Theoretical Benchmarks And Practical Options Related To Teaching Career Formation And Development

Abstract

Deep-seated social changes cause major changes within the Romanian educational system in general, and to requirements relating to the teaching profession, in particular. From the perspective of many reforms of education, we find significant concerns about the process of professionalisation of the teaching career, building methodologies of initial and continuous training for teachers, definition and description of professional skills/standards, of placement of the training system in the European context of continuous professional development, learning and training throughout life. Today, teachers assessment focuses on skills, capabilities to make, solve concrete problems, specific to education, but also to students’results, to their performance, plus the opinions of parents and pupils, thus formulating new visions on the professionalism and expertise of teachers. Theoretical contributions on the formation and development of the teaching career in Romania, allow us to make certain analyses and correlations with the students and teachers participating in initial and continuous training programmes. Thus, in this article, we wish to identify the decisive elements of professional development related to the options being considered : identification and analysis of individual options or those based on collaboration and partnership but also of those based on corporate culture in teachers professional development; on appreciation of the importance of initial and continuous training, both from the perspective of theoretical elements and pedagogical practice; on identification of the most effective or successful ways of continuous training; analysis of the role and functions of evaluation and self-assessment from the perspective of a career in teaching and professional development.