Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_11
Elena Gogoi
Given the dynamism of society, but also of the reforms in the educational system, the academic staff must adapt in record time to face their imperatives. The teaching process in which teachers are involved needs to be updated, accele-rated and strengthened. In this context, we find that learning partnerships are becoming more and more present in the academic environment, mentoring being recognized as one of the most widespread. Thus, mentoring, being anchored in professional training programs, becomes a tool oriented towards the development of the teaching career. The purpose of this study resides in the identification and configuration of the mentor’s behavioral framework in higher education. The identified model will contribute to strengthening professional skills and increasing the quality of the educational process.
{"title":"The professional development of teachers through mentoring activities","authors":"Elena Gogoi","doi":"10.59295/sum5(165)2023_11","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_11","url":null,"abstract":"Given the dynamism of society, but also of the reforms in the educational system, the academic staff must adapt in record time to face their imperatives. The teaching process in which teachers are involved needs to be updated, accele-rated and strengthened. In this context, we find that learning partnerships are becoming more and more present in the academic environment, mentoring being recognized as one of the most widespread. Thus, mentoring, being anchored in professional training programs, becomes a tool oriented towards the development of the teaching career. The purpose of this study resides in the identification and configuration of the mentor’s behavioral framework in higher education. The identified model will contribute to strengthening professional skills and increasing the quality of the educational process.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127094202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_27
Daniel Dragos Oprescu, C. Ciorbă
In their didactic activity, over time, educators observe different phenomena that manifest themselves at the level of the groups of students with whom they come into contact, and many times, systematic observations clearly create a certain trend of evolution in the eyes of the professional. In order to generalize and formulate clear hypotheses or conclusions, it is necessary that these observations are also analyzed from the perspective of statistical data, which give us the dimension of the observed phenomena, in much more exact terms than those formulated on the basis of daily observations. The declining trend in motivation to practice physical exercise is one that many specialists have noticed, globally, which provides a star-ting point for the analysis carried out in this article. The effects of the lack of motivation are also correlated with the statistics provided by the World Health Organization (WHO), which indicate an increase in the obesity rate among children and ado-lescents, its causes being multiple, among which the lack of physical exercise being one of the most important, along with inadequate nutrition. The need to identify intervention tools to increase the level of motivation to practice physical exercise is a pressing one, but the intervention will be based on clear statistical data, indicating the size of the phenomenon, the levels at which it manifests itself, as well as the effects among children and adolescents. The present study aims to bring new data in this regard, with a view to dimensioning and realizing the design of an intervention methodology to change these trends.
{"title":"Evaluation of the motor training of high school students","authors":"Daniel Dragos Oprescu, C. Ciorbă","doi":"10.59295/sum5(165)2023_27","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_27","url":null,"abstract":"In their didactic activity, over time, educators observe different phenomena that manifest themselves at the level of the groups of students with whom they come into contact, and many times, systematic observations clearly create a certain trend of evolution in the eyes of the professional. In order to generalize and formulate clear hypotheses or conclusions, it is necessary that these observations are also analyzed from the perspective of statistical data, which give us the dimension of the observed phenomena, in much more exact terms than those formulated on the basis of daily observations. The declining trend in motivation to practice physical exercise is one that many specialists have noticed, globally, which provides a star-ting point for the analysis carried out in this article. The effects of the lack of motivation are also correlated with the statistics provided by the World Health Organization (WHO), which indicate an increase in the obesity rate among children and ado-lescents, its causes being multiple, among which the lack of physical exercise being one of the most important, along with inadequate nutrition. The need to identify intervention tools to increase the level of motivation to practice physical exercise is a pressing one, but the intervention will be based on clear statistical data, indicating the size of the phenomenon, the levels at which it manifests itself, as well as the effects among children and adolescents. The present study aims to bring new data in this regard, with a view to dimensioning and realizing the design of an intervention methodology to change these trends.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115059521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_08
Aida Cotruta
A successful society, built on knowledge and the forming of new attitudes and skills, needs wide access to edu-cational and learning opportunities to face the social changes of the 21st century. Individual human potential has the capacity to adapt to new technologies and business needs, and is essential for a competitive and dynamic economy, taking into account personal educational background. These aspects must take account of scientific and technological progress, which places new requirements and quality training in front of everyone. The choice of training areas is often strongly shaped by social and parental influences. These influences are due to parental status, intra-familial emotional ties or inter-school relationships, which become important factors and deter-mine their resonance and impact on career choice. The latter try to influence the beneficiary’s career decision, often based on arguments founded on lived experiences. In this way, the conscious career decision comes with the maturity of the beneficiary, which reflects personal disposition to make the right decisions in reference to vocational training
