Journal of Educational Sciences

9

Authors: Gabriela Domilescu

The paper aims to analyze entrepreneurship education in Romania in terms of: concept, European educational policies in the field, actual status in the Romanian educational system and to advance proposals for improvement of entrepreneurial competences in Romanian education. Thus, we will discuss the definition of entrepreneurship education, the most important European documents in the field and its benefits among students, as well as in society in general. We will present an analysis of the curricular documents in the Romanian secondary and high school education referring to entrepreneurhip education in terms of status, competencies, contents and values, discuss the necessity of entrepreneurial education in Romanian schools and identify ways of improving entrepreneurial competencies.

12

Authors: Ramon FLECHA, Nerea GUTIERREZ, Laura RUIZ-EUGENIO

We decide to start this article with the narrative of Laura Ruiz-Eugenio due to the coincidence that in 1999, the year in which the first issue of the Journal of Educational Science was published, she graduated in Social Education and began to collaborate in CREA´s researches. We include at the end, the story of Nerea Gutierrez as one of the researchers who more recently has been linked to the line of research on educational actions evidence-based.

15

Authors: Irina MASLO

The purpose of this biographical paper is to reflect generational changes in the landscape of educational sciences during the last 20 years. Rapid change within the educational science generations on the one hand, and in the gap between the research-generations has been observed in the last years at the international level. despite this fact, the intergenerational collaborative research has had impact on carrier advancement of younger research generations. Therefore, this paper aims to find out the evidence on what we can learn in intergenerational research collaboration. The theoretical background of the current paper is based on the human collaboration concept in the form of transfer and transforming the best practice patterns and developing self-experience with new knowledge, skills, and attitudes (špona, 2018: 18). The ethnomethodology of ex-post-facto ‘innerdialogue’ was chosen to find answers to the research question, targeted on reflecting on collaboration as social life impact on selected different researcher generation cases with the career advancement from school teacher to scientific institute director as a method of analysis of the human collaborative practice of perceiving people, places and events as “categories” of “collaboration,” and to use these to explain collaborative actions. the evidence of scientific, social and practical impact of intergenerational collaboration, and the sustainability of collaborative research will be explained, based on experience with the excellent team of West-Timisoara University. Biographical intergenerational collaboration stories of three research generations have impacted research career advancement and will contribute to the international discussion on what we can learn from intergenerational collaboration in research.

16

Authors: Paolo FEDERIGHI

Consent in the definition of adult education is only apparent and circumscribed. Substantial differences survive, fueled by various national ideologies, cultures and policies. The plurality of angles determines a multiplicity of research approaches. Transformative research is the typical model of adult education research and is analysed in its core components. Its peculiarity is the property of ensuring immediate production not only of knowledge, but of change processes. This property has favoured proliferation especially outside the academic community of education sciences. The process was guided by the users of the research, i.e. by those who have roles and resources that enable them to orientate the research in response to personal and organisational needs. This phenomenon necessarily produces a process of social construction of the meaning and the methodological content of the research. This expansion urges the development of a transformative research that also attributes to the education proletariat the role of inspiration and guidance in adult education.