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Section 5. Pedagogy
https://doi.org/10.29013/ESR-21-5.6-26-31
Afanas Aliona, Doctor of Pedagogy, Associate Professor, Institute of Education Sciences, Chisinäu, Republic of Moldova E-mail: afanasaliona.ise@gmail.com
TEACHERS' PROFESSIONAL COMPETENCES: PEDAGOGICAL EXPERIMENT (TRAINING STAGE)
Abstract. The article presents the professional competencies of teachers trained in the pedagogical experiment (training stage), such as managerial competence, relational competence, teaching-learning competence, design and planning competence, specialized cognitive competence, and the evaluation and monitoring competence. The professional competencies' training is focused on the assessment criteria, established for each area of competence. The concept of professional competencies is fundamental in the formation of a teacher and in order to obtain school results in the educational system.
Keywords: professional competencies, curriculum, teacher, evaluation criteria, pedagogical experiment.
Introduction. In the context of the analysis re- The curriculum is the tool that organizes the in-garding the dynamics of the teaching profession, two structive-educational process based on the forma-critical aspects are identified: firstly, the increase of tion of general competencies and specific competen-the attractiveness of other fields of activity and of cies, based on the instructive-educational contents; other professions (for example: professions targeting and that organizes instructions and trainings to help new technologies), and secondly, the degradation of trainees in their professional activity. young people's perception related to the status of this The domain of teachers' continuous professional profession, especially due to the countless criticisms training is part of the educational system, a domain brought to the educational system and the minimum aimed at teacher training which contributes to teach-salary of the people involved in this system. We are ers' succeeding in implementing the curriculum in also witnessing the many challenges that teachers the subject they teach and to responding to all chal-face (related to the teaching act and its effectiveness, lenges in the context of social evolution. the growing demands of society on education effec- The issue of the evolution of the concept of com-tiveness), which require significant changes in the petence at international level is treated by several teaching profession and draw attention to teachers' authors [7; 8; 10; 11; 12; 15; 16; 17; 19; 20; 21] continuous professional training activities. and nationally [1; 2; 3; 5; 6; 14; 23; 24]. The pro-
fessional competencies developed in the teachers' continuous training (TCT) programs are assertions regarding the training results of the trainees, formulated in terms of finality to obtain at the end of the TCT program.
The issue of the evolution of the curriculum concept which is treated by several authors at the international level [7; 8; 15; 16] and the national level [1; 5; 6; 13; 22] deals with various aspects of the elaboration, implementation and monitoring of curriculum theory and practice, conducted either in the context of the initial professional training, or in the context of the school curriculum; but less in the context of the teachers' continuous professional training.
In the Republic of Moldova, the curriculum paradigm focuses on affirming the priority role of education goals at the level of any pedagogical project, based on which the other elements of the curricular-model approach to training are structured (teaching-learning methods, assessment strategies and contents).
Methods and tools used in research. In order to carry out the research and in the context of the mentioned epistemological landmarks, the following methods were applied:
♦ Theoretical - scientific documentation, analysis of pedagogical phenomena and regulatory documents (documentary analysis);
♦ Empirical - pedagogical experiment (training stage), experimental data processing.
The training experiment involved 441 subjects, divided into inhomogeneous groups, which included the implementation of several scientific products developed in the research: continuous education curriculum for: the Theory and Praxiology of Continuing Professional Education of Teachers, divided into two modules: Teachers' Continuous Professional Training in the Context of Competence Pedagogy and Management of Curricular and Extracurricular Educational Activities [2].
The experiment teachers' professional competencies tests and training actions varied depending on the
degree of relevance in the professional development, on the nature of the information used to solve various theoretical and practical tasks. Within the training activities (three-week training internships, 2-3-day seminars on the implementation of educational policy documents, sections, round tables in scientific and theoretical-practical events, etc.), the subjects involved in the experiment performed a series of tasks, actions of choice, selection, formulation, definition, correlation, structuring, etc. The results were evaluated in percentage averages based on the scale developed for each of the proposed tasks. In this article we present the module Teachers' Continuous Professional Training in the Context of Competence Pedagogy.
Results and discussions. The values and attitudes needed to be promoted through the training activities designed and carried out must aim at:
• Self-respect and respect for others;
• Social responsibility and positive relationship with others;
• Physical and mental well-being;
• Lifelong learning and personal development;
• Active participation in cultural events;
• Active involvement in life and career planning.
The scope of the module aims at developing the competencies of teachers in general education in the domains: international and national educational policies, continuous professional training, school curriculum, career advancement, management of curricular and extracurricular educational activities.
Teachers' activity domains: The involved experiment subjects work in the position of teachers in general education institutions.
