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The pedagogical substantiation of the real-active methods implementation in the teachers' initial formation


Author: Bălan Ileana
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2012
Scientific adviser: Ludmila Papuc
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"
Scientific council: DH 30-13.00.01
Moldova State University

Status

The thesis was presented on the 26 October, 2012
Approved by NCAA on the 20 December, 2012

Abstract

Adobe PDF document0.40 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.