{"id":13411,"date":"2024-10-01T11:03:57","date_gmt":"2024-10-01T08:03:57","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=13411"},"modified":"2024-10-01T11:03:57","modified_gmt":"2024-10-01T08:03:57","slug":"imputernicirea-elevilor-de-liceu","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/imputernicirea-elevilor-de-liceu","title":{"rendered":"\u00cemputernicirea elevilor de liceu"},"content":{"rendered":"<div class=\"postie-post\">\n<p>Educa\u021bia reprezint\u0103 un pilon important al oric\u0103rei societ\u0103\u021bi, presupun\u00e2nd o transmitere de cuno\u0219tin\u021be \u0219i formare de priceperi \u0219i deprinderi de la o genera\u021bie la alta, influen\u021b\u00e2nd \u00een mod direct dezvoltarea economic\u0103, cultural\u0103, social\u0103, politic\u0103 a unei \u021b\u0103ri. \u00cen plus, aceasta implic\u0103 o \u00eenv\u0103\u021bare formal\u0103, manifestat\u0103 \u00een cadrul \u0219colii, dar \u0219i una informal\u0103 care se realizeaz\u0103 \u00een familie, comunitate sau la locul de munc\u0103. Educa\u021bia \u00eenseamn\u0103 putere, cheia pentru o societate prosper\u0103, care ofer\u0103 numeroase oportunit\u0103\u021bi, stimul\u00e2nd creativitatea, inovarea, responsabilitatea. Prin educa\u021bie de calitate, indivizii se simt \u00eemputernici\u021bi, \u00eentruc\u00e2t au acces la cuno\u0219tin\u021be \u0219i la un context de formare a abilit\u0103\u021bilor necesare pentru pia\u021ba muncii, iar astfel ace\u0219tia devin capabili s\u0103 ia decizii informate \u0219i s\u0103 aib\u0103 un impact pozitiv asupra societ\u0103\u021bii. <!--more--><\/p>\n<p>Raport\u00e2ndu-ne la conceptul de \u00eemputernicire, putem spune c\u0103 acesta este cunoscut mai degrab\u0103 sub aspectul s\u0103u juridic, fiind definit conform DEX\u00a0 \u201e1. Ac\u021biunea de a \u00eemputernici \u0219i rezultatul ei. \u2666 (Jur.) Mandat, procur\u0103. 2. (Rar) \u00cent\u0103rire, fortificare. \u2666 Intensificare. \u2013 V. \u00eemputernici.\u201d Cu toate aceste, literatura de specialitate str\u0103in\u0103 aduce noi semnifica\u021bii acestui concept, fiind dezvoltat \u0219i definit din perspective psihologice, structurale, \u00een diverse contexte, cu prec\u0103dere la nivel organiza\u021bional. \u00cen acest context, \u00eemputernicirea se refer\u0103 la gradul \u00een care un angajat este implicat la locul de munc\u0103, av\u00e2nd la dispozi\u021bie resurse valoroase pentru a fi performant.<\/p>\n<p>Din perspectiva structural\u0103 sau organiza\u021bional\u0103, Kanter, conform lui Clews (2002), sus\u021bine c\u0103 \u00eemputernicirea angaja\u021bilor este v\u0103zut\u0103 ca o putere oferit\u0103 acestora \u00een vederea lu\u0103rii celor mai potrivite decizii, cu ajutorul resurselor de care dispun, precum accesul la oportunit\u0103\u021bi, la informa\u021bii, suportul din partea colegilor sau a \u0219efilor (Laschinger et al., 2001). Cu toate acestea, unii autori consider\u0103 c\u0103 aceast\u0103 perspectiv\u0103 nu este suficient\u0103 pentru a \u00een\u021belege pe deplin natura conceptului. Astfel c\u0103, \u00eemputernicirea angaja\u021bilor se poate realiza \u0219i la nivel psihologic, intrinsec, ar\u0103t\u00e2nd sentimentele de autoeficacitate, semnifica\u021bie a muncii \u0219i control asupra acesteia (Conger &amp; Kanungo, 1988; Thomas &amp; Velthouse, 1990; Kazlauskaite, Buciuniene, &amp; Turauskas, 2012).