Abstract:
The contemporary teacher is apt to possess multiple competencies that are correlated with certain commitments in educational policies, as well as anchored in everyday reality. Each of us, the teaching staff, is both an actor and a director of an educational work that seeks its coherence and completeness. The cantonment in an outdated educational paradigm by those who should ensure the continuous training of teachers could reduce their interest in improvement. The educational landscape must be reconsidered, because among other variables and aspects of professional development, attitudes, beliefs and needs, teachers prioritize training needs for the following areas: organization of the teaching process-assessment of children with special needs, teaching using different digital technologies, management of disciplinary and student conduct problems, as well as teaching in multicultural environments. Teachers are aware that it is not the routine approach of the past that will contribute to reducing the problems they face during the instructional-educational process, but a new approach.