{"title":"Career decision determinant of professional achievement","authors":"Aida Cotruta","doi":"10.59295/sum5(165)2023_08","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_08","url":null,"abstract":"A successful society, built on knowledge and the forming of new attitudes and skills, needs wide access to edu-cational and learning opportunities to face the social changes of the 21st century. Individual human potential has the capacity to adapt to new technologies and business needs, and is essential for a competitive and dynamic economy, taking into account personal educational background. These aspects must take account of scientific and technological progress, which places new requirements and quality training in front of everyone. The choice of training areas is often strongly shaped by social and parental influences. These influences are due to parental status, intra-familial emotional ties or inter-school relationships, which become important factors and deter-mine their resonance and impact on career choice. The latter try to influence the beneficiary’s career decision, often based on arguments founded on lived experiences. In this way, the conscious career decision comes with the maturity of the beneficiary, which reflects personal disposition to make the right decisions in reference to vocational training","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114187503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_07
Nadejda Butnari, N. Birnaz
The engagement presupposes responsible behavior of students in the training process. Determined as a principle, the engagement derives from critical existentialism thinking, an essential dimension of spiritual intelligence. In the training process, the principle of engagement refers to the creation by the teaching staff of educational contexts in which students will be encouraged to get involved, through the possibility of choice, decision-making and assu-ming responsibility in relation to their choices and decisions taken. In this article, a series of specific strategies are reflected, aimed at developing responsibility of students, namely: creating a collaborative learning environment, setting clear and relevant objectives for the student, carrying out tasks in the authentic professional field, providing constructive feedback and involving students in the decision-making process. To achieve these strategies, a general strategy relevant to the didactic context was adapted - the ,,4 What” strategy for the development of critical thinking. This strategy reflects the components through which student responsibility can be developed and assessed. Thus, the correlation between these strategies: the ,,4 What” strategy and the specific strategies generate a friendly didactic design, oriented towards the development of student responsibility in the training process.
{"title":"Development of students’ responsibility through the principle of engagement","authors":"Nadejda Butnari, N. Birnaz","doi":"10.59295/sum5(165)2023_07","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_07","url":null,"abstract":"The engagement presupposes responsible behavior of students in the training process. Determined as a principle, the engagement derives from critical existentialism thinking, an essential dimension of spiritual intelligence. In the training process, the principle of engagement refers to the creation by the teaching staff of educational contexts in which students will be encouraged to get involved, through the possibility of choice, decision-making and assu-ming responsibility in relation to their choices and decisions taken. In this article, a series of specific strategies are reflected, aimed at developing responsibility of students, namely: creating a collaborative learning environment, setting clear and relevant objectives for the student, carrying out tasks in the authentic professional field, providing constructive feedback and involving students in the decision-making process. To achieve these strategies, a general strategy relevant to the didactic context was adapted - the ,,4 What” strategy for the development of critical thinking. This strategy reflects the components through which student responsibility can be developed and assessed. Thus, the correlation between these strategies: the ,,4 What” strategy and the specific strategies generate a friendly didactic design, oriented towards the development of student responsibility in the training process.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132764317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_47
Nicoleta Croitoru
Psychological safety in the workplace refers to employees’ perception of being safe to express themselves, take risks, and disclose vulnerabilities. This sense of safety allows employees to feel comfortable expressing their ideas, taking responsibility, and learning from mistakes without fear of negative consequences for their image or career. The profession of a pedagogue involves emotional work and requires a high consumption of psycho-nervous energy. Therefore, psychological safety is necessary to prevent professional burnout and stimulate work involvement. The purpose of the article is to highlight the valence of psychological safety to increase work engagement and decrease burnout. The article highlights the necessityof employees from various professional environments, especially edu-cational ones, to feel a high degree of professional security, dedication, and continuous connection to professional goals, to make their resources and energy available to achieve high performance. Finally, the article describes how the institutions/organizations should know the barriers they face in creating a psychologically safe workplace, using specific strategies to promote psychological safety, stimulate employee engagement and prevent burnout.
