THE INTERNET - A NEW BURNOUT SOURCE FOR THE ROMANIAN TEACHERS? WE ARE DEALING ALREADY WITH A VIRTUAL COMMUNITY FOR TEACHERS
Cuvinte cheie:
Professional Ethics, Teachers Burnout, E-learning, internet, New TechnologiesRezumat
Starting from the idea that the New Technologies are more and more present in our daily and professional life, this paper explores issues that have emerged from the using of internet by the Romanian teachers. The research methods were related with the main question we want to answer: Is the Internet another source of the teachers burnout? In the meantime, our objective was to identify which are the dimensions of this burnout emerged from the New Technology use and, an aditional one - to determinate if a good orientation of some Ethical Professional Guidelines could help teachers in prevention of this kind of burnout. We have used the Focus Group (teachers group Interviews) technique applied between April – July 2012 and the online questionnaire applied via email on June, July and August 2012. 390 Respondents have validated some important findings for our specific goals; they are teachers from the Romanian High Schools from six Counties: Braila, Galati, Vaslui, Mures, Botosani, Maramures. While we have been relatively successful in indentifying the dimensions of the teachers burnout we made up some correlation with these results and the findings from the teachers Students reflections on the use of New technologies during their initial teacher training (MA, first semester, 2012-2013 academic year ). From these results, we tried to design some recommandations about designing of a healthy virtual community for romanian teachers under the idea of an Applied Ethics Course for Teachers (with specific topics about using internet like a personal and professional development tool).Referințe
Altet, M. (1997). “Les strategies de professionallisation du métier d’enseignant”, în Cahiers du CREN, nantes, pp.7-21
Delors, J. (Ed.) (2000). Comoara lãuntricã. Raportul cãtre UNESCO al Comisiei Internationale pentru educatie în secolul XXI, Ed. Polirom, Iasi
Brousseau, B.A., Book, C. and Byers, J.L. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education, 39, 33–39.
Brouwers, A. and Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239–253.
Byrne, B.M. (1999). Teacher-burnout: The nomological network. In R. Vandenberghe, and A.M. Huberman (Eds.), Understanding and preventing teacher-burnout: A sourcebook of international research and practice. Cambridge: Cambridge University Press.
Campbell, E. (2003). Professional Learning: the Ethical Teacher. Maidenhead: Open University Press and Philadelphia: McGraw-Hill.
Cucos, C. (2006). Informatizarea in educatie. Aspecte ale virtualizarii formarii, Ed.Polirom, Iasi.
Darling-Hammond, L. and McLaughlin, M.W. (1999). Investing in teaching as a learning profession: Policy, problems and prospects. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice San Francisco, CA: Jossey-Bass, pp. 376-411.
Ennis, C.D. and Chen, A. (1993). Domain specifications and content representativeness of the revised value orientation inventory. Research Quarterly for Exercise and Sport, 64(4), pp.436-446
Evers, W.J.G., Brouwers, A. and Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, pp. 227–243.
Fives, H. et al. (2007), Does burnout begin with student-teaching? In Teaching and Teacher Education, nr. 23, pp. 916–934.
Fullan, M., Galluzzo, G., Morris, P. and Watson, N. (1998). The rise and stall of teacher education reform. Washington, DC: American Association of Colleges for Teacher Education.
Gold, Y. and Roth, R.A. (1993). Teachers managing stress and preventing burnout: The professional health solution. UK: Routledge.
Greenburg, J., Pomerance, L. and Walsh, K. (2011). A study of student teaching in the United States. Washington, DC: National Council for Teacher Quality.
Imig, D., Wiseman, D. and Imig, S. (2011). Teacher education in the United States, 2011. Journal of Education for Teaching, 37(4), pp. 399-408.
Littleton, K. and Hakkinen, P. (1999), Learning Together: Understanding the Processes of Computer-Based Collaborative learning, in Collaborative learning. Cognitive and Computational Approaches, Dillenbourg, P. (Ed.), Pergamon Press, Elsevier Sciences Ltd, Oxford, UK.
Maslach, C., Jackson, S.E. and Leiter, M.P. (1996). Maslach burnout inventory manual (3rd ed.). Palo Alto Consulting Psychologists Press.
Necula, M.R., Damian, S.I., Gavrilovici, O. and Bunea, O. (2012), Intergenerational Conflict within Family and its Effects. In Analele Stiintifice ale Universitãtii Alexandru Ioan Cuza, Sociologie si Asistentã Socialã, tom V, nr.2 /2012, pp. 205-217.
Ok, A., Onkol, P. and Tan, G. (2007). A study on pre-service teacher education students value prolife. In Nikos P.T. (Ed.) Education and Values in the Balkan Countries, Vol.7, Greece: Publishing House Kyriakidis Brothers s.a, pp.251- 269.
Samoilã, M. (2011), Educational dimensions for Active Citiyenship and Volunteering in Multicultural Societies, in Analele Stiintifice ale Universitãtii Alexandru Ioan Cuza, Sociologie si Asistentã Socialã, tom IV/2011, pp. 57-67.
Seghedin, E. (2010), Componenta moral-deonticã a profesionalismului educatorilor. Repere teoretice si deschideri applicative. In Volumul Conferintei internationale de Educatie a Adultilor, 10 ani de dezvoltare europeana in educatia adultilor. Realizari si provocari in atingerea obiectivelor Lisabona, Ed. Eurostampa, Timisoara, pp. 130-138.
Seghedin, E. (2011a), Reflective capability - a specific goal of a Teachers Professional Ethics Course. Teachers for the knowledge society, Procedia Social and Behavioral Sciences, Elsevier Publishing House, vol.11, march 2011
Seghedin, E. (2011b), Using e-learning in teacher education - an ethical approach. Proceedings of the 7th International Scientific Conference, eLearning and Software for Education, ELSE, vol. Anywhere, Anytime - Education on Demand, Ed. Universitara, pp. 359-367.
Soitu, D. and Soitu, C. (2011). Social Action of Civil Society. Analele Stiintifice ale Universitãtii Alexandru Ioan Cuza, Sociologie si Asistentã Socialã, tom IV/2011, pp. 107-122.
Vandenberghe, R. and Huberman, A.M. (Eds.). (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge: Cambridge University Press.
