Teacher Profile in Romania: Defining Features and Priorities of the Training Programs in Teaching Career

Pânişoară, Ion Ovidiu; Duţă, Nicoleta; Pânişoară, Georgeta; Tomoaica, Emilia

doi:10.1016/j.sbspro.2014.04.441

Cited by 4 publications

(1 citation statement)

References 4 publications

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“…Research on pre-service students shows that half of them choose the teaching profession because of the noble work and fit the personality and as the ideal profession [46]. Being a teacher is highly valued personality in society and teaching is the noblest and most unique profession [47].…”

Section: Averagementioning

confidence: 99%

The Comparison of Professional Identity of Prospective Teachers between UPI Indonesia and UPSI Malaysia

Ilfiandra¹,

Setiadi²,

Sumarto³

2019

Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018)

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This study examined how prospective teachers develop their professional identity before living their professional life. Because the teacher professional identity is dynamics and change over the course of career, this study aims to describe the profile of the professional identity of prospective teachers in Indonesia (UPI) and Universiti Pendidikan Sultan Idris (UPSI) Malaysia. Multivariate test using Roy's Largest Root resulted in F = 1.763 and p = 0.105 so that the difference of professional identity and its aspects between the 1st, 3rd and 5th grade students in UPI, does not differ significantly on α = 0,100. There is a significant difference between UPSI and UPI in all aspects as well as professional identity as a whole (F = 78,047 and p = 1.447E-82). The semester level distinguishes all aspects and total professional identity was p <.100. The difference occurred in the first semester students with the 5th and 3rd semesters with the 5th. Meanwhile, among students of the 1st semester with the third semester, they were not significantly different. Hence, there should be a serious effort made by both institutions to boost the upper level students to be more familiar with the teaching profession.

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Section: Averagementioning

confidence: 99%

The Comparison of Professional Identity of Prospective Teachers between UPI Indonesia and UPSI Malaysia

Ilfiandra¹,

Setiadi²,

Sumarto³

2019

Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018)

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Desirable Characteristics Defining to Describe an Effective Teacher

Duţă

Tomoaica

Pânişoară

2015

Procedia - Social and Behavioral Sciences

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A review of research on teacher competencies in higher education

Dervenis

Fitsilis

Iatrellis

2022

QAE

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Purpose The purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors. Design/methodology/approach In this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement. Findings A multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process. Research limitations/implications The study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education. Practical implications A specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large. Social implications These competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results. Originality/value This is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.

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Teacher Profile in Romania: Defining Features and Priorities of the Training Programs in Teaching Career

Cited by 4 publications

References 4 publications

The Comparison of Professional Identity of Prospective Teachers between UPI Indonesia and UPSI Malaysia

The Comparison of Professional Identity of Prospective Teachers between UPI Indonesia and UPSI Malaysia

Desirable Characteristics Defining to Describe an Effective Teacher

A review of research on teacher competencies in higher education

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