ANALYTIC AND LINGUISTIC PHILOSOPHY ASSESSMENT OF THE INSTRUCTIVE METHODOLOGICAL CLASSES' CONTENT

Abstract

A survey focussing different methodological work systems in distinct departments and others universities institutions and the process to university staff members for acquiring professor or associate professor position, has been developed. The obtained data, and the experience of the author, who has worked as a university lecturer first and later as a professor for many years, have proved that there are some imprecisions when planning and developing instructive methodological classes; and because of that, it is recommendable to provide good logic and epistemological grounding to perform successfully methodological classes. To be consensus of the methodological classes’ significance in a pedagogic training system, allow to understand their importance. The article intends to use the three aspects of the language's semiotic as instrument for specifying the relationship among the pedagogic professional ability which is analysed in a pedagogic training and the content of courses used for demonstrating the ability; both aspects determining the binomial known as conceptual methodological problem of the class. These precisions are part of the foundation for planning and executing instructive methodological classes, in the context of universities managing.