{"id":2394,"date":"2014-01-20T00:12:09","date_gmt":"2014-01-20T00:12:09","guid":{"rendered":"http:\/\/iteach.ro\/experientedidactice\/?p=2394"},"modified":"2014-01-21T00:18:20","modified_gmt":"2014-01-21T00:18:20","slug":"competentele-cadrului-didactic","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/competentele-cadrului-didactic","title":{"rendered":"Competen\u021bele cadrului didactic"},"content":{"rendered":"<p>Competen\u0163ele profesorului au constituit dintodeauna \u015fi r\u0103m\u00e2n o problem\u0103, deoarece, de\u015fi exist\u0103 sintagma \u201dprofesor ideal\u201d, \u00een realitate acesta nu exist\u0103, din p\u0103cate.\u00a0Competen\u0163ele necesare unui bun cadru didactic, ancorat \u00een realit\u0103\u0163ile mileniului III, sunt de ordin general \u015fi se consider\u0103 c\u0103 ele se refer\u0103 la anumite caracteristici ale educa\u0163iei \u0219i ale sistemului de \u00eenv\u0103\u0163\u0103m\u00e2nt preuniversitar actual.<br \/>\nArticolul \u00eencearc\u0103 s\u0103 readuc\u0103 \u00een aten\u021bie subiectul \u201dprofesorului ideal\u201d.<br \/>\n<!--more--><\/p>\n<p>Competen\u0163ele unui profesor difer\u0103 de nivelul s\u0103u de experien\u0163\u0103, debutant\u00a0 sau expert \u015fi de obiectul pe care-l pred\u0103.<\/p>\n<p>O detaliere a lor ne permite s\u0103 le organiz\u0103m \u00een:<br \/>\n1. competen\u0163e privitoare la subiectul \u015fi con\u0163inutul \u00eenv\u0103\u0163\u0103rii;<br \/>\n2. competen\u0163e referitoare la clas\u0103;<br \/>\n3. competen\u0163e cu privire la \u015fcoal\u0103 \u015fi la sistemul educativ;<br \/>\n4. valorile, atributele \u015fi abilit\u0103\u0163ile implicate de profesia didactic\u0103<br \/>\n5. competen\u0163ele de comunicare se bazeaz\u0103 pe abilitatea de a \u00een\u0163eleg , de a exprima \u015fi de a interpreta g\u00e2nduri, sentimente \u015fi fapte at\u00e2t pe cale oral\u0103 c\u00e2t \u015fi \u00een scris (ascultare, vorbire, citire \u015fi scriere) \u00eentr-o gam\u0103 potrivit\u0103 de contexte sociale \u2013 la serviciu, acas\u0103, \u00een educa\u0163ie \u015fi instruire \u2013 conform cu dorin\u0163ele sau nevoile individului.<\/p>\n<p>Comunicarea \u00eentr-o limb\u0103 str\u0103in\u0103 de asemenea apeleaz\u0103 la abilit\u0103\u0163i de mediere \u015fi \u00een\u0163elegere cultural\u0103. Nivelul performan\u0163ei va varia \u00eentre cele patru dimensiuni, \u00eentre diferitele limbi \u015fi conform cu mo\u015ftenirea \u015fi cadrul lingvistic al individului.<\/p>\n<p>a. Competen\u0163e \u015ftiin\u0163ifice, metodice \u015fi psihopedagogice:<\/p>\n<ul>\n<li>S\u0103 conduc\u0103 procesul de predare-\u00eenv\u0103\u0163are-evaluare \u015fi s\u0103 valorifice cuno\u015ftin\u0163ele \u015ftiin\u0163ifice de specialitate, psihopedagogice \u015fi metodice la nivel \u00eenalt;<\/li>\n<li>S\u0103 dovedeasc\u0103 autoritate profesional\u0103 recunoscut\u0103 de c\u0103tre elevi, p\u0103rin\u0163i \u015fi cadre didactice de specialitate;<\/li>\n<li>S\u0103 demonstreze c\u0103 poate lucra cu elevi de diferite v\u00e2rste \u015fi \u00eei poate motiva pentru realizarea obiectivelor propuse. Exemple: participarea la concursuri \u015fcolare, realizarea de proiecte pe tema Francofoniei, a Zilei Limbilor Europene;<\/li>\n<li>S\u0103 elaboreze \u015fi s\u0103 foloseasc\u0103 instrumentele de evaluare specifice procesului instructiv-educativ \u015fi nivelului de preg\u0103tire a elevilor;<\/li>\n<li>S\u0103 formeze elevilor competen\u0163ele cheie: aptitudini \u015fi competen\u0163e lingvistice, de \u00eenv\u0103\u0163are, civice, interpersonale, interculturale \u015fi sociale, de exprimare cultural\u0103. Exemple: participarea la ac\u0163iuni cu caracter civic \u201cTambours de la Paix\u201d, concursuri de cultur\u01ce general\u01ce pe site-ul Francophonie 2012;<\/li>\n<li>S\u0103 posede cuno\u015ftin\u0163e de psihologie \u015fi de metodic\u0103.<\/li>\n<\/ul>\n<p>b. Competen\u0163e manageriale:<\/p>\n<ul>\n<li>S\u0103 respecte legisla\u0163ia \u00een domeniul \u00eenv\u0103\u0163\u0103m\u00e2ntului;<\/li>\n<li>S\u0103 fie receptiv la nou \u015fi creativ;<\/li>\n<li>S\u0103 fie capabil s\u0103 coordoneze activit\u0103\u0163i diverse;<\/li>\n<li>S\u0103 fie capabil s\u0103 se autoevalueze periodic \u015fi s\u0103 realizeze schimb\u0103ri \u00een urma autoevalu\u0103rii;<\/li>\n<li>S\u0103 realizeze diagnoza, prognoza \u015fi proiectarea activit\u0103\u0163ilor la disciplina pentru care este profesor;<\/li>\n<li>S\u0103 posede abilitatea de a da \u015fi ierarhiza sarcini;<\/li>\n<li>S\u0103 gestioneze corect bugetul de timp al celor cu care comunic\u0103.