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Pedagogical Grounding of the Family Educative Action in the Teenage Years


Author: Răduţ Daniela
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2012
Scientific adviser: Larisa Cuzneţov
doctor habilitat, professor, 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 20 April, 2012
Approved by NCAA on the 5 July, 2012

Abstract

Adobe PDF document0.59 Mb / in romanian

Keywords

education, educative action, family educative action, family, parental educative competences, teenagers, pedagogical model, educational partnership, social integration

Summary

Thesis structure: introduction, three chapters, conclusions and recommendations, bibliography – 184 titles, 15 annexes, 136 pages of the basic text, 10 figures, 6 tables. The acquired results have been published in 10 scientific works.

The domain of study refers to General Pedagogy and approaches the problem of the pedagogical grounding of the familial educative action in the teenage years regarding the humanization and democratization of the process of education, of family education and social relationships.

The aim of research lies in the elaboration and experimentation of the pedagogical grounding of the family educative action in the teenage years.

The objects of the research: the examination and elaboration of the epistemology of FEA by analyzing and revealing the significance of the concepts: educative action and family educative action; the structural-functional analysis of the family educative action from a pedagogical, ontological and axiological point of view; the elucidation of the history and genesis of the familial educative action as a pedagogical phenomenon and concept; the assessment and interpretation of the general and particular functions of the family educative action stating the objectives, conditions, contents and the extension of the possibilities of the family educative action in the teenage years; explaining the characteristics of the teenagers in the context of family education and different kinds of families; the elaboration and experimentation of the pedagogical model for an efficient assessment of the family educative action, including theoretical and praxiological references.

The scientific novelty and originality of the research consists in the structuralfunctional analysis of the family educative action in the teenage years, approached from a pedagogical, ontological and axiological point of view; the elucidation of the history and genesis of the familial educative action as a pedagogical phenomenon and concept; the assessment and interpretation of the general and particular functions of the family educative action stating the objectives, conditions, contents and the extension of its possibilities in the teenage years. The theoretical significance lies in the elaborating of the epistemological references and the of the FEA as a polyfunctional pedagogical approach in the context of the parental competences regarding the education of teenagers. The analysis of the history of the family educative action, of its functions and structures ensured the determination of the FEA characteristics and the possibility of the efficient application in families.

The praxiological value of the work consist in elaboration and experimentation of the theoretical and praxiological groundings of the FEA in the teenage years structured in The pedagogical model of the family educative action efficient assessment.

The implementation of the scientific results proved that the idea of grounding the family educative action in the teenage years, through the elaboration and implementation of the model nominated at two levels: the formation and orientation of parents towards self-formation (in the institution where their teenagers study) and the assessment of the FEA, as part of family, is not only an original idea but it is also an interesting and a qualitative one from a theoretical and praxiological point of view. The scientific results have been approved at the Department of Educational Sciences, professional counseling in high school, seminars, national and international scientific conferences.