Abstract Accelerated pace of social evolution, the existence of a certain type of culture and civilization that sets standards of life and human personality continues to express requirements training and development will, undoubtedly mark the life of school and its main actors. This is because no one wants a picture of impaired social non-involvement, incompetence, complacency, nor the race to reach the second himself. He must know the real face of the world to make the learner to see it and understand it in context that are part of his life and the society in which they live. Breath of change has become vital. Research undertaken with a group of experts in education has addressed precisely these aspects of teacher training and improvement.
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Abstract Accelerated pace of social evolution, the existence of a certain type of culture and civilization that sets standards of life and human personality continues to express requirements training and development will, undoubtedly mark the life of school and its main actors. This is because no one wants a picture of impaired social non-involvement, incompetence, complacency, nor the race to reach the second himself.
He must know the real face of the world to make the learner to see it and understand it in context that are part of his life and the society in which they live. Breath of change has become vital.
Research undertaken with a group of experts in education has addressed precisely these aspects of teacher training and improvement. As results, the effects of initiatives taken represent the subject of this article.
Accelerated pace of social evolution, the existence of a certain type of culture and civilization that sets standards of life and human personality continues to express requirements training and development will, undoubtedly mark the life of school and its main actors. This is because no one wants a picture of impaired social non-involvement , incompetence, complacency, nor the race to reach the second himself. As results , the effects of initiatives taken represent the subject of this article.
And although it is so important, is still in the background so that the social valuation and in terms of preparation for a career. Low payment, hard work within the department, physical and nervous wear, slightly diminished the prestige of the educator Buitink, and this is not such an attractive picture for higher education graduates to want to be teachers than as a last alternative, although it is known that a country which does not and comply with educators has little hope for progress civilization and development.
Quality education will always remain a construct that covers a complex reality, including factual, expectations, perceptions, representations and attitudes, whose objects is represented by the degree to which social and. Accelerated pace of social evolution, the existence of a certain type of culture and civilization that set standards of life and human personality McMahon, continues to express requirements training and development will undoubtedly mark the life of the school and its main actors.
Because in the current situation we only educate in "blind" to an unknown future, the challenge for educators will be preparing young people to creatively adapt to unpredictable situations, difficult to achieve if the educators themselves are not trained to adapt to creative changes for adoption of a new type of teacher professional Roegiers, inertia remains one of the most difficult obstacles to overcome or avoid despite steps to maintain the flow of interaction and activism.
With the task of training and development of a particular generation of students entirely in terms of attitudes, experiences, expectations, the emotions; which is always rushed to something or because of something that has so little patience to wait to produce or to develop a change and therefore a cause, Cochran-Smith, the teacher is often in disarray, even if quite close in age to his disciples. On the one hand, due to instructional inertias that cannot be drawn for convenience or fear of failure in methodological and instrumental companies and on the other hand; the hit of models and structures that assure them a clear social image, Darling-Hammond, a status and secure a professional position of undisputed leadership.
All teachers' formative approach is based on a system of scientific values, intellectual moral and civic, social, axiological a set of principles and detailed rules. The world today, which we are calling of knowledge and communication, information, requires new roles for students and teachers, resulting in different powers, social and relational occupies a special place.
A professional must have knowledge of general education compulsory and specialized pedagogical knowledge to educational partners to teach them and to decide the manner of curriculum design, learning strategies, interrelationships and self study improvement. This is because no one wants a picture of impaired social non -involvement, incompetence, complacency, nor the race to reach the second himself.
He must know the real world to make the learner see it and understand it in contexts that are part of his life and the society in which they live and to be able to meet the new requirement, Hobson, Ashby, Malderez, Tomlinson, teachers must be prepared in adequately to changes in society.
This time, the transition to a new kind of teacher professionalism operates at three levels: redefining professional roles and competences, reconstruction of training programs, re-draft evaluation and certification system of career development. As we intended to clarify at least some of the problems that the formation of teachers brings about in contexts which are less favorable, the research undergone together with a group of specialists in the field of socio-human studies - psychologists, pedagogues, sociologists, specialists in pathology, communication, the teachers of the teachers - had as main aim:.
We created a complex questionnaire that aimed at obtaining some relevant answers regarding the changes at a social level in the field of the formation and the senses in which it can be seen, the essential directions in the reform. The respondents, i. The sometimes contradictory exchange of opinions have brought about the formulation of some competent answers and competitive solutions, even if at times, they were so different that one could have not believed in a realistic finality.
Knowing closely:. Regarding the quality, initial and continuous formation of teachers as a process, the answers highlighted the three meanings in which it can be seen - as a formation problem, as a learning problem, and as a political problem but most importantly Cochran-Smith, , the four types of standards to which didactic profession is reported:.
The necessity of a complex educational reform was the hot subject of many constructive questions which tried to outline the directions considered to be essential in the reform of the Romanian educational system: the compatibility with the European educational system and the adjustment to the quality standards of the European Union; the Identification and selection of the values and attitudes system; the Modernization of the infrastructure for creating an interactive process, directions which met the most adhesions.
In the chapter of actual problems of the formation and perfection of the teacher, the opinions have differed according to the geographic area represented by the participant, of the local specificity of the departments of training and perfection of teachers, of the level of professional experience etc.
