Abstract:

The nature and quality of forming/ training teachers is an issue of great interest in many countries throughout the world. Teacher’s initial training represents one of the main preoccupations of educational debates focused on finding solutions appropriate for the requirements of contemporary society in close connection with the expectations of the community, of families and students. The goal of our study consists in exploring of the models for curricular innovation of European initial teacher training programs, comparative to the Romanian model. According to current teaching patterns, prospective teachers in the initial training program are prepared to acquire specific pedagogic skills. The strategies come from the later era, and subscribe to curriculum innovation based on the reflexive perspective: deliberation, student participation and context relevance. These diverse approaches are based on a combination of relevant needs of the subject area, the context and the unique requirements of the students and teachers the curriculum is developed for.It is important that the knowledge and attitudes of teachers regarding centrally driven curriculum innovations are taken into account before, during and after the implementation phase. This means that their opinions need to be reported and their voices heard, not only by educational policy makers and curriculum designers, but also by the wider language-teaching community.

Keywords:

Curricular innovation, initial teacher training.