<\/li>\n<\/ul>\n<p>c. Competen\u0163e de evaluare<\/p>\n<ul>\n<li>S\u0103 st\u0103p\u00e2neasc\u0103 tehnicile de control, de apreciere, de \u00eendrumare, de\u00a0 perfec\u0163ionare, de autoperfec\u0163ionare;<\/li>\n<li>S\u0103 de\u0163in\u0103 capacit\u0103\u0163i de analiz\u0103 \u015fi sintez\u0103, de construire a unor alternative, de luare a unor decizii optime \u00een func\u0163ie de contextual dat;<\/li>\n<li>S\u0103 respecte specificul fiec\u0103rui tip de lec\u0163ie;<\/li>\n<li>S\u0103 poat\u0103 aplica normele de deontologie profesional\u0103;<\/li>\n<li>S\u0103 st\u0103p\u00e2neasc\u0103 tehnicile de verificare a \u00eendeplinirii \u015fi respect\u0103rii deciziilor, a m\u0103surilor \u015fi \u00eendrum\u0103rilor.<\/li>\n<\/ul>\n<p>d. Competen\u0163e decizionale:<\/p>\n<ul>\n<li>S\u0103 stabileasc\u0103 variante ale deciziei \u015fi s\u0103 o aleag\u0103 pe cea mai potrivit\u0103 \u00een momentul comunic\u0103rii unor aspecte;<\/li>\n<li>S\u0103 lucreze \u00een grup sau \u00een echip\u0103;<\/li>\n<li>S\u0103 motiveze elevul pentru a-l urma ca lider;<\/li>\n<li>S\u0103 dovedeasc\u0103 flexibilitate \u015fi curaj \u00een luarea deciziei corecte \u00een momentul evalu\u0103rii;<\/li>\n<li>S\u0103-\u015fi asume responsabilitatea pentru toate aprecierile \u015fi recomand\u0103rile f\u0103cute, ac\u0163iunile \u00eentreprinse;<\/li>\n<li>S\u0103 cunoasc\u0103\/st\u0103p\u00e2neasc\u0103 legisla\u0163ia, \u00een general \u015fi legisla\u0163ia \u015fcolar\u0103, \u00een special.<\/li>\n<\/ul>\n<p>e. Competen\u0163e de rela\u0163ionare:<\/p>\n<ul>\n<li>S\u0103 manifeste \u00eencredere \u015fi respect fa\u0163\u0103 de cei pe care \u00eei educ\u0103;<\/li>\n<li>S\u0103 comunice deschis cu elevii \u015fi s\u0103 manifeste corectitudine \u00een rela\u0163iile cu ace\u015ftia;<\/li>\n<li>S\u0103 colaboreze cu elevii \u015fi cadrele didactice;<\/li>\n<li>S\u0103 consilieze elevii pe diverse probleme;<\/li>\n<li>S\u0103 aib\u0103 capacitate organizatoric\u0103, de persuasiune \u015fi rezisten\u0163\u0103 la stres.<\/li>\n<\/ul>\n<p>f. Competen\u0163e de formare:<\/p>\n<ul>\n<li>S\u0103 participe la\u00a0 cursurile de formare recomandate pentru cadrele didactice;<\/li>\n<li>S\u0103 realizeze momente de formare a cadrelor didactice debutante;<\/li>\n<li>S\u0103 motiveze cadrele didactice pentru propria dezvoltare profesional\u0103;<\/li>\n<li>S\u0103 consilieze cadrele didactice pentru realizarea schimb\u0103rilor \u00een procesul de predare-\u00eenv\u0103\u0163are-evaluare.<\/li>\n<\/ul>\n<p><em><strong>Bibliografie:<\/strong><\/em><br \/>\n1. Stanciu, N., Stanciu, R.M., <em>Reflec\u0163ii metodice \u015fi psihopedagogice<\/em>, Editura CCD<br \/>\n\u201eI.Gh. Dumitrascu\u201d Buzau, 2005<br \/>\n2. Mariana Dragomir, <em>Managementul activit\u01ce\u0163ilor didactice<\/em>, Editura Eurodidact, Cluj<br \/>\n3. www.scribd.com\/doc\/&#8230;\/Competen\u0163ele-profesorilor<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Competen\u0163ele profesorului au constituit dintodeauna \u015fi r\u0103m\u00e2n o problem\u0103, deoarece, de\u015fi exist\u0103 sintagma \u201dprofesor ideal\u201d, \u00een realitate acesta nu exist\u0103, din p\u0103cate.\u00a0Competen\u0163ele necesare unui bun cadru didactic, ancorat \u00een realit\u0103\u0163ile mileniului III, sunt de ordin general \u015fi se consider\u0103 c\u0103 &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/competentele-cadrului-didactic\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[157],"class_list":["post-2394","post","type-post","status-publish","format-standard","hentry","category-articole-propuse","tag-livia-armanu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/2394","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\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=2394"}],"version-history":[{"count":1,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/2394\/revisions"}],"predecessor-version":[{"id":2413,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/2394\/revisions\/2413"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=2394"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=2394"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=2394"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}