AFFECTIVE OBJECTIVES OF EDUCATION WITHIN THE TECHNICAL HIGHER EDUCATION IN THE PSYCHO–PEDAGOGICAL TRAINING PROGRAM

Elena Tiron; Tudor Stanciu

Volume : VI, Issue : II, February - 2016

AFFECTIVE OBJECTIVES OF EDUCATION WITHIN THE TECHNICAL HIGHER EDUCATION IN THE PSYCHO–PEDAGOGICAL TRAINING PROGRAM

Elena Tiron, Tudor Stanciu

Abstract :

The paper tackles the issue of the affective objectives in general education and particularly within the technical higher education. Among the taxonomies of the affective objectives, D. Krathwohl’s pattern is analysed in its pyramidal form: the reception, the response, the valorisation, the organisation and the characterisation. Even if the obstacles met by the students of a technical university during the psychological and pedagogical training are worth to be considered, the work hypothesis is optimistic: the affective objectives set up by the professors of the Department of Teacher Training of the Technical University of Ia?i (DPPD– UTI) and made by the students of the DPPD are situated at a high level, above the average level, considering the results obtained by the students enrolled in DPPD, which are better than the results obtained by these students at the technical disciplines. The objectives of the research were: – the design of a survey aiming to measure the achievement of the affective objectives of the students of the technical faculties, who chose to follow an elective track of training in the psychological and pedagogical are, – the design of a survey to measure the affective objectives that the professors of DPPD–UTI set up by themselves in order to be applied to these students, – the validation of the two surveys – the implementation of the surveys on a batch of 177 sophomore students from all the 11 technical faculties of the Technical University of Ia?i and to the all professors of DPPD–UTU. The paper presents the methodological design, the validation of questionnaires, the interpretation of results and conclusions. The difference between the two averages obtained from questionnaires for students and teachers is statistically insignificant. The research confirms the hypothesis of the paper, the affective objectives designed by teachers of DPPD–UTI for DPPD–UTI students are accomplished at a high level. The explanation consists of the active participative methodology used by professors of DPPD–UTI.