{"id":4548,"date":"2015-12-05T07:35:42","date_gmt":"2015-12-05T07:35:42","guid":{"rendered":"http:\/\/iteach.ro\/experientedidactice\/?p=4548"},"modified":"2015-12-03T07:37:08","modified_gmt":"2015-12-03T07:37:08","slug":"meseria-de-profesor-intre-stiinta-si-arta","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/meseria-de-profesor-intre-stiinta-si-arta","title":{"rendered":"Meseria de profesor, \u00eentre \u0219tiin\u021b\u0103 \u0219i art\u0103"},"content":{"rendered":"

Profesia de cadru didactic nu este o meserie, ci o art\u0103. R. Hart f\u0103cea urm\u0103toarea afirma\u0163ie \u00een studiile sale: \u201eProfesorul joac\u0103 un rol. El ac\u0163ioneaz\u0103 asupra unor oameni, \u015fi ace\u015ftia reac\u0163ioneaz\u0103 \u00een schimb. Aceasta este fizica educa\u0163iei<\/em>\u201d.
\n\u00cen ultima vreme, sfera rolurilor\u00a0 cadrului\u00a0 didactic\u00a0 \u00een\u00a0 raport\u00a0 cu\u00a0 \u015fcoala\u00a0 s-a\u00a0 extins\u00a0 cu\u00a0 mult\u00a0 dincolo\u00a0 de\u00a0 nucleul\u00a0 s\u0103u didactic ini\u0163ial, incluz\u00e2nd func\u0163ii cum ar fi aceea de prieten, confident, consilier, exponent al societ\u0103\u0163ii adul\u0163ilor etc. \u00cendeplinirea tuturor acestor roluri este semnificativ condi\u0163ionat\u0103 de motiva\u0163ia profesional\u0103 a cadrului didactic.
\n<\/p>\n

Profesorul\u00a0 organizeaz\u0103\u00a0 cadrul\u00a0 adecvat\u00a0 \u00eenv\u0103\u0163\u0103rii\u00a0 elevilor.\u00a0 Pentru\u00a0 aceasta,\u00a0 pe\u00a0 l\u00e2ng\u0103 st\u0103p\u00e2nirea\u00a0 disciplinei\u00a0 predate,\u00a0 el\u00a0 trebuie\u00a0 s\u0103\u00a0 st\u0103p\u00e2neasc\u0103\u00a0 \u015fi\u00a0 strategiile\u00a0 de\u00a0 conducere, curriculum-ul \u015fcolar, s\u0103\u00a0 aib\u0103 abilit\u0103\u0163i psihopedagogice \u015fi s\u0103 cunoasc\u0103 personalitatea elevilor. Conducerea elevilor are la baz\u0103 verificarea \u015fi\u00a0 evaluarea progreselor \u00eenregistrate de ace\u015ftia,\u00a0 descoperirea\u00a0 \u015fi\u00a0 diagnosticarea\u00a0 la\u00a0 timp\u00a0 a\u00a0 dificult\u0103\u0163ilor\u00a0 \u00eent\u00e2mpinate,\u00a0 at\u00e2t\u00a0 pentru aprecierea\u00a0 evolu\u0163iei\u00a0 lor\u00a0 c\u00e2t\u00a0 \u015fi\u00a0 pentru\u00a0 aprecierea\u00a0 propriei\u00a0 presta\u0163ii\u00a0 a\u00a0 profesorului.\u00a0 Profesorul conduce \u00eentregul proces instructiv-educativ desf\u0103\u015furat \u00een \u015fcoal\u0103, nu doar \u00eenv\u0103\u0163area elevilor. El este responsabil \u015fi, ca atare, dirijeaz\u0103 via\u0163a de grup, influen\u0163ele formative ale acesteia, fiind \u00eenvestit cu putere \u015fi autoritate. \u00cen\u0163eleg\u00e2nd prin autoritate capacitatea profesorului de a se impune, de a-i determina pe\u00a0 elevi\u00a0 