Annals of the University of CraiovaPsychology-Pedagogy series
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Volume 38, issue 2

December 2018

12 articles with abstracts and direct full-text PDF links.

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  1. Volume 38 · Issue 2 · 2018 · pp. 7-21

    responsabilitE ET COMPETENCE DE COMMUNICATION dans le statut du chef d’Etablissement de l’enseignement catholique

    • Christelle DE OLIVEIRA
    Keywords
    Communication skills; Responsibility; Modalities; Head teacher; Catholic teaching.

    Cite as

    OLIVEIRA, C. D. (2018). responsabilitE ET COMPETENCE DE COMMUNICATION dans le statut du chef d’Etablissement de l’enseignement catholique. Annals of the University of Craiova, Psychology-Pedagogy series, 38(2), 7-21. https://aucpp.ro/wp-content/uploads/2019/03/AUC_PP_no_38_De_Oliveira_pp.-7-21.pdf

    Abstract

    The school head practicing in Catholic education does not belong, like his colleagues in the public, to a specific body of State officials. It must, however, in the same way, comply with a special statute governing the exercise of its functions. This status, at the crossroads of three sources of law on which Catholic Education is based: canon law, administrative law, civil and associative law, will serve as a corpus for this study. The head teacher of Catholic education maintains cross-relationships, defined by this status, not only with the academic authority that appoints him, but also with the canonical tutelage authority that approves him and the managing body who uses it. This peculiarity gives him the responsibility of guaranteeing at the same time the respect of the freedom of teaching, but also the peculiar character of the catholic establishments. This analysis shows that it directly influences his communication skills and his management of the life of the institution and the different actors that make it up, through the various responsibilities it is led to exercise. From a theoretical point of view, this study is based primarily on the theory of modalities developed by Greimas and Courtes. This, because this theoretical choice makes it possible to analyze in depth the different facets of responsibility according to their nature in order to identify the main communication skills. This theory will also highlight the different communicational roles of the school head as an actor of responsibility.

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  2. Volume 38 · Issue 2 · 2018 · pp. 23-33

    COMMUNICATION INTERACTIONNELLE: REMEDIER LES DYSFONCTIONNEMENTS ET GERER LES EMOTIONS DANS L’ESPACE EDUCATIF

    • Euphrosyne EFTHIMIADOU
    Keywords
    Interactional communication; A strategic/systemic approach; Cognitive; affective and behavioral resources; Constructive metacommunication.

    Cite as

    EFTHIMIADOU, E. (2018). COMMUNICATION INTERACTIONNELLE: REMEDIER LES DYSFONCTIONNEMENTS ET GERER LES EMOTIONS DANS L’ESPACE EDUCATIF. Annals of the University of Craiova, Psychology-Pedagogy series, 38(2), 23-33. https://aucpp.ro/wp-content/uploads/2019/03/AUC_PP_no_38_Efthimiadou_pp.-23-33.pdf

    Abstract

    In the educational space, interactional communication becomes an issue to address potential dysfunctions and manage the emotions of people in training. Under this aspect, through the decision-analytic approach to negotiations, systemic approaches open up dialogue and provide a sense of confidence to create fruitful exchanges through a spirit of solidarity and collaboration. In ancient times, Aristotle refers to oratorical art, while in the 20th century, American researchers are oriented towards the paths of strategic interactional communication. In interpersonal interactions, the complexity of physical and/or psychological behavior determines the level of understanding. In regards to the Ombudsman of the group, he conveys emotional and behavioral values and cultivates the transversal skills of each participant. The progressive training of learners with tasks that they can manage allows them to fill the gaps, in order to adopt a tactic of success. Thus, the use of socio-emotional strategies makes learners aware of their renewable resources to deal with deadlocks in interpersonal relationships. Finally, the implementation of effective synergies introduces the members of the target group to strategic competence with regard to develop a creative attitude. Ultimately, the commitment of the actants in collaborative projects becomes a catalytic factor to create nodes with his past and future and lead to constructive metacommunication, in order to go to the quest for their hidden and unexploited potentialities.

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  3. Volume 38 · Issue 2 · 2018 · pp. 35-48

    GRAPHIC ORGANIZERS IN THE CONTEXT OF CLASSROOM COMMUNICATION

    • Emil LAZAR
    Keywords
    Classroom communication; Graphic organizers; Feedback.

