Victorița Trif is an associate professor at the Faculty of Psychology and Education Sciences from the University of Bucharest (Romania). She is also an author of many articles and books and the winner of the Best Paper Award for the study "Deconstruction and the Curriculum" at the ARSA conference 2014 (Slovakia). She has wide experience in research and in teaching courses in the fields of communication, educational psychology, and educational sciences.
The title of the book Educational Psychology - Between Certitudes and Uncertainties is relevant for the dynamic and low predictable research from genetics, neurosciences, technologies, etc. that produce challenges and exchanges across sciences. This new framework argues that this book is to be considered a fairly unique and realistic way to rebuild the incongruities and paradoxes in this area. Naturally, "certitudes and uncertainties" is a common denominator for the existing sophisticated academic conventions and for the immense potential of continuous professional development. The title of the book reflects the state of the art, a new trend in the conceptual fabric of educational psychology, and an attitude toward an academic market in the age of many battles in the world of science.
Go to the bookThe critical exegesis of the epistemology of educational science illustrates various narratives: postmodernist views on educational sciences, links between pedagogy and the politics, dialogs between education and culture, counternarratives, critical pedagogies, etc. These reflect an intellectual space that incorporates various constructions of knowledge: different experiences, fragmentation, transcultural changes, divided borders of educational sciences, conflicts, and unifying themes. This chapter is focused on the Romanian case study in the schools playing a role in developing recent pedagogy. The qualitative research presented in this chapter is based on an investigation conducted from 2014 to 2017 at the University of Bucharest. The target population consists of 300 students in teachers training, and 446 teachers, psychologists, and school counselors who were invited to report case studies on learning topics in accordance with their personal experience. The empirical research aims to explore the Romanian possible identity of case study about learning issues and to discriminate the qualitative features of the data collected. The results are considered mentalistic structures of a case study. In these structures are included learning strategies, life styles, learning styles, teaching styles, communication styles, level of rationale involved in case studies as storytelling, and remarkable’ patterns of social network from the classroom.
Part of the book: New Pedagogical Challenges in the 21st Century