VULNERABILITĂȚI ALE STUDENȚILOR PEDAGOGI PRIVIND ACTIVITATEA INDEPEDENTĂ ÎN CONTEXT UNIVERSITAR

Daniel ROMAN Universitatea Pedagogică de Stat „Ion Creangă” din Chișinău

Аннотация

VULNERABILITIES OF PEDAGOGICAL STUDENTS REGARDING INDEPENDENT ACTIVITY IN A UNIVERSITY CONTEXT The article presents theoretical syntheses on pedagogical students’ autonomous learning vulnerabilities and the mecha- nisms for the formation of self-instruction competence among university students. The dynamics of the students’ auto- nomous learning style formation is determined by the functionality of the values specific to self-instruction (analytical thinking, critical thinking, reflective-metacognitive thinking, creative thinking, self-confidence, self-esteem, and intrinsic motivation), which reflects the independent work, stimulated by the interdependence of the mechanisms for the formation of students’ self-instruction competence: (a) the mechanism of voluntary mobilization and awareness of the need for self-formation of a learning-oriented organizational culture; (b) the mechanism of self-discipline and the deduction of the external sources of self-learning competence; (c) the mechanism of manifesting interest in self-knowledge, per- manent self-education and self-training; (d) the mechanism of taking responsibility for the professional training results. The outcomes of this interaction are reflected in the values of self-instruction competence and in the university learning culture. The logic of the theoretical analysis of students’ independent learning culture has led to the idea that the mechanisms of forming the students’ self-instruction competence, determined in this research, consistently stimulate the emergence of values specific to self-directed learning. Keywords: students, independent work, self-directed learning, individual study, self-instruction competence, academic learning culture.