Letitia Muntean Trif - Academia.edu (original) (raw)

Papers by Letitia Muntean Trif


Journal Plus Education, Apr 30, 2015

Knowing what the mandatory competencies that the teacher must hold in all areas presented in the ... more Knowing what the mandatory competencies that the teacher must hold in all areas presented in the standards, they will be able to reflect on their pedagogical training, both theoretical and practical, and will be able to assess his job performance. Each field of expertise is as important and in close cross-correlation and interdependence with the others. Following their self-assessment, the teacher can make a professional development plan and seek formal or informal ways enrichment and improvement of their skills. Reflection on their own practice and the obtained results represent an important milestone in professional development. Adapting to new contexts, new change is fundamental for the educator. Professional standards offer support to teachers in this process of reflection and adaptation.Professional standards for teachers are an important milestone in the assessment and self-assessment of teachers. Each teacher assesses the acquirement of competencies according to the indicators proposed by the national professional standards. Following this evaluation the teacher may assess critically and reflexively which are the areas of competencies where better training is required, being able to conceive, along with other teachers, institutional plans for professional development which would come with ways to improve educators (exchanges, methodical work in methodical committees, training courses with specific themes etc.) aimed at improving the competencies in those areas where they registered lesser preparation. The research targets the standard of professional development containing the following professional skills: consultation of specialized materials; participation in continuous education courses; reflection on their work to improve outcomes; teamwork with teachers and other professionals in order to improve teaching activity.

The article presents the results of a study conducted within the project "Professionalization of ... more The article presents the results of a study conducted within the project "Professionalization of teaching career-PROF" (POCU / 904/6/25/146587), focused on leadership and the application of quality management principles in teaching career mentorship. The study aimed at pinpointing the opinions of mentor teachers who had participated in the study, trainees in the Prof II programme, regarding the application of leadership model in mentorship and the principles of quality management in mentorship, in order to increase the quality of teaching practice for future teachers. The conclusions of the article highlighted specific methods utilised by mentor teachers in the application of quality management principles in their mentoring activities such as the focus on the future teacher, leadership in mentorship, result-oriented quality mentorship, process-based approach, approach of management as a system, learning, innovation and continuous quality improvement, fact-based approach in decision-making process, involvement of future teachers in the process of their own professional training. Leadership and quality principles applied in the management of mentoring activities contribute significantly to the development of the skills mentor teachers need to acquire and to providing higher quality in teaching practice programmes.

Annales Universitatis Apulensis. Series Philologica, 2012

Annales Universitatis Apulensis. Series Philologica, 2013

EDULEARN11 Proceedings, 2011

Annales Universitatis Apulensis. Series Philologica, 2011

In the present context of Romanian education, the curricular reform being in full deployment, mor... more In the present context of Romanian education, the curricular reform being in full deployment, more and more often is brought up the issue of : authentic, in-depth creative-innovative, participative learning, with forward-looking with and prospective character; the formation and development of operating knowledge and skills applicable in ecological training situations; the emphasis on education (without ignoring training) - the development of social-relating skills, effective learning, etc., an education that would be based on the four pillars: learning to know; learning to do; learning to be; learning to live with others. At the same time, access to information is extremely easy, as a result it is necessary to impart to students effective strategies for planning, monitoring and effective selection of information required for solving various tasks: school, social or professional related, they can be placed in, formally, informally or casually. Thus, teaching students to learn (information and learning management) is becoming a major goal for contemporary education. These premises have led to the implementation of a continuous training program for teachers of gymnasium during September-December of the school year 2015-2016 for disciplines within the curricular area "Mathematics and sciences". Specific objectives proposed were: the creation of a suitable meta-cognitive climate at the class level; "online" focus on strategies of planning, monitoring, evaluation of cognitive approach in the process of teaching-learning-problem-solving through verbalization (prompting) of meta-cognitive actions, self-questioning, aspects related to planning, monitoring, evaluation, at the level of the internal language (usage by the teacher of the thinking aloud protocol); emphasis on the relationship between meta-cognitive steps and efficiency of learning and resolving problems. And the resources involved: human resources: teachers involved; methodological and procedural resources - online tests and questionnaires applied through open-source platform "Limesurvey"; material resources - computer labs; time resources (45 hours).

