Session Information
01 SES 02 B, Behaviour and Perceptions in Professional Development
Paper Session
Contribution
The purpose of this study is to collect and report teachers' perception of continuous professional programs, to determine whether or not those programes are percived to provide valuable knowledge and insight into the different development of teachers that promotes student achievement. The results of this study should provide data to evaluate the current system of CPD in Romania. Its aim is to set out the main areas and contribute to the process of revision where the system needs to be improved.
The study investigates the design and features of professional development for teachers' which will be more likely to produce effects on student learning. Research on CPD in Romania suggests that the majority of teachers are involved in professional development activities and that they find it beneficial for their work. However in the context of larger national particularities and characteristics it seems that internationally relevant issues are representing yet a challenge in the Romanian system.
Method
Expected Outcomes
References
Bîrzea, C., Neacşu, I., Potolea, D., Ionescu, M., Istrate, O. & Velea, L. S. (2006). National Report – Romania. In P. Zgaga (Ed.), The prospects of Teacher Education in South-East Europe (pp. 437–487). Ljubljana: University of Ljubljana, Faculty of Education. Bumbuc, Ş. (2009). Profesionalizarea procesului de formare pentru cariera didactică. Modele teoretice şi aplicative [Professionalization of the teacher education for didactic career. Theoretical and practical models]. University of Bucharest: PhD thesis. Chiriac, M. (2014). A breakthrough networking event in Bucharest, in D. Frost (ed.) Transforming Education Through Teacher Leadership. Cambridge: LfL. Iucu, R. (2004). Formarea cadrelor didactice. Sisteme, politici, strategii [Teacher education. Systems, policies, strategies]. Bucharest: Humanitas Educational. Iucu, R. & Panisoara, I. O. (2000). Formarea personalului didactic Raport de cercetare [Teacher training]. Bucharest: National Council for Teacher Education. Jigau, M. (ed.) (2000). Rural Education in Romania: Conditions, Issues and Development Strategies. Bucharest: Institute for Education Sciences. OECD (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS, OECD Publishing, Paris, http://dx.doi. org/10.1787/9789264072992-en. OECD (2014). Talis 2013 Results: An International Perspective on Teaching and Learning, OECD Publishing. http://dx.doi.org/10.1787/9789264196261-en Şerbănescu, L. (2011). Formarea profesională a cadrelor didactice – repere pentru managementul carierei [Professional training of the teaching professionals – benchmarks for career management]. Bucureşti: Printech Publisher. Zgaga, P. (ed.) (2006). The prospects of theacher Education in South-East Europe. Ljubljana & Wien: University of Lublijana, Faculty of Education. Zgaga, P., Neacşu, I. & Velea, S. (ed.) (2007). Formarea cadrelor didactice. Experienţe europene [Teacher Education. European experiences]. Bucureşti : Academic Publishing. Zoller, K. & Yusof Petras (2012). Teachers as Learners – Concepts of Teacher Professional Development. In G. Pusztai, Z. Tóth & I. Csépes (Eds.), Current Research in the Field of Disciplinary Didactics (pp. 128–141) Budapest: HERA.
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