    Cite as

    LAZAR, E. (2018). GRAPHIC ORGANIZERS IN THE CONTEXT OF CLASSROOM COMMUNICATION. Annals of the University of Craiova, Psychology-Pedagogy series, 38(2), 35-48. https://aucpp.ro/wp-content/uploads/2019/03/AUC_PP_no_38_Lazar_pp.-35-48.pdf

    Abstract

    Meaningful learning and learning efficiency are two reasons of this paper. They are intrinsic (they are intertwined as meanings in terms of importance) and generate consequences worthy of human axiology. The topic of classroom communication and learning facilitated by graphic organizers is one of interest in the context of the evolution of pedagogic research in the curriculum domain, in which conceptual aspects (theorizing) prove their strength in the context of meeting utility and proficiency criteria. Therefore, the theoretical underpinnings of classroom interaction having the graphic organizers as teaching tools, combined with the methodological-applied approach, supported by the results of such analysis, favourable to the approach and offering innovative elements from the perspective of curriculum habilitation. Why learning mediated by graphic organizers? Learning is the process through which knowledge is acquired in the teaching context. Learning can also be understood as the result of classroom communication, that’s why, due to certain factors, and methodological-teaching tools (such as graphic organizers), it may have a greater impact in terms of knowledge generation. Assessment, as a natural stage of educational process, has the same rules: the implementation methodological device is very important in efficient (accurate) and formative assessment. An instrument often incorporated in teaching strategies is represented by graphic organizers, a meaning through which learning objectives are successfully achieved, the understanding of the concepts is reinforced, the relation among these are highlighted and learning is facilitated.

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  4. Volume 38 · Issue 2 · 2018 · pp. 49-59

    COMMUNICATION AND LANGUAGE OF CHILDREN WITH LEARNING DIFFICULTIES AND DISABILITIES

    • Aurel PERA
    • Raluca Monica DOBRE
    Keywords
    Disabilities; Learning difficulties; Language therapy and diagnostic criteria.

    Cite as

    PERA, A., & DOBRE, R. M. (2018). COMMUNICATION AND LANGUAGE OF CHILDREN WITH LEARNING DIFFICULTIES AND DISABILITIES. Annals of the University of Craiova, Psychology-Pedagogy series, 38(2), 49-59. https://aucpp.ro/wp-content/uploads/2019/03/AUC_PP_no_38_Pera_Dobre_pp.-49-59.pdf

    Abstract

    Nowadays, the issue of communication and the language of children with learning difficulties and disabilities is very important, which is why, in this study we approach the relationship between communication and language in the established context; the rules of this type of communication, the specificity of language in the general context of disabilities and the learning difficulties.

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  5. Volume 38 · Issue 2 · 2018 · pp. 61-76

    COMMUNICATION – THE CONDITION OF QUALITY ASSURANCE OF THE STUDENT-TEACHER RAPPORT

    • Vali ILIE
    • Ecaterina Sarah FRASINEANU
    Keywords
    Interaction; Communication; Quality assurance.

    Cite as

    ILIE, V., & FRASINEANU, E. S. (2018). COMMUNICATION – THE CONDITION OF QUALITY ASSURANCE OF THE STUDENT-TEACHER RAPPORT. Annals of the University of Craiova, Psychology-Pedagogy series, 38(2), 61-76. https://aucpp.ro/wp-content/uploads/2019/03/AUC_PP_no_38_Ilie_Frasineanu_pp.-61-76.pdf

    Abstract

    The impact that each partner has on the others is related to a number of factors (internal and external), but also to the depth and quality of the interaction. Therefore, it is necessary for teachers to call for operative feedback in order to obtain information on the quality of interaction and the effectiveness of the teaching process. In this respect, at the end of the academic year 2017-2018, we applied several quality assessment tools, among which the Questionnaire for the Evaluation of Student Teacher Interaction. This tool was applied to students from several faculties of the University of Craiova, attending the courses of the teacher training programme. The analysis and interpretation of the students’ responses provide an opportunity for reflection for the evaluated teachers, a confirmation of the quality of their own activities, and also the optimization of certain issues related to the relational register. As with the other tools used, the one we introduced in this study was the basis for the development of the Annual Quality Assessment and Quality Assurance Report at the level of The Teaching Training Department (DPPD). From the perspective of developing a culture of quality at the DPPD level, communication is a relevant indicator of the quality of the educational relationship and a standard in ensuring good practice in the field of quality assurance in higher education.

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  6. Volume 38 · Issue 2 · 2018 · pp. 77-87

    De la méta-communication autour d’un cours de psycho-sociologie de la communication à la métacognition

    • Yamina ABOURA-NADJI
    Keywords
    Educational intervention; Conception; Meta-communication; Metacognition; Opinions; Representations.

