Abstract
The first part of this article discusses the need to re-think some policies and practices in initial teacher training, in order to obtain quality teaching. The second part presents an empirical research, with the students who attend the psychological-pedagogical module, with the purpose of improving the quality of teaching. This article illustrates the implementation of a project, completed with the students who opted for a teaching career training. They observed and recorded the presence or absence of didactic categories (principles, teaching methods, types of communication, assessment tools) in the act of teaching of the observed teachers.
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