Abstract:

This article presents the results of several recent investigative steps, regarding the identification of the existing problems in certain undergraduate schools from Sibiu county. Its main purpose it to create a system of efficient educational strategies in order to improve the previuously mentioned issues. Both educational and socioeconomic contexts have been studied, with the main focus on the features of the human resources included in the research and have resulted in several solvings. Continuous teacher training represents one of the most efficient ways of educational interventions when it comes to solving undergraduate school problems. The training programmes are created in such a manner that, both theoretical and practical elements merge together in order to allow each and one of the participants to gain awareness of the benefits of the programme.
Having the improvement of the educational system services, as well as the lifelong learning training of the teachers in mind, we decided to conduct several research activities that should lead to a better understanding of various educational establishments from Sibiu county. Therefore, 8 secondary schools have undergone the process: Inclusive Education Center of Sibiu, Inclusive Education Center of Turnu Roşu, Inclusive Education Center of Dumbrăveni, Brădeni secondary school, Iacobeni highschool, Biertan secondary school, Dumbrăveni highschool and Inclusive Education Center of Mediaş.
The pieces of information obtained have been merged with studies regarding schooling and educational environment at a local level, showing the difficulties encountered by students on a daily basis and the need of urgent improvement of the educational process, which should lead to an inclustive type of schooling.
According to the data provided in the preliminary needs analysis, a very low percentage of teachers working for the 8 educational establishments have undergone trainings. The low percentage of teachers who participate in training programs in the targeted schools, in conjunction with the students’ low interest, lack of motivation and lack of involvement, leads to very poor educational results.
Given the data presented, it has been established that there is a need to improve the skills of teachers and support staff, in order to provide quality educational services for students with high-risk education, in the 8 schools presented.
Involving the teachers of these schools in training programs, will ensure the future implementation of the educational-instructional process, from the point of view of European and global trends about the paradigm of inclusive education. Projecting, organizing and implementing the training programmes will be attained by respecting the specific types of adult teaching frameworks. Adult learning implies a continuous cyclical process, formed out of four stages: the learning process starts with an actual experience, which is accomplished in the experimenting stage. Next comes the observing and mirroring stage, in which the participant reflects on the experienced activity and collects data. Then, the third stage focuses on the theoretical and conceptual aspects, when the participants generalize their own understanding. Last, but not the least, the fourth stage focuses on testing and applying the newly created theories on fresh contexts. Altoghether, these four stages play an important role in the realisation of the educational process.

Keywords:

Secondary education, teacher learning, teacher development, training programs.