<\/p>\n<p>Plec\u00e2nd de la aceste abord\u0103ri ale \u00eemputernicirii \u00een context organiza\u021bional, s-a dezvoltat o nou\u0103 \u00een\u021belegere a conceptului \u00een sfera educa\u021bional\u0103, cunoscut sub \u00eemputernicirea elevilor, iar numeroase studii au \u00eencercat s\u0103 ofere perspective \u0219i implica\u021bii ale acesteia \u00een procesul educa\u021bional, at\u00e2t pentru elevi, c\u00e2t \u0219i pentru profesori.<\/p>\n<p>Astfel c\u0103 \u00eemputernicirea elevului este perceput\u0103 de asemenea la nivel intrinsec, printr-o abordare motiva\u021bional\u0103, ca fiind ceea ce acesta percepe la \u0219coal\u0103 (sarcini de lucru)\u00a0 \u00een mod semnificativ, av\u00e2nd capacitatea de a-\u0219i face singur alegerile printr-un sim\u021b al competen\u021bei ridicat, iar \u00een cele din urm\u0103 put\u00e2nd observa efectele propriilor ac\u021biuni (elevul simte c\u0103 are o influen\u021b\u0103 asupra lucrurilor realizate &#8211; Frymier, Houser &amp; Schulman, 1994). De asemenea, \u00eemputernicirea elevilor la nivel motiva\u021bional trebuie s\u0103 se realizeze \u00een corela\u021bie cu \u00eemputernicirea la nivel rela\u021bional, care implic\u0103 oferirea de oportunit\u0103\u021bi, de cuno\u0219tin\u021be, de sprijin, de comunicare, de resurse tehnologice, care s\u0103 contribuie \u00eentr-un mod eficient \u0219i eficace la dezvoltarea lor profesional\u0103, personal\u0103, social\u0103.<\/p>\n<p>Schoolbox education subliniaz\u0103 faptul c\u0103 a \u00eemputernici un elev la clas\u0103 semnific\u0103 a-i oferi at\u00e2t vocea de a-\u0219i \u00eemp\u0103rt\u0103\u0219i g\u00e2ndurile, ideile, c\u00e2t \u0219i posibilitatea ca acesta s\u0103 simt\u0103 c\u0103 vocea lui este important\u0103 \u0219i are efecte semnificative (<a href=\"https:\/\/schoolbox.education\/\" target=\"_blank\" rel=\"noopener\">https:\/\/schoolbox.education\/<\/a>).<\/p>\n<p>Frymier, Houser &amp; Schulman (1994) au opera\u021bionalizat o scal\u0103 de m\u0103surare a nivelului de \u00eemputernicire a elevilor, alc\u0103tuit\u0103 din 30 de itemi, cu variante de r\u0103spuns de tip Likert, de la 0 la 4, unde 0- niciodat\u0103, iar 4-foarte des\/\u00eentotdeauna. Conform acestei scale, constructul de \u00eemputernicire a elevilor este alc\u0103tuit din 4 dimensiuni: semnifica\u021bie, competen\u021b\u0103, alegere \u0219i impact, asem\u0103n\u0103tor modelului de \u00eemputernicire psihologic\u0103 a angaja\u021bilor dezvoltat de c\u0103tre Spreitzer (1995). Dimensiunea semnifica\u021bie se refer\u0103 la importan\u021ba sarcinilor de munc\u0103 din clas\u0103 pentru elevi, prin raportare la propriile baze de convingeri, idealuri. Dimensiunea competen\u021b\u0103 se refer\u0103 la sentimentul de capabilitate a elevului de a face fa\u021b\u0103 sarcinilor din sala de clas\u0103. Dimensiunea alegere se refer\u0103 la situa\u021biile asupra c\u0103rora elevii pot decide singuri. Dimensiunea impact face referire la percep\u021bia elevilor cu privire la influen\u021ba pe care ace\u0219tia au avut-o asupra modului de desf\u0103\u0219urare a lec\u021biei.<\/p>\n<p>Conform lui Brown, T. Y., Cornell, N., Tevlin, J. M., Williams, D., &amp; Mulvaney, T. (2022) \u00eemputernicirea elevilor este definit\u0103 ca procesul prin care ace\u0219tia ob\u021bin capacitatea de a se auto-direc\u021biona \u0219i de a-\u0219i ac\u021biona propria libertate de alegere \u0219i de luare a deciziilor \u00eentr-un cadru academic. Tot ei sus\u021bin c\u0103 \u00eemputernicirea elevilor \u00een sala de clas\u0103 este ilustrat\u0103 prin capacitatea unui profesor de a-i permite unui elev s\u0103 \u00eenve\u021be, s\u0103 predea \u0219i s\u0103-i conduc\u0103 pe al\u021bii prin dob\u00e2ndirea unui sentiment de putere.