Socio-pedagogical Paradigm of Teachers’ Educational Autonomy Competence (EAC)

In the context of the democratization of education, being aware of the complexity of the problems regarding the teacher autonomy of initial training, our purpose is to develop a socio-pedagogical paradigm of educational autonomy competence. The essence of educational autonomy competence is based on an integrated system of attitudes, skills, knowledge, experience, spontaneity and accuracy trained under various teaching circumstances. Derived from study of pedagogical literature, resulting from the axioms on freedom in education, socially activated and validated by the progress of Education Sciences, the paradigm in question includes a competence pattern, defined within its structure (components and correlated elements) and function.(feed back and synchronization). The goal of the research is to determine the theoretical and methodological foundations of teacher's educational autonomy competence formation. The research objectives: to establish the theoretical and methodological foundations of teacher's educational autonomy competence formation aiming at promoting the freedom in education; to elaborate the socio-pedagogical paradigm of the educational autonomy competence based on the theoretical synthesis. Scientific originality and novelty of the research is externalized in: the updating of the meaning of the terms pedagogy of freedom, teachers’ educational autonomy/freedom, etc.; the definiteness of the concept of educational autonomy competence; the theoretical and methodological foundations of teacher's educational autonomy competence formation aiming at promoting the freedom in education.