The pedagogical substantiation of the real-active methods implementation in the teachers' initial formation
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StatusThe thesis was presented on the 26 October, 2012Approved by NCAA on the 20 December, 2012 Abstract – 0.40 Mb / in romanian |
Keywords
methodology, technology, strategy, real-active methods, cognitivism-constructivism, teachers' initial formation, students teachers, pedagogical substantiations, cognitive style.Summary
Key words: methodology, technology, strategy, real-active methods, cognitivism-constructivism, teachers' initial formation, students teachers, pedagogical substantiations, cognitive style.
The domain of study refers to General Pedagogy and approaches the problem of the pedagogical substantiations of the real-active methods implementation in the teachers' initial formation taking into account the student-centered teaching.
The aim of research lies in the elaboration of the pedagogical substantiations of the realactive methods application to teachers' initial formation.
The research objectives: revealing the significance of the concept' real-active methods' from the point of view of the principles of cognitive-constructive teaching in correlation with the fundamental teaching types; investigating the historical digression in the genesis and application of teaching methods; analyzing the application of the real-active methods in the context of students teachers cognitive style development; the identification of the main characteristics and determination of the polyfunctional aspect of the real-active methods; the elaboration of the pedagogical substantiations of the application of real-active methods in the teachers' initial formation: the specification of the basic concepts of the teaching process and cognitive-constructive step; the identification, systematization and classification of the real-active methods and their applicable competences; the elaboration of the system of conditions and tasks which will define the development of the real-active methods applicable competences; the elaboration of the realactive methods applicable strategies; the substantiation of the strategies and the elaboration of the applicable-theoretical construction The Analytical Perspective of the Reevaluation of Real-Active Methods in the Teachers’ Initial Formation.
The scientific novelty and originality of the research consists in the elaboration of the pedagogical substantiation, structured in the applicable-theoretical construction The Analytical Perspective of the Reevaluation of Real-Active Methods in the Teachers’ Initial Formation. Important scientific problem resolved is to illustrate the functional effects of the application of real-active methods in the teachers’ initial formation.
The theoretical significance is supported by the pedagogical substantiation of the applicable process of the real-active methods in the teachers' initial formation through: the specification of the basic concepts; stating of the uses of their peculiarities; making clear the personalized phenomenon of the cognitive activity and style; elaboration of the conditions and principles which will be more successful in the formation of the applicable competences of real-active methods in the context of students centered teaching methodology; elaboration and reevaluation of the strategies of the real-active methods applicable-theoretical construction.
The praxiological value of the work consists in elaborating and experimenting the pedagogical substantiations of the real-active methods application in the teachers' initial formation which include: the real-active methods functions and characteristics; optimizing conditions of the real-active methods application; developing strategies of cognizance for students teachers; the operative map of the application of real-active methods in the teachers' initial formation; the scheme and sequential way of the application of real-active methods; the identification matrix of the application of the real-active methods in the cognitive context; the applicable-theoretical pedagogical construction The Analytical Perspective of the Reevaluation of Real-Active Methods in the Teachers’ Initial Formation.
The implementation of the scientific results was achieved through conferences, methodological seminars, scientific publication, and practical activities with students teachers
and university professors.
Oficial Reviewers
- Victoria Cojocaru
doctor habilitat, associate professor (docent), Tiraspol State University - Maia Şevciuc
doctor, associate professor (docent), Moldova State University
Council's Members
- Vladimir Guţu, president
doctor habilitat, professor, Moldova State University - Viorica Goraş-Postică, secretary
doctor, associate professor (docent), Moldova State University - , member
doctor - Vlad Pâslaru, member
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga" - Larisa Sadovei , member
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga"
Theses
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1 March, 2013 - Conceptualization of career guidance in the context of lifelong learning
15 February, 2013 - Formation of assertive communicative competence in students from multiethnic educational environment
14 February, 2013 - The development of communicative skills at economists students trough teaching of lexical and grammatical perspective
17 January, 2013 - Educational Marketingfrom the Perspective of Quality and Labor Market
27 December, 2012 - The psychopedagogical bases of electronic textbooks elaboration
14 December, 2012
Theses Archive:
