The paradigm of "reflexive practitioner" and the standards of professional training of teaching staff

Abstract

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 popula ̀ r 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.