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CE NSEAMN A FII UN BUN PROFESOR?

Prof. univ. dr.Vasile Chi Universitatea Babe -Bolyai Cluj Napoca, 2006

CU CERTITUDINE, PROFESORUL COMPETENT FACE DIFEREN A, DAR CE NSEAMN COMPETEN DIDACTIC ? S-au inventariat 52 studii i peste 700 lucr ri:
Profesorul bun are expectan e ridicate fa de elevise focalizeaz pe rezultate Instaleaz reguli consistente pe durata activit ii la clas Utilizeaz metode de predare i materiale diverse i adecvate

Profesorul eficient:
Are entuziasm, pasiune, energie, este apropiat de elevi i creaz o atmosfer pl cut n clas . Manifest o puternic credin c ceea ce pred este important i st pne te bine con inutul tematic Rela ioneaz con inutul la cultura i limbajul elevilor i apreciaz diversitatea. Caut s se dezvolte continuu.

Profesorul eficient:
Practic o predare centrat pe elevi i angajeaz dwezbateri pentru construc i9a semnifica iilor Utilizeaz conexiuni interdisciplinare care sprijin nv area Evalueaz continuuprogresia nv rii

Este flexibil dar organizat, mbi expunerea i experimentul Creaz un mediu de nv are cooperant, de ncredere i stimleaz ascultate activ la elevi Colabireaz cu famlia i comnitatea

Profesorul eficient:
n elege diferen a dintre managementul clasei i asiurarea disciplinei Abordeaz coala doar ca o parte a mediului n care nva elevii tie s lucreze n echip mpreun cu elevii i tie s nve e

Posed sim ul umorului i tie s creeze situa ii de relaxare Se asigur de progresul tuturor elevilor

Calit i esen iale care disting un profesor excelent de unl bun


Grij pentru eviden a rezultatelor St pne te materia de predat Aptitudini de comncare Interes fa de elevi

Respect elevii Dispozi ii pozitive

Ce este mportant n preg tirea profesorilor?


Focalizare pe bunele practici i standarde acreditate (Accountailty) Asigurarea calit iieviden ele arat c profesorul de calitate este cel mai important actor al performan elor colare Utilizarea tuturor prghiilor pentru cre terea prestigiului i atractivit ii profesiunii didactice.

Cuno ti e, abilit i i dispozi ii


Aceste trei dimensiuni asgur profesorului bune practici, la nivelul unor standarde acreditate

Cuno ti e
Cuno ti e despre elevi cum sun elevii? Cuno tin e despre predare- cuo tin e despre curriculum, despre proiectarea experien elor de nv are, despre dirijarea instruirii.

Cuno tin e
Cuno tin e despre teoriile nv riiutiliznd surse divese de documentare, experien e pedagogice diverse, alternative, pentru a n elege capacit ile i nevoile de nv are ale elevilor

Cuno tin e
Cunoa terea materiei de predatnu doar specificul domeniului, ci i interconexiunile cu alte domeniiematice, apoi aplica iile practice n diverse contexte de rezolv ri de probleme.

Abilit i
Realizarea unei pred ri rezonabil din punct de vedere teoetic i eficient pedagogic capacitatea de a organiza lec iile n baza uni grupaj de obiective, capacitatea de a angaja elevii n activitate, de a le capta i men ine aten ia i interesul pe parcursul activit ii.

Abilit i
Managementul clasei de eleviorganizarea activit ii individuale, n perechi, pe grupe mici i cu toat clasa; men inerea disciplinei dar i a intercomunic rii, monitorizarea i evaluarea, asigurarea feed-back-ului

Abilit i
Bilit i de a realiza toate activit ile simultan i secven iala fi flexibil i a articula corect scven e diverse de lucru A gndi i a ac iona A reproieta lec ia n cursul pred rii A men ine sub control evenimentele dar a nu altera atmosfera de lucru

Dispozi ii
Profesorul s iubeasc elevii, s -i respecte, s cead n ei Profesorul s accepte to i elevii, f r discriminare S vad n fiecare caz n parte valoarea ad ugat S cread c to i elevii pot s nve e

Dispozi ii
S fie responsabil pentru fiecare elev n parte i pentru progresia nv rii. S accepte c diversitatea elevilor necesit diverse modalit de abordare.

Profesorul eficient i bunele practici


S utilizeze modelarea n predare i forme validate de evaluare S ncurajeze interactivitatea pe durata lec ieis organizeze activit pe grupe i n cooperare. S utilizeze nv area activ aplica ii reale care s permit transferul. S ofereprompt feedback, prompt, specific i m surabil

Bune practici
S fixeze standarde ridicate. S asigure oportunit i de nv are, nu doar s transmit cuno tin e o s verifice tema S respecte divesitatea,aptitudinile i pasiunile elevilor, stilurile lor de nv are

Favorite Teaching Quotes


AKA: Philosophy of Teaching and Learning This is not about you; it is about the students. A good teacher is like a candle--it consumes itself to light the way for others Good teaching is about touching lives forever. Teaching is as much about passion as it is about reason. A teacher does not exit a classroom knowing only what he knew when he first enteredwhat worked today may not work tomorrow. There are no ultimate truths in teachingtruth is that which works.

References
Brain, M. Emphasis on Teaching: What is Good Teaching? Retrieved February 5, 2006, from http://www.bygpub.com/eot.eot1.htm Center for Teaching and Learning (Workshop). Characteristics of a Good Teacher. Retrieved February 7, 2006, from http://www.isd.uga.edu/teaching_resources/resources /char.html Center for Teaching and Learning (Workshop). Good Teaching in a Nutshell. Message posted to http://cte.spsu.edu/newsite/goodteaching/langois.ht ml Chickering, A., & Gamson, Z. Seven Principles for Good Practice in Undergraduate Education. Retrieved February 6, 2006, from http://honolulu.hawaii.edu/intranet/committees/FacD evCom/guidebk/teach/7princip.html Cooper, G. Good Teaching Practices (GTP's). Retrieved February 5, 2006, from http://homepages.cambrianc.on.ca/gbcooper/portfo lio.gtp.htm Goldhaber, D. (2002). The Mystery of Good Teaching. Education Next. Retrieved February 5, 2006, from http://www.educationnext.org/20021/50.html

Leblanc, R. Good Teaching: The Top Ten Requirements. Retrieved February 10, 2006, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/g uidebk/teachtip/topten.htm Palmer, P. Good Teaching: A Matter of Living the Mystery. Retrieved February 8, 2006, from http://www.mcli.dist.maricopa.edu/events/afc99/articles/good teaching.html Psych Site (Instructional Module). Student Perspectives on Good Teaching.. Retrieved February 8, 2006, from http://abacon.com/psychsite/toolbox5.html Ronkowski, S. (Ed.). What Constitutes Good Teaching? Retrieved February 12, 2006, from http://www.oic.id.ucsb.edu/Resources/Teaching/GoodTeachin g.html SEDL Letter (Newsletter name). (1999, August). Renewing Teachers, Reforming Schools Through Professional Learning Communities (2nd ed., XL). Message posted to http://www.sedl.org/pubs/sedletter/v11n02/renewing.html Sizer, T.. Good Teaching. Retrieved February 5, 2006, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/g uidebk/teachtip/goodteac.htm Southwest Educational Development (Online Instructional). Professional Teaching and Learning Cycle. Retrieved February 6, 2006, from http://www.sedl.org/rel/ptlc.html University of Technology Sydney (University research). (2003). Characteristics of Good Teaching. Retrieved February 10, 2006, from http://www.iml.uts.edu.au/learnteach/resources/tm/goodteac hing.html