<\/p>\n<p><strong>Importan\u021ba \u00eemputernicirii elevilor \u0219i strategii de \u00eemputernicire la clas\u0103<\/strong><\/p>\n<p>Schoolbox education subliniaz\u0103 \u00eentr-un mod realist esen\u021ba \u00eemputernicirii elevilor la clas\u0103 prin dou\u0103 structuri: auto-eficacitate \u0219i ac\u021biune. Elevul este convins c\u0103 de\u021bine controlul asupra vie\u021bii sale \u0219i astfel poate ac\u021biona \u00een consecin\u021b\u0103 prin luarea propriilor decizii. Mai precis, elevul ac\u021bioneaz\u0103, prelu\u00e2nd \u00eenv\u0103\u021barea din clas\u0103 \u0219i \u0219coal\u0103 \u0219i duc\u00e2nd-o \u00een practic\u0103 pentru a avea un impact.<\/p>\n<p>Prin \u00eemputernicirea elevilor la clas\u0103, profesorii le creeaz\u0103 contextul favorabil pentru dezvoltarea independen\u021bei \u0219i motiva\u021biei, a unei mentalit\u0103\u021bi de cre\u0219tere, care permite o \u00eenv\u0103\u021bare din gre\u0219eli \u0219i asumarea de riscuri.<\/p>\n<p>Paolo Tarolli (2023) consider\u0103 liceul drept o perioad\u0103 transformatoare din via\u021ba unui t\u00e2n\u0103r (din punct de vedere afectiv, social, psihologic, etc.) care trebuie s\u0103 pun\u0103 accent pe predarea \u0219i \u00eensu\u0219irea abilit\u0103\u021bilor practice, at\u00e2t de necesare \u00eentr-o lume \u00een continu\u0103 mi\u0219care \u0219i dinamism. O \u00eemputernicire a elevilor la nivel structural ar putea viza echiparea s\u0103lilor de clas\u0103 cu echipamente digitale, respectiv introducerea \u00een curriculum a unor con\u021binuturi care s\u0103 vizeze alfabetizarea financiar\u0103, managementul timpului, abilit\u0103\u021bi de comunicare \u0219i rezolvare a problemelor.<\/p>\n<p>Resursa educa\u021bional\u0103 AVID Open Acces consider\u0103 c\u0103 urm\u0103toarele elemente stau la baza \u00eemputernicirii elevilor, preg\u0103ti\u021bi la finele liceului pentru noi oportunit\u0103\u021bi- facultate, carier\u0103, via\u021b\u0103, precum: cuno\u0219tin\u021bele academice, abilit\u0103\u021bile transferabile (de comunicare, colaborare, creativitate, g\u00e2ndire critic\u0103, mentalitate de cre\u0219tere), abilit\u0103\u021bi sociale \u0219i emo\u021bionale (care permit gestionarea emo\u021biilor, respectarea unei sarcini, dezvoltarea empatiei).<\/p>\n<p>Importan\u021ba \u00eemputernicirii elevilor rezid\u0103 \u00een efectele sale asupra acestora, precum:<\/p>\n<ul>\n<li>\u00eemputernicirea elevilor prin acces la tehnologie contribuie la dezvoltarea \u00eenv\u0103\u021b\u0103rii digitalizate,a competen\u021belor digitale, at\u00e2t de necesare pentru a face fa\u021b\u0103 cerin\u021belor pie\u021bei muncii.<\/li>\n<li>elevii \u00eemputernici\u021bi ob\u021bin rezultate mai bune, prezint\u0103 mai pu\u021bine comportamente indezirabile, o mai mare participare la activit\u0103\u021bi extra\u0219colare \u0219i aspira\u021bii educa\u021bionale mai \u00eenalte (Kirk, Chris &amp; Lewis, Rhonda &amp; Brown, Kyrah &amp; Karibo, Brittany &amp; Park, Elle., 2016)<\/li>\n<li>elevii \u00eemputernici\u021bi au capacitatea de a-\u0219i stabili \u0219i urm\u0103ri propriile obiective academice (Nathan Poteet, 2018).