Specificul comportamentului tutorelui şi creării normelor relaţionale în instituţiile de învăţământ superior

Show simple item record Ovcerenco, Nadejda 2017-06-08T08:20:30Z 2017-06-08T08:20:30Z 2014
dc.identifier.citation Ovcerenco, Nadejda. Specificul comportamentului tutorelui şi creării normelor relaţionale în instituţiile de învăţământ superior. In: Probleme ale ştiinţelor socioumanistice şi modernizării învăţământului: materialele conf. şt. anuale a profesorilor şi cercetătorilor UPS „Ion Creangă”. Univ. Ped. de Stat „Ion Creangă”; coord. şt. Ig. RACU, col. red. C. PERJAN, G. TOPOR, A. SOLCAN [et al.]: [in 2 vol.]. Chişinău: S. n., 2014 (Tipogr. UPS „Ion Creangă”), vol. 2, p. 399-405. Bibliogr.- 2 titl. en_US
dc.description.abstract In this work we’ll try to elucidate the effects of guardian-professor’s implicite behavioure communication who is responsible for the quality of students’ individual studing. The behaviour of guardian is identified as the ensemble of the actions which are connected with respeting the internal rules of the high school institution where is working the professor and the relations created by him with the student which he is guiding. The behaviour of guardian is conceived also as an implicit one, that is determined by implicitely communication. The concept of implicitely communication enlarges the notion of behaviour’s communication that is trying to show that every behaviour is carrier of normative proposes about the communications which the partners are required to have. In other words our aim is to establish the effects of the implicitely behaviour’s communication of the guardian on the quality of realization the individual studing by the students. We supossed that the student’ behaviour is determinated by the behaviour stile of the guardian, quality of the student’ individual work is depending on the relational preferencial stile of the guardian. With the help of the methods selected by us, we noticed the reactions of the students at the stile used by the guardian in communication whith them. It deserves to be mentioned especially the effect of the revolt of one microgroup of students what appeared from the macrogroup against the autocratic guardian. We mention that such a revolt wasn’t an effective one. Contrary, it contibuted to increase the tension and this made the cooperation, the relation ship, the creativity of the group and the satisfaction more difficult. There were noticed the formal compulsion of the situation and the presures executed by the autoritar guardian. It came out that logic of the situation , created by the logic of animator guardian, induced conformist behaviours. This conformist behaviour is the result of the situation in which only the animator guardian decides, only he knows what to do, you should do like he told, an other way doesn’t exist. The analise of the results allow us to elaborate the models of guardians who practice a certain stile of communication. Let see what is specific for autocratic guardian. en_US
dc.language.iso ro en_US
dc.subject invatamant superior pedagogic en_US
dc.subject tutor-student--norme relationale--creare en_US
dc.subject invatamant superior--tutori--comportament en_US
dc.subject cadre didactice--invatamant superior en_US
dc.title Specificul comportamentului tutorelui şi creării normelor relaţionale în instituţiile de învăţământ superior en_US
dc.type Materialele Conferintei en_US

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