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Procedia - Social and Behavioral Sciences 180 (2015) 1044 – 1049
The 6th International Conference Edu World 2014 “Education Facing Contemporary World
Issues”, 7th - 9th November 2014
Psycho-pedagogical Counselling. An Important Stage in Students'
Teaching Career Orientation
Iuliana Barna, Dragu Mircea *1
University Dunarea de Jos Galati, 800003, Romania
University Dunarea de Jos Galati, 800003, Romania
Abstract
The present paper proposes a programme for training students for a teaching career, which primarily involves changes at the
motivational level, but also at the level of psycho-pedagogical counselling. Educational counselling, an important social
phenomenon, may develop into an intense and effective mentorship programme. Psycho-pedagogical counselling is necessary in
the development of the personality of an individual, and its interdisciplinary status, helps the latter in the teaching career.
© 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
© 2015 The Authors. Published by Elsevier Ltd.
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-reviewunder
Peer-review underresponsibility
responsibility of The
of The Association
Association “Education
“Education for tomorrow”
for tomorrow” / [Asociatia
/ [Asociatia “Educatie
“Educatie pentru maine”].
pentru maine”].
Keywords: educational conseling, teaching career, training program for students
1. Introduction
The mission of higher education is to answer to the needs in education and professional training of individuals,
but also to the needs of social and economic development of the community. The higher education institution
achieves this quality standard only when it allows the individual and the society to reach performance in a
globalized environment characterised by competition and dynamism. In this context, the role of counselling and
orientation is to facilitate and prepare the transition towards the labour market, thus contributing to making higher
education more effective, by providing professional workforce readily capable of accessing jobs on the labour
market.
* Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 .
E-mail address: iuliabarna@yahoo.com
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of The Association “Education for tomorrow” / [Asociatia “Educatie pentru maine”].
doi:10.1016/j.sbspro.2015.02.201
Iuliana Barna and Dragu Mircea / Procedia - Social and Behavioral Sciences 180 (2015) 1044 – 1049 1045
Counselling, carefully analysed from its general to its particular aspects, and considering the activities employed
in the process, presupposes: relationship, conversation, consultation and intervention. Educational counselling
represents a whole, efficient process structured on objectives, procedures and specific contents. It is in fact an art,
since it acts upon a sensitive field (educational matter), applies methods, techniques and procedures for shaping the
subject’s personality creatively and differentially, adapting the (educational) subject’s behaviour to the reality of the
(educational) environment. (Iucu B. R. & Panisoara, I. O. , 2000).
Educational counselling which aims at adjusting the learning process to the European standards brings also the
mentorship activity to the fore. Once a mentorship /training programme is established for the graduate who wishes
to pursue a didactic career in compliance with the new laws and regulations, the best profile for the future teacher
specialised on a specific field will also be established. This programme aims first at facilitating the trainee’s
integration into the school’s life. The training programme must be drafted so as the support the trainee student to
enhance his/her strong points in the teaching activity and also to determine him/her gradually identify
interdisciplinary and trans-disciplinary elements required for future improvement.
1.1. A mentorship programme includes:
• assistance/ guidance/ counselling provided to the apprentice (graduate student or practitioner) by stimulating
the reflection on their own practice;
• the facilitation of the process of conceptualizing one’s own experiences, as well as that of usage and
dissemination of the examples of good practice and of the strategies of self-development;
• the encouragement of the practices based on active learning, learning through discovery, using cooperation
and mutual teaching-learning as organisational forms of the instruction.
An effective mentorship programme includes both a general programme, which includes themes and strategies
applicable to all students, and an individualized programme, structured on personal needs and aims. The efficiency
of the mentorship programme depends, first and foremost, on the update and implementation of the national
standards for the teaching career. The national standards have a complex, normative character, and they are often
adapted to social changes, thus ensuring the necessary balance for a dynamic and flexible teaching career.
1.2. A series of stages prior to the practical act are of the essence in mentorship:
A careful monitoring, from the early stages of the mentorship activity, in view of assuring quality;
The identification of the student’s type and of their adaptation to the specificity of the school in which they will
work;
Communication and educational partnership between university, school and inspectorate, and the periodical
evaluation of the process;
Pedagogical counselling is of utmost importance for the student’s professional formation. It is related to the
planning and development of the activities of learning, teaching and assessment (firstly, the student’s knowledge is
checked, and then the educationalist or mentor leads the students towards new acquisitions necessary for the practice
of their activity). This type of counselling gives the student an educational model; it is pre-emptive and meant to
stimulate the individual potential. When it is effectually combined with pedagogical counselling, instruction leads to
self-awareness and facilitates the educational process through adaptation and optimal integration in the educational
environment. In the pedagogical counselling programme for students, the psychologist should eliminate or at least
reduce possible emotional blocking.
