2. Articole

Permanent URI for this collectionhttps://msuir.usm.md/handle/123456789/52

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Author: search.filters.author.Țurcanu, CarolinaStart date: 2024

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    Monitoring school curriculum in different countries: a comparative study
    (CEP USM, 2024) Țurcanu, Carolina
    In a constantly changing world, school curricula play a central role in preparing students for life’s challenges. In Europe, monitoring and continuous development of school curricula is a priority for improving the quality of education, including through the effective formation of students’ competences. Curriculum monitoring and development is an essential process for ensuring the relevance of education. This article examines the most effective methods of monitoring the school curriculum in different countries: Finland, Estonia, Germany, France, Denmark, Singapore, the United States of America, the Republic of Moldova. The examination of problem of monitoring the school curriculum focuses on several dominant aspects: theoretical foundations of school curriculum monitoring (theories and conceptual approaches), practices, experiences and methods of carrying out the process of monitoring the school curriculum; the impact and challenges of curricular monitoring. Some directions of curriculum development are also stipulated as reflections of school curriculum monitoring.
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    Continuous development of school curriculum: concept, models, experiences
    (CEP USM, 2024) Guțu, Vladimir; Țurcanu, Carolina
    The development of school curriculum is a complex problem that involves different perspectives of approach: psychological, pedagogical, didactic, managerial, etc. This article attempts to define and characterize the notion of „curricular development” from a modern and postmodern perspective. The development of school curriculum is presented in two senses: the conception of new school curriculum/discipline and the optimization, modernization, and updating of the school curriculum in function. At the same time, a model of school curriculum development focused on five steps is proposed: curriculum research/conceptualization; curriculum design; evaluation of the curriculum project; curriculum validation; curriculum implementation/institutionalization. The substantiation of a curricular development model also involves an analysis of the problem in different countries, as sources for identifying theoretical and praxiological benchmarks for carrying out this process.
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    VALENȚELE DISCIPLINELOR ȘCOLARE ÎN FORMAREA COMPETENȚELOR INTER- ȘI TRANS-DISCIPLINARE
    (CEP USM, 2024) Șevciuc, Maia; Țurcanu, Carolina; Boliev, Veaceslav
    The given article is dedicated to the approach of Education Plans from the perspective of the formation of inter- and transdisciplinary skills. The focus is on the analysis of the formative values of the Curriculum, of school subjects in the formation of transversal skills in different countries. Six transversal competences are identified from the structure of the key competences of the Council of Europe and the clear disciplines, which contribute to their formation, in the first place. We found several differences in the structure of the school subjects through which the identified skills are formed in different countries. The analysis of the correlation of school subjects with transversal skills represents an effective methodological mechanism for relevant curriculum design. It is also proposed to measure the interference of school discipline with transversal competence, which can be measured by qualifications, to a large extent, to an average extent, to a small extent, it does not manifest itself.
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    DIVERSITATEA ABORDĂRILOR COMPETENȚEI: RELAȚII ȘI INTERACȚIUNI
    (CEP USM, 2024) Țurcanu, Carolina
    In this article, an approach to competence is proposed from the situational/contextual and structural perspective. We start from the concept of competence from a triple logic: the logic of contextual action, the curricular logic, the logic of learning, promoted by M.Stanciu. In this context, another structure of competence appears, dictated by the situational framework, the action framework, the resource framework and the evaluative framework. The article presents several approaches to the structure of competence, including the dynamic structure, promoted by PISA. Another aspect concerns the characterization of the relationships and interrelations between different categories of competences: competence units, discipline-specific competences, transversal/transdisciplinary competences. Emphasis is placed on the methodological description of the design of competences specific to school subjects and competence units, leveraging the taxonomic framework.
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    ANDRAGOGUL ÎN SISTEMUL EDUCAȚIEI ADULȚILOR: PROFIL ȘI COMPETENŢE PROFESIONALE
    (CEP USM, 2024) Țurcanu, Carolina
    The intensive development of adult pedagogy, the increasing demands towards adult learning and education dictated by the labor market, internal and external factors, as well as growing personal needs, generate the need for the initial and continuous training of pedagogues - andragogues for this feld. The andragogue is the teaching staff for adults. It should be noted that in the Republic of Moldova the frst steps are being taken to initially train teaching staff for adults. In this article, the focus is on the general problems faced by teachers, including andragogists-practitioners: the low level of motivation for educational activity, the quality of teaching staff, unfavorable conditions for educational activity, etc. For the frst time, the problem of the andragogue’s professional skills is addressed: heuristic, communicative, teleological, instrumental, operational, decision-making skills. A model of the activity of the andragogue is also proposed: objectives, functions, actions, etc.