About this paper

Appears in:
Pages: 3278-3283
Publication year: 2014
ISBN: 978-84-616-8412-0
ISSN: 2340-1079

Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain

CURRICULA OF TEACHER FOR PRESCHOOL AND PRIMARY SCHOOL. COMPARATIVE STUDY - ROMANIA, ITALY AND SPAIN

E.L. Mara

Lucian Blaga University of Sibiu (ROMANIA)
Making an comparative study among three educational systems and their curricula on preparing teachers for preschool and primary education, it was noticed that at the end of the courses from Language and communication in Romanian/Italian or Spanish language, the students have to: knows the methodological bases of the study applied to the literature; possesses the use of the principals tools (philological, linguistic, critical) for the evaluation of a literary text; knows how to approach to the literary document, to understand its messages, to connect them to the historical and linguistic context in which has been produced, in an interdisciplinary perspective; knows how to propose a personal hypothesis on the teaching of the literary material, communicate information and ideas to interlocutory not experts, as they will be the recipients of the teaching, pupils from the 3 a 10 years.

This teaching hopes to furnish, in respect to the ministerial directives and the European scheme of the superior education, "solid disciplinary knowledges related to the linguistic-literary circle": in the specific field, the knowledge of texts and problems of the Romanian/Italian or Spanish literature (inclusive the literature for the infancy) from the origins to our days, in the context of the European literature, and with the essential elements of the linguistics and Romanian/Italian/Spanish grammar; the all with a didactic approach also that holds account of the two orders of school (infancy and primary) which the course trains.

The lessons would want to approach to the style of laboratory and the collective job (to discover together the texts and their meanings), and ease then the individual search. The examination it is oral and it consists in the reading-comment-exposure-organization of literary texts from various times. At the end of the course, the possibility will be given to the attending students to make the examination in written form , substitutive of the oral examination in case of positive result.
@InProceedings{MARA2014CUR,
author = {Mara, E.L.},
title = {CURRICULA OF TEACHER FOR PRESCHOOL AND PRIMARY SCHOOL. COMPARATIVE STUDY - ROMANIA, ITALY AND SPAIN},
series = {8th International Technology, Education and Development Conference},
booktitle = {INTED2014 Proceedings},
isbn = {978-84-616-8412-0},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {10-12 March, 2014},
year = {2014},
pages = {3278-3283}}
TY - CONF
AU - E.L. Mara
TI - CURRICULA OF TEACHER FOR PRESCHOOL AND PRIMARY SCHOOL. COMPARATIVE STUDY - ROMANIA, ITALY AND SPAIN
SN - 978-84-616-8412-0/2340-1079
PY - 2014
Y1 - 10-12 March, 2014
CI - Valencia, Spain
JO - 8th International Technology, Education and Development Conference
JA - INTED2014 Proceedings
SP - 3278
EP - 3283
ER -
E.L. Mara (2014) CURRICULA OF TEACHER FOR PRESCHOOL AND PRIMARY SCHOOL. COMPARATIVE STUDY - ROMANIA, ITALY AND SPAIN, INTED2014 Proceedings, pp. 3278-3283.
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