The purpose of the current study was to test psychometric characteristics of the Self-assessment Instrument for Teacher Evaluation - SITE II (Akram & Zepeda, 2015), namely, to determine the factor structure of the instrument which would enable us to conduct a research of the teacher self-evaluation. The study sampled 310 teachers of upper-primary subjects and elementary school grade teachers from 16 primary, mixed-sex public schools in Serbia. The researchers have applied exploratory factor analysis and extracted variables and determined four factors which correlate moderately and positively, with satisfactory reliability of all four sub-scales. The factors are Subject Matter Knowledge, Instructional Planning and Strategies, Learning Environment and Effective Communication, Assessment. The conclusion is that the SITE II scales in our sample, can in fact be used in its modified version of 26 items and a four-factor structure of the instrument.

Proportionality in mathematics occupies an important place not only in teaching but also in everyday life. Roblin (2015) tells us that it is not an easy thing to teach. This article aims to understand teachers teaching methods in proportionality. To achieve this, a questionnaire distributed to primary and secondary school teachers will allow us to analyze their conceptions and their declared practices when teaching proportionality and this, according to their level of teaching: primary or secondary. Our results show that the level of difficulty of teaching proportionality perceived by the teachers is high. Our analyses will be followed by a discussion and recommendations for the training and teaching of proportionality.

In the last decades, all education systems in Europe have been faced with a crisis in the teaching profession. The pandemic period deepened this problem, through the shortage of teaching staff for certain subjects, through leaving the profession, through the low enrollment rate in professional development programs. There is a consensus on the need to develop and implement certain policies meant to increase the attractiveness of the teaching profession, so that education systems benefit from well-trained staff willing to build a career and have availability for continuous professional development. The study proposes an analysis of the European documents regarding the strategies of the European states in the field of the initial training of the teaching staff and an analysis of the current situation of the training of the teaching staff in Romania.

The game is seen as a teaching method by which tactical relationships are learned with more enjoyment and gradually replaces the traditional way of teaching motor skills. This study aims to determine the opinion of physical education and sports teachers/ football coaches about the impact of the games on the learning of football-specific tactical relationships. To achieve the intended purpose, we conducted quantitative research with a non-experimental design, the study being descriptive. The participants completed a questionnaire containing 12 items regarding their opinion on the impact of the games on the learning of football- specific tactical relationships. The sample was represented by 25 people, 12 football coaches, and 13 physical education and sports teachers. The study found that secondary school sports teachers and football coaches positively approve of the game s role in learning football-specific tactical relationships. The results showed significant differences between them only on specific dimensions considered.

The contribution aims to examine the role and meaning of the conceptual framework in the operation of a training curriculum according to the Competency- Based Approach (CBA). Indeed, the CBA obeys a triple logic: curricular logic, logic of action in situation and logic of learning. It is the articulation of these levels of logic that gives rise to a way of designing curricula and at the same time makes it coherent. Empirically, the curricula of Teacher Training Schools for General Education in Cameroon follow a framework that is based on the logic of skills, it is said. On the other hand, the class practitioners, unable to identify the links between the components of the curriculum articulated according to the CBA, exploit it according to the forms of didactic work which recall the approach by content- subjects or Pedagogy by Objectives. Hence, at the level of operationalization, the difficulties they have in exploiting it with a view to positioning or acting on the professional development of student teachers, better on their professionalism. The study analyzes the articulation between the Curricular Organization Framework, the Learning Organization Logic and the Transversal Objects (components of the conceptual framework). The research is based on a documentary analysis of Teacher Training Schools for General Education’ curriculum. The analysis reveals a set of pitfalls that make it difficult for classroom practitioners to implement training curriculum. They summon the open, continuous, contextual and pragmatic character of their “models”.