The organisation and coordination of the mentorship activity considers the attributions of each participant in the
educational process: the mentor-teacher, the university professor and the student.
1046 Iuliana Barna and Dragu Mircea / Procedia - Social and Behavioral Sciences 180 (2015) 1044 – 1049
1.3. Skills and perspectives in didactic mentorship:
Mentorship should be a teamwork process centred on the school’s problems;
It should be a process founded on the competences of each active participant;
The aim is not the product, but the quality of the educational act;
Educational activity is based on reflection;
The mentorship act is experiential and non-defining.
It presupposes participation and building in view of an effective training for a teaching career.
1.3.1. Objectives of the mentored student:
1. to develop a wide range of strategies meant to ensure control in the classroom, especially in the case of
disruptive behaviour with repercussions on learning;
2. to get familiar with the evaluation techniques in view of improving planning and making teaching more
efficient.
3. to understand correctly the ways of relating to the mentor, the students and other teachers involved in the
instructive-educational process.
1.3.2. Perspectives of mentorship at the motivational level (Stevenson , Miclea & Opre,2007)
x appreciation for positive results
x increased self-esteem
x the encouragement of the professional dialogue
x the encouragement of the analysis and assessment of the activity
x the promotion of the positive relations at the group level
x the discussion on the way of overcoming cognitive and affective blocks
x ensuring leadership through the power of example
x finding balance between personal and school interests
x easing the way from instruction to teaching
x identification of the needs for professional training
x counselling in critical situations
x professional self-improvement
x systematic observation of the colleagues’ activity
x discussions on typical attitudes and behaviour in school
x the encouragement of partnership between colleagues, at school and outside the school
x stimulation of risk-taking
x stimulation of self-assessment.
2. Purpose of Study
Iuliana Barna and Dragu Mircea / Procedia - Social and Behavioral Sciences 180 (2015) 1044 – 1049 1047
In what follows, we propose an action plan for the students who participate actively in the mentorship process, from
the perspective of the competences acquired, of the learning contents, and of the performances required by
educational management.
Competence: Developing communicative abilities and psycho-social relations in educational mentorship
Objectives Methods / Activities Evaluation criteria
Customisation of the relation incurs the adaptation x self-analysis
of the informational contents and its transmission codes x conversations x self-reflection
in accordance with the particularities of the group. x case study x self-teaching
Social and individual development through role x role play x crisis analysis
behaviour. Students will change their behaviour and x interviews x adaptation to the
implicitly their attitudes after acquiring and processing x group conversations educational environment
the information in the didactic message; they need to x SWOT analyses
be motivated, in an optimal cognitive and/ or affective
state.
Empathy development draws in a number of direct
and indirect advantages: unified communication,
removal of individual censorship, supportive feedback;
increasing trust in the other, removal of prejudice and
stereotyping; increasing tolerance.
Communication situational analysis
The correlation between verbal and non-verbal
communication. Observing and analysing the
phenomenon of socio-educational interaction in
teaching situations; a mentor competent cognitively
and communicatively must adequately combine all
communication forms so that to acquire coherence in
the utterance of a logical message.
Evaluation of the educational environment: the
mentor will create a non-anxious environment, by
creating a climate of trust, security and support: a
stimulating climate for the resources, possibilities and
skills of the student; a climate favourable for affirming
one’s personal values.
1048 Iuliana Barna and Dragu Mircea / Procedia - Social and Behavioral Sciences 180 (2015) 1044 – 1049
Competence: the development of the teaching and assessment skills and the formation of the educational
management skills
Objectives Methods / activities Evaluation criteria
To permanently correlate the students’ activities with the x consolidation; x the ability of the
objectives of pedagogical training. x conversation trainees to understand
To observe the trainees in the context of the learning x case study the necessity of
system provisioned by the curriculum. x exercise professional
To monitor the progress of the trainee in view of avoiding x problem solving development;
difficulties which they might encounter during pedagogical x interviews x flexibility in selecting
training (at level of contents or methods). x group the methods for
To establish the performance level of the trainee, at conversations reaching an important
interdisciplinary and trans-disciplinary levels. objective of the
To foster the trainee’s self-esteem and self-assessment didactic planning;
skills. x the ability to lead
To select the appropriate type of feedback according to feedback sessions
the stage of the pedagogical training and to the individual towards a positive,
needs of the trainee. Feedback should be realistic, positive objective and
and focused on the didactic activities to be pursued and on encouraging analysis
the future professional development of the student. of the didactic
To analyse the positive and negative aspects of the planning.
teaching activity in which the trainee and the mentor are
involved.
