EPISTEMOLOGICAL BENCHMARKS OF THE TEACHER'S ROLE

Hila BALALIS, Valentina BODRUG-LUNGU

Abstract


This article emphasizes the issue of epistemological benchmarks of the teacher’s role, thus presenting different approaches to the subject. Teachers play several roles in school but also at community/society level. Over the years, the role of the teacher has undergone significant changes, being adapted to social requirements. Beyond the progress in the field of education, the continuous discussions on the role and competences of the contemporary teacher, it is certain that the efficiency of the teaching and learning processes depend, to a large extent, on the activity of the teachers. At the same time, the results of our study indicate the importance of determinant such as “job satisfaction”.

 

REPERE EPISTEMOLOGICE ALE ROLULUI PROFESORULUI

În acest articol sunt elucidate repere epistemologice cu referire la rolul profesorului, fiind prezentate diferite abordări ale subiectului. Profesorii îndeplinesc mai multe roluri nu doar în școală, dar și la nivel de comunitate/ societate. De-a lungul anilor, rolul profesorului a suferit transformări semnificative, fiind adaptat la cerințele sociale. Dincolo de progre­­sele în domeniul educației, de discuțiile continue privind rolul și competențele profesorului contemporan, este cert faptul că eficiența pro­ce­se­lor de predare și învățare depinde în mare măsură și de profesori. Totodată, rezultatele studiului realizat de noi indică im­portanța determinantei „satisfacție la locul de muncă”.


Keywords


teacher, role, effective teaching, job satisfaction.

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References


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