{"title":"Psychological safety as a method of prevention of professional exhaustion and stimulation of work engagement","authors":"Nicoleta Croitoru","doi":"10.59295/sum5(165)2023_47","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_47","url":null,"abstract":"Psychological safety in the workplace refers to employees’ perception of being safe to express themselves, take risks, and disclose vulnerabilities. This sense of safety allows employees to feel comfortable expressing their ideas, taking responsibility, and learning from mistakes without fear of negative consequences for their image or career. The profession of a pedagogue involves emotional work and requires a high consumption of psycho-nervous energy. Therefore, psychological safety is necessary to prevent professional burnout and stimulate work involvement. The purpose of the article is to highlight the valence of psychological safety to increase work engagement and decrease burnout. The article highlights the necessityof employees from various professional environments, especially edu-cational ones, to feel a high degree of professional security, dedication, and continuous connection to professional goals, to make their resources and energy available to achieve high performance. Finally, the article describes how the institutions/organizations should know the barriers they face in creating a psychologically safe workplace, using specific strategies to promote psychological safety, stimulate employee engagement and prevent burnout.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"331 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124671902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_21
Valeria Botezatu
From the theoretical and praxeological perspective, non-formal education represents an important dimension of permanent education and an integral part of lifelong learning. This article analyzes the concept and characteristics of non-formal education and presents the psycho-pedagogical approaches related to the organization of educational activities in the context of non-formal education. The pedagogical approaches of non-formal education refer to the system of theories represented by the theory of cooperative learning, the humanistic theory of personality and the learner-centered approach of education, which provide theoretical directions for the efficient organization of extracurricular and extra-scholar activities. Non-formal education is also based on psychological theories such as behaviorist theory, constructivist theory, socio-cognitive theory approached in an integralist and postmodern vision.
{"title":"Psycho-educational approaches regarding the organization of educational activities in the context of nonformal education","authors":"Valeria Botezatu","doi":"10.59295/sum5(165)2023_21","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_21","url":null,"abstract":"From the theoretical and praxeological perspective, non-formal education represents an important dimension of permanent education and an integral part of lifelong learning. This article analyzes the concept and characteristics of non-formal education and presents the psycho-pedagogical approaches related to the organization of educational activities in the context of non-formal education. The pedagogical approaches of non-formal education refer to the system of theories represented by the theory of cooperative learning, the humanistic theory of personality and the learner-centered approach of education, which provide theoretical directions for the efficient organization of extracurricular and extra-scholar activities. Non-formal education is also based on psychological theories such as behaviorist theory, constructivist theory, socio-cognitive theory approached in an integralist and postmodern vision.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129129685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_25
Oxana Alistratova
Having entered the global migration processes, from the second half of the 1990s, the Republic of Moldova faced the problem of human trafficking and became a country of origin for victims of human trafficking. One of the important measures aimed at preventing human trafficking is the awareness of the population, primarily young people, about the risks and consequences of human trafficking. The education system plays an important role in raising citizens’ awareness of the risks and consequences of human trafficking. However, as shown by the sociological study conducted by the author, in the prevention of human trafficking, the majority of respondents do not consider the activities of educational institutions effective and sufficiently effective. Therefore, the curricula of general education and higher educational institutions should include training courses that will provide young people with information regarding legal and illegal migration, human rights, gender issues, and the dangers associated with THB. Together with all interested state and public structures, educational institutions should support efforts aimed at raising awareness of the most vulnerable groups of the population about the consequences and risks associated with human trafficking. Awareness-raising activities will lead to an increase in the number of citizens who will be confident that they are insured against situations related to human trafficking.
{"title":"Strategies for informing the population of the republic of Moldova on the problem of human trafficking","authors":"Oxana Alistratova","doi":"10.59295/sum5(165)2023_25","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_25","url":null,"abstract":"Having entered the global migration processes, from the second half of the 1990s, the Republic of Moldova faced the problem of human trafficking and became a country of origin for victims of human trafficking. One of the important measures aimed at preventing human trafficking is the awareness of the population, primarily young people, about the risks and consequences of human trafficking. The education system plays an important role in raising citizens’ awareness of the risks and consequences of human trafficking. However, as shown by the sociological study conducted by the author, in the prevention of human trafficking, the majority of respondents do not consider the activities of educational institutions effective and sufficiently effective. Therefore, the curricula of general education and higher educational institutions should include training courses that will provide young people with information regarding legal and illegal migration, human rights, gender issues, and the dangers associated with THB. Together with all interested state and public structures, educational institutions should support efforts aimed at raising awareness of the most vulnerable groups of the population about the consequences and risks associated with human trafficking. Awareness-raising activities will lead to an increase in the number of citizens who will be confident that they are insured against situations related to human trafficking.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131684903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_23
Roxana Nicoleta Andronache
On the steps of socio-economic and cultural progress, the family policy was accompanied both by the creation of favorable conditions for its development, and by the appearance of a series of contradictions, difficulties affecting its stability, extremely difficult social problems for most societies. The transformations that the institution of the family is currently undergoing have significantly stimulated its study under the most diverse aspects: demographic, ethnographic, legal, psychological, medical, anthropological, sociological, social assistance, etc. at the same time, we mention that interdisciplinary and comparative investigations are becoming more current, whose generalizations will allow to reveal the development trends and perspectives of the family institution, to take important steps towards the adoption of effective family policies.