s\u0103\u00a0 i se\u00a0 subordoneze,\u00a0 fie\u00a0 prin\u00a0 superioritate\u00a0 moral\u0103,\u00a0 fie\u00a0 prin\u00a0 cea\u00a0 oficial\u0103\u00a0 precum\u00a0 \u015fi capacitatea\u00a0 de\u00a0 a\u00a0 lua\u00a0 toate\u00a0 m\u0103surile\u00a0 pe\u00a0 care\u00a0 le\u00a0 consider\u0103\u00a0 oportune\u00a0 \u015fi\u00a0 necesare,\u00a0 dar\u00a0 legale, consider c\u0103 autoritatea trebuie s\u0103 fie atributul principal al profesorului. Clasa de elevi nu trebuie s\u0103 fie \u00eemp\u0103r\u0163it\u0103 \u00een conduc\u0103tori \u015fi condu\u015fi, ci fiecare membru al ei trebuie s\u0103 \u00eendeplineasc\u0103\u00a0 \u00een\u00a0 acela\u015fi timp sau succesiv\u00a0 roluri\u00a0 de\u00a0 conduc\u0103tori\u00a0 \u015fi\u00a0 executan\u0163i.\u00a0 Profesorul\u00a0 r\u0103m\u00e2ne\u00a0 \u00eens\u0103,\u00a0 permanent,\u00a0 \u00een\u00a0 fruntea ierarhiei\u00a0 organiza\u0163ionale\u00a0 a\u00a0 clasei.\u00a0 Subordonarea\u00a0 elevilor\u00a0 fa\u0163\u0103\u00a0 de\u00a0 profesor\u00a0 este\u00a0 permanent\u0103. R\u0103m\u00e2ne ca profesorul s\u0103 nu transforme conducerea \u00een abuz de putere, s\u0103 nu dea comenzi \u015fi s\u0103 nu\u00a0 ia\u00a0 decizii\u00a0 arbitrare,\u00a0 s\u0103\u00a0 stimuleze\u00a0 participarea\u00a0 activ\u0103\u00a0 \u015fi\u00a0 con\u015ftient\u0103\u00a0 a\u00a0 elevilor\u00a0 la\u00a0 rezolvarea sarcinilor\u00a0 prin\u00a0 ac\u0163iuni\u00a0 comune.\u00a0 Iar\u00a0 atunci\u00a0 c\u00e2nd\u00a0 elevii\u00a0 manifest\u0103\u00a0 nesupunere,\u00a0 s\u0103\u00a0 priveasc\u0103 aceste manifest\u0103ri \u00een mod realist, s\u0103 le afle cauzele \u015fi s\u0103 g\u0103seasc\u0103 rezolv\u0103ri.\u00cen\u00a0 rela\u0163iile\u00a0 sale\u00a0 cu\u00a0 elevii,\u00a0 profesorul\u00a0 influen\u0163eaz\u0103\u00a0 elevii,\u00a0 dar\u00a0 este\u00a0 la\u00a0 r\u00e2ndul\u00a0 s\u0103u\u00a0 \u015fi\u00a0 \u00een acela\u015fi\u00a0 timp\u00a0 influen\u0163at\u00a0 de\u00a0 ac\u0163iunile\u00a0 \u015fi\u00a0 atitudinile\u00a0 acestora.\u00a0 Acesta\u00a0 \u00ee\u015fi\u00a0 adapteaz\u0103 comportamentul,\u00a0 ia\u00a0 m\u0103suri,\u00a0 impune\u00a0 \u015fi\u00a0 dispune,\u00a0 se\u00a0 consult\u0103\u00a0 cu\u00a0 elevii\u00a0 sau\u00a0 ia\u00a0 m\u0103suri independent, \u00een func\u0163ie\u00a0 de situa\u0163ia educativ\u0103\u00a0 concret\u0103 \u015fi de datele lui personale (cuno\u015ftin\u0163e, convingeri,\u00a0 stil\u00a0 de\u00a0 munc\u0103,\u00a0 temperament\u00a0 etc.).\u00a0 Motiva\u0163ia\u00a0 profesorului,\u00a0 satisfac\u0163iile\u00a0 sau insatisfac\u0163iile\u00a0 pe\u00a0 care\u00a0 le\u00a0 tr\u0103ie\u015fte\u00a0 sunt\u00a0 \u00een\u00a0 acela\u015fi\u00a0 timp\u00a0 urmare\u00a0 a\u00a0 reu\u015fitei\u00a0 sau\u00a0 nereu\u015fitei\u00a0 \u00een activitatea sa profesional\u0103, precum \u015fi stimulent sau piedic\u0103 \u00een continuarea acestei activit\u0103\u0163i.<\/p>\n

