Abstract:
The paper is a projection of older concerns of the authors on initial and long life training of teachers in secondary
education. The application of the new law on education (2011) implies major changes for initial and long life training of
the teaching staff. In this context, the paper is a summary of significant experiences related to teacher training (France,
Switzerland, Canada, USA, UK, Belgium, Luxembourg), focusing on the training paradigm of a "reflective teacher".
Reflexivity is approached from different perspectives: as experience process in practical context (Donald Schön, 1983);
as a problem solving process (Capeland, Birmingham, La Cruz, Lewin, 1993, Cruckshand, 1987); as a metacognitive
process of action controlling (Saussez, Paquay, 1996, McAlpine, Weston, Beauchamp, Wiseman, 1999); as a process of
learning (Schön, 1987, Karthagen, 1993, Saussez, Allal). The reflective teacher is essentially an analyst of educational
situations seen in their singularity and a reflective decision-maker. We can mention the development of professional
intelligence to teachers (L. Paquay & al., 1998), aiming at their professional training. Thus, we circumscribe to the
effort to develop metacognitive competence not only at students but also at teachers. Reflecting on these international
experiences in conclusions we make methodological suggestions on initial and long life training of teachers in Romania.