The study aims to address the issue of mentoring, from the perspective of some mentoring models present in specialized literature and validated in pedagogical practice. The theoretical dimension of this study represents an incursion into the issue of mentoring, brought into the school, educational context, respectively of a mentoring model: the GROW model (establishing the Goal, examining the Reality, exploring the Options/Obstacles, setting the Way forward). The applied part represents an empirical research, of a constative type, which aims to carry out an initial assessment of the expectations of the students following a psycho-pedagogical training programme on the relationship with the practice mentor teacher, who is the coordinator of the pedagogical practice internship. The research method used was the opinion questionnaire, applied through Google Forms. The obtained results allowed an analysis of the factors, conditions, ways to ensure an optimal interaction of the students with the mentors, so that they can develop their pedagogical and didactic competencies.

The observations on the drops in level and school failures in Cameroon continue to persist. It has been noted that unlike Western societies, school performance appears to be less, with little or no satisfactory performance in sub- Saharan Africa in general (PASEC, 2015). An inquisitive look has made it possible to observe that the practices of didactics, pedagogy and even more of docimology, are not always done effectively. The main causes are the many difficulties that accompany the implementation of these notions. In fact, what happens if these educational enterprises are not carried out according to the rules of the art? Why? Can the failures and drops in level in Cameroon be attributed in major part to docimological failures? Which? Wouldn t they be closely linked to the living conditions of teachers in Cameroon? How to characterize these living conditions? The present work attempts to demonstrate that the misery in which teachers are immersed in Cameroon partly justifies failures and the decline in school levels, because it does not allow them to evaluate and correct objectively and properly. To achieve this, the primacy was given to a descriptive approach, as well as to semi- directive interviews.

Currently, in Morocco, teacher training (initial or continuous) is one of the major concerns of the actors of the educational environment. In recent years, many efforts have been made to set up mechanisms to improve the quality of training and curricula. Thus, the teaching of soft skills has become fundamental in academic and professional training. These transversal competencies ensure an effective and efficient match between the needs of the profession and the practice of future teachers. Indeed, in a changing world, the teacher is required to deploy not only technical skills, but also emotional, relational and interactive skills to adapt, evolve and innovate in the professional environment. To do this, they must acquire a reflective process that will enable them to step back from their professional actions in order to detect problems, structure them and remedy them, hence the need to emphasize reflexivity as a cross-cutting skill that is essential for the implementation of other soft skills. This is why, in initial teacher training, before immersing the future teacher in this reflective process in didactics or in the analysis of pedagogical practices in order to question his or her teaching practice, he or she must be introduced to this key cognitive and pragmatic concept by putting it at the heart of the teaching of soft skills.

The huge volume of information available to humanity today and the alert pace at which it increases put acutely in front of preschool institutions the task of forming capacities so that education, children and young people, become capable of self-information and permanent self-training. Preschool institutions can no longer provide all the knowledge necessary for the child to integrate socially once and for all in a community. He must be prepared to adapt quickly and efficiently to the dynamics of society and culture. The entire process of organizing and carrying out children s activities is regulated by the educator through communication. Aiming to fix the desirable behaviors of the children and modify the undesirable ones, through pedagogical communication the educator aims, at the same time and especially, to train the communicative abilities of the children.

The involvement of parents in the educational activities of the kindergarden is ideal for a good development in the entire educational process and what better way to get involved than through a kindergarden-family educational partnership project, where the triad of teacher-parents-preschoolers work together for a preschool growth process. The psysical presence of the parents in the activities of the preschooler in the group, their active involvement with the aim of developing the socialization of the modern preschooler, the awareness of the importance of the development of socialization from the preschool age are paramount among parents. The educator –parents relationship, through educational partnership is strengthened and the results are not long in coming.

