Mielu Zlate Eul Si Personalitatea Download Citation Copy

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A atribui cuiva identitate inseamna a afirma ca acel om are constiinta afirma Henri Ey in lucrarea Constiinta.

Personalitatea e vazuta sub aspect dinamic, adica miscarea energiei psihice, a libido-ului intre cele trei instante psihice.

In perimetrul cercetarii psihologice s-au conturat mai multe teorii ale personalitatii dintre care surprindem sintetic esafodajul ideatic al catorva.

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Universitii Transilvania. 33. Pachef, R.-C., 2008, Evaluarea n nvmntul superior, Bucureti: E.D.P., R.A. 34. R. Dick, U. W agner, 2001, Stress and strain in t eaching: a structural equation approach, Britis h Journal of Educational Psychology, 71 (2001), pp. 243259 14.

Mielu Zlate Eul Si Personalitatea Download Citation Copy

Probleme i soluii (pp.336-346) Publisher: Polirom Authors: Otilia Clipa Stefan cel Mare University of Suceava Download full-text PDF Read full-text Download full-text PDF Read full-text Download citation Copy link Link copied Read full-text Download citation Copy link Link copied Abstract Evaluarea cadrelor didactice din nvmntul precolar-(re)surs a stressului profesional Conf.

Multiplele transformri, introducerea elementelor din alte sisteme far a fi adaptate datelor naionale, evalurile permanente i foarte dinamice, responsabilitatea moral a profesiei etc.

Evaluatorii vor simi responsabilitatea acestui proces, ambii actori sociali ai mediului evaluativ trebuind s dein i s probeze caliti personale, inclusiv pe cele morale.

Dei pare o corelaie mai puin vizibil ntre evaluare i moralitate, putem aprecia valoarea moralitii n acest context.

Stoica, 2003, p. 11).

Concomitent cu scrierile din epoca evalurii, sunt autori care au minimizat valoarea formativ a evalurii.

Pentru Anglia scopul regsit n documente este: creterea calitii serviciilor asigurate 5.

Evaluarea formativ l ajut pe profesor s i cunoasc propriile puncte slabe i tari n predare i s-i amelioreze activitatea didactic.

Ettore Felisatti (Emilia Restiglian, Claudio Bittante, Cristina Mazzucco, Ana Rurac, Otilia 6.

Principalele obiective ale demersului experimental au fost aflarea percepiei cadrelor didactice asupra urmtoarelor aspecte: care ar trebui s fie scopurile evalurii i cine ar trebui s conduc evaluarea cadrelor didactice.

Pentru profilul ideal al evaluatorului cadrului didactic acetia puteau alege ntre: - experi n evaluarea sistemului colar (MECT, Inspectorat); - experi ai unuei agenii ministeriale; - experi ai unei instituii externe sistemului colar; 7.

Aplicnd Independent Sample T - T est am obinut c exist diferene semnificative ntre percepiile cadrelor didactice din cele dou ri n cele dou afirmaii.

V aloarea lui t (420) 7,653, p 0,00), respectiv t(420) 5,433, p 0,00) demonstreaz aceast diferen ntre percepia profesorilor este diferit semnificativ.

Acelai rezultat l-am constatat i ntre percepia cadrelor didactice italiene i cele romneti.

Concluzii: Rezultatele obinute din ambele studii ne indic tabloul general al procesului evalurii aa cum l percep cadrele didactice din nvmntul precolar.

School Psychology International, 26(3), 340-352.

Blas, J.,1986, A qualitative analysis of sources of teacher stress: Consequences for performance.

Journal of Occupational Psychology, 49, 1128 13.

Cooper, C.L., Cartwright, S., 2001, Organizational Management of Stress and Destructive Emotions at W ork.

In Payne R.L. i Cooper, C.L.

EDS), Emotions at Work.

Theory, Research and Applications for Management, Chichester, England, John W iley and Sons, 14.

G.J. Boyle, M.G. Borg, J.M.

British Journal of Educational Psychology, 69, 517-531.

Guglielmi, R., T atrow, K., 1998, Occupational s tress, burnout, and health in teachers: A methodological and theoretical analysis.

Review of Educational Research, 68(1), 61-99.

Hartney, E., 2008, Stress Management for T eachers, Continuum International Publishi ng Group, London.

Hastings, R., Bham, M., 2003, The relationship between student behaviour patterns and teacher burnout.

Athens: Greek Letters.

Kyriacou, C. Chien, P., 2004, Teacher stress in Taiwanese primary schools.

Journal of Educational Enquiry, 5(2), 86-104.

Kyriacou, C., 2001, T eacher stress: Directions for future research.

Universitii Transilvania.

Pachef, R.-C., 2008, Evaluarea n nvmntul superior, Bucureti: E.D.P., R.A.

R. Dick, U. W agner, 2001, Stress and strain in t eaching: a structural equation approach, Britis h Journal of Educational Psychology, 71 (2001), pp.

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