Pedagogic conditions for forming professional competences of pre-service teachers through independent activity
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StatusThe thesis was presented on the 8 June, 2022Approved by NCAA on the 25 November, 2022 Abstract – 0.68 Mb / in romanian – 0.67 Mb / in englishThesisCZU 378.091(043.3)
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Keywords
independent activity, autonomous learning, initial teacher training, pre-service teachers, professional skills, independent activity (IA), self-instruction competence, independent learning skills, socio-professional self-efficacySummary
Thesis structure: introduction, three chapters, general conclusions and recommendations, bibliography from 217 sources, annotation (Romanian, English), key concepts in Romanian, English, list of abbreviations, 120 pages of basic text, 23 tables, 18 figures, 8 annexes.
Publications on the research topic: 7 scientific papers.
Key concepts: independent activity, autonomous learning, initial teacher training, pre-service teachers, professional skills, independent activity (IA), self-instruction competence, independent learning skills, socio-professional self-efficacy.
Field of study: General theory of education.
The purpose of the investigation consists in the elaboration, theoretical substantiation and experimental capitalization of the pedagogic conditions for forming professional competences of pre-service teachers through independent activity.
Research objectives aim at: determining the theoretical and methodological foundations of the pre-service teachers’ professional training from the perspective of autonomous learning; elucidating the significance of the operational concepts used in the research: professional competences, independent activity , autonomous learning, self-instruction competence, independent learning skills, etc.; explaining the motivation for autonomous learning and the degree of pre-service teachers preparation for the independent activity in the university environment; describing the factors impacting the development of pre-service teachers’ independent learning skills; conceptualizing and describing the pedagogic conditions for forming professional competences of pre-service teachers through independent activity.
Scientific originality and novelty of the research consists in: clarifying the theoretical and methodological foundations of pre-service teachers professional training from the perspective of autonomous learning; describing the significance of the concepts used in the research: professional competences, independent activity, autonomous learning, self-instruction competence, etc.; explaining the motivation for autonomous learning and the degree of pre-service teachers preparation for independent activity in the university environment; synthesizing the independent learning indicators and values, and the assessment criteria for the development level of students’ independent learning skills; elucidating the factors and mechanisms for the development of students' independent learning skills; introducing the scientific foundation of pedagogic conditions for forming professional competences of pre-service teachers through independent activity that facilitates their professional self-efficacy.
The obtained results that contribute to solving an important scientific problem in the research cover: the theoretical foundations of initial teacher training through independent activity; defining the concepts used in the research: professional competences, independent activity, autonomous learning, self-instruction competence, independent learning skills etc; the specifics of preparing the pre-service teachers for independent activity in the university environment; the factors impacting the development of students’ independent learning skills, and the pedagogic conditions for forming professional competences of pre-service teachers through independent activity, scientific-practical results that contributed to the development of the general theory of education and higher education pedagogy.
Theoretical significance of the research: the establishment of theoretical foundations of pre-service teachers’ professional training through independent activity; delineation of students’ motivation for autonomous learning; analysis of the factors that contribute to the development of students' independent learning skills; synthesizing the independent learning indicators and values, and the assessment criteria for the development level of students’ independent learning skills; formulating scientific conclusions regarding students’ independent learning during university training.
Applicative value of the research: clarifying the methodological experiences of pre-service teachers’ professional development aiming at promoting a culture of autonomous learning; experimentally determining the specifics of self-instruction and the degree of pre-service teachers’ preparedness for IA; elaborating and implementing the pedagogic conditions for forming professional competences of pre-service teachers through independent activity aiming at developing their personal self-efficacy.
The implementation of the scientific results was achieved through the experimental validation of the pedagogic conditions for forming professional competences of pre-service teachers through independent activity at the Education Sciences department, Ion Creanga State Pedagogical University, and at the Faculty of Education Sciences, Psychology and Arts, the Department of Education Sciences, Alecu Russo State University from Balti.
Oficial Reviewers
- Maia Borozan
doctor habilitat, professor, Tiraspol State University - Maria Ianioglo
doctor, associate professor (docent) - Tatiana Şova
doctor
Council's Members
- Constantin Ciorbă,
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga" - Ludmila Papuc,
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga" - Maia Borozan,
doctor habilitat, professor, Tiraspol State University - Maria Ianioglo,
doctor, associate professor (docent) - Tatiana Şova,
doctor
Theses
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