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Education, a core mission of universities, is frequently depicted as being resistant towards change regarding teaching methods and forms of provision. As Hooker put it, back in 1997, “the nineteenth-century model of teaching at higher level still holds sway and teaching as not changed much since. The last 15 years have seen progressive developments in many higher education institutions, but the basic model has not altered significantly, at least not in the majority of institutions.

This paper analyses the perceptions of teachers involved in postgraduate studies of the importance of their study programme for their profession, describes the benefits of postgraduate studies for their practice and examines the strategies used to enhance the impact research they undertake on their teaching. A questionnaire was administered to 161 teachers enrolled in master’s and PhD programmes in schools of education of five research universities in Romania. The results demonstrate that postgraduate studies provide teachers with a crucial link between the research conducted and reported by faculties of education and their own work in schools. A large majority recognised that research conducted in universities had a personal impact, improving their teaching. Developing research projects involving both researchers and practitioners, reading about research findings in journals and enhancing communication between researchers and practitioners were reported as useful strategies that facilitated resea...

CEPS Journal 6 (2016) 3, S. 59-76, The aim of this paper is to examine the induction programme for newly qualified teachers and mentor education in Estonia, providing a comparative analysis of existing Estonian and possible Romanian models of mentoring. While the Estonian induction programme has been in place for more than ten years, induction in Romania is a relatively new and has only been mandatory since 2011 (National Law of Education 1/2011). The specifics of mentor professional development within the Romanian induction framework have yet to be explicated. This paper proposes two possible scenarios suitable for the Romanian system :1) long-term regulated academic education (part of master or doctoral level studies), and 2) flexible short-term in-service education. The advantages and disadvantages of both models are examined and ways to overcome some of the disadvantages are identified. Ultimately, the paper proposes that a flexible, needsdriven system which encompasses a degree of choice will best fulfil the professional development needs of teachers who wish to become mentors. (DIPF/Orig.)

This paper discusses the role of the training in shaping teaching philosophies and practices in TE in Romania. Teaching beliefs and attitudes are considered central to effective teaching and learning behaviour, being closely linked to teachers’ values, views of the world and conceptions of their place within it. It compares trainees’ understanding of ‘teaching’ and ‘being a teacher’ throughout ITE and experienced teachers's beliefs and attitudes. It emphasizes the necessity of using reflective methods for teachers and trainees with diverse abilities, experiences and expectations who need to develop a sense of self as a teacher as early as ITE.

The present article focuses on presenting some facts related to the policies aiming at attracting prospect teachers based on a research led by the European Network on Teacher Education Policies (ENTEP). This translates into an expert overlook at 17 countries - Austria, Cyprus, Denmark, England, Estonia, Finland, Flanders, Germany, Ireland, Latvia, Luxembourg, The Netherlands, Portugal, Romania, Slovenia, Spain, and French Community of Belgium and based on the analysis and interpreting the data in formulating a set of conclusions and possible recommendations for future developments in the field.

Entrepreneurship and entrepreneurship education are two very discussed topics in the last years, promoted in all the national and European educational and political reform strategies. Teaching entrepreneurship is a challenge for most of the professors from non-business faculties, where the development of soft skills should be combined with a proactive approach of changing mindsets and attitudes. In this article, the authors will present the results of a survey conducted at national level regarding the needs of developing entrepreneurship competences of students from educational sciences field. After the needs analysis, there was developed a curricula of entrepreneurship education which was tested during an experiment with students from the same specialization. The conclusions, limits and opportunities for teaching entrepreneurship education for educational sciences domain are presented at the end.

This paper discusses the importance of beliefs and attitudes of individual teachers at national level in the context of system reforms and the way they converge with the common European education and professional identity proposed in the European documents. It argues that the success and the efficiency of systemic reforms in TE depend not only on the tradition of the systems to be reformed but also on the readiness and the ability of individuals to identify themselves with the need for reform and the values and norms proposed, as beliefs are closely linked to values, views of the world and individuals’ self-perceived roles.

Even though mentoring beginning teachers is considered as being an important component of induction, how mentors should be prepared for their role is are rarely addressed in the literature. In this paper we will try to overview the level of regulations in induction mentor education and to identify a couple of policy scenarios for induction mentor training in Romania. As conclusion, we will propose a couple of dilemmas that arise in our analysis and that constitute the ground for further research.

