|Comisia de atestare
Comisia de acreditare
Comisiile de experţi
|Conducători de doctorat
Deţinători de grad
StatutTeza a fost susţinută pe 14 mai 2009 în CSS
şi aprobată de CNAA pe 18 iunie 2009
Autoreferat– 0.44 Mb / în română
TezaCZU 37.014: 005
1.14 Mb /
The research puts into value the managerial decision in the process of teaching staff development on the basis of decision conceptualization as component of decision-making process in relation to his proper professional image and respond to the pedagogical needs from experience perspective. By specification of descriptor’s of managerial decision as a phenomenon of human action and its role in the formation of operative thinking in relation to professional development the are determined the innovative resources of theoretical research and the applicative resources of experimental research.
The theoretical dimension of work includes the decision approach as a basic element of management in the specific reference field – professional development by re/defining the terms (managerial decision, decisional competency and its descriptors, individual leadership, neo/teacher, decision-maker teacher, teacher manager, decision-action unit, coaching etc.) and the working out, on this basis of Factual Model of managerial decision in the professional development of teaching staff.
The experimental dimension involves the description of the implementation process of Referential of formation of decisional competency of scholar teaching staff in the practice of professional development and the demonstration of his pedagogic value in following aspects: theoretical perspective of decision in relation to normative, potentiality and descriptive approaches; illustration of role of personalized decision; foundation of formation of decisional competency of teaching staff on the specifics of decisional process by personal accountability and orientation towards success/professional excellence.
It was proved and demonstrated that managerial decision is a factor of value establishing of professional development of teaching staff, being the basis of formation action of decision-maker teacher in relation to his proper professional development; of a neo/teacher, who is oriented towards success/excellence as a product of identification of personal priorities.
The experience dimension of research involves the need of professional satisfaction what is
leading to one developed motive of realization , oriented towards success achievement in the made
action and towards exploitation of professional success. In the new conditions of professional
development, the formation of decision-maker teacher is becoming a priority of educational system
by structuring a decentralized system of continue formation of teaching staff, based on the
professional credit and the credit decision, on the technologic specifics of coaching action.
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