To develop a personal theory on teaching and formation
of competences.
The objective analysis of the activity of the trainees in x frontal conversation x the ability to
relation to the major aims of pedagogical training. The x SWOT analysis objectively analyse the
student is always in charge – he solves indiscipline problems x problem solving activity of the trainee
effectively. The analysis is well-documented, with respect to x interviews in accordance with
the acceptable standards of professional competences, which x group conversations the aims and
the student acquires via educational counselling. objectives of the
The student is aware of his role in an experts team, pedagogical training
therefore, is capable of developing effective work x the self-assessment
relationships with the other team members (school ability of the trainee
psychologist included)
The student is capable to draft action plans, and willing to
experiment and to take risks for professional development.
The mentor capitalises all the opportunities so that to
affirm the human potential of the students. (Marinescu,
M., 2007).
3. Dysfunctions or vulnerabilities in the formation for a teaching career (Barna, Dragu & Dobrota, 2011)
The inefficiency of the pedagogical internships. Recommendation: mentorship programmes for each academic
year.
Iuliana Barna and Dragu Mircea / Procedia - Social and Behavioral Sciences 180 (2015) 1044 – 1049 1049
The absence of an effective formula for selecting the students of the psycho-pedagogical courses at the Teachers
Training Department. Recommendation: psychological counselling; simulations of didactic/educational activities as
selection criteria for the students geared towards a teaching career.
The peripheral position of the psycho-pedagogical disciplines in the academic curriculum. Recommendations:
re-evaluation of the curricula, especially for the specializations accessible for an educational field.
3.1. Recommendations
In order to be effective, a mentorship programme should follow the following pattern:
-the first stage is represented by the individual’s personal development; during the programme, s/he will develop
personal autonomy, responsibility and the ability to make decisions regarding various alternatives;
-the second stage corresponds to the development of the views on the direction to be taken. The student opts for a
set of values, necessary for personal development;
-the third stage presupposes the implementation of one’s personal vision into practice. At this stage, one may
establish a list of professional objectives, career steps and stages to be accomplished, performance indices and
instruction needs for the development of certain abilities and skills. The final stage requires permanent feedback and
psycho-pedagogical support.
Conclusions:
Educational counselling for a teaching career is a planned programme of curricular activities and learning
experiences. Its aim is to help the students develop the necessary knowledge and skills in order to make successful
choices, and to ease the transition from school to the workplace. It is compulsory today to redefine the teachers’
social and professional status, by re-examining the professional role of teachers, with regard to the changes in the
curriculum, in evaluation, in management (e.g. organization and management of the learning experiences, curriculum
planning, etc.). Such an undertaking will lead to a new level of professionalism for teachers and to a new mentorship
model for the trainee.
The European Commission collaborates with the member states in view of improving the quality of formation of
teachers in the EU, as part of a global process of political cooperation in the field of education which is to encourage
and support national reforms.
References
Barna, I., Dragu M., & Dobrota, C., (2011) - Optimising the Educational Process in the Teacher Training Departments from a European
Perspective, European Conference for Academic Disciplines, Gottenheim, Germany, in International Journal of Arts and Sciences 4(4):
276-283.
Iucu B. R. & Panisoara, I. O. (2000). Formarea personalului didactic Proiectul de reformă al învăţământului preuniversitar – Consiliul
Naţional pentru Pregătirea Profesorilor, Bucureşti .
Marinescu, M. (2007). Tendinţe şi orientări în didactica modernă, E.D.P., Bucureşti, pp. 46-48.
Stevenson L. , Miclea, M, & Opre, A. (2007). Orientarea în carieră, Editura Atelier Didactic, Bucuresti.
http://www.edu.ro/index.php/articles/c851/
http://www.scribd.com/doc/45793146/Mentor-Suport-de-Curs