The article presents an analysis of the adolescent s personality from the perspective of the relationship formed with parents/peers, secure/insecure attachment and self-perception of masculine/feminine traits. The interaction and weighting and statistical analysis of the variables are also presented: trust, communication, sense of abandonment, extraversion, openness, consent, consistency, etc. For the first time, a correlation is made between the type of attachment to parents, peers and the type of relationship in adolescence. Investigations are carried out to identify whether or not there is interdependence between variables. The research was focused on studying the impact of parental attachment on relationships in adolescence. In the literature, adolescence is marked by critical changes in cognition, behavioral and emotional systems. Adolescents develop their own views and separate from their parents. Interpersonal relationships with parents play a primary role in the development of the person and the type of relationships he will later establish with other persons throughout life. The results show a positive correlation between the quality of attachment and the acceptable type of functional/social interaction between the research subjects and others. To develop the Psychological Profile of adolescents with secure/insecure attachment, the results of the diagnosis (block of 4 inventories) were used - 28 adolescents, aged between 16 and 19 years. The paper presents the profile of adolescents with secure/insecure attachment. The results of this study contribute to a better understanding of the role that attachment plays in the formation of relationships with others in the early age period.

In accordance with the efforts of the education systems around the world, the Romanian one also strives to create and implement a set of projects that include a generous, comprehensive educational offer, in order to meet the growing and diverse educational needs of a population with increasing and diverse educational necessities. This is how inclusive or integrated pedagogy (education) appeared, as well as the pedagogy of gifted children (the pedagogy of elitism) or the educational alternatives (Waldorf, Montessori, Freinet, Step by Step). With all these efforts to meet the educational needs of a mosaic and constantly changing population, one category of individuals has not been researched and explored enough: it is the category of children with learning difficulties. Research on this category of children has been carried on mainly during the last four decades. The present study aims to address the issue of learning difficulties at the level of primary education, from the perspective of an ameliorative type of research, which proposes a series of effective action methods to reduce the learning difficulties in the Romanian language registered by the students of some classes in the primary school years. These methods can obviously be extended and adapted to other classes and other school subjects.

Given that depressed patients improve their condition only when they understand what is happening to them, we consider it imperative to convince certain students through psycho-education, as specialist academics, that they need to identify their affective states, mood disorders disposition and accept that they may sometimes have an illness that can be cured by avoiding certain things and relying on certain resources. On their road to recovery, students who go through such periods need psychological support and encouragement to regain the hope, joy and pleasure that was stolen from them with the stress of entering a new cycle of education, the academic. Awareness of the causes and psychological effects of depression and taking control of depressive states through voluntary effort by actors in the university environment, as well as a campaign to prevent and combat its presence among students, will determine that depression is no longer considered a stigma. Blame and responsibility lie equally with those teachers or counselors who might identify the symptoms but ignore the seriousness of the problem and cause the illness to go undiagnosed and treated, easily mistaking it for just a feeling of sadness or melancholy. The study was conducted using a questionnaire covering 20 questions with a simple complement on a sample of 110 students. We believe that the results obtained from this study will contribute significantly to the awareness of the importance of the phenomenon.

In contemporary society, communication is a subject of certain topicality and of particular importance in the process of development and formation of every human being. Communication helps young pupils to engage in dialogue, ask questions and receive responses, communicate assertively with adults, communicate positively with peers, accept the opinions of peers and adults, identify the right time to initiate a dialogue with adults or peers, to conclude a dialogue in a fair and polite manner. Communication efficiency, however, depends on the level of development of the communication skills of the communicators. The development of interpersonal communication skills begins early, having its specificity at each age. The development of communication skills is a process of great complexity and especially the primary school age it coincides with the social integration of the child in an organized group where communication has a very important role for establishing the relationship with others. Interpersonal relationships are established and evolve based on the background of interpersonal communication between people, treating them as conscious and direct psychological alliances between people. Interpersonal relationships of primary school children are formed and developed based on individual particularities, as well as based on the types of relationships internalized and learned from the family and the school environment. In the present study we have to analyze the ability of young school pupils to communicate effectively.

