Competences of teachers for school of tomorrow
3. The perspective (definition, objectives, models – factors, principles,
"Methodological Commands")
There is no prospective in training future teachers without or outside educational prospective. (Prospective - science which studies the future, especially the causes that accelerate the development of the modern world - communications progress, technical power multiplication - Gaston Berger, creator of "prospective" as particular science, it sets the trend: we must " judge what we are today starting from the future, instead of making the opposite approach, that concerns in the approach of deciding the future in terms of what we are now"). Prospective is to see beyond - and overall - changing deep any action project. It studies the psychological and social environments’ development, being essentially synthetic and global:
o It is a humanistic science, not a science of historical facts.
o Its object is a general statement of the future (not private facts).
o Her method is an in-depth analysis of the human world.
o The degree of certainty is very large, since it's not only broad estimates, of specifically human order.
o It’s usefulness is that it allows us to build a social order that is already ours.
(LAROUSSE "Dictionary of Philosophy, 1996, p. 874)
Torsten Husén determines prospective educational field through the following three objectives:
o Identifying future consequences of current policy decisions on education and learning.
o Expressed in statistical trend analysis to combine with systematic reflection on the future change in their directions of development.
o Investigating the social values involved in education and training policies, and explores their possible change.
Regarding the educational prospective, D. Todoran envisages three types of futuristic models:
1. projects of systems and educational actions, educational systems, processes and personality types;
2. forecasts or forecasting of systems and processes of education and educational training of personality;
3. planning specific operating mode of education and training, education and learning action processes, training of personality, in terms of resource allocation and scheduling of action through which a forecast.
Both systems and action learning projects in their forecasts and actual operation planning mode education and training systems (for all three models) must take account of factors determining role in shaping the education of tomorrow. These factors were analyzed by Charles Humel, who believes that external factors of educational systems will have the determining role in the characteristics of education. External factors could be grouped as follows (on the authors opinion Sh. Rassekh and G. Văideanu)
o Demographic trends.
o Economic changes.
o Socio-political changes.
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o Cultural mutations.
o Scientific progress.
o Contemporary world issues.
Other authors argue that scientific and technological progress will play a leading role. In analyzing the three models should be considered also the principles on which education will be done tomorrow. Reflecting on this issue, Pierre Bourdieu expresses nine principles:
1. Science unit and plurality of cultures.
2. Diversification of socially accepted forms of cultural excellence.
3. Multiplying opportunities with "multiplication of channels and passages between channels... So that a failure has no effect on the market conviction. "
4. Unit in / and trough pluralism: "Education must go beyond the opposition between liberalism and centralism, creating conditions for real emulation between autonomous and diverse institutions."
5. Periodic review of taught knowledge.
6. Unification of knowledge transmitted (Open University that will contribute to a "European unification education systems and titles).
7. A lifelong learning, alternating study in school (university) with work done in the company or laboratory.
8. Using modern techniques of learning.
9. Openness in/and trough autonomy. A highly competent scientific staff in the field of material taught and how teaching is the best guarantee of autonomy.
So put emphasis on the transition from a knowledge-centered education to an education that articulates the knowledge, skills and attitudes, putting them in self education service, social and moral action.
Referring again to the question of principles that should be promoted and used in shaping the education of tomorrow, G. Văideanu stops at:
o Lifelong learning.
o The enlarge of efficiency and formative nature of learning.
o To ensure content relevance.
o Integration in light of the aims of school education.
o Promoting interdisciplinary.
o Computer assisted learning.
o Modernization of two subsystems: educational research and initial and continuing training of teachers.
Prospective educational model takes into account verbal educational messages, models of educational relations and especially models of action learning methodologies and technologies. A relevant perspective should consider the following "detailed commands, in G. Berger's opinion:
o To look forward: to examine the actions and decisions, choices and processes in light of current and future consequences and their long-term deployment.
o To look wider, comprehensive: to investigate interactions and processes of current and future events with as many related areas
o To analyze in depth: the exploration has only provided sufficient foundation to identify long-term determinants of development examined.
o To take risks: prospective assume specific social and human, not a free game of intelligence.
