Abstract:
The issue of developing and evaluating professional competences of
beginning teachers is of present interest within Bologna Process. Our study
is based on present theories and paradigms regarding initial and continuous
training of teachers and it puts a good use of the psycho-pedagogical
experience among authors and of our own researches undertaken within the
field. The specialty literature doesn’t include operational models regarding
the development of professional competences by refering to professional
standards and to their correlation to the strategies of training. Also, there are
no standardized tests to evaluate the competences. This is why our model
starts with a redefinition of the general concept of professional competence
and specific competences: methodological, communication, career
management, technological, evaluation. The model develops and grounds the
taxonomy of competences for beginning teachers by refering to their
professional standards and roles.
The evaluation test of professional competences among beginning
teachers (E.B.C.) is centred upon categories of specific competences and the
items evaluate the level of their development among beginning teachers. The
elements of novelty and originality for this evaluation test are:
it has an innovator and integrative character because articulates all
categories of specific competences for teachers;
it has an operational character because it offers different types of items
in order to measure each specific competence;
it has a normative character since it refers to professional standards for
didactical career and it allows the evaluation of assimilated
competences.
The researches presented in this paper are part of the project
MODECOMP – Operational model of developing professional competences
at beginning teachers, financed by UEFISCSU, cod 496, during 2008 - 2011.