{"title":"The pedagogical problem of socially vulnerable families","authors":"Roxana Nicoleta Andronache","doi":"10.59295/sum5(165)2023_23","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_23","url":null,"abstract":"On the steps of socio-economic and cultural progress, the family policy was accompanied both by the creation of favorable conditions for its development, and by the appearance of a series of contradictions, difficulties affecting its stability, extremely difficult social problems for most societies. The transformations that the institution of the family is currently undergoing have significantly stimulated its study under the most diverse aspects: demographic, ethnographic, legal, psychological, medical, anthropological, sociological, social assistance, etc. at the same time, we mention that interdisciplinary and comparative investigations are becoming more current, whose generalizations will allow to reveal the development trends and perspectives of the family institution, to take important steps towards the adoption of effective family policies.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131732858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_14
L. Rata, N. Birnaz
This article reflects the role of teacher’s personality in the process of pedagogical communication, regarded throu-gh the three-dimensional perspective of the communication process, named: communication competence, oratory communication competence and microcompetence of the teachers ethos.This approach highlights the importance of the teacher profile in the process of pedagogical communication in general and in the process of oratory communication in particular. The competence oratorical communication, by definition, involves relating to the public through an argumentative speech to help him penetrate the audience’s thinking. In this context it highlights the teacher’s ethos, manifested both through personal qualities: intelligence, virtue, mores, self-confidence and professional: confidence-credibility, authority, reputation and similarity with the audience. Only such an approach involves and motivates students in the training process determining the success of pedagogical communication in the teacher-student relationship.Keywords: competence, communication, communicative competence, competence of oratory communication, mi-crocompetence, ethos, teacher. IntroducereComunicarea este definită de Hymes ca una din competențele esențiale necesare pentru reușita acțiunii educaționale; una dintre principalele calități solicitate de profesia de cadru didactic, care presupune stăpâ-nirea tehnicilor comunicării interactive, a codurilor adecvate diferitor mesaje, a căilor de retroacțiune.Deseori, demersul educațional crează situații de transmitere a mesajelor, aspect ce impune cadrului di-dactic formarea diferitor variante a competenței de comunicare, în acest context competență de comunicare oratorică. Analiza abordărilor teoretice ale evoluției oratoriei și extrapolarea rezultatelor analizei în context educațional, generează ideea conturării competenței oratorice care presupune transmiterea trăirilor și con-vingerilor de către cadrul didactic, astfel încât acestea să fie însușite de către studenți, să devină indispensa-bile, să ia caracterul unor idei, hotărâri proprii, determinând astfel un anumit comportament al personalității. O dimensiune esențială a competenței de comunicare oratorică este etosul cadrului didactic. Particularitățile etosului cadrului didactic determină calitatea instruirii. Acest aspect este confirmat și de paradigma sistemelor de învățământ axat pe competențe atât din alte țări, cât și din Republica Moldova [5].
本文通过交际过程的三维视角来反映教师人格在教学交际过程中的作用，即:交际能力、演说性交际能力和教师气质的微观能力。这种方法强调了教师形象在教学交流过程中的重要性，特别是在演讲交流过程中。从定义上讲，能力演讲沟通涉及通过辩论性演讲与公众建立联系，帮助他穿透听众的思维。在这种背景下，它突出了教师的气质，体现在个人品质:智慧、美德、道德、自信和专业:自信、信誉、权威、声誉和与听众的相似。只有这样的方法才能使学生参与并激励学生参与到训练过程中，从而决定师生关系中教学交际的成功与否。关键词:能力、交际能力、交际能力、演讲交际能力、微能力、气质、教师。导读:电子商务领域的研究可以在competențele esențiale中找到，需要在reușita acțiunii educaționale中找到;“校长之家”calități“教师之家”，“教师之家”，“教师之家”，“教师之家”，“教师之家”，“教师之家”，“教师之家”retroacțiune。Deseori, demersul educațional creazei situații de transmitere a mesajelor, aspect ce immune cadrului di- actic formarea differtor variante a competenței de communicare， 最新语境competență de communicare oratoricei。Analiza abordicrilor teoretice ale evoluției oratoriei și apolapolarea rezultatelor analizei n context educațional, genereazei ideea contururrii competenței oratorycare presupune transmiterea triconilor și con-vingerilor de caterre cadrul didactic, astfel acestea sinie însușite de caterre studenți, sue devini indesai -bile, sue ia characterial unidei, hot rri proprii, determini 和astfel unanunit comportal personalității。O维独esențială a competenței de communicationare oratorici este ettosul cadrului教学。Particularitățile ettosului cadrului didactic determini calitatea instrucirii。最近的方面este confirm și de paradigm sistemelor de învățământ axat pe competențe at din alte țări, c t și in Republica Moldova[5]。
