycho-pedagogical and methodical competences so that they can meet successfully the educational needs of students with disabilities. The aim of the research was to identify the psycho-pedagogical and methodical competences of special / inclusive education teachers, as well as ways to improve them using continued professional training activities. The sample consisted of 225 teachers, who work in various forms of special education in Bihor County, Romania. The instrument consisted of a questionnaire with 21 items. The research was conducted in April 2017. The results of the research showed that special education teachers are more empathetic and use a more diversified range of didactic strategies, while inclusive education teachers are concerned with continued professional training in the field of special education. Keywords: didactic competences, people with disabilities, special / inclusive education
Didactic self-assessment represents students' ability to make value judgments on their own academic performances obtained as a result of the instructive-educational process. Developing self-assessment competences in the virtual environment represents a major challenge, given that teachers' regulatory intervention to ensure the objectivity of the process is very limited. The aim of the present study conducted on a sample of 139 students from the University of Oradea, Romania was to identify how the implementation of an interactive teaching approach may contribute to the formation of student self-assessment competences as objectively as possible. The results obtained showed that most students tend to underestimate themselves in exams due to a lack of confidence in their own abilities due to insufficient preparation for the subjects studied. However, the use of specific strategies for the development of self-assessment competences can lead to their improvement but only if they are implemented constantly and to as many study subjects as possible.
Contemporary culture is mainly a culture of image. We get our information seeing. Examination of images is free, while reading is impelled by the necessity of browsing the whole text. The image seems more appropriate than the text when trying to communicate easy and quickly. The speech calls for articulated language, expressed through a symbolic set of oral or written codes that we must master. Understanding an image requires less work and fewer skills than reading a text. This paper aims to highlight how messages are perceived and received within the educational activities, through the two types of communication, iconic and logical-linguistic. The instrument used in conducting the research was represented by a questionnaire consisting from objective and subjective items, applied to students from high schools in Oradea. Besides these questionnaires, a key role in the study was played by the knowledge gained while observing lessons held by students of the University of Oradea within their teaching placement, as well as while supervising teachers from secondary educational institutions in the process of obtaining teacher certification level 1. The obtained results prove that the majority of investigated students prefer the combination of two types of communication in teaching.
In recent decades, the issue of integrating students with SEN in mainstream education has been the focus of both educationalists and teachers from Romania. In this respect, integrated education means the form of schooling in which students with SEN are taught in mainstream education, while inclusive education assumes that schools adjust themselves to the psycho-individual particularities of each student, whether or not they have certain disabilities. Unfortunately, teachers and other educational agents are not always prepared to accept and meet the needs of a student with disabilities. Thus, the aim of this research was to identify the attitude of teachers towards the integration of students with SEN in the mainstream education of Bihor county, Romania. The results show that both society and a large part of the school staff ignore the issue of people with disabilities, preferring a superficial involvement, which restricts itself mainly to the administrative aspect instead of developing quality interpersonal relationships between non-disabled students and those with SEN.
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