Professional Behavior Of The Teacher That Can Be Improved Through Training Programs

Abstract

This paper concentrates on the review of the relationship between participation in training programs and the acquisition of skills and competencies related to educational counseling. To do education means to have an impact on learners' behaviors, or in order for this impact to have desirable outcomes, it is crucial that teachers and the actor guiding the behavior modelling process to be equipped with specific psychopedagogical skills, and counseling skills. The methodological approach consisted of a quantitative (statistical) and qualitative (content) analysis, to provide a better profile of the professional behavior of the teacher. Data were collected based on the research questionnaire, with the aim to investigate teachers' role and behaviors while performing educational activities, especially physically mediated and behaviors in developing and maintaining their relationships with the students. Additionally, research indicators have been elaborated to assess teachers' skills that are close, precursors, to the specifics of counseling activity. The findings showed that the most typical skills used in daily activities that can be developed or improved are the following: assertive communication and methods and techniques of psycho-pedagogical knowledge of students. The research results provide an important technique that can be used in administrative and educational process for conducting educational counselling and improving teachers' efficacy in providing educational counselling. The findings presented may be the basis for capturing the relevance of future continuing education programs.