And although there have been different ways of expressing it, the unity of the ideas have been made by the frequency with which we deal with the four problems of the actions of formation and perfection of teachers: the deficient selection offuture teachers, the insufficient psycho-pedagogic knowledge of pupils and students, the relatively passive character of the didactic process, oversized formation programs.
The different points of view and the passion with which they have been argued has proven the preoccupation for a depth change of the formation and perfection process, the wish of finding efficient solutions both for the professionalism and from a financial point of view. The participants in the debate considered that the transaction towards an new type of didactic professionalism will have to pass through three levels: to start with redefining the roles and professional skills - to be structured, to continue with the reconstruction of the formation programs - partially, to end with the re-elaboration of the reevaluation system and the certification of the career progress.
An efficient and complete program of didactic certification for the university staff must regard three important dimensions: the development of the psycho-pedagogic knowledge of the teacher, the analysis of the convictions and theories he has on teaching, the stimulation of his abilities of reflecting on his own teaching practice.
In the context of a life long education, the ideas regarded mostly the ones connected to the main theoretical and methodological landmarks of projecting the career: The establishment of the psychological profile of the teacher, the use of methods centered on the development of professional skills, the Permanent extension and refinement of professional competencies through way specific for the age with an accent stressed on the development of professional skills and the extension and permanent refinement of professional skills through ways specific for the age.
We have also highlighted the role of emotional intelligence in the structuring of the pedagogical skills and competences for the didactic profession, the knowledge of its level, as well as the suggestion of some ways of practicing and developing of this personality trait.
The approach of the under - realization problem, the etiology of which is centered on the interaction between the child - personality and the behavior - social environment and family environment - schools environment, had an effect in highlighting the fact that we cannot speak about a singular cause, but of a system of causes like: motivation, personality, family environment, school factors, inadequate curriculum, poor quality in teaching, monotony in tasks and contents.
We have also discussed the problem of the skills specific for the didactic profession as the ones of verbal and non verbal communication, of being empathetic, of solving problems, of being supportive, of interrelating, of making strategic changes which are supposed by the closeness to competences and which regard a different conception:.
The sensitivity which supposed the capacity of the teacher of perceiving, acknowledging and molding the actions of the influences of the social environment, of the methods and forms of working with the children on forming the identity of the child, the capacity of noticing and reacting to sexist manners.
The requests of the professionalization for the didactic career in the context of new institutional structures promoted within the European learning system. The role of communication and interaction instruments in the Web 2. Changes that concern the teacher. It was considered appropriate the idea that all these training programs:. There would have been many issues to be addressed but unfortunately there is never enough time for important.
The crisis has brought about changes in all levels of economical - social and political life, as will as in education. This does not mean that the problem of formation will be completely solved. All the documents completed on this occasion, which were published or broadcasted in schools and universities, have tried to clarify some of the issues we deal with, regardless of the generation, issues that we tried to find the best solutions for.
I wonder when and who may provide the answer as expected? Admiraal, W. Supporting the development of social competences of teachers through computer supported collaborative learning. In British. Journal of EeucatioBai Psychoiogy.
Monograph Series II, 5, pp. Borko, H. Genres of research in teacher education. Cochran-Smith, S. Feiman-Nemser, D. Demers Eds. New York: Routledge. Buitink, J. What and how do student teachers learn during school-based teacher education. In Teaching and Teaches Education 25 1 , pp. Cochran-Smith, M. In Educational Reseaechee Journal, December; 39 9. Handbook ofResearch on Teaches Education pp.
Darling-Hammond, L. Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. In Journal of Teacher Education, 57, pp. Dresner, M. Teacher research experiences, partnerships with scientists, and teacher networks sustaining factors from professional development.
In Journal of Science Teacher Education, 17, pp. Hadzilacos, T. Hobson, A. Mentoring beginning teachers: what we know and what we don't. Teaching and Teacher Education. In International Journal of Research and Studies, 25 1 , pp. Joita, E. A deveni profesor constructivist. Social trajectories or disrupted identities?
Changes in the nature of teacher professionalism under New Labour. In Cambridge Journal of Education 40 1, pp. McMahon, M. Schools and Schooling. In McMahon, M. Contemporary Issues in Learning and Teaching. Sage, London. Paun, E. Potolea, D. In Learning and Teaching in the Communication Society. Council of Europe Publishing. Roegiers, X. Pedagogy of Integration. Education and Training Systems at the Heart of our Societies.
Des curricula pour la formation professionnelle initiale. Bruxelles: Edition De Boeck. Bosman y F. Abstract of research paper on Economics and business, author of scientific article — Elena Liliana Danciu Abstract Accelerated pace of social evolution, the existence of a certain type of culture and civilization that sets standards of life and human personality continues to express requirements training and development will, undoubtedly mark the life of school and its main actors.
Similar topics of scientific paper in Economics and business , author of scholarly article — Elena Liliana Danciu Recommendations for Educational and Systemic Policies for Academics Training. As results , the effects of initiatives taken represent the subject of this article Keywords: education; training; change: rethink; professional practice; alternative state policy 1.
Faculty of Management, Academy of Economic Studies, Bucharest, Romania
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Skip to search form Skip to main content You are currently offline. Some features of the site may not work correctly. It does so by analysing the development and implementation of a quality assurance and evaluation QAE policy in school education in the context of the Russian Federation. Save to Library. Create Alert.