The Relevance of Continuous Training Programmes Dedicated for Teachers from Pre-University Education

Abstract

The didactic profession has a major social importance. However, its attractiveness decreases drastically, both among potential aspirants to the status of teacher – the students, and among those who practice this profession, whether they are at their debut, whether they have already accumulated enough experience at the chair. In this context, investing in the initial and continuous teachers’ training is essential, if we really want to improve the efficiency and quality of the educational process, to have a high/advanced education system, in which to practice the teachers with vocation, dedicated both to children and school. Regarding to the continuous training of teachers, it is necessary that all those responsible for the process - from the Ministry of the resort to the programme providers - to provide opportunities for the training and development of professional competences in agreement with their own training needs. Our study has the assumption that teachers from pre-university education sometimes demonstrate a low motivation for participation in continuous training programmes, because in many situations there is a hiatus between the curriculum offer of the providers of such programs and their real needs for processing and development of professional competences. For this purpose, we have organized two focus-groups, having as participants teachers for pre-school education and teachers for primary education, in order to identify their opinions on the relevance and effectiveness of continuous training programmes at which they have been participated in recent years.