Procedia - Social and Behavioral Sciences, Apr 1, 2013

Open access under CC BY-NC-ND license. Open access under CC BY-NC-ND license.

EDULEARN11 Proceedings, 2011

Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes Recht auf N... more Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch bestimmt. Die Nutzung stellt keine Übertragung des Eigentumsrechts an diesem Dokument dar und gilt vorbehaltlich der folgenden Einschränkungen: Auf sämtlichen Kopien dieses Dokuments müssen alle Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen Schutz beibehalten werden. Sie dürfen dieses Dokument nicht in irgendeiner Weise abändern, noch dürfen Sie dieses Dokument für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, aufführen, vertreiben oder anderweitig nutzen. We grant a non-exclusive, non-transferable, individual and limited right to using this document. This document is solely intended for your personal, non-commercial use. Use of this document does not include any transfer of property rights and it is conditional to the following limitations: All of the copies of this documents must retain all copyright information and other information regarding legal protection. You are not allowed to alter this document in any way, to copy it for public or commercial purposes, to exhibit the document in public, to perform, distribute or otherwise use the document in public. Mit der Verwendung dieses Dokuments erkennen Sie die Nutzungsbedingungen an. By using this particular document, you accept the above-stated conditions of use.


Journal Plus Education, Apr 30, 2015

Knowing what the mandatory competencies that the teacher must hold in all areas presented in the ... more Knowing what the mandatory competencies that the teacher must hold in all areas presented in the standards, they will be able to reflect on their pedagogical training, both theoretical and practical, and will be able to assess his job performance. Each field of expertise is as important and in close cross-correlation and interdependence with the others. Following their self-assessment, the teacher can make a professional development plan and seek formal or informal ways enrichment and improvement of their skills. Reflection on their own practice and the obtained results represent an important milestone in professional development. Adapting to new contexts, new change is fundamental for the educator. Professional standards offer support to teachers in this process of reflection and adaptation.Professional standards for teachers are an important milestone in the assessment and self-assessment of teachers. Each teacher assesses the acquirement of competencies according to the indicators proposed by the national professional standards. Following this evaluation the teacher may assess critically and reflexively which are the areas of competencies where better training is required, being able to conceive, along with other teachers, institutional plans for professional development which would come with ways to improve educators (exchanges, methodical work in methodical committees, training courses with specific themes etc.) aimed at improving the competencies in those areas where they registered lesser preparation. The research targets the standard of professional development containing the following professional skills: consultation of specialized materials; participation in continuous education courses; reflection on their work to improve outcomes; teamwork with teachers and other professionals in order to improve teaching activity.

The article presents the results of a study conducted within the project "Professionalization of ... more The article presents the results of a study conducted within the project "Professionalization of teaching career-PROF" (POCU / 904/6/25/146587), focused on leadership and the application of quality management principles in teaching career mentorship. The study aimed at pinpointing the opinions of mentor teachers who had participated in the study, trainees in the Prof II programme, regarding the application of leadership model in mentorship and the principles of quality management in mentorship, in order to increase the quality of teaching practice for future teachers. The conclusions of the article highlighted specific methods utilised by mentor teachers in the application of quality management principles in their mentoring activities such as the focus on the future teacher, leadership in mentorship, result-oriented quality mentorship, process-based approach, approach of management as a system, learning, innovation and continuous quality improvement, fact-based approach in decision-making process, involvement of future teachers in the process of their own professional training. Leadership and quality principles applied in the management of mentoring activities contribute significantly to the development of the skills mentor teachers need to acquire and to providing higher quality in teaching practice programmes.

