Attestation committee
Accreditation committee
Expert committee
Dispositions, instructions
Normative acts
Nomenclature
Institutions
Scientific councils
Seminars
Theses
Scientific advisers
Scientists
Doctoral students
Postdoctoral students
CNAA logo

 română | русский | english


Theoretical and Methodological Foundations of Teacher Educational Autonomy Competence Formation


Author: Iordăchescu Grigore-Dan
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2012
Scientific adviser: Virgil Mândâcanu
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"
Scientific council: DH 33-13.00.01
Chisinau Pedagogical State University "Ion Creanga"

Status

The thesis was presented on the 25 August, 2012
Approved by NCAA on the 15 November, 2012

Abstract

Adobe PDF document0.61 Mb / in romanian

Keywords

pedagogy of freedom, teachers’ educational autonomy/freedom, educational autonomy competence, socio-educational paradigm of the educational autonomy competence, educational autonomy values, education for freedom

Summary

Thesis structure: introduction, two chapters, general conclusions and recommendations, bibliography, annotation (in Romanian, Russian and English), key-concepts in Romanian, Russian and English, glossary, the list of abbreviations, 139 pages of the basic text, 16 tables, 15 figures.

The field of the research: General Pedagogy – Higher Education Pedagogy.

The goal of the research is to determine the theoretical and methodological foundations of teacher’s educational autonomy competence formation.

The research objectives: to establish the theoretical and methodological foundations of teacher’s educational autonomy competence formation aiming at promoting the freedom in education; to elaborate the socio-pedagogical paradigm of the EAC based on the theoretical synthesis; to analyze and renovate the Pedagogy curricula for the first circle in higher education from the perspective of enhancing the values of the educational autonomy competence formation; to indentify the main characteristics of the future teachers EAC formation; to elaborate, implement and validate the teacher’s educational autonomy competence formation Model; to identify the conditions of EAC and the development of the education for freedom.

Scientific originality and novelty of the research is externalized in: the updating of the meaning of the terms pedagogy of freedom, teachers’ educational autonomy/freedom, etc.; the definiteness of the concept of educational autonomy competence; the theoretical and methodological foundations of teacher’s educational autonomy competence formation aiming at promoting the freedom in education. The modernization of the curricula of teachers’ training through the determination of the theoretical and methodological foundations of teacher’s educational autonomy competence formation aiming at promoting the freedom in education constitutes the scientific problem solved in this research.

Theoretical significance of the research is justified by: the elaboration of the socio-pedagogical paradigm of the EAC based on the theoretical synthesis; the argumentation of the integrative character of the EAC development for teachers’ professiogram; the analysis and renovation of the Pedagogy curricula for the first circle in higher education from the perspective of enhancing the values of the educational autonomy competence formation; analysis and renovation of curricula and methods of teaching from the perspective of enhancing the values of educational autonomy competence; detection of the main characteristics of the future teachers EAC formation; the identification of the educational autonomy values of teacher’s educational autonomy competence formation Model.

Practical value of the research consists in the elaboration and validation of teacher’s educational autonomy competence formation Model, having as a theoretical support the socio-pedagogical paradigm of EAC; elaboration and implementation of the optional disciplinary curriculum Teacher’s Academic Autonomy; formulation of the methodological suggestions for the EAC development of the futures teachers through disciplinary strategic approach and pedagogical practice.

Implementation of the scientific results: have been approved in conferences and they were experienced in the academic institutions from Romania and the Republic of Moldova between the years 2007-2009.