Personalitatea\u00a0 cadrului\u00a0 didactic\u00a0 nu\u00a0 poate\u00a0 avea\u00a0 o\u00a0 influen\u0163\u0103\u00a0 important\u0103\u00a0 asupra\u00a0 dezvolt\u0103rii\u00a0 fizice\u00a0 \u015fi\u00a0 psihice\u00a0 a\u00a0 elevilor,\u00a0 dec\u00e2t\u00a0 dac\u0103\u00a0 este\u00a0 \u00eenso\u0163it\u0103\u00a0 de\u00a0 o competen\u0163\u0103 profesional\u0103, psihopedagogic\u0103 \u015fi psihosocial\u0103, bine definit\u0103. Exist\u0103 foarte multe argumente\u00a0 care\u00a0 demonstreaz\u0103\u00a0 c\u0103\u00a0 f\u0103r\u0103\u00a0 calit\u0103\u0163ile\u00a0 cadrului\u00a0 didactic\u00a0 \u015fi\u00a0 profesionalismul\u00a0 lui distinct,\u00a0 \u015fcoala\u00a0 n-ar\u00a0 func\u0163iona.\u00a0 Principalele\u00a0 dimensiuni\u00a0 ale\u00a0 fiin\u0163ei\u00a0 sale,\u00a0 care\u00a0 au\u00a0 un\u00a0 puternic impact asupra grupurilor de elevi \u015fi a activit\u0103\u0163ii \u015fcolare, sunt:\u00a0 competen\u0163a \u00een domeniu;\u00a0 competen\u0163a psihopedagogic\u0103 \u015fi cea psihosocial\u0103;\u00a0 particularit\u0103\u0163ile sale de personalitate \u015fi rela\u0163ia lor cu sarcinile \u015fcolare; m\u0103sura \u00eendeplinirii rolurilor;\u00a0 stilul activit\u0103\u0163ii sale cu elevii, care s-a stabilizat \u015fi \u00eei este caracteristic.<\/p>\n

Competen\u0163a\u00a0 \u00een\u00a0 domeniu\u00a0 este\u00a0 asigurat\u0103\u00a0 prin\u00a0 studii\u00a0 de\u00a0 specialitate,\u00a0 dar\u00a0 \u015fi\u00a0 cursuri\u00a0 de perfec\u0163ionare profesional\u0103 \u015fi prin studiu individual permanent. Competen\u0163a psihopedagogic\u0103\u00a0 presupune\u00a0 cuno\u015ftin\u0163e\u00a0 de\u00a0 specialitate\u00a0 \u015fi,\u00a0 totodat\u0103, capacitatea\u00a0 cadrului\u00a0 didactic\u00a0 de\u00a0 a\u00a0 determina\u00a0 gradul\u00a0 de\u00a0 dificultate\u00a0 al\u00a0 materialului\u00a0 de\u00a0 \u00eenv\u0103\u0163at pentru\u00a0 elevi,\u00a0 priceperea\u00a0 de\u00a0 a\u00a0 face\u00a0 materialul\u00a0 accesibil,\u00a0 posibilit\u0103\u0163ile\u00a0 cresc\u00e2nde\u00a0 de\u00a0 empatie \u015fi creativitate \u00een munca cu elevii. Pentru a stabili raporturi optime cu elevii sunt importante urm\u0103toarele tr\u0103s\u0103turi de personalitate pe care cadrul didactic trebuies\u0103\u00a0 le\u00a0 exploateze:\u00a0 sinceritatea,\u00a0 valorificarea, empatia. Un\u00a0 bun\u00a0 profesor,\u00a0 dac\u0103\u00a0 se\u00a0 transpune mental\u00a0 \u00een\u00a0 locul\u00a0 elevilor,\u00a0 va\u00a0 \u00een\u0163elege\u00a0 mai\u00a0 bine\u00a0 c\u00e2nd\u00a0 le\u00a0 este\u00a0 u\u015for\u00a0 \u015fi\u00a0 