Scenariji izobrazevanja mentorjev v Romuniji - k izboljsevanju pripravnistva uciteljev

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.

Academic Managers` Perspective on Research Management in Higher Education Institutions across Romania

[EN] This paper seeks to bring into discussion the main traits and their effects on the research management process within Romanian universities from the managers’ perspective. Fourteen academic managers took part in a semi-structured in-depth interview aimed at presenting and analysing the research management process in higher education institutions. The focus was on academic managers` perspective regarding the current university model, the research culture within universities and the internal strategies used to promote and stimulate research production. Results show the university should be considered an important pillar for economic growth and thus, it must invest in developing more research activities of higher quality, helping to transform knowledge into a profitable investment. Therefore, the university needs to support the development of internal strategies that will help researchers work individually or in teams in order to implement research projects, ensuring that potential inaccuracies, such as lack of institutional support or bureaucracy, are reduced.Marin, E.; Iftimescu, S.; Ion, G.; Stingu, M.; Proteasa, C. (2017). Academic Managers` Perspective on Research Management in Higher Education Institutions across Romania. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1185-1192. https://doi.org/10.4995/HEAD17.2017.5544OCS1185119

Training on Evidence-Informed Practice for School Inclusion

Altres ajuts: This document was written under the framework of the Project 'Evidence-Informed Practice for School Inclusion [EIPSI] (2020-1-ES01-KA201-082328)'. Project funded under the Erasmus+ Strategic Partnership ProgramThe purpose of the Training on Evidence-Informed Practice for School Inclusion is to familiarize teachers and other educational stakeholders with the evidence-informed practice approach and to support them to develop the necessary skills and knowledge to facilitate them work in diverse schools' settings

Training Induction Mentors: Alternative Policy Scenarios of Romanian Educational System

AbstractEven 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