Annales Universitatis Apulensis. Series Philologica, 2012

Annales Universitatis Apulensis. Series Philologica, 2013

EDULEARN11 Proceedings, 2011

Annales Universitatis Apulensis. Series Philologica, 2011

In the present context of Romanian education, the curricular reform being in full deployment, mor... more In the present context of Romanian education, the curricular reform being in full deployment, more and more often is brought up the issue of : authentic, in-depth creative-innovative, participative learning, with forward-looking with and prospective character; the formation and development of operating knowledge and skills applicable in ecological training situations; the emphasis on education (without ignoring training) - the development of social-relating skills, effective learning, etc., an education that would be based on the four pillars: learning to know; learning to do; learning to be; learning to live with others. At the same time, access to information is extremely easy, as a result it is necessary to impart to students effective strategies for planning, monitoring and effective selection of information required for solving various tasks: school, social or professional related, they can be placed in, formally, informally or casually. Thus, teaching students to learn (information and learning management) is becoming a major goal for contemporary education. These premises have led to the implementation of a continuous training program for teachers of gymnasium during September-December of the school year 2015-2016 for disciplines within the curricular area "Mathematics and sciences". Specific objectives proposed were: the creation of a suitable meta-cognitive climate at the class level; "online" focus on strategies of planning, monitoring, evaluation of cognitive approach in the process of teaching-learning-problem-solving through verbalization (prompting) of meta-cognitive actions, self-questioning, aspects related to planning, monitoring, evaluation, at the level of the internal language (usage by the teacher of the thinking aloud protocol); emphasis on the relationship between meta-cognitive steps and efficiency of learning and resolving problems. And the resources involved: human resources: teachers involved; methodological and procedural resources - online tests and questionnaires applied through open-source platform "Limesurvey"; material resources - computer labs; time resources (45 hours).

Procedia - Social and Behavioral Sciences, Apr 1, 2013

Open access under CC BY-NC-ND license. Open access under CC BY-NC-ND license.

Developments in the domain of training design reflects both behavioral principles in the manageme... more Developments in the domain of training design reflects both behavioral principles in the management of student's behavior in the classroom and how training is designed and conducted and the principles of cognitive psychology, particularly by information processing theories. Like behaviorists, researchers and practitioners of designing training models consider that a range of behaviors can be observed, measured, planned and evaluated in a fair and valid manner. Some authors distinguish between a design model of training, whose role is to build an environment to provide conditions that support student learning processes required and model instructional systems designs that have a much broader scope. The second covers five phases: analysis, design, development / implementation, implementation and evaluation, while the first only covers the stages of analysis and design, focusing on analysis skills or knowledge to be formed to be purchased and then on converting the analyses in a training strategy (Sortrakul and Denphaisarn, 2009). Thus, the systems combine training instructional practices, research and theory into a methodology that promotes systematic learning (input produces output then becomes input) and systemic (there is a symbiotic relationship between the elements). The purpose of these systems is to create successful learning experiences and facilitate the transfer of learning (Zimnas, Kleftouris and Valkanos, 2009). Depending on the type of training that we produce, these models can be (Gustafson and Branch, 1997): those used in the classroom, where the learning activities and resources are selected by the teacher - depending on the philosophy that underpins the teaching activity, the student primarily acquires information from the teaching procedure, than those that consist of a training product for a specific context (useful in developing multimedia materials), focusing on pilot testing and review - in order to place the product in appropriate learning environment, which are widely used systems, designed and developed to a whole curricular experiences (courses or distance education programs). As an outcome of the work of a team, the instructional design must be learner -centered and on the performance the latter needs to achieve, and it is necessary to have well defined and consistent objectives according to the experience to which it addresses, the formulation of objectives should also reflect the environment where the student is expected to apply knowledge and skills acquired, and the results can be measured with available instruments (Gustafson and Branch, 1997, 2002 ). By knowing how the interaction between the elements of educational situations and a systematic and rigorous approach, this can increase the efficiency and effectiveness of training (Gustafson and Branch, 1997, 2002 ). Gagn? (1984 , as cited in Chen, 2007) states that a well-designed training stimulates cognitive structures during learning and it increases the success of learning.

The European Proceedings of Social and Behavioural Sciences, 2017

This is an Open Access article distributed under the terms of the Creative Commons Attribution-No... more This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.


