Some complementary perspectives in understanding the axiological universe of teachers
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Abstract
The values in which teachers believe express the philosophy of education to which they adhere. Our study is based on two related dimensions: the study of the specialised literature and the conclusions of some studies that we have conducted in the last 5 years regarding the values in which the teachers at different stages of the Romanian education system believe. Its purpose: to identify significant perspectives for the complementary analysis of the teacher’s axiological universe. We identified, developed and systematised the following perspectives: contemporary world and the dimension of values; initial and continuous teacher training and the issue of values; on axiological self-reflexivity and its effects and the transfer of values and the holistic evolution of the teacher. The conclusions reinforce the teacher’s hypostasis as reflexive practitioner with profound implications, both on the day-to-day performance of the instructive-educational process and on the reconsideration of the coordinates of their initial/continuing training.
Keywords: Values, teacher’s axiological universe, reflexive practitioner.
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