StatusThe thesis was presented on the 24 June, 2015
Approved by NCAA on the 7 October, 2015
Abstract– 3.98 Mb / in romanian
ThesisCZU 378 (043.3)
3.30 Mb /
Thesis structure: introduction, three chapters, general conclusions and recommendations, bibliography of 226 sources, 25 annexes, 14 charts, 24 imagery. The thesis contains 157 pages of main text. The basic content of the thesis is presented in 15 scientific articles.
Field of study: the process of forming the initial professional competence of a teacher while teachinglearning specific didactics.
Research goal: Determination of psycho-pedagogical foundations and developing pedagogical model of reconceptualization of formation of initial professional competence of a teacher.
Scientific novelty and originality lies in working out the concept of reconceptualization of initial professional formation of a constructivist teacher; structuring of professional competence of a teacher in accordance with the particular finalities of didactics, from the constructivist perspective; working out the pedagoigical modelof reconceptualization of initial professional formation /FPI/ of a constructivist teacher; working out the mwthodoly of reconceptualization of initial professional formation /FPI/ of a teacher from the postmodernist – constructivist perspective; working out a system of conditions for the formation of initial professional competence of a teacher;
Scientific problem solved consists in theoretical - practical foundation of functionality of the pedagogical model of initial professional formation reconceptualised of a constructionist teacher, with a view to making professional competence in relation to learner needs and requirements of society changing.
Theoretical significance of the thesis consists in generalizing the theoretical concepts concerning research with reference to professional competence by applying the model of reconceptualised initial professional formation of a teacher.
The applicative value of the thesis lies in providing an alternative in the intercession of the reconceptualised initial formation of a teacher; capitalizing the reconceptualized pedagogical model of initial professional formation of a constructivist teacher; working out some proposals and suggestions on the strategy of formation of professional competence of students; offering some suggestions of curriculum conceptories for conceptual renewal at specific didactics in constructivist key.
The implementation of scientific results was achieved through integrated teaching experiment
in Pedagogical College "Vasile Lupu" Orhei, teaching practice in schools of application in Orhei and
through publications and scientific papers.