c\u00e2nd\u00a0 le\u00a0 este\u00a0 greu,\u00a0 \u00een\u00a0 ce anume const\u0103 dificultatea \u00een \u00eenv\u0103\u0163area unei discipline, capitol, tem\u0103, ce ar putea fi mai adecvat pentru ie\u015firea din impas, ce \u00eei bucur\u0103, ce-i \u00eensp\u0103im\u00e2nt\u0103, ce-\u015fi doresc \u015fi de ce fug. Afec\u0163iunea\u00a0 cadrului didactic coreleaz\u0103 cu randamentul la \u00eenv\u0103\u0163\u0103tur\u0103 al elevilor \u015fi, mai ales,\u00a0 cu\u00a0 volumul\u00a0 de\u00a0 munc\u0103\u00a0 realizat\u00a0 de\u00a0 c\u0103tre\u00a0 ace\u015ftia.\u00a0 Elevii\u00a0 apreciaz\u0103\u00a0 profesorii\u00a0 ordona\u0163i\u00a0 \u015fi sistematiza\u0163i \u00een conducerea clasei \u015fi organizarea activit\u0103\u0163ilor. Primesc de la ace\u015ftia orient\u0103ri clare,\u00a0 \u015ftiu\u00a0 ce\u00a0 au\u00a0 de\u00a0 f\u0103cut,\u00a0 devin\u00a0 ei\u00a0 \u00een\u015fi\u015fi\u00a0 capabili\u00a0 s\u0103\u00a0 aleag\u0103\u00a0 varianta\u00a0 cea\u00a0 mai\u00a0 bun\u0103\u00a0 pentru\u00a0 a finaliza activitatea \u015fi a rezolva sarcinile.<\/p>\n

Orizontul cultural larg al cadrului didactic \u015fi deschiderea sa spre nou tind s\u0103-i fac\u0103 pe elevi s\u0103 preia modelul acestuia \u015fi s\u0103-\u015fi dezvolte ei \u00een\u015fi\u015fi astfel de calit\u0103\u0163i.Creativitatea\u00a0 cadrului\u00a0 didactic\u00a0 \u00eei\u00a0 poate\u00a0 influen\u0163a\u00a0 pozitiv\u00a0 pe\u00a0 elevi\u00a0 prin\u00a0 propriul\u00a0 mod inovativ de a se manifesta \u00een timpul lec\u0163iilor. O component\u0103 de baz\u0103 a personalit\u0103\u0163ii cadrului didactic este chiar\u00a0 nivelul dezvolt\u0103rii aptitudinilor pedagogice,\u00a0 specifice\u00a0 domeniului\u00a0 instructiv-educativ\u00a0 \u015fi\u00a0 care\u00a0 se\u00a0 formeaz\u0103\u00a0 de-a lungul \u00eentregii cariere. Fiecare\u00a0 profesor\u00a0 \u00ee\u015fi\u00a0 elaboreaz\u0103\u00a0 un\u00a0 stil\u00a0 propriu\u00a0 de\u00a0 predare\u00a0 \u015fi\u00a0 rela\u0163ionare\u00a0 cu elevii, care, de asemenea, constituie o dimensiune a personalit\u0103\u0163ii lui, cu mari influen\u0163e asupra elevilor. \u00a0„Profesorii\u00a0 eficien\u0163i\u00a0 sunt\u00a0 cei\u00a0 ce\u00a0 \u015ftiu\u00a0 s\u0103\u00a0 \u0163in\u0103\u00a0 o\u00a0 dreapt\u0103\u00a0 cump\u0103n\u0103\u00a0 \u00eentre\u00a0 controlul str\u00e2ns \u015fi exigent \u015fi deplina libertate de decizie a clasei.