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From a theoretical perspective, this study synthetically presents the main paradigms/models for future teachers' training, which have been globally developed throughout the past decades, as well as the current teacher training model in Romania. On these grounds, the applicative ascertaining research that we have conducted had in view two main objectives: 1. The analysis of the performances obtained by future teachers during their initial training programme (at TTD, the Department of Teacher Training) and at certification exams; 2. The efficiency measurement for this programme accounts for a direct relation between the graduates' results and the didactic profession standards. The research findings confirm the research hypotheses and point at the performances obtained by subjects throughout their initial training program for the didactic profession, as well as during their certification exam. There is a significant positive correlation between the TTD graduation general average grade and the average grade obtained by students at the certification exam, based on their portfolio assessment. The correlation indices between the diverse variables taken into account reveal significant differences between the students' performances on the certification exam depending on the gender variable. There are also notable specialization-dependent variations in the general average grades obtained by students along the initial training program, as well as major differences (in 9 out of the 10 comparisons made) from one specialization to another, between the average grades obtained at the portfolio-based certification exam, in which the students in Letters obtained the best results. [ABSTRACT FROM AUTHOR]

Assuring the quality of the initial and continuous training programs for teaching stuff implies a constant effort for thoroughgoing studying of the theories, researches and models that have been developed at a global level, and also conceiving certain programs of suitable politics within this domain. Starting with the 80s, among the most popular paradigms of the reflexive practitioner was the one elaborated by Schön. The most important consequences of developing and spreading the paradigm are: transposing it to the educational politics and substantiating the initial training programs on professional standards which correspond to the general competences; rethinking the initial training programs and directing them towards practice and competences of educators; integrating standards during the teachers certification exams; providing an adequate methodology in order to solve many problems that present education confronts with. [ABSTRACT FROM AUTHOR]