Abstract:

In this paper we present some elements of the approach to the literacy in romanian schools programs for the future teachers. Preparation for a teaching career involves the assimilation of a volume of theoretical knowledge in the specialist and psycho-pedagogical field in conjunction with the training and development of psycho-pedagogical skills, which is achieved mainly through pedagogical practice of understanding reading and writing process. The pedagogical practice placement involves a set of activities of observation, analysis, and lesson support, all under the guidance of a pedagogical practice mentor. The research method used was a survey, with the questionnaire instrument used to interview students from Lucian Blaga University of Sibiu from Preschool and Primary Pedagogy specialization, who act as a future teachers. The role of the writing strategies in the relationship with the beginning teacher should be approached, in a broad sense, from at least three perspectives: before, during and after writing some texts completed by reflections of designing and carrying out personalized, induction programs for beginning teachers; the perspective of initiating the beginner in the interactive design of teaching activities, with the aim of training his/her skills and professional development. Literacy is the most important thing in a relation with reading text. It is mandatory to localize the asked information in text, to understand the ideas coherence and also the reflection, the ability of being critical. The training and strengthening of skills can be achieved through a good psycho-pedagogical knowledge of the learner (knowledge of psycho-behavioral traits, personality traits, socio-cultural identity, defined by family context, ethnic and religious community, material conditions, cultural climate of the family, level of education, BRIO platform etc.).

Keywords:

Literacy, pedagogical practice, initial training, mentoring.