Abstract:
The article presents the professional competences of teachers through different international models. The professional competences of teachers are presented in three dimensions: the general, encyclopedic vision and the traditional conception with the key components: knowledge, result or product, values and attitudes, etc. The analysis carried out is oriented on several models: successful experiential workshops, performant-shaping values, models with international resonance, inspired reconstructions and motives, creative diversity and conquering extensions, original traditions and qualitative emergences, relevant epistemologies, formative innovations. Another essential concept of the professional development of teachers is quality assurance as a premise for quality education, which emphasizes the need for continuous professional training/development of teachers through human resources as the major objective in the educational system. In 2024, the questionnaire for the evaluation of the professional training/improvement program was applied, which targets the professional competences developed in the professional training internships. The questionnaire was applied to 40 programs and referred to psychopedagogical, teaching, managerial, digital, and personal development competences.
