ÎNVĂȚAREA STUDENȚILOR CA PROCES: CONFIGURAȚII ACTUALE

Valentina BOTNARI Universitatea de Stat din Tiraspol

Аннотация

TEACHING/LEARNING OF STUDENTS AS PROCESS: CURRENT CONFIGURATIONS The article reveals student teaching/learning from the perspective of its processing. The current study presents arguments on the value of teaching/learning as process for facilitating individual and social knowledge of present-day students. It is argued that the proper management of the teaching/learning process leads to the engagement of a complex cognitive, affective-motivational and action processes, capable of generating significant quantitative and qualitative changes in students' cognitive and social behavior. The article reviews the training systems derived in different paradigms and, implicitly, generating certain ways of approaching processuality, especially by presenting the process of transformative learning. Transformative learning presents the process of capitalizing on a previous interpretation in substantiating a new or revised interpretation of the significance of one's own experience in guiding prospective actions (J.Mezirow). The paradigmatic reference of this type of learning is constructivism that advocates the creation of open spaces for learners, of contexts in which free initiative could be manifested, of reality exploration and construction of one's own knowledge through internal and external actions in order to obtain autonomy, a non-directive learning with a record of ownership of the self-management competence of learning. In this way, the approach to learning as process will stimulate the provision of a pertinent learning- development connection that will prepare the student for continuous professional self-education throughout his/her life. Keywords: constructivism, teaching/learning, transformative learning, higher education, process, student.