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o Think in humans: prospective future exploration is not satisfied with institutions, organizations, activities, but focuses on man, the needs and requirements, demands individual and collective subjects.
Education will be oriented to socially meaningful action, not just "learn to be" but
"learn to be able" to invent and innovate ways of life and societal inter relationships, social structures. Shift from "apprendre à être" to "apprendre à entreprendre."To act, to dare you must know, to have culture, but you must also believe, you have to leave yourself tacked by passion and compassion, you must give yourself to give something." (Quoted by Federico Mayor Văideanu G., 1996, p. 108) Charging time especially on the size of the future, the school must become a factor of invention, enterprise and innovation - the three coordinates defining any educational action capable of successfully mastering future.
4. The essential features of education in future perspective, in the concept of author D. Todoran, would be:
o Individualization, moving the focus from workforce training used to cultivate and use civilizing powers of man.
o Professionalization to be mobile, growing and achieving specific individual vocations.
o Human form as subject of self education.
Personality education that Paul Freier defined as a problematical education, dialogue (communication between teacher - educates) that express the essence of the value of culture, environment and social humanization spiritualization objective and inner universe of subjectivity.
To achieve such an education it imposes the transformation of the role of school and teachers that will enrich diversified. Role of school increases also because of deep changes in family life, where time and attention devoted to the education of children do not seem to be increasing. School must allow living situations with significant psychological problems for students which solve draw on the spirit of analysis and synthesis, logic, creativity, attitude, motivation techniques, thereby achieving action and relationship with the human psychic.
Further, knowledge has an important role. However, this knowledge is different from the past, they are being more direct in service of action and implicate a considerable number of strategies and useful knowledge can be mobilized quickly, qualitatively and quantitatively existing knowledge using computer that will become an everyday tool for action. So in tomorrow's school curriculum we will shift from learning to know to learn to act. "A quick look at the timelines allows us to see that education is entering a phase of profound change. Subtle nuances between education and training is phased out. Social context has changed considerably. Educators will have to adapt to this new situation by giving equal importance to socio-emotional and psycho-somatic in relation to the intellectual. specifically knowledge should enable learners to participate in their communities to improve social life, making it more humane, more cohesive, more just, more free, more democratic and moral "(G. Văideanu, 1996, p. 63)
Overwhelming and confusing volume of information highlights the importance of attitudes and capabilities able to help the modern man to move, to select and use information science and technology. Obviously, being imperative reversal of classic triad of educational objectives (from knowledge-attitudes-skills, to skills-attitudes-knowledge), E.
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Brunswic highlights the transition from discipline-centered curriculum to student-centered programs.
"School known to transmit knowledge but it is less prepared to develop skills and totally disarmed when it comes to training skills and attitudes relevant and adaptable to a changing world. Instead of preparing for autonomy and change schools often develop passive and routinely attitudes, instead of teamwork and skill to cooperate, school encourages individual competition, sometimes ignoring the cultural and social traditions of the community. "(G. Văideanu, 1996, p.70).
Some authors want to limit the school's role to socio-emotional aspects. This artificial dissociation between cognitive and affective, in the benefit of the second one would be as regrettable as for the first one. "To prevail the spirit of understanding, cooperation, solidarity is important for people to have a huge common stock of knowledge, techniques, values, attitudes and habits." (G. Landsheere). Like this, it can be question of implementation "modal personality, typical for the European in 2000" (G. Landsheere) and
"international education" (G. Văideanu). It makes the assumption that contemporary cultural crisis will evolve to a level favorable balance of values. This balance can be achieved by the objectives which should reach the international education:
o Acquired knowledge (equal peoples, peacekeeping, development, United Nations system)
o Attitudes and values (self-respect and respect for each other, care for the environment, spiritual openness and solidarity)
o Skills (critical thinking, cooperation, imagination, tolerance, participation) (G.
