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CNAA / Theses / 2016 / July /

Continuous proffesional trening of teachers through the interconection of personal and institutional necols

Author: Huncă Mihaela
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Vladimir Guţu
doctor habilitat, professor, Moldova State University
Institution: Moldova State University


The thesis was presented on the 1 July, 2016
Approved by NCAA on the 6 October, 2016


Adobe PDF document0.61 Mb / in romanian


CZU 37.091 (043.2)

Adobe PDF document 2.24 Mb / in romanian
163 pages


continuous training, professionalization of teaching, learning motivation, personal needs, the needs of institutional paradigm of continuous training, continuous training methodology, needs diagnosis, the model of professionalism, interaction needs


Thesis Structure: the research is on 148 pages and it contains: introduction (preliminaries), three chapters, conclusions and recommendations, bibliography (136 sources), appendices. There are 46 numbered tables and 24 figures written into the text. The results of the research are mirrored in 6 scientific articles published or presented at conferences, workshops and methodical sessions.

Area of study: Adults Pedagogy

The aim of the research: the sustentation of the paradigm of the continuing professional education of teachers , centred on the interface between the personal needs and the institutional ones.

The objects of the research: the analysis of the approaches and the peculiarities of the continuing education from the perspective of adult education; the conceptualization of the continuing professional education from the perspective of the paradigm; the elaboration of the methodology of the teacher’s continuing education based on the interface between the personal needs and the institutional ones; the experimental validation of the methodology of teacher’s training from the paradigm approach and bases on the personal and institutional needs.

The scientific novelty and the theoretical significance: the epistemological substantiation of the paradigm of teacher’s professional continuing training based on: the interface between personal and institutional needs; the receptiveness towards new concepts and their immediate applicability; the self-directed, interactive and collaborative learning; the definition of the concept “ didactic professionalization” – the heuristic and creative use of all the competencies which are underlain for the didactic personalization, and which are obtained by the continuation, the thoroughgoing study and the adaptation of the initial professional training, taking into account the conditions of requisitions different from those which were benchmarks of initial training, by continuing education and self-teaching, on the concept of the correlation of the personal needs with the institutional ones; the resize and the prioritization of the motivational intercession in the process of continuing professional training; the substantiation of the mechanism for the identification of the needs for the teachers’ continuing training.

The scientific problem solved lies in the substantiation and the application of the paradigm of continuing training of teachers by the interface between the personal and the institutional needs, fact which led to the growth of the teachers’ professionalization and of the standard of institutional performances.