ISSUES ON APPLYING FOR INTERDISCIPLINARY EDUCATIONAL PROJECTS IN THE EDUCATIONAL PARTNERSHIP OF AGRONOMY STUDENTS FOR TEACHING PRACTICE
Carmen Olguţa Brezuleanu, Roxana Mihalache, B. Neculau, Lorica Axinte
According to the "Strategy of Education and Professional Training 2020" (EFP), "education and professional training of young people and adults" aims to create skills that will be necessary for their training and personal development to: "achieve their goals in life, social integration, employment and participation in the operation and development of a sustainable economy; forming a concept of life, based on scientific and humanistic values; growing sensitivity to human problems". Thus, it is important for the new educational approaches to be resized by adapting the tasks of teachers who have to become good educational managers, to develop educational operational projects, appropriate for the ethos of the school unit and to the expectations of contemporary society and that should be carried out in educational partnership. It has become a key element of modern didactics, and beyond the concept, it has became an attitude applied within UASVM Iasi.
The educational partnership developed for the initial training of agronomy students for the teaching profession (teaching practice) between university and high schools from Iasi, requires that several pedagogical requirements to be fulfilled regarding design, decision, action and collaboration between institutions and educators (pupils, students, teachers and even parents) in order to get attractiveness to the educational process. This educational partnership involves: acceptance of differences and tolerance of different options; equalization of opportunities for participation in a common educational activity; interactions accepted by all partners; effective communication between participants; collaboration (joint action that each has its role, cooperation (joint action where inter-relations and common roles take place).
The activities undertaken through educational arrangements in partnership projects have enabled pupils / students / teachers to interact differently from the framework of the classroom, to enjoy, to acquire knowledge, to be creative, to highlight their talent and to make it known to others. Their implementation has led to: designing educational extracurricular activities as embodiment of accumulated knowledge and skills and competencies formed within the studies objects; stimulating the interest of pupils / students and teachers to get involved in projects and educational curricular and extracurricular programmes; raising the quality of human resource in the educational system of agricultural specialty; ensuring the sustainability of educational projects by increasing the awareness about the potential educational partners that specialized agronomic education programmes have on the formation of the younger generation who are being integrated; transforming education in developing source attractive for educated young people.
Key words: educational projects, interdisciplinary, educational partnership, pedagogical practice, educational approaches