TEACHERS’ EDUCATION IN ROMANIA CASE STUDY: BUCHAREST UNIVERSITY OF ECONOMIC STUDIES IN ROMANIA

Maria Liana Lacatus
Assoc. Prof. Dr., Bucharest University of Economic Studies, Romania, maria.lacatus@dppd.ase.ro

Abstract

The teachers’ education is nowadays a controversial issue in Romania. It is an important subject in the debates in academia and practitioners’ groups and in mass-media too. Teachers’ education is seen in relationship with the quality of education and is considered by representatives of different interests’ groups and decision makers as one of the most effective factors that can positively influenced the quality of education.  This is why alternatives and best practices in the teachers’ education field are re-examined and re-valued. Among these the author includes the experience in the field of teachers’ education gained at the Bucharest University of Economic Studies, with emphasis on education of teachers of economics and business. The Bucharest University of Economic Studies is one of the most important universities in Romania and the most important economic one. It was established in 1913 by Royal Decree and in its’ over 100 years of existence has provided “higher and in-depth knowledge” in the field of economics sciences and prepared generations of economists. In addition to its mission of preparing professionals for economic activity and public administration functions, at Bucharest University of Economic Studies were prepared economics and business teachers who have to contribute to economic education of population. The paper presents the activity and the programs designed at the pedagogical seminar from the Bucharest University of Economic Studies, as it was called, the former Department for teacher education started to function soon after the beginning of the university and the nowadays programs meant to educate teachers of economics and business too. The analysis of data collected in respect with the learning outcomes at the level pre- and in-service teachers of economics and business is used to drive conclusions in respect with the quality of the programs and to identify positive experiences that can be shared in similar academic communities.

Keywords: Teachers’ education, teachers’ education programs, economic education and teachers’ education, in-service teacher training.