<\/li>\n<\/ul>\n<p>Strategiile de \u00eemputernicire a elevilor care pot fi utilizate de c\u0103tre profesori \u00een clas\u0103 sunt:<\/p>\n<ul>\n<li>folosirea \u00eenv\u0103\u021b\u0103rii sociale \u0219i emo\u021bionale (social and emotional learning-SEL) \u00een activit\u0103\u021bile de tutorat. Aplicarea acestui tip de \u00eenv\u0103\u021bare contribuie la o mai bun\u0103 con\u0219tientizare de sine \u0219i social\u0103, auto-gestionare (stabilire obiective \u0219i gestionare stres), dezvoltarea rela\u021biilor sociale (comunicare \u0219i colaborare eficiente), luarea deciziilor \u00een mod responsabil.<\/li>\n<li>dezvoltarea \u00eenv\u0103\u021b\u0103rii bazate pe bunurile elevilor (a se \u00een\u021belege ceea ce ei de\u021bin- cuno\u0219tin\u021be, abilit\u0103\u021bi) presupune a oferi elevilor oportunitatea de a alege (exemplu: Pot elevii s\u0103-\u0219i aleag\u0103 singuri tema? Pot alege cum vor practica sau aplica un nou concept de \u00eenv\u0103\u021bare?), de a \u00eenv\u0103\u021ba prin proiecte \u0219i cu accent interdisciplinar, av\u00e2nd la baz\u0103 experien\u021bele personale \u0219i culturale ale acestora.<\/li>\n<li>oportunitatea de a deveni creatori activi, dec\u00e2t consumatori pasivi de informa\u021bie.<\/li>\n<li>un nivel al autonomiei mai ridicat \u00een realizarea sarcinilor de \u00eenv\u0103\u021bare.<\/li>\n<li>oportunitatea de a crea \u0219i de a alege prin intermediul tehnologiei, furniz\u00e2nd parametri \u0219i a\u0219tept\u0103ri clare, mai ales pentru elevii mai timizi (AvidOpenAcces).<\/li>\n<\/ul>\n<p>Profesorii sunt cei care pot gestiona \u00een mod direct nivelul de \u00eemputernicire a propriilor elevi la clas\u0103, prin construirea unui climat de \u00eencredere, axat pe optimism \u0219i comunicare deschis\u0103. Pentru ca elevii s\u0103 se simt\u0103 \u00eemputernici\u021bi, profesorii trebuie s\u0103 \u00eei ghideze \u00een procesul de \u00eenv\u0103\u021bare, s\u0103 le ofere direc\u021bii clare, axate pe obiective bine definite \u0219i moduri variate de realizare a sarcinii de munc\u0103. \u00cen acest fel, profesorii pot stimula capacitatea de alegere liber\u0103 a elevilor, de asumare a deciziilor \u0219i de \u00een\u021belegere a impactului pe care acestea le au asupra rezultatelor ob\u021binute. Un climat de \u00eencredere la clas\u0103, \u00eentre profesori \u0219i elevi, dar \u0219i \u00eentre elevi dezvolt\u0103 nivelul de autonomie, capacitatea de gestionare a problemelor \u0219i de asumare a riscurilor &#8211; \u00eenva\u021b\u0103 din gre\u0219eli \u0219i nu sunt penaliza\u021bi. \u00cen orice clas\u0103 sunt \u0219i acei elevi, fie mai timizi, fie distra\u0219i, fie plictisi\u021bi \u0219i f\u0103r\u0103 sarcin\u0103 de lucru. \u00cen acest caz, profesorii trebuie s\u0103 identifice factorii perturbatori \u0219i s\u0103 \u00eei \u00eemputerniceasc\u0103 pe elevi oferindu-le activit\u0103\u021bi extra sau care sunt \u00een concordan\u021b\u0103 cu interesele lor, s\u0103 le ofere suport \u0219i deschidere, un feedback constructiv pozitiv.<\/p>\n<p>\u00cen plus, profesorii pot contribui la cre\u0219terea nivelului de \u00eemputernicire a elevilor prin sesiuni de comunicare, discu\u021bii de reflec\u021bii periodice, contribuind astfel la cre\u0219terea stimei de sine, la \u00een\u021belegerea faptului c\u0103 sunt aprecia\u021bi \u0219i c\u0103 lec\u021biile sunt centrate pe ei \u0219i nu pe cuno\u0219tin\u021be.