ERG SES D 06, Europe and Education
Requisite for the success of education are twofold: pedagogical values expressed in the principles and tools of theoretical and pedagogical aspects of the values of the reference system of the teacher, critic-creative investment effort in the selection and combination, maintaining or changing functional strategy adopted based on personality-driven phenomena educator and her ways of objectifying generated by dynamic educational context (Potolea, 1989). In effectiveness equation the expected results are defined in terms of competencies. The resources are used accordingly to teachers’ own understanding of experiential continuum promoted by John Dewey's theory of experience (Dewey, 1977). Investing in education is the most important investment a society can make (Văideanu, 1988), and concern for the welfare of students, generating positive outcomes would benefit in the short, medium and long term (Aked, J.; Steuer, N.; Lawlor, E.; Spratt, S., 2009). Education for democratic citizenship, the principles of which are included in the definition of key competences at European level, is intrinsically linked to the institution partnership. It should be thought assuming the educational relations student - school - community (Goleman, 2004; Gardner & Hatch, 1989; Iucu, 2008). Reconfiguring classroom management from the perspective of focusing on the student's needs and expectations, and responsibility to provide equal opportunities for all uneven development (Brazelton, 1992; Gardner, 2005; Dewey, 1977; Hamburg 1992; Iucu, 2006) first determines the change of attitude in the understanding interaction more than sum of its parts and added value brought by interaction to any process or product (Brazelton, 1992; Gardner, 2005; Dewey, 1977; Hamburg, 1992). The issues of educational leadership styles are polarized around relation democratic - authoritarian. Studies investigating its influence on student outcomes are largely equivocal (Potolea, 1989). The conceptual model, inspired by a paradigm of Getzels, assumes that any social system, including classroom, is presented as an institutionalized form, with a formal structure involving a hierarchy of statuses and roles and the latter are associated with certain expectations. Central term in this system is the notion of status - role. From the educational perspective, the status is the social position of an individual in a system, while the role is equivalent to attitudinal and behavioral patterns specific to a status. From a sociological perspective, the individual is an actor caught up in the spectacle of social life, taking pains to understand the ways in which individual self is presented, playing a character in public or other social frameworks (Goffman, 2007). Particular type of society prescribes educational goals and educational ideal which, in turn, determines the educational relationship as a tool of style. Teaching styles are influenced by ideology, social and political choices of the teacher and researcher (Potolea, 1989). Personality of the teacher is a major factor, explanatory and predictive of its conduct. Teacher’ personal equation gives his unique style as similar psychological peculiarities generates typical group styles. The teacher can’t avoid a prescription report options - independence, but his emotional behavior, voluntary or involuntary, is always perceived by the student. Effects of valuing emotions in classroom are: prevention, reduction or cancellation of the tense-conflict and emotional security providing a favorable climate for intellectual education. Previous studies showed strong and stable positive relations between students’ outcomes and teacher emotional warmth, between results and teacher responsiveness at students’ observations or ideas and negative correlations between intellectual performance and frequent criticism (Rosenshine & Barak, 1971; Goleman, 2004). Discursive practices, constructing meaning, persuasive component are influenced by individual psychological and social factors, but cultural factors are essential for particular set of communicative options available to speakers (Şerbănescu, 2007). Therefore, teaching styles might be culturally determined (Schratz, 2010).
References Aked, J., Steuer, N., Lawlor, E., & Spratt, S. (2009). Action for children. Backing the future. London: New Economic Foundation Brazelton, T. B.. (1992). Heart Start: Emotional Foundations of School Readiness. Arlington: National Center for Clinical Infant Programs. Dewey, J. (1977). Trei scrieri despre educaţie. Copilul şi curriculum-ul. Şcoala şi societatea. Experienţă şi educaţie. Bucureşti: Editura Didactică şi pedagogică Hamburg, D. (1992). Today’s Children: Creating a Future for a Generation in Crisis. New York: Times Books. Gardner, H. (2011). Mintea disciplinată. Educaţia pe care o merită orice copil, dincolo de informaţii şi teste standardizate. Bucureşti: Editura Sigma. Gardner, H., & Hatch, T. (1989). Multiple Intelligence Go to School. Educational Researcher, 8. Goleman, D. (2004). Emotional Intelligence. Working with Emotional Intelligence. London: Bloomsbury Publishing Plc. Iucu, R. (2008). Instruirea şcolară. Perspective teoretice şi aplicative. Iaşi: Polirom. Iucu, R. (2006). Managementul clasei de elevi. Aplicaţii pentru gestionarea situaţiilor de criză. Iaşi: Polirom. Otmar Gassner, Lucien Kerger, Michael Schratz. (2010). “Ten Years after Bologna; Towards a European Teacher Education Area”, ENTEP - “The First Ten Years after Bologna”. Bucureşti: Editura Universităţii din Bucureşti. Potolea, D. (1989). Stucturi, stiluri, strategii, performanţe în învăţământ. Bucureşti: Editura Academiei. TALIS 2013 – The OECD Teaching and Learning International Survey available at www.oecd.org/edu/school/talis.htm
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