Along with the specific skills developed during psycho-pedagogical training programs of future teachers, the expected attitudes that a teacher should perform are also relevant. These attitudes can outline the area of social competence - without which the activity of a future teacher is ineffective. This socio-emotional behaviour is based on the ability to listen and learn from the other, to understand what the child feels by supporting and respecting him at the same time, the ability to create relationships. In this context, we consider that the option for the teaching profession, along with the logical arguments invoked by each applicant, is also based on justifications such as: it suits my way of being, I like to explain, I help others to understand, I was told that I know how to listen, I feel good around others, I am a person willing to offer support to others, etc. Starting from these aspects, we set out to investigate the profile of the student following the psycho-pedagogical module regarding the following dimensions - assertiveness, empathy, self-presentation and the ability to develop positive interpersonal relationships. The working hypothesis is that in the profile of the student preparing for the teacher profession we find these dimensions or specific elements. We also hypothesized that a high level of assertiveness would also result in a high level of problem-solving skills. The conducted investigation highlighted the fact that indeed the choice of a training path in the teaching career is based on an above average level of the variables assertiveness, self-presentation and the ability to develop positive interpersonal relationships with others. It can be observed, however, that the ability to resolve conflicts is at a low level, which may indicate the difficulty of students to effectively apply communication strategies in managing difficult relationships. We conclude that the activities of self-knowledge and personal development integrated in the psycho-pedagogical training programme are essential for the development of self-evaluation skills and for applying the self-perceived potential of students in effective social interactions.
The paper presents the results of a research that aims to identify emotional and social skills manifested in first-year students with a technical profile and its positive effects on their adaptation to the academic life. An important developmental task of young students is their increased participation at formal and informal peer groups, along with their interest to gain independence and assertion of their own beliefs in the context of professional development. Students who develop their emotional and social skills have more chances to be accepted and better integrated into peer groups and experiencing the well-being in psychological functioning and social relationships. We used a multidimensional instrument which allows the assessment of a wide range of social and emotional competencies that students may possess at various levels. Using the multidimensional Profile of Social and Emotional Competences, (Tufeanu & Robu, 2013) we tested the impact of emotional regulation competencies over the association between responsibility in social relationships and engagement. The research results allow us to identify training and personal development needs of students as well as social and emotional skills that support their effective adaptation and reduce academic dropout.
Often the dilemma of novice teachers is related to the quality of student-teacher relationship. A good teacher is one who creates a safe and creative environment for students, which allows them to become confident and eager to learn. Thus, students will have the courage to express their emotions, personal opinions, without fear of being labelled. When students show they are “angry about a low grade” or reactions of anger/frustration towards other colleagues, that creates a situation of challenge for the beginner teacher. She or he has the chance to capitalize on both personal and professional abilities. The study presented in this article aims to identify the perception of beginning teachers regarding the management of relations with the group of students. The results fundaments a mentoring program that aimed to optimize the interaction between the beginning teacher and the students.
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