Văideanu, 1996, p. 78-79)
Referring to the school of tomorrow, G. Landsheere emphasizes other characteristics:
"School without walls" as an expression that characterizes school tomorrow which refers to direct contact with society and constantly responding more constructive aspirations;
o The educational system would be fully open from day care institutions at the university, last school attended action immediately extended through continuing education, barriers between schools tend to blur. Initial and ongoing training, continuing education constituents are articulated functional without breaking methodology. From this perspective, teachers will gradually expand their area;
Training of tomorrow involves an obligation to connect to a real social experience;
Highly selective nature, present throughout the traditional school system, replace a flexible guide, a provisional guidelines, a determination which would never be final;
o Individual deal depending on skills and personality of each individual;
Features teacher lies not in one area, they can grade into five categories:
1. functions related to promoting social and emotional development of the student (socio-emotional)
Functions related to promoting student knowledge (cognitive factor)
2. Functions and skills related to materials and teaching methods (methodical material factor)
3. Work with other adults inside and outside school (cooperation factor 4. Functions relating to education and school development (Development
factor) - Landsheere G., 1967.
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Transforming the role of school education and renewal methods accompany a change in the teacher's role is obvious.
Based on comparative studies, the OECD reaches formulates a system of requirements relating to school teachers of tomorrow:
o To pay more attention to students' emotional development;
To be able to diagnose the learning difficulties of students;
o Organizing and structuring learning content so that the methods agree to each student and whole class;
o Determine operational objectives of their school depending on features, but integrating the national curriculum;
o To work with parents of pupils;
To maintain a constant dialogue of students;
Be capable of an objective of self-analysis activities, teaching methods and results, (G Văideanu, 1988).
"The educator will become the principal advisor to guide the instructional and educational activities." (E. Noveanu, 1994). Trainers of tomorrow are characterized by:
capacity of synthesis, selection, sensitivity, vision foresight - G. Văideanu.
Reflecting on the skills of future trainers, G. Berger emphasizes' teachers that we need have to poses knowledge and a vivid imagination”; “essential knowledge, enthusiasm, lucidity, courage, decisiveness "(G. Berger, 1973) and analyze Several elements of future teachers' attitudes:
o Cool - "The faster things go, the more people tend to lose their composure, the need to keep our composure;
o Imagination - a stable world, quality is the main reason. In mobile world ingenuity we need. "
o Team spirit, enthusiasm, courage, sense of humanism - G. Berger, 1973.
Among the essential qualities of the educator in tomorrow school, G. Landsheere highlights: attitude of understanding of others, flexibility, quick adaptability.
Starting with some definitions of teacher:
Official person responsible for guiding or directing experience of students in a public or private institution.
Person who, thanks to its rich experience may contribute to growth and development of others who come into contact with it.
o Person having completed professional studies in an officially recognized in teacher training institution.
o Person to instruct others.
The word teacher means all persons from schools, occupied with the education of students "(UNESCO),
G. Landsheere believes that the future teacher should be:
o A colleague of the other members of an institution (school, university);
o Member of a team of specialists who share their experience and responsibilities;
o Though who individualizes, using different materials, learning;
o A critical skill and judgments of self and students;
o A man who explains the individual or group, an animator of seminars;
o Member of a school community whose traditions and spirit derived from the company and school functions;
o Concerned about education in collaboration with parents;
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o Member of the society were belong parents and students;
To respect and be respected according to what is that man
Seeks its own moral rules, recognizes its moral failures and understand the rules adopted in the pupils' families, let students build their personal morality.
"Education of 2000 seems to be more rigorous and thorough" (G. Landsheere, 1967) and cold be characterized by:
o the actual implementation of equal choice for all;
o continuing education;
o abandonment of adverse selection procedures in profit of orientation and guidance;
o abandonment education in rigid classes in profit of auto transformation helped by educational technologies;
o generalization of congestion regarding schools;
o establishing a comprehensive education in Anglo-Saxon sense;
o organization of an educational system, allowing students a maximum of mobility and giving him an opportunity to confront his skills with experience satisfaction (individualization);
o combining ancient principles reaching a de-tuition that doesn’t mean anarchy, but the organization and responsibility (B. Schwartz, 1976).