    Cite as

    ABOURA-NADJI, Y. (2018). De la méta-communication autour d’un cours de psycho-sociologie de la communication à la métacognition. Annals of the University of Craiova, Psychology-Pedagogy series, 38(2), 77-87. https://aucpp.ro/wp-content/uploads/2019/03/AUC_PP_no_38_Aboura-Nadji_pp.-77-87.pdf

    Abstract

    Through this contribution we will try to decipher how meta-communication and metacognition can help to defuse a situation of latent conflict between a struggling and an uninterested or even dissenting class. The students are future librarians who have no prerequisites in psychology or psychosociology and who perceive the module of psychosociology of communication – a transversal credit in the LMD university system (License, Master, PhD) – as a useless workload. This negative view has a direct impact on their behavior in class and on their attendance. Regardless of the educational objectives of the module, it is first necessary to convince them that it is just a matter of helping them discover that they already have in them all there is to learn (Galileo 1564-1642), by making sure to illustrate courses with examples from their daily lives, firmly rooted in their culture. For this we have implemented communication strategies and educational activities such as: 1. Encourage metacognition and search for meaning through role plays. 2. Open a space for the expression of negative or ethnocentric representations in the context of speech groups by focusing on the mirror effect. 3. Manage privacy using our clinical psychologist education, without leaving the educational intervention framework.

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  7. Volume 38 · Issue 2 · 2018 · pp. 89-99

    COMMUNICATION ET EDUCATION: EXEMPLE D’UN ENFANT AUTISTE

    • Abdelkader BEHTANE
    Keywords
    Communication; Education; TSA.

    Cite as

    BEHTANE, A. (2018). COMMUNICATION ET EDUCATION: EXEMPLE D’UN ENFANT AUTISTE. Annals of the University of Craiova, Psychology-Pedagogy series, 38(2), 89-99. https://aucpp.ro/wp-content/uploads/2019/03/AUC_PP_no_38_Behtane_pp.-89-99.pdf

    Abstract

    Communication is defined as a way to get in touch with each other. It is mainly about transmitting information. Education is the action that allows an individual to instruct another individual. It allows the dissemination of knowledge. Therefore, educational communication determines one way of connecting with the other and aims at the transmission of knowledge. Disability refers to the limitation of the possibilities of interaction of an individual with his environment. There are different types of disabilities: psychological, intellectual, social and/or physical. Following the case study method, we want to show that it is possible for a person with ASD to have access to the language even if it will never really be normal. The first results show that A had a very pronounced autistic disorder. Similarly, the major stages of language were not yet acquired. He did not use words or sentences to communicate, he did not make any combination of words, he emitted unintelligible sounds. In short, he seemed to withdraw completely from the communicative relationship. Following his stay in the nursery and sessions at the speech therapist, A has made great progress in communication. However, it remains difficult to understand especially when he speaks quickly or is angry.

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  8. Volume 38 · Issue 2 · 2018 · pp. 101-109

    Le modèle AEMBC, un modèle centré sur le processus de médiatisation

    • Abdelfattah LAHIALA
    • Abderrahman EL FATHI
    Keywords
    ICT; Communication; AEMBC; Media coverage; Media process; Educational act mediated.

    Cite as

    LAHIALA, A., & FATHI, A. E. (2018). Le modèle AEMBC, un modèle centré sur le processus de médiatisation. Annals of the University of Craiova, Psychology-Pedagogy series, 38(2), 101-109. https://aucpp.ro/wp-content/uploads/2019/03/AUC_PP_no_38_Lahiala_el-Fathi_pp.-101-109.pdf

    Abstract

    In the framework of the modeling of the AEMBC (Communication-Based Education) model, this article focuses on the treatment of the media process factor. Our objective is to be able to expose in the present work our conceptualization vis-à-vis this vital and fundamental component of the integration of the new technologies in the process of learning. The work is organized around three parameters that will be developed; the definition of strategies and budgetary resources, definition of roles and responsibilities in the mediatization process and the deployment of technical dissemination structures. Based on our consideration, if these three metrics are observed and adhered to, the learning process can align to produce adequate, valid, and effective supports. The diagram presented on this article is taken from our conception for the AEMBC model constituted of all the components, the factors of influence and the parameters to be considered to guarantee the effectiveness and efficiency of the mediated educational act.

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  9. Volume 38 · Issue 2 · 2018 · pp. 111-123

    THE ROLE OF QUESTIONING IN EFFICIENT CLASSROOM COMMUNICATION

    • Florentina MOGONEA
    • Florentin Remus MOGONEA
    Keywords
    Classroom communication; Communicative competence; Question types; Efficient communication.