This article analyses the impact of school regulations on the efficiency of the education system. By school regulations, we mean the matching of the child s life rhythms, school time and the parents socio-professional time. The organisation of school time then takes into account many social, economic, political and pedagogical factors. What specifies the regulations and gives them weight within the education system is that they must induce the learner s autonomy. However, school rhythms are developed without taking into account the rhythm of the child s life. This results in difficulties for learners to articulate the curriculum to their own needs. The study is part of a comprehensive approach based on a qualitative approach. It was carried out with three secondary school students in the Central Region of Cameroon who had difficulties in developing positive skills in learning activities and in expressing positive emotions. The results reveal that these children express fears, sometimes refusals and forms of anxiety about school. This can be seen in the difficulty they have in articulating attention and concentration during the teaching/learning process. Moreover, the transgression of norms that can be observed through the difficulties in adapting to school in terms of attendance and punctuality, should not be interpreted as a disorder of adjustment of rhythms but rather as a factor of transformation of norms.

The present study analyzes modalities and effects of emotional management in the case of the students studying to become teachers. Emotions have a very important role in the learning activity and they are difficult to rebalance or regulate, being inherent, no matter if they are positive or negative. We are pleading for the fact that a better awareness of constructive emotions, of those reactions that can mobilize young people, but also of emotional manifestations with a disorganizing role, as well as the application of control techniques are ways to achieve a state of pleasure in learning, to capitalize on intrinsic resources at key moments in academic life, such as exams. At the level of higher education, it is possible to know and remove emotional difficulties, manage aversions, resolve conflicts, productively capitalize on one s own affectivity, in a pleasant, interactive climate.

What are the effects of the theater, as an educational environment, that influence not the prisonerization, but the personal reconstruction of the prisoner in the social and cultural environment in which the prisoner finds himself? The observation is that the state of prisonization of the minor prisoner accentuates his precariousness and mortgages his personal reconstruction. The objective of this study is to analyze the effects of theater as a transitional area of creativity. The research is part of the comprehensive paradigm and has opted for a qualitative approach. The research was addressed to 10 participants of the "thirteen quarter" of the Central Prison of Yaoundé. The data collected and processed through the interview guide made it possible to arrive at the results according to which the place of the theatrical act in the prison environment favors a repositioning of identity.

In the era of the coronavirus pandemic, the university has closed all its reception areas in front of students, and to ensure pedagogical continuity, this situation has forced it to take up the pedagogical technical challenge by opting exclusively for digital. The interest of this article and to show how the students lived this experience from the angle of values. The ergological approach helps us to analyze the way the group of students use to continuously renormalize the new demands imposed by the environment. This is reinforced by focus groups as well as individual interviews. The results document the presence of a psychoaffective relationship, a transformation in the learning process, a limit of digitization and the need for new adjustments. New adjustments are necessary contributing to the success of distance learning in Algeria.

The study focuses on the role of e-learning in the training process against the background of the digitalization of education. We aim to analyze the impact of e- learning on the school performance of the students. Starting from a comparative analysis between traditional learning and e-learning, we focus on the training strategies that capitalize on the new information and communication technologies. In the experimental part of the research, we will start from the suggestions offered by the students of the Faculty of Sciences, the University of Craiova (undergraduate cycle, year II) with the purpose to improve online instruction. In this regard, we will use a questionnaire. The designed training model, based on the proposals of the students, will include current training methods, modern instruments, leading to better results in the final evaluation. This aspect will be verified in the final part of the pedagogical experiment, in which we will follow the results of the exam and we will analyze the feedback provided by the students concerning the implementation of their proposals.

The adaptation of pre-university education units to changes in their external environment and finding the best managerial solutions, effective organizational strategies in achieving this adaptation (the specific context is that of the Online School) represent important reasons for research related to the development of leadership and educational management in school institutions during the COVID- 19 pandemic and the transition of the School to the online environment. The research aimed to collect teachers points of view regarding the motivation to participate in training courses with a theme related to the didactic activity in the online environment, knowledge of the theoretical and methodological benchmarks of educational management and school leadership, adapting the management and leadership of school units to the requirements of the Virtual School, familiarization with the development of tools for implementing management and school leadership according to the requirements of the Virtual School, the interest expressed in participating in a training program related to adapting the management and leadership of school units to the requirements of the virtual school.