Beruflich Dokumente
Kultur Dokumente
LXV
No. 1/2013
17 - 25
1. Introduction
At the moment, continual education and training represent strategic fields of E.U.
organisms, disclosed by outlining educational policies and strategies to this effect and
assigning consistent resources, in order to support projects and programs in the field of
professional development. This fact is also fully justified as far as teachers continual
training is regarded, marked by the dynamic of theoretic and practical evolutions as
part of educational field, by harmonizing educational systems and processes all over
European Union, by social expectations concerning graduates profile and the
diversification of educational needs belonging to educational acts beneficiaries.
Moreover, if we refer ourselves to E.U.s strategic purpose, formulated as part of the
Lisbon Declaration (the 23 -24 of March, 2000), according to which E.U. is about to
become the most competitive and dynamic based-on-knowledge economy in the
world, it emerges the necessity and actuality of consolidating/developing good
methodological frameworks and educational practices as far as the process of trainers
professional development is regarded.
The didactic staffs process of continual training is accomplished in Romania
through two complementary routes: career evolution, by acquiring the didactic grades
and by accumulating transferable professional credits (at least 90 credits for every 5
years), through diverse forms and modalities of improvement, as part of formal, nonformal and informal contexts. The general competences pursued as part of the process
of continual training are: methodological competences, competences of communication
and bonding, competences of evaluating students, psychosocial competences, technical
and technological competences, competences of career management
* Corresponding author.
E-mail address: claudiu_bunaiasu@yahoo.com
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2.4. Procedure
The questionnaire has been validated as a research tool through two procedures: a)
its pre-test on another sample, having characteristics similar to the sample of subjects
as part of the impact study; b) analysis of internal consistency, by calculating the
Cronbach alpha quotient.
After pre-testing it on a sample of 120 subjects with the same percentage distribution
of professional categories, sex and age indicators and after calculating the Cronbach
alpha quotient (value of 0,68), the questionnaire has been validated, with the minimum
threshold of acceptability. There have been introduced four parity-assigned items in the
questionnaires first four thematic fields. The Cronbach alpha quotient has been
calculated for a second time for the questionnaires developed form and applied to the
sample of 240 subjects, resulting the value of 0,84, which statistically confirms the
internal consistency of the empiric researchs tool.
2.5. Data analysis
The analysis of data has been accomplished through two complementary modalities,
specific to investigations that combine quantitative methodology with the qualitative
one: a) registering the percentage data regarding subjects answers, distributed on
variables that operate researchs particular hypotheses; b) our interpretations
concerning the registered percentage data, which refer to the relation between
researchs variables and the factors that have determined subjects perceptions and
opinions.
3. Results
The quantitative analysis of subjects favorable answers (by accumulating those
distributed on to a large extent and to a very large extent assessment scales or 4, 5
values, registered on the variables of the criterions we refer to), reveal the following
percentage data:
The criterions regarding the variable crystallization of the methodological
conception regarding self-management of the curriculum of continual training are: 1)
approaching the issue as part of the specialty literature; 2) centering the programs of
continual training on learning situations through students personal involvement as part
of the planning and management of process of professional development; 3) asserting
didactic staffs competences of self-management of the curriculum of continual
training.
Table 1. Percentage date with respect to the crystallization of the methodological conception regarding
self-management of the curriculum of continual training
Groups
Didactic staff
Trainers
Experts
Managers
Students
Criterion no.1
45%
65%
73,33%
66,66%
47,50%
Criterion no.2
58 %
75%
46,66%
53,33%
47,5%
Criterion no.3
37 %
42,5%
30%
36,66%
42,50%
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methodological tools and managerial strategies used as part of the didactic staffs
continual training.
Table 2. Percentage data regarding the multi-dimensional approach of the project of professional
development
Groups
Criterion no. 1
Criterio no.2
Criterio no.3 Criterio no. 4
Didactic staff
Trainers
Experts
Managers
Students
64 %
82,50 %
76,66%
80%
83,33 %
69 %
72,50 %
80 %
63,33%
82,50 %
52 %
55 %
70 %
73,33 %
72,50%
68%
62,50%
83,33%
73,33%
76,66%
65 %
75 %
73,33%
66,66%
72,50 %
64 %
67,50 %
66,66 %
76,66 %
76,66%
69%
62,50%
66,66%
73,33%
62,50%
With respect to the variable relevancy of the learning situations in formal, nonformal and informal contexts, we have used the following criterions: 1) the scientific
consistency of learning situations; 2) the opportunity of learning situations in order to
develop competences of self-management of the curriculum of continual training.
Table 4. Percentage data regarding relevancy of the learning situations
Groups
Didactic staff
Trainers
Experts
Managers
Students
Criterion no.1
56 %
67,50 %
76,66 %
60%
65%
Criterion no.2
71%
65%
73,33%
63,33%
72,50%
benchmarking (Verzuh, 2003); efficiency techniques and procedures of the metacognitive components: meta-comprehension, meta-solving of problems of professional
(self)training, meta-regulation of the behavior of professional learning (Nol, 1997,
Neac u, 2006).
The criterions of the variable meta-cognitive strategies of self-management of the
curriculum of continual training are: 1) scientific substantiation of the proposed metacognitive strategies; 2) value-added of the meta-cognitive strategies as part of the
development of didactic careers management competences.
Table 5. Percentage data regarding the operational character of the proposed categories of programs
Groups
Criterion no.1
Criterion no.2
Didactic staff
Trainers
Experts
Managers
Students
66 %
80%
83,33 %
76,66 %
77,50 %
51 %
55%
77,50 %
56,66 %
80 %
4. Discussions
Analysis of the quantitative data reveals the following significances and
interpretations:
There are significant differences concerning the level of assessments with respect
to the consistency of the literature concerning the issue of the didactic careers
management, between didactic staff and students on one hand and the other
categories of subjects on the other hand. These differences can be explained by
referring to the level of culture in the field, where experts, trainers and managers
posses a richer volume of factual and procedural knowledge.
The majority of the opinions belonging to experts and students regarding the
training programs relevancy in order to develop didactic careers management
competences reveal these categories methodological conception, according to
which it is necessary and appropriate to prevail professional learning situations
based on developing specific competences of coordination/monitoring/selfregulation of the process of professional development. This conception represents
fruit of knowledge, representations and capacities of experts and students,
beneficiaries of the new European orientations and trends in the field of teachers
training. Given this finding, we consider that is necessary to come up with a
national strategy of waterfall training of the factors involved as part of the
continual training (trainers, school managers, didactic staff), materialized through
more categories of programs and activities: a) programs of advanced training of
school trainers and managers in the field of the European dimension of
professionalization regarding the didactic career; b) special programs of developing
didactic staffs meta-cognitive competences, desirable for self-management of the
curriculum of continual training; c) deploying campaigns in order to disseminate
and promote European orientations and good educational practices of the process
of teachers training in formal, non-formal and informal contexts.
There are no significant differences between categories of subjects, with respect to
the intensity of favorable assessments for the operational character of the proposed
categories of programs, which testifies that centering these programs on fact
themes, on curricular structures centered on students, on the new information and
communication technologies determines their attractiveness and, by default,
students active attending;
The enunciated meta-cognitive strategies have been valorized by subjects, through
arguments aiming their support by a consistent scientific basis. These strategies
value-added, by foreseeing the formative effects as part of the development of
competences regarding the self-management of the curriculum of continual
training, has generated some significant differences of the assessments intensity.
Thus, didactic staff, trainers and school managers assess to a smaller extent the
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