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Assertive Communication Paradigm in the course of the Student Teachers’ Professional Training


Author: Bîrsan Elena
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2017
Scientific consultant: Maia Borozan
doctor habilitat, professor, Tiraspol State University
Institution: Chisinau Pedagogical State University "Ion Creanga"

Status

The thesis was presented on the 10 April, 2017
Approved by NCAA on the 31 May, 2017

Abstract

Adobe PDF document – 0.75 Mb / in romanian

Thesis

CZU 378.013 (043.3)

Adobe PDF document 2.77 Mb / in romanian
177 pages

Keywords

communication, assertive communication (A.C.), pedagogical paradigms, assertive communication paradigm (A.C.P), competence, assertiveness, pedagogical assertiveness (P.A), student teachers‟ professional formation

Summary

Dissertation structure: introduction, three chapters, general conclusions and recommendations, references (300 entries), annotation (Romanian, English, Russian), key concepts (in Romanian, English, Russian), list of abbreviations, 128 pages of the basic text, 27 tables, 23 figures and 8 annexes. The achieved results have been published in 10 scientific works.

Field of study: Higher Education Pedagogy, Emotional Culture Pedagogy. The goal of the research: the formation of pedagogical assertiveness by integrating the assertive communication paradigm within teacher‟s initial professional training.

Research objectives: determining the theoretical premises of assertive communication paradigm; paradigmatic approach to teachers training aiming at developing teachers‟ assertive communication skills; the elaboration and the scientific development of the integrative concept "teachers’ assertive communication paradigm” and the term “pedagogical assertiveness”; establishing the peculiarities and the levels of the formation of students‟ assertiveness; identifying and elucidating the theoretical significance of teachers‟ assertive communication mechanisms; analysis of the statistical values obtained as a result of the research experiment “The Technology of Integrating the Assertive Communication Paradigm in the course the Initial Student Teachers’ Professional Training”.

Scientific novelty of the research is justified by: the examination and systematization of the theoretical premises of assertive communication paradigm; the determination of the impact of the most representative pedagogical paradigms on establishing the essence of assertive communication paradigm; the development and scientific foundation of the integrative concept “Teachers’ Assertive Communication Paradigm; defining the term pedagogical assertiveness; the experimental formulation and capitalization of criteria, indicators and descriptors of pedagogical assertiveness values that enable the assertive communication which in turn contributes to the affirmation of teachers' professional culture.

The predominant scientific problem addressed in the research constitutes: the theoretical and praxiological substantiation of the assertive communication paradigm (based on the assertive communication principles, assessment criteria, pedagogical assertiveness‟ indicators and values, assertive communication mechanisms) and “The Technology of Integrating the Assertive Communication Paradigm in the course of the Initial Student Teachers’ Professional Training”. which has generated the renovation of the teacher‟s training curriculum intended to reinforce the social authority into the teaching profession.

Theoretical significance of the research is supported by: the establishment of epistemological milestones of assertive communication paradigm; elaboration and argumentation of teacher‟s assertive communication features; elucidating the peculiarities and the levels of the formation of students‟ pedagogical assertiveness; systematization of ideas concerning the assertive communication paradigm; creation of new knowledge about pedagogical assertiveness in the field of Higher Education Pedagogy and Emotional Culture Pedagogy.

Practical value of the research: theoretical and praxiological contribution to the integration of assertive communication paradigm within the Higher Education pedagogical curriculum; establishing the peculiarities and the levels of the formation of students‟ pedagogical assertiveness; elaboration and experimental validation of “The Technology of Integrating the Assertive Communication Paradigm in the Initial Student Teachers’ Professional Training”.

Implementation of scientific results was achieved by publicizing theoretical elaborations and the experimentation of “The Technology of Integrating the Assertive Communication Paradigm in the course the Initial Student Teachers’ Professional Training” at Ion Creanga" State Pedagogical University, in Chisinau, and “Alecu Russo” State University of Balti in the years 2012-2016.