Challenging paradigms in the continuous training of teachers from curricular area Mathematics and Science

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Published: Dec 3, 2016
Updated: 2016-12-03
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2016-12-03 (1)
DOI: https://doi.org/10.18844/cerj.v6i2.860

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Virtop Sorin Avram
"Constantin Brancusi" University of Targu Jiu, Romania

Abstract

Continuous training of teachers has proved a cornerstone for changing teaching from a mere activity to a profession. The teaching career is regulated by a special methodology which implies the three stages: definitive, second grade and first grade. These are supported by continuous training of teachers educational policy and activities.  The various levels of change that emerged from the educational reform processes after 1989 did not leave the continuous training of teachers untouched. This paper refers to the continuous training of Mathematics and Science teachers through the project “Continuous training network for teachers to use multimedia, virtual instruments web 2.0 in the curricular area of Mathematics and natural sciences (Proweb)â€. This paper discusses the activities and results of the counties (Gorj, Dolj, Olt, CaraÅŸ-Severin and MehedinÅ£i) for which the “Constantin BrâncuÅŸi†University of Târgu Jiu, România had the responsibility for continuous training.

 ( project POSDRU/157/1.3/S/141587).

 

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How to Cite
Avram, V. S. (2016). Challenging paradigms in the continuous training of teachers from curricular area Mathematics and Science. Contemporary Educational Researches Journal, 6(2), 41–48. https://doi.org/10.18844/cerj.v6i2.860
Issue
Vol. 6 No. 2 (2016): May
Section
Articles
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Author Biography

Virtop Sorin Avram, "Constantin Brancusi" University of Targu Jiu, Romania

Department for Teachers' Training

References

Anderson, L.W., Krathwohl, D.R., et al.(Eds)(2001). A taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Educational Group).
Landsheere, G. de(1975). Evaluarea continuă a elevilor şi examenele, manualul de docimologie. Editrua Didactică şi Pedagogică, Bucureşti.
Neacşu I., Stanciu F., Ştefan R., Mirilă O.(1997): Şcoala românească în pragul mileniului III.(Romanian school at the beginning of the IIIrd milenium) Editura Paideia, Bucureşti. p 12.
Also relevant were the studies issued by National Centre for Evaluation and Examination, Bucharest, Romania
• Centrul Naţional de Evaluare şi Examinare(2012). Studiul relaţiilor dintre curriculum, competenţe, motivaţie, învăţare şi rezultate şcolare. Editura Didactică şi Pedagogică, Bucureşti
• Centrul Naţional de Evaluare şi Examinare(2012). Analiza multicriterială a politicilor în domeniul curriculumului. Editura Didactică şi Pedagogică, Bucureşti
• Centrul Naţional de Evaluare şi Examinare(2012). Coordonate ale unui nou cadru de referinţă al curriculumului naţional. Editura Didactică şi Pedagogică, Bucureşti
• Centrul Naţional de Evaluare şi Examinare(2012). Analiza mediului şcolar în raport cu implementarea reformei curriculare. Editura Didactică şi Pedagogică, Bucureşti.
• Centrul Naţional de Evaluare şi Examinare(2012). Analiza programelor şi manualelor şcolare alternative. Editura Didactică şi Pedagogică, Bucureşti
• Centrul Naţional de Evaluare şi Examinare(2012). Analiza dinamicii performanţelor şcolare ale elevilor. Editura Didactică şi Pedagogică, Bucureşti
• Ministerul Educaţiei, Cercetării şi Tineretului, Centrul Naţional de Formare a Personalului din Învăţământul Preuniversitar(CNFP). Competenţele profesorilor şi ale directorilor de licee din mediul rural din România şi din alte state din Uniunea Europeană – Analiză comparativă.
Ministerul Educaţiei, Cercetării şi Tineretului, Centrul Naţional de formare a personalului din Învăţământul Preuniversitar(CNFP).(2007). Curriculum la decizia şcolii. Ghid pentru profesorii de liceu. Editura Atelier Didactic, Bucureşti