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CNAA / Theses / 2005 / June /

Proiectarea curriculum-ului de consiliere şcolară

Author: Lavinia-Nicoleta Jipa
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Vladimir Guţu
doctor habilitat, professor, Moldova State University
Scientific council:


The thesis was presented on the 30 June, 2005
Approved by NCAA on the 22 September, 2005


Adobe PDF document0.33 Mb / in romanian


Self-knowledge, self-learning, communication, school counseling, creativity, curriculum, competency based curriculum, outcomes curriculum education, integrating abilities, curriculum evaluation, curriculum design, curriculum planning models, solving group problems


By projecting the school counseling curriculum we intend to change the old type of activities for the classes with the form master, replacing them with activities that should answer the pupils’ needs to solve the problems they face, problems of personal and social development. We promote an alternative model of projecting, as a reaction against the traditional model, which is derived from Ralph Tyler’s model (the traditional model involves the deterministic relation aims- contentsmeans- evaluating pupils). The alternative model we describe is made on the principles formulated by William Spady in 1994. The two curriculum projecting alternatives, corresponding to the focus on pupils’ results- focused on abilities and focused on the total development of personality (by developing the integrating abilities ), involve a complex methodological approach, which consists of: 1. Describing the final results of the intervention through the formative type of counseling; 2. Elaborating a method of developing pupils’ abilities based on their experiences and on the abilities they have; 3. Counseling activities focused on abilities development ( an ability from each of the following categories- self knowledge, teaching yourself, communication, solving group problems, creativity and integrating abilities ). 4. Evaluating the results obtained by the pupils by relating them to the expected results (getting the balance input-output). The two alternatives of projecting the curriculum involve a similar methodological approach: final results- initial evaluation- counseling activities- evaluating the results obtained by the pupils. The difference is made by the fact that the alternative focused on abilities involves theoretical and practical activities aimed at developing that essential ability taken into consideration in the programme (abilities which correspond to each of the five mentioned) and the alternative focused on total development concerns turning personal needs of personality development and problem solving into developing competences.

The two curriculum alternatives were experimented at “George Calinescu” School Group in Bucharest and it involved approximately 150 pupils and six form teachers, including the counseling manager of the school. The experiment lead to the initial testing of the pupils, modulating and negotiating the experimented curriculum, implementing the experimented curriculum, evaluating pupils’ results, evaluating the experimented curriculum.