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SM ISO690:2012 DORONIN, Natalia. Rolul profesorului reflexiv în pedagogia universitară. In: Congresul consacrat aniversării a 75-a de la fondarea Universității de Stat de Medicină şi Farmacie „Nicolae Testemiţanu”, 21-23 octombrie 2020, Chişinău. Chişinău: USMF, 2020, p. 739. |
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Congresul consacrat aniversării a 75-a de la fondarea Universității de Stat de Medicină şi Farmacie „Nicolae Testemiţanu” 2020 | ||||||
Congresul "Congresul consacrat aniversării a 75-a de la fondarea Universității de Stat de Medicină şi Farmacie „Nicolae Testemiţanu”" Chişinău, Moldova, 21-23 octombrie 2020 | ||||||
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Pag. 739-739 | ||||||
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Background. The pragmatic level of qualitative teaching process complexity and uniqueness goes from the constructionist epistemic model focused on knowledgeable subject, mental structures development through cognitive learning, reflective action, critical thinking to self-training and continuous selflearning. Objective of the study. To determine the role of the reflective teacher in the authentic and interactive dialogue in adult education, highlighting the purpose of university pedagogy to obtain academic performance results related to social standards and requirements. Material and Methods. The study was conducted on the basis of scientific documentation and theoretical generalization. The efforts made in the selection, critical analysis, formulation of conclusions and identification of outcomes through systematic activities directed towards the qualitative transformation, modeling and improvement of the student were applied in the investigative approach. Results. Heuristic method implementation stimulates intellectual activity, knowledge discovery due to the cooperation between the training actors. Bilateral didactic communication guided by the teacher through active-participatory methods, procedures and activities ensures the autonomy of students in learning that includes information transmission and acquisition. The continuous teacher-student interaction approach, in the qualitative instructive-educational process aims at the education focused on the student, theoretical thinking development through the use of cognitive resources, the adoption of concepts, contents that contribute to education evolution and epistemological progress. Conclusion. The interdependence of the educational binomial in interactive pedagogy highlights the role of the teacher in building reflective knowledge autonomously, responsibly and consciously depending on thepursued objectives, intended content and particularities of the students. |
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Cuvinte-cheie teaching process, interactive pedagogy, reflective teacher, proces didactic, pedagogie interactivă, profesor reflexiv |
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