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Theory and praxeology of the continuous professional training of the teaching staff


Author: Afanas Aliona
Degree:doctor habilitat of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2023
Scientific consultant: Lilia Pogolşa
doctor habilitat, associate professor (docent)
Institution: Chisinau Pedagogical State University "Ion Creanga"

Status

The thesis was presented on the 15 November, 2022
Approved by NCAA on the 24 February, 2023

Abstract

Adobe PDF document – 2.09 Mb / in romanian
Adobe PDF document – 1.71 Mb / in english

Thesis

CZU 378.091(043.3)

Adobe PDF document 6.10 Mb / in romanian
422 pages

Keywords

continuous professional training, professional competence, professionalization, constructivism, continuous professional training paradigm, continuous professional training, referential, professional development, self-training, self-responsibility, permanent education

Summary

Structure of the thesis: annotation (Romanian, English), list of abbreviations, introduction, four chapters, general conclusions and recommendations, bibliography of 368 titles, 25 appendices and it is completed on 278 pages of basic text, including 28 tables and 48 figures. The obtained results are published in more than 60 scientific works. Field of study: General theory of education. Professional training of the teaching staff.

The purpose of the research: the theoretical and praxeological substantiation of the Paradigm of continuous professional training from the perspective of the professionalization of the teaching staff.

Research objectives: 1. Analytical interpretation of the concepts of teachers’ professional training; 2. Analysis of teachers’ continuous professional training systems at national and international level; 3. Determining the epistemological foundations of the Theory of the professionalization of the teaching staff; 4. Constructive essentialization of the methodological framework of continuous professional training from the perspective of the professionalization of the teaching staff; 5. Dimensional structuring of methodological tools for continuous professional training; 6. Specificity of the criteria and indicators for positioning the continuous professional training activity; 7.

Development and experimental validation of the Paradigm of continuous professional training from the perspective of the professionalization of the teaching staff. The new research direction: Theory and methodology of the professionalization of the teaching staff.

The scientific novelty and originality consists in: scientific substantiation of the Theory of the professionalization of the teaching staff; the conceptualization of the Paradigm of the continuous professional training from the perspective of the professionalization of the teaching staff; the elaboration of the Referential for continuous professional training from the perspective of the professionalization of the teaching staff, which includes the socio-psycho-pedagogical conditions of continuous professional training, the purposes of continuous professional training, the planning of the process of continuous professional training, the program of continuous professional training, the curriculum of continuous professional training, the trainer's program; the elaboration of criteria and indicators for the professionalization of the teaching staff, determined by the evolution of the labor market at the national and international level; definition of the concept of professionalization of the teaching staff, which represents the set of developed professional skills, focused on well-established roles in the context of the cognitive-axiological dimension, the motivational-attitudinal dimension and the action-strategic dimension.

The fundamentally new scientific results that led to the establishment of a new research direction "Theory and methodology of the professionalization of the teaching staff" reside in: the scientific substantiation of the Theory of the professionalization of the teaching staff through paradigms, behaviorist theories, cognitivist theories, constructivist theories, focused on the learning models of the teaching staff as a conceptual and praxiological benchmark of the functioning of the CPT; the theoretical and praxeological foundation of continuous professional training, structured on the basis of the methodological framework of the CPT from the perspective of the professionalization of the teaching staff; the elaboration and valorization of the CPT Paradigm from the perspective of the professionalization of the teaching staff, through the conceptual, methodological and managerial dimensions of the professionalization of the teaching staff; the elaboration of the CPT Referential from the perspective of the professionalization of the teaching staff, focused on a system of elements correlated with the individual, institutional and social needs of the teaching staff; the elaboration of the CPT Praxiological Construct from the perspective of the professionalization of the teaching staff; the elaboration of professionalization criteria and indicators, the implementation of which contributed to the efficiency of the continuous professional training process.

The theoretical meaning is supported by: the constructivist interpretation of the concepts: professional training, teachers’ initial and continuous professional training, teachers’ self-training, professional and personal development, lifelong learning, continuous learning, permanent education, professionalization of the teaching staff, professional competences of the teaching staff, the notional delimitation of the professionalization in the context of educational changes; the principles, functions of the continuous professional training system; conceptualization of the Theory of the professionalization of the teaching staff; the conceptualization and substantiation of the CPT Paradigm from the perspective of the professionalization of the teaching staff, of the CPT Referential from the perspective of the professionalization of the teaching staff; development of the Continuous Professional Training Program, the Continuous Professional Training Curriculum for the teaching staff and the Trainer Program.

The applicative value results from: the implementation and validation of the CPT Paradigm from the perspective of the professionalization of the teaching staff, the CPT Referential from the perspective of the professionalization of the teaching staff, the Continuous Professional Training Curriculum, the Continuous Professional Training Program, the Trainer Program; the application of diagnostic methodology and indicators, design, implementation of scientific-methodological products in teachers' vocational training in the context of the current requirements of the CPT system.

The implementation of the scientific results took place through the scientific projects within the state programs, at national and international scientific forums, in the continuous professional training of the teaching staff from the Institute of Education Sciences, at methodological seminars, round tables, workshops, etc.