@article {1550,
	title = {THE INTERDEPENDENCE BETWEEN PERCEIVED SELF-EFFICACY AND SELF-ASSESSMENT SKILLS OF ACADEMIC PROGRESS IN STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-303},
	abstract = {Self-assessment in the school environment can be defined as the students{\textquoteright} ability to make valuable judgements about their own academic performance, either by reference to the teacher{\textquoteright}s educational goals, previous academic results, or the academic performance of other colleagues. The formation of such self-assessment skills is strongly influenced by a number of internal and external psycho-pedagogical factors, including chronological age, motivation for learning, level of cognitive development, perceived self-efficacy, the teacher{\textquoteright}s teaching style, the social status of the student{\textquoteright}s family, their group affiliation, etc. Starting from this point, the purpose of the present research was the analysis of the students{\textquoteright} degree of awareness of the role of perceived self-efficacy in the formation of objective didactic self-evaluation skills. The research sample consisted of 108 students, currently attending the Psycho-Pedagogy and Methodology Study Program courses at the University of Oradea and Emanuel University of Oradea, Romania. The research methodology was targeted at requesting these students to self-assess their performance in a subject of the afore-stated study program, respectively administering a scale for measuring personal self-efficacy. The results showed that most of the students tended to either evaluate themselves objectively or under-evaluate themselves, against the backdrop of a high level of perceived self-efficacy, respectively of superior academic performance.},
	keywords = {academic performance, didactic self-evaluation skills, perceived self-efficacy, self-image, teaching career},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.289},
	url = {https://oaji.net/articles/2022/457-1651338216.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul and Adela Bradea}
}
@article {1071,
	title = {DEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {335-344},
	abstract = {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{\textquoteright}s theoretical knowledge), psycho-pedagogical (they concern the teacher{\textquoteright}s ability to know their students and to establish interhuman relationships with them) and methodical (concerns the teacher{\textquoteright}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},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.335},
	url = {http://oaji.net/articles/2017/457-1503750561.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul and Adela Bradea}
}
@article {1012,
	title = {THE STATUS AND ROLE OF ICT IN THE EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: A RESEARCH FROM BIHOR COUNTY, ROMANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-15},
	abstract = {ICT plays a very important role in education, as, on the one hand, it improves the educational attainment of students and, on the other hand, it contributes to a better communication between the education agents, while also speeding up students{\textquoteright} personal development. By using educational software adjusted to the specific nature of different types of disabilities, the benefits of ICT can be very well exploited in special education too. The impact can be a significant one, both in the therapeutic process and in the educational one, and the literature in the area has recorded several examples of successes achieved by students with disabilities assisted by ICT. In Romania, however, few studies have been conducted so far to assess the way ICT is used by teachers in their work with students having different types of disabilities. For that reason, the main aim of the present research was to identify to what extent pre-university teachers are open and prepared to use ICT applications in special education. The sample consisted of 105 pre-university teachers from Bihor, Romania. The instrument used was a questionnaire having 76 multiple choice items, and the implementation period was January-March 2016. The results show that even though they are aware of the importance and have a positive attitude towards using ICT in special education, the majority of the teachers included in the study feel that they are ill-prepared and want to deepen their knowledge in this field during their continued professional training. },
	keywords = {ICT, special education, students with disabilities},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1210957},
	author = {Valentin Cosmin  Bl{\^a}ndul and Adela Bradea}
}
@article {946,
	title = {THE STATUS OF OPTIONAL DISCIPLINES IN THE SCHOOL BASED CURRICULUM OF UPPER-SECONDARY SCHOOL: A CASE OF ROMANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {7-16},
	abstract = {The school curriculum includes the learning experiences students are invited to go through in an organized and systemic way. The curriculum has two main parts, the core curriculum and the school based curriculum (SBC) respectively. The latter one concerns the learning experiences, which school provides in addition to the minimum experiences that all students should gain and it can be achieved through optional school disciplines. However, education research has shown that the way these optional disciplines are chosen often expresses the teachers{\textquoteright} options rather than those of the students. The main aim of this study was to analyze the subjective perception of upper-secondary school students with regard to the status of optional disciplines within the SBC. The sample consisted of 121 students, who study in 4 upper-secondary schools from Oradea, Bihor County, Romania. The instrument used was a questionnaire, and the implementation period was October-December 2014. The results show that the reasons why students choose a certain optional discipline are related to their need for personal and professional development. The most important subjects students want to study are foreign languages and sports activities, and the favored forms of organization include extracurricular and applied activities.},
	keywords = {extracurricular activities, optional disciplines, school-based curriculum},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.07},
	url = {http://oaji.net/articles/2015/457-1430136755.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul and Adela Bradea}
}
@article {929,
	title = {THE ROLE OF OPTIONAL DISCIPLINES IN DEVELOPING TRANSFERABLE COMPETENCES: A CASE OF ROMANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {21-28},
	abstract = {In Romania, the curriculum is traditionally strongly based on disciplines, the teachers being primarily specialised in one discipline only. Developing transferable competences requires new ways of teaching and learning, which transcend the traditional boundaries among disciplines. As they are being developed, these competences become important factors in the process of learning competences specific to certain disciplines, while also help the individual to adapt to the dynamics of a complex reality. Thus, given the importance of transferable competences, along with the reform of the curriculum, in the Romanian educational system optional disciplines were also included. The aim of this study was to analyse that, although there is a legislative framework, the development of activities that include multiple learning objectives or results that cross the traditional boundaries among disciplines, is still poor. The strategy used for the study was a complex one. It combined both quantitative research methods and qualitative ones: literature review (framework documents on educational policies), a statistic analysis, a questionnaire-based survey. The results have demonstrated the need for change in school organization and culture, so that the transferable competences acquired become indeed competences for life.},
	keywords = {learning results, optional disciplines, transferable competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.21},
	url = {http://oaji.net/articles/2015/457-1423570400.pdf},
	author = {Adela Bradea and Karla Peter}
}