{"title":"The ethos of the teacher in terms of the competence of oratory communication","authors":"L. Rata, N. Birnaz","doi":"10.59295/sum5(165)2023_14","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_14","url":null,"abstract":"This article reflects the role of teacher’s personality in the process of pedagogical communication, regarded throu-gh the three-dimensional perspective of the communication process, named: communication competence, oratory communication competence and microcompetence of the teachers ethos.This approach highlights the importance of the teacher profile in the process of pedagogical communication in general and in the process of oratory communication in particular. The competence oratorical communication, by definition, involves relating to the public through an argumentative speech to help him penetrate the audience’s thinking. In this context it highlights the teacher’s ethos, manifested both through personal qualities: intelligence, virtue, mores, self-confidence and professional: confidence-credibility, authority, reputation and similarity with the audience. Only such an approach involves and motivates students in the training process determining the success of pedagogical communication in the teacher-student relationship.Keywords: competence, communication, communicative competence, competence of oratory communication, mi-crocompetence, ethos, teacher. IntroducereComunicarea este definită de Hymes ca una din competențele esențiale necesare pentru reușita acțiunii educaționale; una dintre principalele calități solicitate de profesia de cadru didactic, care presupune stăpâ-nirea tehnicilor comunicării interactive, a codurilor adecvate diferitor mesaje, a căilor de retroacțiune.Deseori, demersul educațional crează situații de transmitere a mesajelor, aspect ce impune cadrului di-dactic formarea diferitor variante a competenței de comunicare, în acest context competență de comunicare oratorică. Analiza abordărilor teoretice ale evoluției oratoriei și extrapolarea rezultatelor analizei în context educațional, generează ideea conturării competenței oratorice care presupune transmiterea trăirilor și con-vingerilor de către cadrul didactic, astfel încât acestea să fie însușite de către studenți, să devină indispensa-bile, să ia caracterul unor idei, hotărâri proprii, determinând astfel un anumit comportament al personalității. O dimensiune esențială a competenței de comunicare oratorică este etosul cadrului didactic. Particularitățile etosului cadrului didactic determină calitatea instruirii. Acest aspect este confirmat și de paradigma sistemelor de învățământ axat pe competențe atât din alte țări, cât și din Republica Moldova [5].","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125407807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_46
Liudmila Antibor, Maria Gurcova
The complexity of diagnosing and identifying a diagnosis in children with autistic disorder is due to the constantly changing clinical and mental picture of the manifestation of this disorder. Psychological and pedagogical, as well as correctional work with children with autism and autism spectrum disorder is complex, diverse and significantly different from other types of mental development disorders. Until now, the exact cause of the occurrence of autistic disorders has not been identified, but there is an assumption that this is some form of biological (organic), as well as neurological disorders of the central nervous system, causing deviations in the development of higher mental functions. Autistic disorders, which until recently were not considered a mental illness, were explained as the result of insufficient education not only on the part of parents, but also of specialists. Meanwhile, there is also no sufficiently substantiated evidence that autistic disorders may be the result of chemical-biological or external influences on the occurrence of this disorder in children and its study.
{"title":"Theoretical aspects of diagnostics of autism disorder in children and its typology","authors":"Liudmila Antibor, Maria Gurcova","doi":"10.59295/sum5(165)2023_46","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_46","url":null,"abstract":"The complexity of diagnosing and identifying a diagnosis in children with autistic disorder is due to the constantly changing clinical and mental picture of the manifestation of this disorder. Psychological and pedagogical, as well as correctional work with children with autism and autism spectrum disorder is complex, diverse and significantly different from other types of mental development disorders. Until now, the exact cause of the occurrence of autistic disorders has not been identified, but there is an assumption that this is some form of biological (organic), as well as neurological disorders of the central nervous system, causing deviations in the development of higher mental functions. Autistic disorders, which until recently were not considered a mental illness, were explained as the result of insufficient education not only on the part of parents, but also of specialists. Meanwhile, there is also no sufficiently substantiated evidence that autistic disorders may be the result of chemical-biological or external influences on the occurrence of this disorder in children and its study.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"50 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114128382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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