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2014 » Papers » Volume 3 » RELEVANT AXIOLOGICAL DIMENSIONS OF CONTINUOUS FORMING PROGRAM OF THE 'BLENDING LEARNING' TYPE FOR TEACHERS IN THE PRIMARY SYSTEM 1. RELEVANT AXIOLOGICAL DIMENSIONS OF CONTINUOUS FORMING PROGRAM OF THE 'BLENDING LEARNING' TYPE FOR TEACHERS IN THE PRIMARY SYSTEM Authors: Csorba Diana Volume 3 | DOI: 10.12753/2066-026X-14-159 | Pages: 128-132 | Download PDF | Abstract
The projection and implementation of the national continuous training programs for the teaching staff for the Romanian schooling uses formulas of blended learning more and more often. The virtual educational environment that has been created implies respecting the specific exigencies of such an environment which also has to satisfy several needs of a real professional training. Since the beginning of this century, the directions of innovation and the Romanian Reform of primary education have focused towards the integration of an interdisciplinary vision in the construction of knowledge and the child preparation for all the scholar solicitations in the context of the preparatory class.
The SWOT Analysis for the integration of the training program for the teaching staff from the primary educational environment from 2012 and 2013 had shown a heterogeneity ensemble of psycho pedagogical conceptions, educational practices and especially essential arguments which sustain the necessity of creating flexible scenarios which are adapted to the Romanian educational reality. The construction of this training program is based on the idea of integrating the principles of the pedagogy of diversity? The educational community hosted by the platform and the debate forum from the internet has been formed in the main context to fulfill the needs to educate this categories professional in perfect concordance with the pedagogical practices.
This research synthesizes the conclusions of an investigation dedicated to the way that the training program for teaching staff from the primary educational environment has supported the adequate treatment of diversity in its multiple manifestations. The most important aspects of this research are focused towards the evaluation of the concrete modalities in which the principles of the pedagogy of diversity can offer systematically occasions for personalizing the online learning process. The investigation has appreciated the concrete level of promoting the standards of inclusive learning in the active construction and exploration of the online learning. | Keywords
national continuous training programs, pedagogy of diversity, virtual educational environment |
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