Journal Plus Education, Apr 30, 2015

Knowing what the mandatory competencies that the teacher must hold in all areas presented in the ... more Knowing what the mandatory competencies that the teacher must hold in all areas presented in the standards, they will be able to reflect on their pedagogical training, both theoretical and practical, and will be able to assess his job performance. Each field of expertise is as important and in close cross-correlation and interdependence with the others. Following their self-assessment, the teacher can make a professional development plan and seek formal or informal ways enrichment and improvement of their skills. Reflection on their own practice and the obtained results represent an important milestone in professional development. Adapting to new contexts, new change is fundamental for the educator. Professional standards offer support to teachers in this process of reflection and adaptation.Professional standards for teachers are an important milestone in the assessment and self-assessment of teachers. Each teacher assesses the acquirement of competencies according to the indicators proposed by the national professional standards. Following this evaluation the teacher may assess critically and reflexively which are the areas of competencies where better training is required, being able to conceive, along with other teachers, institutional plans for professional development which would come with ways to improve educators (exchanges, methodical work in methodical committees, training courses with specific themes etc.) aimed at improving the competencies in those areas where they registered lesser preparation. The research targets the standard of professional development containing the following professional skills: consultation of specialized materials; participation in continuous education courses; reflection on their work to improve outcomes; teamwork with teachers and other professionals in order to improve teaching activity.

The article presents the results of a study conducted within the project "Professionalization of ... more The article presents the results of a study conducted within the project "Professionalization of teaching career-PROF" (POCU / 904/6/25/146587), focused on leadership and the application of quality management principles in teaching career mentorship. The study aimed at pinpointing the opinions of mentor teachers who had participated in the study, trainees in the Prof II programme, regarding the application of leadership model in mentorship and the principles of quality management in mentorship, in order to increase the quality of teaching practice for future teachers. The conclusions of the article highlighted specific methods utilised by mentor teachers in the application of quality management principles in their mentoring activities such as the focus on the future teacher, leadership in mentorship, result-oriented quality mentorship, process-based approach, approach of management as a system, learning, innovation and continuous quality improvement, fact-based approach in decision-making process, involvement of future teachers in the process of their own professional training. Leadership and quality principles applied in the management of mentoring activities contribute significantly to the development of the skills mentor teachers need to acquire and to providing higher quality in teaching practice programmes.

Annales Universitatis Apulensis. Series Philologica, 2012

Annales Universitatis Apulensis. Series Philologica, 2013

EDULEARN11 Proceedings, 2011

Annales Universitatis Apulensis. Series Philologica, 2011

In the present context of Romanian education, the curricular reform being in full deployment, mor... more In the present context of Romanian education, the curricular reform being in full deployment, more and more often is brought up the issue of : authentic, in-depth creative-innovative, participative learning, with forward-looking with and prospective character; the formation and development of operating knowledge and skills applicable in ecological training situations; the emphasis on education (without ignoring training) - the development of social-relating skills, effective learning, etc., an education that would be based on the four pillars: learning to know; learning to do; learning to be; learning to live with others. At the same time, access to information is extremely easy, as a result it is necessary to impart to students effective strategies for planning, monitoring and effective selection of information required for solving various tasks: school, social or professional related, they can be placed in, formally, informally or casually. Thus, teaching students to learn (information and learning management) is becoming a major goal for contemporary education. These premises have led to the implementation of a continuous training program for teachers of gymnasium during September-December of the school year 2015-2016 for disciplines within the curricular area "Mathematics and sciences". Specific objectives proposed were: the creation of a suitable meta-cognitive climate at the class level; "online" focus on strategies of planning, monitoring, evaluation of cognitive approach in the process of teaching-learning-problem-solving through verbalization (prompting) of meta-cognitive actions, self-questioning, aspects related to planning, monitoring, evaluation, at the level of the internal language (usage by the teacher of the thinking aloud protocol); emphasis on the relationship between meta-cognitive steps and efficiency of learning and resolving problems. And the resources involved: human resources: teachers involved; methodological and procedural resources - online tests and questionnaires applied through open-source platform "Limesurvey"; material resources - computer labs; time resources (45 hours).

