Abstract:

Defined as a century of continuous change, the XXI century imposes not only a dynamic and flexible society, a society which is open to progress and innovation, but also a model of personality that should be able to adapt to all the requirements of its time, of the social, scientific, economic and political evolution. The gradual building of this model of personality must represent the focus of a type of education based on all the values of the social-humanistic and technical-economic sciences. This necessarily involves the need to set up and maintain an appropriate school system which should be modern and democratic, which should promote the values of the humanity, should accept as indispensable the informatization of the educational process and should offer the trainees conditions that allow them to make good use of their own needs, aspirations and interests, and to build in them those competences which favour their evolution to success.

The mission of informing and familiarizing the students with various fields of knowledge will be doubled by that of forming them in line with the requirements formulated by the society at a certain point in time. In the school life and practices, there have occurred a series of processes of adaptation, change and restructuring which have emphasized the great importance of the processes of communication at various levels. Thus, there should be a change in focus at the level of the teaching-learning activities, from the trainer to the trainee, and, consequently, the roles of the teacher and of the student should be reconsidered; at the level of the use of the interactive and innovative methods during the educational process and, in close connection to this, the relationship teacher-students tends to be more democratic; at the level of the more and more diverse sources of information available to the trainee. However, the inertia of certain types of professional behaviour and educational practices offers the teachers the predominant position in the communicative process, a position that they often use in an excessive and even authoritarian manner.

Keywords:

Learning and communication community, professional behaviour, educational practices, pedagogical intervention.