The present study discusses the premisses of Life Long Learning in the context of the Initial Teacher Education in Romania. The inefficiency of the structural reforms in the past 25 years draw to the conclusion that the human resources, namely the teachers, are the key to their implementation, and the way these approach ongoing changes in teaching nowadays depends on the individual capacities to adapt new pedagogical theories to the school’s current realities and to the particular contexts in which teachers work.
Initial Teacher Education Programmes work with students having different social backgrounds, various formal education, personal history or motivation for the teaching career. The time allocated to their theoretical and practical training is not enough to form a professional attitude towards continuous learning and development, so important for their teaching career. Despite the intensive training, the European standard quality for teacher education, the professional development is done differently according to individual capacities to aquire, understand and integrate in their teaching the new educational theories and content.
In this context, the present study aims to create a system of approaching new teaching ideas and concepts as a working instrument during teacher education programmes that can offer learning independence and a continuous personal and professional development. The instrument used is the SPIN model, a means of investigating human needs generating in psychology and largely used in business, a systematic approach of reflexive processes that aims at facile adoptation and efficient implementation of new practices during formation, through the development of critical and creative thinking. The participants to the study are undergraduate students at the University of Bucharest, preparing for the Pedagogy of Primary and Pre-school Education.
DR. CAMELIA RĂDULESCU is a lecturer at the Faculty of Psychology and Educational Sciences, The Department of Teacher Education. She specialised in teaching methods in ESL at the University of Warwick and the evaluation of educational programmes at the University of Nottingham. Her research interest lies with reflective processes in adult learning and teaching within ITE.
Camelia teaches courses of English for psychology and educational sciences, Communication within the teaching profession, Sociology of education and Pedagogical practice. She has been a trainer for several educational programmes such as Early Change, Key competences through virtual games at preschool level, The interdisciplinary organisation of learning offers for key competences of primary school pupils, Supporting children for a good school start. Camelia was awarded postgraduate grants and scholarships for reserch by the National Office for Studies Abroad, The University of Bucharest and The Research Center of the University of Bucharest (ICUB). She is the author of Issues of Professional Development Based on Reflective Processes in Initial Teacher Education in Romania, for specialists in ITE and student teachers, as well as of numerous research articles published in specialised journals.