Professional responsibilities of the economics teachers

Daliana Ecaterina TASCOVICI, Robert Gabriel DRAGOMIR

Abstract


The present paper’s aim is to present the professional responsibilities belonging to teachers of economics. Firstly, we mentioned the mixed investigations addressed to the teachers activities: pedagogical, psychological, social and axiological.

Secondly we define the expectancies concerning the teachers’ knowledge, abilities and attitudes in the present day’s environment learning. In order to establish these issues, we identified the needs of the education system. Here we present the actual points of view, advised pedagogical opinions, stages of the research in this field.

Within the last part of the paper, we established the responsibilities for the teachers; expectancies under the form of enunciations for the following five activity domains: instruction, evaluation, learning environment, human relations and professional engagement, at the same time taking into account the three dimensions: knowledge, abilities and attitudes.


Keywords


professional responsibilities, economics, teachers

Full Text:

PDF

References


Călin Marin C. Teoria şi metateoria acţiunii educative. Reconsiliere, adăugiri şi demersuri aplicative, Bucureşti: Aramis, 2003, 207p, p.176.

National Board for Professional Standards http://www.nbpts.org/ accessed February 15, 2009, p. 13-16.

Ostrom T.M. Mind and society: The development of higher mental processes, Cambridge, MA: Harvard University Press, 1978, p. 12-30.

Costea Ştefan, Şerdean Ioan, Florea Nadia (coordinators). Sinteze, Bucureşti: Editura Fundaţiei România de Mâine, 2003, p. 60-68.

Fontana D. Psychology for Teachers, London: Mac Millan LTD, 1995, p. 383.

Stan Emil. Pedagogie postmodernă, Iaşi: Editura Institutul European, 2004, 157p, p.143.

Blake N. Thinking again. Education after Postmodernism, London: Bergin&Garvey, 1998, p. 81.

Schunert J. “The association of mathematical achievement with certain factors resident in the teacher, in the teaching, in the pupil and in the school”, Journal Experimental Education, nr. 19, 1951, p. 219-238.

Fattu N. „Exploration of interactions among instruction, content, and aptitude variables”, Journal Teacher Education, nr. 14, 1963, p. 244-251.

Cook W. The Minnesota Teacher Attitude Inventory, New York: Psychological Corporation, 1951, p. 159-168.

Ryans D.G. „Some relationships between pupil behavior and certain teacher characteristics”, Journal Education Psychology, nr. 52, 1961, p. 16.

Cogan M. „The behavior of teachers and the productive behavior pupils”, Journal Experimental Education, nr. 27, 1958, p. 89-105.

Reed H. „Factors influencing the learning and retention of concepts The motivation related to pupils’science interests: A study illustrating several potentials og variance-covariance”, Journal Experimental Education, nr. 29, 1961, p. 205-229.

Sears Pauline. The effect of classroom conditions on the strength of achievement motivation and work output in children, Stanford, California: Stanford University Press, 1963, p. 44-57.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2011 author

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


 

AWARDS 

WILL BE CONFERRED AT THE END OF THE YEAR

To crown and encourage research efforts of the authors, at the end of a year of publishing our journal board will award online the best papers by distinctions:

1. Best Original Paper Award -  for the paper that has brought something completely new in the reader's attention (a new concept, a new trend, a new proposal in research, etc.)

2. Excellence Award - for the most cited paper and visualized in the online environment during the year

3. First, Second and Third Award- for the best documented and substantiated papers during the year

4. Special Award - to award PhD students and postdocs for the most well documented and substantiated paper


Administred:Rocsana B. Manea Tonis

http://icourses.wix.com/itmk