PARTENERIATUL EDUCAȚIONAL – COMPONENTĂ EVOLUTIVĂ PENTRU ADAPTAREA PROFESIONALĂ A CADRELOR DIDACTICE DEBUTANTE
EDUCATIONAL PARTNERSHIP - EVOLUTIONARY COMPONENT FOR THE PROFESSIONAL ADAPTATION OF BEGINNER TEACHERS

Author(s): Mariana Goraş
Subject(s): Social Sciences, Education, Communication studies, Theory of Communication, Vocational Education, Adult Education
Published by: Biblioteca Ştiinţifică a Universităţii de Stat Alecu Russo
Keywords: nal partnership; professioneducatioal adaptation; training; beginner teachers;
Summary/Abstract: Starting from the fact that our subsistence environment, society and socio-professional environment represent a system in which all subsystems (economic, cultural, educational, etc.) intercorrelates and condition each other, we mention that the situation at macro level influences the way of professionals adapt beginner teachers. However, it is already recognized that a thoughtful career design process, which takes into account the needs of the state in the workforce, as well as the trends of a person's self-realization through career, reduces the risk of non-integration in the socio-economic context and competition professional activity and the lack of qualified staff in the strategic areas of the national economy. In the conditions of the development of the modern school, the role of the educational partnership increases considerably. The stake in the efficiency of education lies in the internal collaboration, as well as the external one, as decisive educational factors. Teachers, especially at the beginning of their careers, need support not only from state institutions, but also from society as a whole. Obviously, any aspect of the educational process requires both involvement and external influence, so it is necessary to modernize career design strategies, which have the mission to promote a clearer understanding of the conditions for choosing the career path, especially for staff early career that requires assistance and mentoring in the development of professional identity. Ensuring the functional context for the professional development of novice teachers means, in large part, ensuring equal opportunities for individual development and professional adaptation

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