The development of teachers' professional competencies in the context of areas of competence is achieved [4; 9; 18]:
• At theoretical level:
- delimitation of concepts: continuous professional training, permanent education, lifelong learning, professional development, personal development;
- defining the concept of teacher's professional competence;
- specifying the modern tendencies of the teachers' continuous professional training;
At application level:
- explaining the key notions by formulating learning situations;
- elaboration of indicators for the implementation of the school curriculum;
- sketching the lesson design models from a managerial perspective;
- modeling teachers in the context of educational policy documents;
- elaboration of the teachers' (self) evaluation form;
At integrative level:
- implementation of the school curriculum at the level of educational institution;
- promoting values and attitudes in the continuous professional training of teachers;
- professional and personal development of teachers in the context of modern trends.
The competence-area-based training activities were based on the Curriculum of Continuous Professional Training applied during the pedagogical experiment, which focused on the competence areas such as: managerial competence, relational competence, design and planning competence, specialized knowledge competence, teaching-learning competence, assessment and monitoring competence. Each competence was assessed based on the evaluation criteria.
The Module. Teacher's Continuous Professional Training in the Context of Competence Pedagogy
Table 1. - Modern trends in the continuous professional training of teachers
No. Objectives Content units Didactic technologies
1. Analysis of international and national policies with reference to teachers' continuous professional training International and national educational policies: International regulations regarding the teachers/managers' continuous professional training. Normative regulations regarding the teachers/managers' continuous professional training in the Republic of Moldova. Interactive lecture; LIST technique; Working with the course support
2. Presentation of the domains, indicators and descriptors of managers' professional training Standards of manager's professional competence: Domains. Standards. Indicators. Descriptors. Evaluation of management staff. Interactive lecture; Ppt presentation; Reading through the BQADR model (browsing, questioning, actual reading, deepening of the message, recapitulation);
3. Presentation of teacher training domains, indicators and descriptors Teachers' professional competence standards: Domains. Standards. Indicators. Descriptors. Teachers' professional development plan. Demonstration learning method; Ppt presentation; Concept map; Task-analysis learning method;
Table 2. - School Curriculum Management
No. Objectives Content units Didactic technologies
1. Analysis of the concept of competence, areas of teachers' competence; Identifying the teacher's profile; Analysis of teacher's competence training paradigms, models and theories Teacher training competence - key element: Areas of teachers' competence. Teachers' competence categories. Teacher's competence profile: comparative visions. Paradigms, models and theories of teacher competence training. Know-Want to know-Learn Heuristic conversation Problem-solving technique Situation Modeling, Simulation
2. Examination of the National Curriculum normative framework; Identification of the value axes of the National Curriculum development; National curriculum: conceptual foundations and development guidelines: National curriculum reference framework. Value axes of the development of the National Curriculum. Heuristic conversation Questioning Situation Modeling, Simulation
3. Delimitation of managerial approaches regarding the school curriculum implementation School Curriculum implementation and monitoring: Conditions regarding the school curriculum implementation and monitoring. School curriculum implementation and monitoring managerial approaches. Free associations Heuristic conversion Discussions
4. Lesson management models analysis; Arguing the importance of doing the lesson from a managerial perspective. Modern lesson management: Lesson leadership models. Communication-strategy-based lesson leadership models. Action;-strategy-based lesson leadership models. Computerised-strategy-based lesson management models. Interactional-strategy-based lesson leadership models. Interactive lecture, demonstration Lotus method
Table 3. - Teachers' professional advancement
No. Objectives Content units Didactic technologies
1 2 3 4
1. Analysis of motivational theories; Application of employee motivation techniques to stimulate their performance; Awareness of the role of feedback in motivating and developing teachers. Motivation of teachers: Theories regarding the motivation of human resources. Staff recruitment, employment and retention in the institution. Methods of recruiting employees. Lecture Working with the course support Heuristic conversation, Problem-solving technique Case Study
1 2 3 4
2. Educational policy and normative documents analysis on teacher's evaluation process; Arguing the need to carry out the process of evaluating the teachers' performance. Teacher evaluation. Internal teachers' evaluation: Educational policy and regulations documents regarding the evaluation process of teachers. Heuristic conversation Questioning Situations Modeling, Simulation
3. Presentation of the case study, the pedagogical situation and the project /educational product; Identifying solutions to overcome difficulties in the evaluation process performance. Teacher attestation: Teacher performance. Stimulating the institution staff's professional performance. Case Study. The pedagogical situation. The educational project / product. Interactive lecture Free associations Group consultations Guided discussion Case Study
Conclusions
The curriculum of teachers' continuous professional training is the essential tool for developing the teachers' competence areas, namely: relationship with students, teaching - learning activity,
class management, design and planning, assessment - monitoring, specialized knowledge in the subject they teach, correlated via attitudes, values and behaviors, achieved during the pedagogical experiment (training stage).
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