    Cite as

    MOGONEA, F., & MOGONEA, F. R. (2018). THE ROLE OF QUESTIONING IN EFFICIENT CLASSROOM COMMUNICATION. Annals of the University of Craiova, Psychology-Pedagogy series, 38(2), 111-123. https://aucpp.ro/wp-content/uploads/2019/03/AUC_PP_no_38_Mogonea_Mogonea_pp.-111-123.pdf

    Abstract

    Efficient communication is a priority of a society in which interaction and interpersonal communication are essential to the success of an activity, of collaboration. Classroom communication, seen as a particular form of interpersonal communication, is the one that mediates the triad teacher-curriculum-student, providing the general framework for achieving the educational goals. The complexity of this activity makes it possible to address many and various aspects of classroom communication. Our study aims to highlight the impact that the correct wording of questions has on the efficiency of teacher-student communication. We adopt the perspective of a prospective teacher, whose experience in communicating with students is limited to the one gained during the teaching practice. Our investigation was carried out on a sample of 68 1st year Master’s students of the Faculty of Letters, who are also enrolled in the Teacher Training Programme, Cycle II. To carry out the research, we used the survey method based on questionnaire, more precisely the tool was an opinion questionnaire. Data collection and interpretation, i.e. of the answers provided by the respondents, enabled us to find out their opinion on the importance of formulating the questions for effective communication purposes, the types of questions used, the prerequisites, any mistakes or difficulties encountered. The questionnaire also allowed us to identify the role that the Teacher Training programme palys in the development of teacher's communicative competence in the classroom.

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  10. Volume 38 · Issue 2 · 2018 · pp. 125-135

    OPTIMISATION OF CLASSROOM COMMUNICATION – AN INVESTIGATIVE APPROACH

    • Mihaela Aurelia STEFAN
    Keywords
    Classroom communication; Competence; Efficiency; Emotional-affective climate.

    Cite as

    STEFAN, M. A. (2018). OPTIMISATION OF CLASSROOM COMMUNICATION – AN INVESTIGATIVE APPROACH. Annals of the University of Craiova, Psychology-Pedagogy series, 38(2), 125-135. https://aucpp.ro/wp-content/uploads/2019/03/AUC_PP_no_38_Stefan_pp.-125-135.pdf

    Abstract

    Classroom communication, analyzed from a psycho-pedagogical point of view, appears to be an interactive model, the teacher and the student playing the role of both sender and receiver, engaging in a relationship underpinning exchange of ideas, corrections and additions. The way information is transmitted, the message itself, enthusiasm, active involvement, power of persuasion, safety, attitude and posture are elements that ensure the efficiency of the communication. In order to improve classroom communication we consider it necessary to know the students' perceptions and representations regarding this process. The current paper presents the data deriving from an investigation of students' representations in relation to the different aspects of classroom communicative competence. Based on this investigation, the data collected and analyzed have led to the following findings: the emotional-affective dimension determines the effectiveness of the communication relationship to a large extent; the investigated subjects particularly appreciate the climate of communication, and the emotional connection established between teachers and students.

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  11. Volume 38 · Issue 2 · 2018 · pp. 137-152

    Optimizing didactic communication in the information age

    • Oprea Valentin BUSU
    • Elena Cristina ANDREI
    • Violeta STANASEL
    Keywords
    Didactic communication; Information era; Technology; Classroom management.

    Cite as

    BUSU, O. V., ANDREI, E. C., & STANASEL, V. (2018). Optimizing didactic communication in the information age. Annals of the University of Craiova, Psychology-Pedagogy series, 38(2), 137-152. https://aucpp.ro/wp-content/uploads/2019/03/AUC_PP_no_38_Busu_Andrei_Stanasel_pp.-137-152.pdf

    Abstract

    Teaching is a complex process in the information age, and it is influenced by the ubiquitous use of technological means. The multitude of information channels has a dual effect: a positive effect of ease and opportunity to communicate regardless of time or geographical area, and a negative effect that minimizes the role of the teacher in providing knowledge. The opportunity for students to extract their own information from different domains leads to the phenomenon of diminishing the importance of the teacher in the process of learning and acquiring new knowledge. In the contemporary society, an effective professor is not strictly limited to sharing new knowledge with his/her students, but this requires a range of managerial skills, as well as continuing education and training. The teacher is considered to be a true leader, having the task of organizing the class of students and of properly and logically structuring the courses. The absence of communication or stalling in the teaching process are directly linked to the success rate of the students and teacher alike. At the same time, the teacher has the duty to be a model to be followed by his/her students and to inspire them rise on the socio-cultural ladder.

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