Psycho-pedagogical Foundations of Differentiation and alization of the Teaching Approach in the Initial Vocational Training
|
StatusThe thesis was presented on the 22 April, 2016Approved by NCAA on the 3 June, 2016 Abstract – 0.81 Mb / in romanianThesisCZU 371.12.015.3(043)
|
Keywords
teaching approach, individual work, individualization, differentiation, initial training, complementarity, independent learning, self-directed learning, self-regulated learning, learning styles, multiple intelligencesSummary
Thesis structure. The thesis consists of an introduction, three chapters, conclusions and recommendations, 152 pages of the main text, annotations in Romanian, English and Russian, bibliography (243 sources) and 15 appendices. There are 15 tables and 23 figures in the thesis text.
Thesis publications – 18 scientific articles: 5 articles in the scientific journals in the field, 13 articles at national and international conferences.
Field of study: university education
Purpose of research is to establish and experiment the psycho- pedagogical foundations of differentiation and individualization in the teaching approach in the initial vocational training.
Research objectives: to determine the significance of the basic concepts: differentiation and individualization; to analyze the phenomenon of differentiation and individualization of education; to deduce the impact of learning theories on re-evaluating differentiation and individualization; to argue the differentiation and individualization of the teaching approach through the national education policies; to determine the psychosocial premises of differentiation and individualization in education; to identify the technologies relevant to the strategy of achieving differentiation and individualization in the initial vocational training; to develop and validate experimentally the pedagogical model of differentiation and individualization of the teaching approach in the initial vocational training.
Scientific novelty and originality of the research lies in: developing and validating the pedagogical model of differentiation and individualization of the teaching approach in the initial vocational training. In the process of researching the problem, the investigational process started from the epistemological foundation by clarifying the conceptual phenomenon of differentiation and individualization in education, placing this phenomenon in the context of formal and implicit education in academia. The theoretical approach has allowed streamline training by developing the formative opportunities of the individual work.
The scientific problem solved by the research is to establish and define the foundations of psycho-pedagogical differentiation and individualization in the initial vocational training, which were used by two actors of the process: academics and students. Streamlining the process of training at the Faculty of Foreign Languages and Literatures has been carried out on the basis of the model containing theoretical and practical parts of differentiation and individualization. This model considers the essential parts of the initial training process and is transferable.
Theoretical significance of the research is supported by: specifying the basic concepts: differentiation and individualization; elucidating the genesis and evolution of the phenomenon of differentiation and individualization in the teaching approach; evaluating the learning style theory and the theory of multiple intelligences as a source of conceptualizing differentiation and individualization in the teaching approach; bringing arguments to differentiation and individualization of the educational system through the national education policies.
Practical significance of the research lies in the development and experimentation of psycho-pedagogical foundations of differentiation and individualization in the initial vocational training. The applied foundations (teaching strategies, the technology of differentiation and individualization) can be developed by practitioners in teaching.
Oficial Reviewers
- Larisa Cuzneţov
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga" - Nina Bîrnaz
doctor, associate professor (docent), Moldova State University
Council's Members
- Vladimir Guţu, president
doctor habilitat, professor, Moldova State University - Maia Şevciuc, secretary
doctor, associate professor (docent), Moldova State University - Carolina Platon, member
doctor habilitat, professor, Moldova State University - Vasile Cojocaru, member
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga" - Victoria Cojocaru, member
doctor habilitat, professor, Tiraspol State University - Erenac Sagoian , member
doctor
Theses
Under consideration [12] :
- The formation of artistic values in students in the process of choreographic training
17 March, 2023 - Historical traditions of school theatre in Romania
15 March, 2023 - Socio-professional harmonization in individualization of adult education ways
14 March, 2023 - Persuasive communication as a strategy for resolving conflicts in the school environment
3 March, 2023 - The potential of preadolescent technology education for responsible parenting
28 February, 2023 - Psycho-pedagogical particularities of developing critical thinking in primary school students
24 February, 2023 - Formation of intercultural competence of secondary school students
24 February, 2023 - The pedagogical values of developing in students a non-conflictual attitude from the perspective of professional integration
8 December, 2022 - Theoretical and Methodological Framework for the Development of Spiritual Intelligence in Academic Staf
7 September, 2022 - The actuality of the formative – organic pedagogy of G.G. Antonescu
2 September, 2022 - Psycho-pedagogical landmarks for the development of learning motivation at Arab high schools in Israel
22 December, 2021 - Theoretical and methodological benchmarks of diminishing aggression of arab studentsin high schools in Israel
22 December, 2021
Theses Archive:
