Critical Analysis Of Documentation Sources €“ A Challenge For Teachers?

The consultation of the sources with a view to writing a scientific paper and carrying out research represents an essential condition and stage, securing a successful activity, which meets the rigour and requirements of such an endeavour. Information mining or documentation itself is subject to requirements and rigour which must, on the one hand, ensure an adequate selection of the sources and, on the other hand, an appropriate use of them. Lately, the volume, but also the diversity of these sources, have made this approach difficult. The difficulty is also increased by the need to carry out critical analyzes of the consulted works, which identify the successful and less successful aspects, resolved ones, or of the previous experiences. For teachers conducting research and writing scientific papers, this can be a serious challenge. The present study aims to investigate the necessity and possibility of a critical analysis of the bibliographic sources by the teachers who undertake investigative approaches. The sample of subjects on which the investigation was carried out consisted of 120 school-based teachers, of different specializations, in pre-university education, who sat in for the examination for the first teaching degree at the University of Craiova in the session of February 2019. The research method used was the questionnaire-based survey, the research tool being an opinion questionnaire. The results of the investigation highlighted the importance of the critical analysis of the documentation sources by the teachers who carry out theoretical or experimental research.