StatusThe thesis was presented on the 4 October, 2016
Approved by NCAA on the 15 November, 2016
Abstract– 1.20 Mb / in romanian
ThesisCZU 37.091 (043.3)
3.67 Mb /
Thesis structure includes: introduction, three chapters, conclusions and recommendations, bibliography of 220 sources, annotation (Romanian, English, Russian), key concepts in Romanian, English, Russian, list of abbreviations, 157 pages of main text, 25 tables, 21 figures, 13 annexes.
Publications on the thesis topic 10 scientific papers.
Key concepts: simultaneous education, teacher, classroom simultaneous, classroom management, teaching referential professional, initial and continuing vocational training. Field of study is the general theory of education, higher education pedagogy.
Research goal: the theoretical and praxiological training of teachers for teaching in classes with simultaneous teaching.
Objectives of the investigation: to determine priority system for organizing ideas and concepts in primary simultaneous teaching process; Model development management process simultaneous teaching in primary and referential professional skills of teachers in classes taught simultaneously exploited; assess the levels and the specific initial and continuous training of teachers for work in classes with simultaneous teaching; Program design and experimental validation of the training of teachers for work in simultaneous teaching classes.
Scientific novelty of the research is the process of management simultaneous model teaching in primary and referential professional skills of teachers in classes taught simultaneously exploited; the design principles of the didactic teaching in classes with simultaneous results of the envisaged educational achievement in teaching in primary components simultaneously: pedagogical normativity, pedagogical design, teaching-learning-assessment, educational communication and individual study.
Scientific issues resolved in research lies in harnessing framework educational achievement in teaching in primary simultaneously. Program under the training of teachers for work in classes taught simultaneously by integrating the management model of the teaching process in primary simultaneously referential professional skills of princes teachers and teaching approach design capitalized simultaneous teaching classes, and affirmed in the specific context of classroom management.
Theoretical research is confirmed by determining the system of ideas and concepts necessary theoretical foundations of the Model management in primary simultaneous teaching process; Significant description of operational terms of the investigational approach, presenting the current paradigm of educational management of process in classes with simultaneous teaching, development referential professional skills of teachers valued in classes taught simultaneously, creating new knowledge in the field of educational management to identify the advantages, limitations and perspectives simultaneous education in the education of students at the primary stage of education.
Value of the research: elucidation levels and the specific training of teachers for carrying out the simultaneous teaching professional classes; adapting the university curriculum for training teachers at product and process curricular resources plan at the end, content and values in specific education professional simultaneous activity; Program development and experimental validation of the training of teachers for work in simultaneous teaching classes.
Implementation of scientific results was achieved by disseminating the results of theoretical research and experimentation program training teachers in grades taught simultaneously in the State University „Alecu Russo”, in the State Pedagogical University „Ion Creanga” and the Institute of Educational Sciences in the years 2012-2015.
Under consideration  :