<\/p>\n<p><strong>Considera\u021bii finale<\/strong><\/p>\n<p>Plec\u00e2nd de la ideea principal\u0103, conform c\u0103reia educa\u021bia \u00eenseamn\u0103 putere, putem conchide faptul c\u0103 aceasta va conduce la elevi \u00eemputernici\u021bi dac\u0103 experien\u021bele educa\u021bionale formale ale acestora vor trece de conformare, de acel proces de ascultare de instruc\u021biuni \u0219i urmare a unui scenariu didactic \u00een calitate de participant pasiv.<\/p>\n<p>Elevii \u00eemputernici\u021bi sunt mai mult dec\u00e2t elevi implica\u021bi, ei devin participan\u021bi activi \u00een propriul proces de formare, fiind con\u0219tien\u021bi de faptul c\u0103 \u00ee\u0219i pot influen\u021ba \u00een mod direct destina\u021bia de \u00eenv\u0103\u021bare, prin alegeri critice \u0219i responsabile, av\u00e2nd un control asupra propriilor rezultate, cu impact pe terment lung \u00een parcursul profesional academic sau \u00een carier\u0103.<\/p>\n<p>Cu toate aceste, posibilitatea \u00eemputernicirii elevilor la clas\u0103 nu \u021bine doar de ace\u0219tia, profesorii, mediul familial, mediul \u0219colar, av\u00e2nd o influen\u021b\u0103 asupra acestui aspect \u0219i \u00een cele din urm\u0103 asupra calit\u0103\u021bii \u00eenv\u0103\u021b\u0103rii, \u00eemp\u0103r\u021birea puterii p\u00e2n\u0103 la urm\u0103 ne\u00eensemn\u00e2nd c\u0103 una dintre p\u0103r\u021bi este \u00een deficit.<\/p>\n<p><strong><em>Referin\u021be<\/em><\/strong><br \/>\n1. Academia Rom\u00e2n\u0103, I. d. (2009). DEX. (E. U. Gold, Editor) Preluat de pe Explanatory Dictionary of the Romanian Language, edi\u021bia a II-a: <a href=\"https:\/\/dexonline.ro\/definitie\/imputernicire\">dexonline.ro\/definitie\/imputernicire<\/a>;<br \/>\n2. AVIDOpenAcces, Empower Students Through Creativity and Choice Design lessons that empower students by giving them voice and choice in the learning process as well as an opportunity to create. <a href=\"https:\/\/avidopenaccess.org\/resource\/empower-students-through-creativity-and-choice\/\">avidopenaccess.org\/resource\/empower-students-through-creativity-and-choice\/<\/a>, <a href=\"https:\/\/avidopenaccess.org\/resource\/tutoring-create-a-safe-space-for-learning\/2023\">avidopenaccess.org\/resource\/tutoring-create-a-safe-space-for-learning\/2023<\/a><br \/>\n3. Clews, D. L. (2002). The relationship of staff nurse empowerment to patient satisfaction with nursing care. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Steinhardt School of Education New York University, UMI Microform 3045706.<br \/>\n4. Broom Catherine, (2015). Empowering students: Pedagogy that benefits educators and learners. Citizenship, Social and Economics Education, Vol. 14(2) 79\u201386, DOI: 10.1177\/2047173415597142.<br \/>\n5. Brown, T. Y., Cornell, N., Tevlin, J. M., Williams, D., &amp; Mulvaney, T. (2022). Inclusion, Diversity Belonging, Equity, and Accessibility Principles on College Campuses: How Faculty and Staff Can Create a Culture of Empowerment for Student Success. In A. El-Amin (Ed.), Implementing Diversity, Equity, Inclusion, and Belonging Management in Organizational Change Initiatives (pp. 202-215). IGI Global. <a href=\"https:\/\/doi.org\/10.4018\/978-1-6684-4023-0.ch011\" target=\"_blank\" rel=\"noopener\">doi.org\/10.4018\/978-1-6684-4023-0.ch011<\/a><br \/>\n6. Conger, J. A., &amp; Kanungo, R. N. (1988, Jul). The Empowerment Process: Integrating Theory and Practice. The Academy of Management Review, 13(3), 471-482. doi:10.2307\/258093<br \/>\n7. Frymier, A. B., Shulman, G. M., &amp; Houser, M. (1996). The development of a learner empowerment measure. Communication Education, 45(3), 181-199.