Managementul programelor de formare continua a cadrelor didactice. Ghid practic

This book looks at how to plan and run ongoing teacher training. It covers changes in rules and the skills teachers need. It shows how to design courses and run them. It also shows how to track their progress. It asks what shapes training in teaching and psychology. It looks at the results of this training.

This hands-on guide is for those who plan and run teacher training. These may be people or groups. It links theory and thought with work on real training needs. It draws on models from other countries. These help readers judge teacher training in Romania. The authors call for better ways to manage it. They seek clear standards for how teachers work. They link these goals to teachers’ standing at work. They also link them to how teachers see themselves at work. The goals also relate to teachers’ changing roles in society.

Laura Șerbănescu has worked in teacher training. She has worked on rules and plans for education, too. She has also managed projects. She teaches at the Polytechnic University of Bucharest. She spent ten years at the Education Ministry. Her work there dealt with policy and projects with long-term goals.

Mușata-Dacia Bocoș teaches education. She works at Babeș-Bolyai University in Cluj-Napoca. She also guides research for doctoral degrees. She works on ways to teach and on course plans. Her work covers how to design and manage these plans. She also studies ways to teach that get learners to take part.

Ioan Ioja teaches maths. He heads the teacher training centre in Bistrița-Năsăud. He holds a doctorate in education. He also teaches at Babeș-Bolyai’s Năsăud extension. He takes an interest in how adults learn. His interests also include how to manage projects and European funding. Since 2006, he has led projects in education. Funds for these projects have come from outside sources.

Constantin Cucoș and Romiță Iucu each wrote a foreword. The book belongs to the series Structuri, conținuturi, tehnici.