<\/em>” (Neculau, A.,1999, p. 263) Profesorul competent\u00a0 este acela care\u00a0 are un num\u0103r de roluri principale legate de activitatea sa didactic\u0103 \u015fi altele\u00a0 ce \u0163in de calitatea lui de educator. Sfera rolurilor cadrului\u00a0 didactic\u00a0 \u00een\u00a0 raport\u00a0 cu\u00a0 \u015fcoala include acum func\u0163ii cum ar fi aceea de \u00eenlocuitor al p\u0103rin\u0163ilor, prieten, confident, consilier, sf\u0103tuitor, exponent al societ\u0103\u0163ii adul\u0163ilor etc. \u00cendeplinirea tuturor acestor roluri este semnificativ condi\u0163ionat\u0103 de motiva\u0163ia profesional\u0103 a cadrului didactic. Dac\u0103 profesorul \u015fi-a ales cariera didactic\u0103 sim\u0163indu-se chemat pentru aceasta, dac\u0103\u00a0 iube\u015fte\u00a0 copiii\u00a0 \u015fi\u00a0 se\u00a0 simte\u00a0 autorealizat\u00a0 atunci\u00a0 c\u00e2nd\u00a0 \u00eei\u00a0 ajut\u0103\u00a0 s\u0103\u00a0 se\u00a0 dezvolte,\u00a0 dac\u0103\u00a0 \u00ee\u015fi pre\u0163uie\u015fte propria munc\u0103 \u015fi pe sine, dac\u0103 aspir\u0103 la perfec\u0163ionare didactic\u0103 \u015fi la m\u0103iestrie \u00een rela\u0163ia cu elevii, dac\u0103 este entuziasmat de propria activitate, atunci nu va fi doar fericit, ci va fi profesorul mileniului III, de care \u015fcoala are stringent\u0103 nevoie.<\/p>\n

Bibliografie:<\/strong><\/em>
\n1. Cuco\u015f, Constantin (2006). Pedagogie (edi\u0163ia a II-a rev\u0103zut\u0103 \u015fi ad\u0103ugit\u0103), Editura Polirom, Ia\u015fi.
\n2. Joi\u0163a, Elena (coord.) (2003). Pedagogie \u015fi elemente de psihologie \u015fcolar\u0103, Editura Arves, Craiova.
\n3. Cosmovici, Andrei \u015fi Iacob, Lumini\u0163a (coord.), 1999. Psihologie \u015fcolar\u0103. (cap. Dimensiuni psihosociale ale activit\u0103\u0163ii profesorului, autori Neculau, Adrian \u015fi Boncu, \u015etefan): Ia\u015fi, Editura Polirom.<\/p>\n","protected":false},"excerpt":{"rendered":"

Profesia de cadru didactic nu este o meserie, ci o art\u0103. R. Hart f\u0103cea urm\u0103toarea afirma\u0163ie \u00een studiile sale: \u201eProfesorul joac\u0103 un rol. El ac\u0163ioneaz\u0103 asupra unor oameni, \u015fi ace\u015ftia reac\u0163ioneaz\u0103 \u00een schimb. Aceasta este fizica educa\u0163iei\u201d. \u00cen ultima vreme, … Cite\u0219te continuarea →<\/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":[76],"class_list":["post-4548","post","type-post","status-publish","format-standard","hentry","category-articole-propuse","tag-adina-sabangeanu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/4548","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=4548"}],"version-history":[{"count":3,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/4548\/revisions"}],"predecessor-version":[{"id":4551,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/4548\/revisions\/4551"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=4548"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=4548"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=4548"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}