Facultatea Psihologie, Ştiinţe ale Educaţiei, Sociologie şi Asistenţă Socială / Faculty of Psychology, Educational Sciences, Sociology and Social Work

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DIFERENŢELE DE GEN ÎN EVALUAREA CADRELOR DIDACTICE UNIVERSITARE
(2004) Platon, Carolina
In this article we examine certain problems regarding the variables that may influence the university pedagogical staff evaluation by students (namely the gender variable) and present the results of the empiricstudy performed as to this subject.
PARTICULARITĂŢILE ORGANIZĂRII PROCESULUI EDUCAŢIONAL ÎN ŞCOALA WALDORF
(Centrul Educaţional Pro Didactica, 2003) Dandara, Otilia; Albu, Asenia
TRAINING OF TEACHERS: EFFICIENCY AND PERSPECTIVES
(CEP USM, 2013) Wattad, Hussam Samara; Şevciuc, Maia
Nowadays we understand better than anytime that we live in a changing world. In order to cope with future, educationaland professional training systems, generally, and teacher training, in particular, must be adapted in order to offer a large amount of knowledge and to develop competencencies that are necessary in real life. Specialists in education must understand different complex situations which may change unpredictably. In this context, acquisition of knowledge and competencies training to future teachers must be accompanied by accepting own responsability in society and broadening the horizons.
НЕПРЕРЫВНОЕ ПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕ ПЕДАГОГИЧЕСКИХ КАДРОВ СРЕДНИХ ПРОФЕССИОНАЛЬНЫХ / СПЕЦИАЛЬНЫХ УЧЕБНЫХ ЗАВЕДЕНИЙ
(CEP USM, 2011) Дарий, Людмила; Шевчук, Майя;
Pregătirea profesională continuă reprezintă soluţia şi condiţia calităţii serviciilor educaţ ionale oferite cadrelor didactice, o oportunitate pentru sistemele educaţionale de a face faţăşi de a răspunde proactiv cerinţelor şi provocărilor timpului, o pârghie important ăpentru asigurarea implementării noilor orientări şi documente de politici în educa ţie. Formarea profesională continuă este menităsă dezvolte competenţele necesare realizării multiplelor roluri profesionale, funcţii şi atribuţii organizaţionale nou-apă rute. Prin formarea continuă se urmăreşte actualizarea / dezvoltarea cunoştinţelor teoretice şi perfecţionarea practicii pedagogice, valorificându-se modele şi forme alternative de formare a adulţilor concepute să permită aprofundarea reflexiei, dezvoltarea competenţelor şi consolidarea cunoştinţelor noi şi indispensabile în situaţii diverse, proprii procesului educaţional.
PROBLEME MAJORE ALE CADRELOR DIDACTICE DIN ROMÂNIA
(CEP USM, 2007) Tascovici, Daliana
The paper identified the dimensions for changing the teacher’s role in a society of knowing, characterized by a higher level of social links and a more active implication of the citizens, as well as the requested competences for the teachers to answer efficiently to such a change; it also analysed the change dimensions of the teacher’s role, stressing the changes in their duties and the problems they have to face with; it presented the factors that caused these changes.
CONCEPTUL DE COMPETENŢĂ PROFESIONALĂ DIDACTICĂ
(CEP USM, 2007) Toma, Sergiu
Appeared in the second part of the XX century, the concept of professional didactic competence had a meaning which described the teacher’s way of being and behaving in order to obtain the expected results. Through it’s more than 15 scientists explained their way of understanding the concept. All of them described the concept as a variety of abilities which relate with teachers personality in order to obtain the educational results. Nowadays scientists explain the concept as a complex interaction of teachers personal and professional abilities which create a functional interaction with the student on their way of obtaining the expected goals.
ASPECTE DE GEN ÎN PREGĂTIREA CADRELOR DIDACTICE
(CEP USM, 2007) Bodrug-Lungu, Valentina
Social importance and legal background of establishment of gender education paradigm is based on transition from sex-role approach in education (which reduces the development of a person to feminine/masculine biology) to a gender approach (which over passing the biologic determinism offers a person more chances of personal and professional autoappreciation). All of the above by all means imply significant changes in consideration of educational phenomena, content and educational technologies, training of didactic staff gender sensitive. Gender sensibility stipulates for capacity of a teacher to understand, realized and model the impact of social environment, methods and types of work with a child in forming gender identity, his/her capacity to realize and react to sexist manifestations.
OPINIILE STUDENŢILOR PRIVIND FUNCŢIA CONDUCĂTOR (COORDONATOR) DE GRUP1
(CEP USM, 2007) Repida, Tatiana
L'article porte sur les résultats du sondage effectué parmi les étudiants de la faculté d’histoire et de psychologie (298 étudiants) concernant les fonctions du coordonnateur de groupe d’étudiants. L'auteur met en relief une partie des activités que les étudiants questionnés voudraient organiser ensemble avec leurs coordinateurs de groupe. On souligne aussi les difficultés que les étudiants doivent franchir et qui nécessitent «l’intervention» du coordinateur de groupe.
CULTURA RESPONSABILIZĂRII CADRELOR DIDACTICE – O EXIGENŢĂ ACTUALĂ
(CEP USM, 2008) Callo, Tatiana
Nowadays there is accepted the idea that the establishment of didactic staff responsibilisation culture is up to date and very promising. The explanation is fairly simple: if everybody is answerable for field of activity then education quality will not be such an arguable field. The credibility in the magical power of the didactic staff responsibilisation is not defended yet. Which are the causes? Is responsibilisation of the didactic staff only a notion in vogue?
CADRUL DE REFERINŢĂ ÎN ELABORAREA STANDARDELOR DE FORMARE CONTINUĂ A CADRELOR DIDACTICE DIN ÎNVĂŢĂMÂNTUL SECUNDAR GENERAL DIN REPUBLICA MOLDOVA
(CEP USM, 2007) Guțu, Vladimir; Cara, Angela
This article is concerned with the reference framework of the standards for continuous training of general secondary education teachers. In this context general objectives of the continuous professional training, continuous professional training principles, the forms of continuous professional training are presented. Reference framework was on the base of the standards elaboration for the continuous training of general secondary education teachers.