Procedia - Social and Behavioral Sciences, Apr 1, 2013

Open access under CC BY-NC-ND license. Open access under CC BY-NC-ND license.

EDULEARN11 Proceedings, 2011

Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes Recht auf N... more Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch bestimmt. Die Nutzung stellt keine Übertragung des Eigentumsrechts an diesem Dokument dar und gilt vorbehaltlich der folgenden Einschränkungen: Auf sämtlichen Kopien dieses Dokuments müssen alle Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen Schutz beibehalten werden. Sie dürfen dieses Dokument nicht in irgendeiner Weise abändern, noch dürfen Sie dieses Dokument für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, aufführen, vertreiben oder anderweitig nutzen. We grant a non-exclusive, non-transferable, individual and limited right to using this document. This document is solely intended for your personal, non-commercial use. Use of this document does not include any transfer of property rights and it is conditional to the following limitations: All of the copies of this documents must retain all copyright information and other information regarding legal protection. You are not allowed to alter this document in any way, to copy it for public or commercial purposes, to exhibit the document in public, to perform, distribute or otherwise use the document in public. Mit der Verwendung dieses Dokuments erkennen Sie die Nutzungsbedingungen an. By using this particular document, you accept the above-stated conditions of use.


Journal Plus Education, Apr 30, 2015

Knowing what the mandatory competencies that the teacher must hold in all areas presented in the ... more Knowing what the mandatory competencies that the teacher must hold in all areas presented in the standards, they will be able to reflect on their pedagogical training, both theoretical and practical, and will be able to assess his job performance. Each field of expertise is as important and in close cross-correlation and interdependence with the others. Following their self-assessment, the teacher can make a professional development plan and seek formal or informal ways enrichment and improvement of their skills. Reflection on their own practice and the obtained results represent an important milestone in professional development. Adapting to new contexts, new change is fundamental for the educator. Professional standards offer support to teachers in this process of reflection and adaptation.Professional standards for teachers are an important milestone in the assessment and self-assessment of teachers. Each teacher assesses the acquirement of competencies according to the indicators proposed by the national professional standards. Following this evaluation the teacher may assess critically and reflexively which are the areas of competencies where better training is required, being able to conceive, along with other teachers, institutional plans for professional development which would come with ways to improve educators (exchanges, methodical work in methodical committees, training courses with specific themes etc.) aimed at improving the competencies in those areas where they registered lesser preparation. The research targets the standard of professional development containing the following professional skills: consultation of specialized materials; participation in continuous education courses; reflection on their work to improve outcomes; teamwork with teachers and other professionals in order to improve teaching activity.

The article presents the results of a study conducted within the project "Professionalization of ... more The article presents the results of a study conducted within the project "Professionalization of teaching career-PROF" (POCU / 904/6/25/146587), focused on leadership and the application of quality management principles in teaching career mentorship. The study aimed at pinpointing the opinions of mentor teachers who had participated in the study, trainees in the Prof II programme, regarding the application of leadership model in mentorship and the principles of quality management in mentorship, in order to increase the quality of teaching practice for future teachers. The conclusions of the article highlighted specific methods utilised by mentor teachers in the application of quality management principles in their mentoring activities such as the focus on the future teacher, leadership in mentorship, result-oriented quality mentorship, process-based approach, approach of management as a system, learning, innovation and continuous quality improvement, fact-based approach in decision-making process, involvement of future teachers in the process of their own professional training. Leadership and quality principles applied in the management of mentoring activities contribute significantly to the development of the skills mentor teachers need to acquire and to providing higher quality in teaching practice programmes.

