Hybrid Teaching Approach at Romanian Language and Literature in PISA 2018, Romania

Autor/in	Bor?, Octavia
Titel	Hybrid Teaching Approach at Romanian Language and Literature in PISA 2018, Romania
Quelle	In: Journal of Educational Sciences, 23 (2022) 1, S.40-50 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1454-7678
Schlagwörter	Blended Learning; Romance Languages; Second Language Learning; Literature; Foreign Countries; International Assessment; Achievement Tests; Secondary School Teachers; Constructivism (Learning); Secondary School Students; Student Attitudes; Individualized Instruction; Teacher Student Relationship; Feedback (Response); Learner Engagement; Romania; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Romanische Sprache; Zweitsprachenerwerb; Literatur; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Schülerverhalten; Individualisierender Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Rumänien
Abstract	In recent years, teaching became an important subject of public debate, as a critical area of educational reform in Romania. There is little consensus about what is expected of Romanian teachers, some standpoints inclining towards taking a more constructivist approach in teaching. However, there is little scientific evidence about the teaching practices of Romanian teachers, for public debate to rely on. PISA 2018 (Romania) gives access to data about the frequency of 5 teaching practices, as perceived by students at Romanian Language and Literature lessons. The analysis of these practices suggests that, in their students` perception, Romanian teachers have a hybrid approach of teaching, with a predominance of directed instruction. Also, according to the students, other frequent practices in Romanian language and literature class are teacher support and teachers` stimulation of reading engagement. For the future, more accurate evidence is necessary, in addition to investigating the students` perceptions, we should do observational studies of the teaching practices themselves. (As Provided).
Anmerkungen	West University of Timisoara Department of Educational Sciences. Bd. V. Parvan 4, Timisoara, Timis 300223, Romania. Tel: +40-256-592111; e-mail: resjournal@e-uvt.ro; Web site: https://rse.uvt.ro/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01