Extra-curriculum activities are normally not mandatory for the students and invite them to different activities such as conferences, workshops, debates, training in order to achieve specific objectives. Either they are paid or not, the extra-curriculum activities generate among students different behaviours, as some of them are more motivated then others, while other students are not interested at all. Therefore, the interest of supporting extra-curriculum activities by the organizer, mainly by the university is a dynamic one, dependent on the student's involvement or reaction. This paper objective consists of the following: identifying the advantages and disadvantages of the extra-curriculum activities; analyzing the students behavior with regard to extra-curriculum activities; develop a strategy for a better perception of the extra-curriculum activities by both entities: university and students. Main methods used in this research are: microeconomic analysis, comparative analysis, SWOT analysis, documents synthesis. Main methods are creating a draft for a strategy in order to better understand the utility of the extra-curriculum activities by university and students.

The present study aims to wexamine the variables of the relationship between education and continuous vocational with the labour market in the context of new priorites and regional development dimensions. This approach attempts to provide a new perspective on the streamlining ao these relationships by introducing and substantiating a new socio-educational strategy, that of consortialization.

This article analyzes qualitative data obtained from focus groups with students learning in schools with a majority and minority language of instruction from Estonia, Latvia, Romania, and Slovakia. The focus groups were developed within the framework of the project "Divided Education, Divided Citizens?" conducted by the Network of Education Policy Centres in eight countries of East-Central Europe and Central Asia. Although students who took part speak positively about diversity, they nevertheless exhibit a range of outgroup biases and self-enhancement constructions. Such intergroup perceptions are described in conjunction with the students' assumptions concerning citizenship, ethnic culture, and history, and conclusions are drawn as to the policy relevance of the findings.

This paper aims to reveal the new principles of the contemporary management on both individual an organizational level in the context of the new environment and stimuli. The objectives include the analysis of the individual and organizational behaviors and of their development capacity through decision-making process. How people should manage their life from the perspective of costs, needs, and time is very important. Therefore, in the context of the new economy, the decisions should be made according to the elasticity of development. The starting point is the development in education, the area with the capacity of modeling the people and preparing them for life competition.

L’article tente de repondre aux interrogationsupport theorique realise par des experts dans les suivantes : comment etablir les standards nationaux curriculaires en accord avec le sciences de l’education ; comment implanter le systeme des credits transferables dans la formation initiale des enseignants ; comment introduire les termes de « methodique/didactique des disciplines » sur la liste des specialisations ; introduire la position de « tuteur » en tant que personne capable de suivre des activites pedagogiques formatrices dans le systeme de formation initiale ; comment introduire certains niveaux de qualification dans la formation initiale des enseignants ; comment developper un reseau institutionnel permanent (des ecoles et des ecoles maternelles) afin d’appliquer une multitude d’activites pedagogiques par l’intermediaire des accords bilateraux entre les institutions d’enseignement superieur et les inspectorats scolaires regionaux ; comment etablir une large variete de relations de partenariat avec des institutions impliquees dans la promotion des activites pedagogiques alternatives (des centres d’orientation et conseil, des clubs et des activites extra-curriculaires adressees aux eleves, les medias, les centres pour les enfants avec des deficiences de langage, les ONG etc.)

The present paper describes an innovative initiative regarding the European Doctorate in Teacher Education (EDiTE), financed in the framework of LLP Erasmus Program, piloted by five European universities and highly supported by European Network on Teacher Education Policies (ENTEP). The EDiTE initiative developed collaboratively by University of Innsbruck, University of Bucharest, Eötvös Loránd University, University of Lisbon, University of Lower Silesia represents a unique construction, aiming to optimize the use of doctoral study programs in shaping researchers and teaching professionals; the approach proposed stimulates and enhances progression of scientifically qualified teacher educators to meet the needs of the wider European labour market (teacher mobility), towards a transversal teacher education strategy. It generates an advanced European-level specialist qualification, a new generation of professionals working across national boundaries. It lends added value to the European Higher Education Area with the full cooperative development of an integrated course of study by academic leaders. Additionally, the project aims to establish the basis for a transnational community of discourse and practice by multilingual transfer of intercultural knowledge and experience. The authors consider the in depth presentation of this generative model relevant to a wider audience interested in reflection on teacher education and teacher education policies in Europe. ENTEP develops its activities in the field of teacher education policies, but, according to its understanding"it is neither a decision group nor an expert group. It is an advisory group or reference group that acts as a sounding board for the European Commission and individual member states.

The management of the Professional Practical Training is a complex process developed as a relationship among three entities: university, company and student, named sometimes according to the persons involved “responsible professor”, “tutor” and “intern”. These paper objectives consist of the following: understanding the “one command unit” principle; identifying the strengths and weaknesses of a double management system for the practical training; defining the management for professional practical training according to the sustainable education requirements. Main methods used in this research are: microeconomic analysis, comparative analysis, SWOT analysis, documents synthesis. Main results are developing new principles specific to the management of the professional practical training of students.