In the context of modern pedagogy, the role of the teacher in an electric high school
far transcends the mere transmission of information. The teacher who is actually an
engineer, becomes a facilitator, a guide and a mentor who prepares students not only to
understand concepts, but also to creatively and innovatively apply them to the real world of
electrotechnics, electrical measurements, electrical drives, electrical automation and other
subjects being studied, branches of the field, closely interconnected with each other.
Frontal teaching on student-centered learning has been talked about for many years.
Teaching is student-centered. The modern teacher has long moved away from the traditional
front-line teaching model, where he was the only source of knowledge. The focus has shifted
to student-centered learning, where students are active participants in their own learning
process. Of course this involves countless factors such as: practical projects and applications,
with students learning not only theory, but constructing, analyzing and debugging circuits,
using specific equipment, and simulating real-world scenarios. The teacher provides
guidance and resources, but leaves students free to explore and find solutions. The multiple
platforms specific to the field on which it is being worked offer the possibility of creating
circuits in parallel with the physical one, for checking their correct functioning, or in the
variant in which there are no teaching materials for the physical realization of the circuit, the
student has the opportunity to see in a trial variant. Problem-based learning in which the
teacher presents students with complex problems in the field of electrotechnics, challenging
them to seek solutions through research, collaboration and experimentation. This approach
develops critical thinking and problem-solving skills.
Thus, the use of technology involves the integration of digital tools (simulators, online
learning platforms, design software) that is not only an auxiliary, but an integral part of the
educational process. The teacher not only teaches students how to use these technologies to
improve their understanding and performance, but himself through active participation and
at the same time, acquires the same understanding and the same performance in tandem
with students. There are situations when the student reaches the result faster and provides
objective and expected feedback from both of them. This type of teaching or participation in
teaching from my point of view is most appreciated by the student, the team working with
the teacher, in which case the roles can be reversed. In such collaborative learning, the
teacher encourages teamwork, students share their ideas, solve their problems together, and
learn from each other. It develops essential social skills for their future career and in the
development of transversal skills. And beyond technical knowledge, the modern teacher also
aims to develop a range of highly valuable cross-cutting skills in the labor market, such as:
- critical thinking and problem solving, in which students are encouraged to analyze situations,
identify causes and propose innovative solutions; - creativity and innovation, in which the teacher stimulates the thinking of „outside the
box” and encourages students to come up with original ideas for projects and applications; - effective communication in which students learn to present their ideas clearly and
concisely, both verbally and in writing, and to work effectively in a team. - adaptability and lifelong learning in which in a constantly changing field like
electrotechnics, the teacher instills in students the importance of being open to new and
constantly updating their knowledge; professional responsibility and ethics in which the
teacher discusses with students the importance of respecting professional standards and
ethics in work; - connection to Industry and Labour Market.
A crucial aspect of modern pedagogy is the connection of education with the real
needs of industry. The teacher becomes a bridge between high school and the labor market
by:
- partnerships with companies, which provides for the organization of visits to
companies, internships and joint projects with industry; - bringing specialists into the classroom, industry guests, companies that share their
experience and showcase the latest trends; - curriculum updated by permanently adapting the didactic content to the
requirements and developments in the field of electrotechnics.
In conclusion, the profession of the teacher/engineer in an electric high school, in the
context of modern pedagogy, is complex and dynamic. It requires not only a solid technical
expertise, but also advanced pedagogical skills, a strategic vision and a constant desire for
adaptation and innovation. The ultimate goal is to train competent specialists, able to
successfully integrate into the labor market and contribute to technological progress. But we
know that he will not learn at the school level, everything he needs to know at work. He will
have to go further through the door that opened to him, with courage, with perseverance,
with desire. Thus, the profile of such a student is in a continuous training, adapted to the
requirements, field and times.