Rolul cadrelor didactice în realizarea procesului de schimbare educaţională

Abstract

The process of educational change has been concerning field practitioners for a very long time now (since the ‘60), but in the Romanian culture, the approach of this process is still reduced. There have been many attempts at defining this change term over the years, for example: change through the concept of renewal, or educational change through the reform of education. However, action, development and progress are of crucial importance to education. The changes in education bring along new ideas, notions, concepts, all of which can be easily assimilated when you take a training course. Ultimately, these training courses contribute to the realizing of refractory educational changes as well as they improve new educational contents. Despite the fact that many teachers are resilient to change, there are also other teachers who are continuously promoting this idea. The latter have to take measures to familiarize the resilient ones with innovation, in order to reduce resilience and facilitate change. However, teachers‘ efforts in determining resilient ones to change and line up to the same objective are increased.