Abstract
Problem Statement: Education is perhaps one of the most important social activities in the life of human beings, for by this man has a number of personal attributes, academic and cultural setting it apart from other individuals.
Purpose of Study: The aim of this study is has shows the importance of continuous training university teaching staff as perceived by them, concerning the field by teaching skills (the development of digital competence in the information society), aimed in the implementation of a multiple choice question taken from the questionnaire administrated to teachers from various universities in Romania and Spain. Finally, we present reflections on the major transformations and challenges of the Knowledge Society, and the main implications of Information and Communication Technology (ICT) on higher education, universities, and specifically on the development teaching professional at this level, both in its profile, functions and roles, as in their training and skills.
Research Methods: This article focus on the preliminary phase including a written administration of a questionnaire to a sample 485 teacher. Hypothesis: if shall draw up a support system, type modular with certain particularities, then there is a higher degree of probability that educational expertise gained to be gratear, more effective as compared to normal practice. The procedure for data collection has consisted in the application written questionnaire sent by post and email. For the analysis and interpretation of data, we used SPSS 17.0.
Findings: The results obtained by analyzing the responses of the subjects included in our sample have showed that both groups of teachers - from Romania an Spain - have the same opinions regarding the importance of the continuous pedagogical training. Our first observation concerns the very high proportion of subjects, from both countries, who have considered the continuous pedagogical training as being very important and necessary (almost 70 % of the Romanian teachers and 80% of the Spanish teachers).
Conclusions: It is necessary to stimulate individual and collective reflection process in solving problematic situations in teaching practice; to create and maintain an environment of collaboration and social interaction; to develop collaborative projects and to relate the training through action research strategies. Continuing training is both a challenge and a necessity for teachers, with a view to increase their professionalism, update and deepen their knowledge through the development of the profession. |
Keywords
Continuous training, lifelong learning, digital competence, university teachers, ICT, professional development. |