Arguments in favour of a postmodern curriculum in initial training of teaching staff

AuthorR. C. Enache/A. M. A. Petrescu/A. N. Crisan
PositionPedagogues' Academy Association, Politehnica University of Bucharest, Romania/Pedagogues' Academy Association, Valahia University of Târgoviste, Romania/Pedagogues' Academy Association, Technical University of Cluj, Romania
Pages9-16
Bulletin of the Transilvania University of Braşo v
Series VII: Social Sciences Law Vol. 11 (60) No. 1 - 2018
ARGUMENTS IN FAVOUR OF A POSTMODERN
CURRICULUM IN INITIAL TRAINING OF
TEACHING STAFF
R. C. ENACHE1 A. M. A. PETRESCU2 A. N. CRIȘAN3
Abstract: The curriculum for initial teacher education is the component
that should be changed in order to update it and to correlate with the other
curricula. The reform of the education system should start with teacher
training and in the Romanian education system it has always been
marginalized. Our proposal is the result of the experience of the authors in
the initial and continuous training, supplemented by the needs analysis of
the teachers who participated in continuous training programs over time.
Key words: curriculum, teachers’ initial training, educational plan,
Romanian education system, reform.
1. Introduction. Postmodern Vision on Education
A postmodern approach on education highlights the nee d that both students and
teachers should be modern. Students find it eas ier to learn when they capitalize the
internal motivation to learn, however change aims to (Wilson, 1997):
a. creates an attractive class environment, as a manner to organize space which will
encourage one type of communication or another. A reflection targeting the type
of mankind’s future organization is also required;
b. model, namely to use the behavi our of people admired in order to prove the
values and the behaviours which the teachers want their st udents to acquire. If
teachers are no longer the “coolest” model in classrooms, then they are
facilitators;
c. the instructional strategies lay emphasis on group activities and student-focused
teaching strategies, as they are built on the need for recognition and affiliation;
d. the teacher’s expectations inspire the students to study in line with such
expectations. Students with good results will interact more frequently and better
with their teacher. Any attitude of the teacher may determine label attaching in
case of both good and mediocre students;
1 Pedagogues’ Academy Association, Po litehnica University of Bucharest, Romania, rocatare@yahoo.com
2 Pedagogues’ Academy Association, Va lahia University of Târgoviște, Romania,
anapetrescu2007@yahoo.com
3 Pedagogues’ Academy Associatio n, Technical University of Cluj, Romania, alina_n_crisan@yahoo .com

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