About us

The Annals of the University of Craiova, the Psychology-Pedagogy series, is an international academic publication with interdisciplinary characteristics that aims to promote education and educational research, to provide an expression opportunity to all the experienced specialists in the field, but also to the young researchers, facilitating the exchange of ideas and interactions at the level of the scientific community.


Call for papers

In the Coronavirus context, we propose the topic The emotional impact of the pandemic period on the school for the issue no. 1 (43), year 2021 of the Annals of the University of Craiova, Series Psychology-Pedagogy (ISSN 2668-6678, ISSN-L 1582-313X), edited by the Department of Teacher Training, through the Centre for Psychopedagogical Research (CCPP).

Call for papers

Appel a la contributions


About AUCPP

The first issue of the magazine was published in 2001.

The journal accepts the following categories of studies:

  • Theoretical papers
  • Basic research papers
  • Applied research papers
  • Essays
  • Book reviews
  • Interviews

The works can approach different themes in the educational field: the initial and in-service teacher training; the development and innovation of the curriculum; the theory and practice of training; the theory and practice of the assessment; management and educational leadership; the management of the educational programs; the sociology of education; the psychology of education; university pedagogy; adult pedagogy; the history of pedagogy  and alternative pedagogies; comparative pedagogy; pedagogy of primary and pre-primary education; early education; the education of children with special educational needs; inclusive education; educational counselling; the psycho-pedagogy of learning; special didactics, etc.

Depending on the topic and its approach (theoretical, practical-experimental, essay, etc.), the journal proposes the following sections:

Theoretical approaches – revisited and new perspectives; Educational practice – new perspectives; Research laboratory; History of pedagogy; Comparative pedagogy; Computer-assisted teaching and Varia.

Aim and scope

Analele Universității din Craiova, seria Psihologie-Pedagogie aims to publish original research articles and review articles in the field of education sciences and psychology, in some important areas: pre-service and in-service teacher training; theory and practice of training; theory and practice of the assessment; management and educational leadership; management of the educational programs; sociology of education; psychology of education; university pedagogy; adult pedagogy; history of pedagogy and alternative pedagogies; comparative pedagogy; education of children with special educational needs; inclusive education; educational counselling; special didactics etc.

The first issue of the Journal was published in 1998, under the title Analele Universităţii din Craiova. Filosofie-sociologie-psihologie-pedagogie. In 2001, the title was changed in Analele Universității din Craiova, seria Psihologie-Pedagogie. Journal is published constantly starting this year. 

The International Scientific Committee of the journal is formed by members not only from Romania, but also from other countries (France, Irland, Greece, Canada, Belgium, Albania, Serbia, Republic of Moldova). The members are prestigious researchers in the field of education sciences, from important universities and scientific research institutes.

Ussualy, each issue of the journal has a different topic, wich is a real and interesting theme.

Analele Universității din Craiova, seria Psihologie-Pedagogie is published by Universitaria Publishing House.

The journal does not have article processing and submission charges (APCs).

Contact

Teacher Training Department, University of Craiova, 13, Al. I. Cuza Street, Craiova, Dolj, Postal code 200585, Romania, Telephone (040)251422567

Email: auc.pp.dppd@gmail.com


Current issue:

Annals of the University of Craiova, Series Psychology- Pedagogy

no 1 (43)/2021

Publication date: June 30 2021

No

Author(s)

Title

Pages

1

Jean BERNATCHEZ, Olivier EMIEUX,

Anne-Michèle DELOBBE

La gestion de la crise pandémique de la COVID-19 par les directions d’établissements scolaires du Québec : pratiques, enjeux et apprentissages

7-22

2

Abdelkader BEHTANE

Impact émotionnel de la pandémie sur les enfants atteints de TSA

23-35

 

3

Florentin Remus MOGONEA, Florentina MOGONEA

Impact of the COVID-19 pandemic on the burnout syndrome among teachers

37-47

4

Emil LAZĂR

The emotional impact on adolescents during the pandemic substantiation from the perspective of socio-emotional and spiritual intelligences

49-64

5

Ndèye Maty PAYE

Décider, enseigner et apprendre durant la COVID-19 a l’Université de la Gambie

65-74

6

Russel Ponty ZAMBO

Les axes socio-décisionnels de la reprise des classes post-confinement en temps de COVID-19 au Cameroun : entre éducation prioritaire et inégalité éducative

75-94

7

Vali ILIE, Ecaterina Sarah FRĂSINEANU

Aspects of increasing resilience in students

95-108

8

Wiem MAGHROUM

L’enseignement du design stratégique face aux défis matériels et psychologiques à l’ère de la pandémie

109-121

9

Andreea Aurora Maria BUGA

Free time activities in the time of COVID-19 pandemic

123-128

10

Jacques GEORGES

Impact de la pandémie de Covid-19 sur des élèves de troisième année du secondaire d’un athénée en Belgique Francophone : vers une expérimentation du tronc commun avant l’heure

129-143

11

Oprea-Valentin BUŞU, Elena-Cristina ANDREI, Mihai-Narcis POPESCU

Knowing and interpreting students’ emotions in a pandemic context using brain waves

145-155

12

Hajar HACHIMI

Les effets psychologiques négatifs et positifs de la pandémie causée par COVID-19 sur les apprenants et les enseignants

157-166

13

Euphrosyne EFTHIMIADOU

L’édition des œuvres du XVIIe siècle : l’étude des variantes dans l’illusion comique de Corneille

167-176

14

Tulia MICHAEL, Laurent Gabriel NDIJUYE, Abdon Kimario ÉPHREM

Synoptic scrutiny of pedagogical practices for developing five minds for the future in tanzanian non-formal secondary schools

177-192