Provocări actuale privind axiologia cercetării pedagogice

Abstract

The policy documents pertaining to education, research, and innovation introduce new axiological dimensions in light of the current axiological challenges faced by pedagogical research. This article examines the axiological imperatives of the pedagogical research paradigm, which encompasses a system of shared values that rigorously define the philosophical orientation and require researchers to affirm their axiological position. The scientific community's axiological concerns provide valuable insights into the evolution of philosophical paradigms in education throughout history. The article explores the current considerations surrounding dilemmas and imperatives within the field of axiology in pedagogical research. These considerations encompass various aspects such as the ideal of education, goals and objectives, pedagogical professionalisation curriculum, pedagogical ethics and deontology, axiological determinants of the educational process, methodological decisions, and the axiological identity of the researcher. In the context of the innovative policy, the axiological reformation of pedagogical higher education plays a crucial role in addressing the multitude of uncertainties present in modern education. This is achieved through the transfer of innovative ideas, which aims to facilitate the communication between the creators of scientific knowledge and the practitioners who utilise these innovations. As a result, this article advocates for a reconsideration of teachers' professional standards and a comprehensive exploration of researchers' experiences regarding the strategies for solving axiological dilemmas. The emergent axiological approaches to education play a crucial role in shaping the researchers' identity. These approaches are specifically designed to prioritise the effectiveness of teachers' professional training and establish accountability mechanisms to monitor their performance. The aim of reevaluating the axiological aspects of the education process is to enhance the teachers' axiological potential aiming at improving the quality of education.