StatusThe thesis was presented on the 26 April, 2006
Approved by NCAA on the 29 June, 2006
Abstract– 1.69 Mb / in romanian
5.49 Mb /
Research of the topic is generated by new directions in the process of continuous formation of didactic personel and endorses the actional pedagogic language as a means of professional development.
The theoretical dimention states the value of the language concept in general, the especially that of pedagogic language and the concept of actional pedagogic language in particular. Due to some theories, conceptions, concepts, ideas, the importance of the language in the human development and the relationship is beeng pointed out, the relationship and partnership of teachers, the freedom of passing the professional experience through accepting the positive influence, the role assurance by the use of pedagogic language, etc. Through analyzing these ideas it is given the definition of the term pedagogical actional language and the definition of the pedagogical language competence, there are elaborated the functions of the pedagogic language as a role and on this basis the type of actional pedagogic language as well as the type of language competences. Starting with these marks the paradigm of the actional pedagogic language is created, having as a product the language competences and the totals / the confirming of the profession of a teacher due to the actional pedagogic language.
The applicative demention of research refers to organizing and realizing the pedagogic
experiment on the basis of actional pedagogic language Paradigm into a process of professional
development of the didactic staff. The results of the experiment demonstrate the formation of
language competences of didactic staff from preuniversity education; the competence of pedagogic
explanation on pedagogical actional language, the interpreting competence of the pedagogic
influence by the help of pedagogical actional language, the commenting competence of the
professional influence trough pedagogical actional language, the competence of justification of
pedagogic phenomena the formative value of the actional pedagogic language in the professional
development and confirming the didactic personal as teachers by profession.
Under consideration  :