Competences of future educators derived from this characteristics of tomorrow's education should be: open to innovation, tolerance, pluralism, orientation to learning problem solving, individual work with the alternating group, knowledge of laws, the essential facts and techniques of intellectual work , emotional and social phenomena, the list remaining opened for those skills required by future changes in society and school.
"Living today means evolve, to become without abandoning the origin of your own personality. From here the need for linking education to change, proactive in preparation for assimilation of rhythms, with training resources and confidence in their continuity."
(Văideanu G., 1996, p. 51)
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Table 1. Characteristics of education and competences of teachers for school of tomorrow
Characteristics of education and school of tomorrow
Competences of teachers for school of tomorrow 1. Science unit and plurality of cultures (P. Bourdieu)
international education (G. Văideanu)
1. Knowledge, attitudes and values, skills in international education (G. Văideanu) 2. Continuing Education, alternating study in school
with work in laboratories or enterprise (P. Bourdieu) continuing education (G. Văideanu) initial and continuing education (G. Landsheere)
2. Professionalization; subject of self education (D Todoran)
3. The balance cognitive / social-emotional (G.
Landsheere)
3. To pay more attention to students' emotional development (G. Văideanu)
4. Using modern techniques of education (P.
Bourdieu), computer-assisted learning (G. Văideanu) 4. To know to program a computer to make it fit for an daily action tools (G. Landsheere) maintain with the help of it a constant dialogue with students (OECD)
5. Openness in and trough autonomy (P. Bourdieu) 5. A highly competent staff in the field of scientific matters and way to teach
6. Switching from a knowledge-centered education at an education that articulates the knowledge, skills and attitudes by putting them in the service of self education (G. Văideanu)
6. Socio-emotional, cognitive, methodological and material facts, of cooperation and development (G.
Landsheer) 7. Individualization (D Todoran) treatment according
to individual student abilities and personality (G.
Landsheere)
7. He who individualizes (G. Landsheere) teacher to organize learning so that content structure and methods suit individual students and entire classes(OECD)
8. The transition from programs focused on discipline to programs centered on student (E.
Brunswic) shift from "apprendre à être" to
"apprendre à entreprendre (G. Văideanu)
8. To diagnose students' learning difficulties (OECD) to collaborate with parents (G.
Landsheere)
9. Promoting interdisciplinary (G. Văideanu) 9. Member of a team of specialists to share experiences and responsibilities (G. Landsheere) 10. The educational system fully open (G.
Landsheere)
10. Knowledge, imagination, peace, team spirit, enthusiasm, courage, decisiveness (G. Berger) synthesis capacity, selection, flexibility, vision, foresight (G. Văideanu)
References
Berger, G. (1973), Omul modern şi educaţia sa, Bucureşti: EDP,
Chivu, R. (2008), Elemente generale ale managementului educaţiei, Bucureşti:Ed. Meronia, De Landsheere, G. (1967), La formation des enseignants demain, collection "Orientation E3",
Noveanu, E. (1994), Pregătirea psihopedagogică a cadrelor didactice; implicaţii ale informatizării învăţământului, în Mândâcanu V. (coord) Tehnologii educaţionale moderne, Chişinău: Fundaţia Soros,
Schwartz, B. (1976), Educaţia mâine, Bucureşti: EDP,
Todoran, D. (coord) (1982), Probleme fundamentale ale pedagogiei, Bucureşti: EDP, Toffler, A. (1974), Şocul viitorului, Bucureşti: Ed. Politică,
Văideanu, G. (1996), Educaţia la frontiera dintre milenii, Bucureşti: Ed. Politică, Văideanu, G. (1998), UNESCO 50 Educaţie, Bucureşti: EDP,
XXX (1996), Larousse Dicţionar de filosofie, Bucureşti: Ed. Univers Enciclopedic.
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