Practica pedagogică – provocare a formării iniţiale a cadrelor didactice
Pedagogycal practice – challenge of initial teacher training

Summary/Abstract: At European level, initial teacher training is developing on two major complementary coordinates: practical and theoretical preparation. Most of the UE member states admit as a weakness of initial teacher training, the practical training. The widely accepted belief is that pedagogical practice is very important in training future teachers, that is why the most perfomant educational programmes include much time to this purpose. The class practice demands in Europe are between 100 and 200 hours: 47 in Belgium, 61 in Denmark, 73 in Germany, 88 in Greece, 104 in Spain, 116 in France, 128 in Ireland, 145 in Italy, 158 in Luxemburg, 171 in Australia, 56 in Romania. (E. Noveanu, 1997, p.47). The general tendency is of prelonging the supervised practice (mentorship, internship) after graduating the University. In England, for example, a big part of the initial teacher training is being transfered in schools and classrooms. (School / Classroom Based Teacher Training). The paper presents a constatative study on competences involved in pedagogycal practice at initial teacher training level in Romania, North University Centre, Baia Mare, UTCN.

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