Annales Universitatis Apulensis. Series Philologica, 2012

Annales Universitatis Apulensis. Series Philologica, 2013

EDULEARN11 Proceedings, 2011

Annales Universitatis Apulensis. Series Philologica, 2011

In the present context of Romanian education, the curricular reform being in full deployment, mor... more In the present context of Romanian education, the curricular reform being in full deployment, more and more often is brought up the issue of : authentic, in-depth creative-innovative, participative learning, with forward-looking with and prospective character; the formation and development of operating knowledge and skills applicable in ecological training situations; the emphasis on education (without ignoring training) - the development of social-relating skills, effective learning, etc., an education that would be based on the four pillars: learning to know; learning to do; learning to be; learning to live with others. At the same time, access to information is extremely easy, as a result it is necessary to impart to students effective strategies for planning, monitoring and effective selection of information required for solving various tasks: school, social or professional related, they can be placed in, formally, informally or casually. Thus, teaching students to learn (information and learning management) is becoming a major goal for contemporary education. These premises have led to the implementation of a continuous training program for teachers of gymnasium during September-December of the school year 2015-2016 for disciplines within the curricular area "Mathematics and sciences". Specific objectives proposed were: the creation of a suitable meta-cognitive climate at the class level; "online" focus on strategies of planning, monitoring, evaluation of cognitive approach in the process of teaching-learning-problem-solving through verbalization (prompting) of meta-cognitive actions, self-questioning, aspects related to planning, monitoring, evaluation, at the level of the internal language (usage by the teacher of the thinking aloud protocol); emphasis on the relationship between meta-cognitive steps and efficiency of learning and resolving problems. And the resources involved: human resources: teachers involved; methodological and procedural resources - online tests and questionnaires applied through open-source platform "Limesurvey"; material resources - computer labs; time resources (45 hours).

Procedia - Social and Behavioral Sciences, Apr 1, 2013

Open access under CC BY-NC-ND license. Open access under CC BY-NC-ND license.

Developments in the domain of training design reflects both behavioral principles in the manageme... more Developments in the domain of training design reflects both behavioral principles in the management of student's behavior in the classroom and how training is designed and conducted and the principles of cognitive psychology, particularly by information processing theories. Like behaviorists, researchers and practitioners of designing training models consider that a range of behaviors can be observed, measured, planned and evaluated in a fair and valid manner. Some authors distinguish between a design model of training, whose role is to build an environment to provide conditions that support student learning processes required and model instructional systems designs that have a much broader scope. The second covers five phases: analysis, design, development / implementation, implementation and evaluation, while the first only covers the stages of analysis and design, focusing on analysis skills or knowledge to be formed to be purchased and then on converting the analyses in a training strategy (Sortrakul and Denphaisarn, 2009). Thus, the systems combine training instructional practices, research and theory into a methodology that promotes systematic learning (input produces output then becomes input) and systemic (there is a symbiotic relationship between the elements). The purpose of these systems is to create successful learning experiences and facilitate the transfer of learning (Zimnas, Kleftouris and Valkanos, 2009). Depending on the type of training that we produce, these models can be (Gustafson and Branch, 1997): those used in the classroom, where the learning activities and resources are selected by the teacher - depending on the philosophy that underpins the teaching activity, the student primarily acquires information from the teaching procedure, than those that consist of a training product for a specific context (useful in developing multimedia materials), focusing on pilot testing and review - in order to place the product in appropriate learning environment, which are widely used systems, designed and developed to a whole curricular experiences (courses or distance education programs). As an outcome of the work of a team, the instructional design must be learner -centered and on the performance the latter needs to achieve, and it is necessary to have well defined and consistent objectives according to the experience to which it addresses, the formulation of objectives should also reflect the environment where the student is expected to apply knowledge and skills acquired, and the results can be measured with available instruments (Gustafson and Branch, 1997, 2002 ). By knowing how the interaction between the elements of educational situations and a systematic and rigorous approach, this can increase the efficiency and effectiveness of training (Gustafson and Branch, 1997, 2002 ). Gagn? (1984 , as cited in Chen, 2007) states that a well-designed training stimulates cognitive structures during learning and it increases the success of learning.

The European Proceedings of Social and Behavioural Sciences, 2017

This is an Open Access article distributed under the terms of the Creative Commons Attribution-No... more This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.