<br \/>\n8. Kazlauskaite, R., Buciuniene, I., &amp; Turauskas, L. (2012). Organisational and psychological empowerment in the HRM- performance linkage. Employee Relations, 34(2), 138-158<br \/>\n9. Kirk, Chris &amp; Lewis, Rhonda &amp; Brown, Kyrah &amp; Karibo, Brittany &amp; Park, Elle. (2016). The power of student empowerment: Measuring classroom predictors and individual indicators. The Journal of Educational Research. 109. 1-7. 10.1080\/00220671.2014.1002880.<br \/>\n10. Laschinger, H. K., Finegan, J., Shamian, J., &amp; Wilk, P. (2001). Impact of structural and psychological empowerment on job strain in nursing work settings: Expanding Kanter\u2019s model. Journal of Nursing Administration, 31(5), 260-272<br \/>\n11. Nathan Poteet, (2018). THE EFFECTS OF STUDENT EMPOWERMENT THROUGH LEADERSHIP ON ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE ARTS AND MATH. A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University.<br \/>\n12. Paolo Tarolli (2023), Nurturing Success: Empowering High School Students for a Bright Future. Journal of Educational Sciences Research INTERNATIONAL E-JOURNAL Vol:13 No:1 June<br \/>\n13. Schoolbox Education, How to Empower K\u201312 Students Beyond the Classroom. <a href=\"https:\/\/schoolbox.education\/blog\/how-to-empower-k-12-students-beyond-the-classroom\/\" target=\"_blank\" rel=\"noopener\">schoolbox.education\/blog\/how-to-empower-k-12-students-beyond-the-classroom\/<\/a><br \/>\n14. Thomas, K., &amp; Velthouse, B. (1990, Oct). Cognitive Elements of Empowerment: An &#8222;Interpretive&#8221; Model of Intrinsic Task Motivation. The Academy of Management Review, 15(4), 666-681. doi:10.2307\/258687<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Educa\u021bia reprezint\u0103 un pilon important al oric\u0103rei societ\u0103\u021bi, presupun\u00e2nd o transmitere de cuno\u0219tin\u021be \u0219i formare de priceperi \u0219i deprinderi de la o genera\u021bie la alta, influen\u021b\u00e2nd \u00een mod direct dezvoltarea economic\u0103, cultural\u0103, social\u0103, politic\u0103 a unei \u021b\u0103ri. \u00cen plus, aceasta &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/imputernicirea-elevilor-de-liceu\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1138,1060,1111,1493,1886,783,1667,1820,1702,1112,802,1588,1935,1881,1132,1587],"tags":[1966],"class_list":["post-13411","post","type-post","status-publish","format-standard","hentry","category-a-invata-sa-inveti","category-climat-educational","category-consiliere-psihopedagogica","category-dezvoltare-personala","category-educatia-adolescentilor","category-educatie-sociala-si-emotionala","category-elevi","category-inteligenta-sociala","category-invatamant-liceal","category-management-educational","category-managementul-clasei","category-motivatia-pentru-invatare","category-pedagogii-inovative","category-relatia-profesor-elev","category-starea-de-bine","category-succes-scolar","tag-simina-bohalteanu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/13411","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=13411"}],"version-history":[{"count":1,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/13411\/revisions"}],"predecessor-version":[{"id":13412,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/13411\/revisions\/13412"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=13411"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=13411"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=13411"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}