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TODAY`S STUDENT PROFILE : LEARNING AND TEACHING PECULIARITIES
Abstract
Non-systemic, empirical observations on the last two generations of graduates in Preschool and Primary School Teacher Training bachelor's degree programs showed changes in students profile; also, it seems to be linked to changes in ability to succeed during educational tasks, the ability to succeed on different assessment categories of tasks (information processing) and individual capacity of systematic study. Research such as Coe and Aloisi (2014) [1], Gafoor and Babu (2013) [2], Ko, Sammons and Bakkum (2014) [3] suggest that there is a strong influence on teacher training from the value system and attitudes; In another series of researches, Yousup and Soumari (2015) [4], Pomerance, L, Greenberg, J and Walsh, K. (2016) [5], Bucur and Ciolan (2017) [6], Burns (2011) [7] the learning profile in relation to the tasks and the achievement of the academic results in the pre-university and university education. At the same time, there are also questions about the consistency of inversion styles in academic results; in this category, items such as Jarret (2015) [8] or Г–zdemir, Kesten and I?k?n (2017) [9] can be highlighted. As such, our study aims to develop a more complex profile for the student after the first exam session and comparative elements of the second session of exams (year I); we aim to highlight links of learning styles (as specific modalities of information processing) in relation to types of educational tasks (evaluation type).
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