Present and Perspectives in the Teachers’ Continuous Professional Training in Romania

Roxana Constanţa Enache,Ana-Maria Aurelia Petrescu,Luminiţa Mihaela Drăghicescu,Gabriel Gorghiu

doi:10.18662/rrem/136

Abstract

Complementing the initial training that provides the foundation for the professionalization of the teaching career, the teachers’ continuous professional development represents an area of analysis that has always been in the attention of the educational policy makers, at the level of all national education systems. In a study conducted at the European level (2007), concerning the concrete ways to achieve the continuous training of the teaching staff, it is noted that, although there are 28 different training systems as organizational manner, there are no major differences in functional terms. Also, in this context, a number of fundamental characteristics of the profession were identified; it represents a qualified profession, through university studies (in most cases), which involves the graduation of different programs of continuous professional development, a certain degree of mobility of teachers in the national and European space, as well as partnership relations between different institutions involved in initial and continuous training. The paper tries to illustrate several results gathered from the opinions of a Romanian group of teachers, about the effectiveness of the on-going training programs in Romania. At the same time, the purpose of the paper is to identify new ways of organizing and conducting those on-going training programs, in line with the views of direct beneficiaries and educational practices confirmed at the European level.

Highlights

Discussions concerning the importance of teaching, in all the aspects circumscribed by it, are priorities at the level of EU
On top of their preference is positioned the education of children with special educational needs, improvement of ICT/digital competencies and management and leadership in education, which demonstrates the necessity of generating an offer for lifelong learning programmes meant to support teachers and to provide them with the competencies relating to the complex problems facing them in the actual educational environment
Concerning the institutions which should manage the organization of lifelong learning programmes for teachers, the respondents first refer to Teaching-Staff Resource Centres (CCDs), followed by Teacher Training Departments which act in universities

Summary

Introduction

Discussions concerning the importance of teaching, in all the aspects circumscribed by it, are priorities at the level of EU In this respect, the EU Council stipulated that “education and training have a crucial role to play in meeting many socio-economic, demographic, environmental and technological challenges facing Europe and its citizens today and, in the years, ahead” (Jurnalul Oficial al Uniunii Europene, 2009). The actions for improving the teachers training process have to be substantiated on concrete data, based on an analysis of the educational system specific to each country and further subjected to a comparative analysis The goal of such analysis is to highlight good educational practices, added-value elements identified in relation to existed teachers’ professional development programmes implemented in some member states, which may be transferred or extended later, after appropriately adaptations, to other states, in the spirit of the European cooperation which is vital in education and training

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Conclusion