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

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End date: 2024Subject: search.filters.subject.curriculum development

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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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    Conceptual framework of current school curriculum monitoring
    (CEP USM, 2024) Guțu, Vladimir
    The issue of monitoring the school curriculum according to the curriculum taught/curriculum learned is part of the issue of educational curriculum management. As a rule, this issue is addressed alongside the issues of conceptualization, design and implementation of the school curriculum. In other words, monitoring occurs at all stages of designing and implementing the school curriculum. In the given article, a concept of monitoring the school curriculum is proposed from the perspective of curricular/scientific research, but also from the perspective of continuity in the development of school curriculum. Continuity of curriculum development implies continuity of curriculum monitoring. Monitoring is a process of tracking, observing and supervising the functioning of school curriculum, in which information and data on the quality of taught curriculum are collected, analyzed and interpreted and decisions are made to realize the reverse connection and perspectives of continuous development of the school curriculum. The process of continuous monitoring of the school curriculum in function is carried out in stages and by means of specific tools: indicators, descriptors, methods. The emphasis is on the self-monitoring of taught-learned curriculum by the teacher in the classroom, being an active participant in the continuous development of the discipline taught curriculum.
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    PLANUL-CADRU DE ÎNVĂȚĂMÂNT CA OBIECT AL MANIFESTĂRII CURRICULARE
    (CEP USM, 2024) Guțu, Vladimir; Bragarenco, Nicolae; Toma, Natalia
    The development and monitoring of the functioning of the framework plan for primary, secondary and high school education is a current issue and falls within the strategy of updating the National Curriculum. The article is built according to the following logic: (•) defining and characterizing the Education Framework Plan as a curricular product; (•) comparative analysis of the Framework Plan from the Republic of Moldova with the Education Plans from different countries; (•) establishing the place of key competencies in the structure of the National Curriculum; (•) establishing strong relationships of school subjects in relation to key competencies; (•) presentation of the logic of capitalizing on key skills and the guidelines for the development of the Education Framework Plan.
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    REFORMA CURRICULARĂ ÎN CONTINUĂ ASCENSIUNE. SECVENŢE DE CERCETARE EDUCAŢIONALĂ CALITATIVĂ
    (Centrul Educaţional PRO DIDACTICA, 2015) Goraș-Postică, Viorica
    The article deals with the conceptualization of competence concept and studies the features of the professional competence. The concept of competence is studied from different perspectives: behaviourist perspective; the generic perspective which studies the characteristics of the best performers; and the cognitive dimension which express idea that the professional competence is capacity to act as a flexible and adaptable to different contexts and problematic situations. The author supports the idea that the attitude plays the main role in achieving performance in the context of competencybased education. The idea that professional behavior integrates personality traits, including character features and motivation, is essential for the author. The article also considers the fact that professional competence is more effective when is based on values. This fact is considered very important when it comes to the question of students’ moral profile