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An Inquiry In Teachers Professional Development

Gelu Todoruț
Published 2018 · Sociology

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Teachers' training is mostly imposed by the the need to accumulate a number of credits, the reforms in education or some dysfunctions in teaching activity. Continuing training, as its name suggests, should be seen as a long-term process and not as a set of disjointed events (courses and workshops). This change of paradigm implies the need for teachers to have at their disposal complex and up-to-date instruments necessary to training needs analysis and to monitoring their professional development. Based on these instruments they could be able: to assess their teaching skills and practices, to decide the most effective way to optimize their teaching (support from school, learning from practice and/or attending training course), to regulate and proof their professional development. The present study analyzed the views of 316 teachers from the northern region of Romania, referring to their specialized knowledge, their ability to plan, put into practice and evaluate their teaching and the support received from school for their professional development. The survey was conducted online between January and May 2017. The results reveal gaps in teachers' competences and knowledge, difficult to cover by simply attending training courses because it involves not only theoretical knowledge but also a lot of practice. © 2018 Published by Future Academy
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Corresponding Author: Liliana Ciascai Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN

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