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CNAA / Theses / 2019 / May /

In-service Teacher Training According to the Teachers’ Professional Development Needs

Author: Butnaru Cristina
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Nelu Vicol
doctor, associate professor (docent), Institute of Education Sciences
Institution: Institute of Education Sciences


The thesis was presented on the 7 May, 2019
Approved by NCAA on the 9 July, 2019


Adobe PDF document0.66 Mb / in romanian


CZU 378.091 (043.2)

Adobe PDF document 3.03 Mb / in romanian
241 pages


lifelong learning, adult education, in-service teacher training, professional development needs, professional development / in-service training programme, distance learning, blended-learning, e-learning platform


The structure of the thesis/PhD: introduction, three chapters, general conclusions and recommendations, bibliography containing 203 titles, 145 basic pages, 11 annexes, 6 figures, 5 images, 10 diagrams, 48 tables. The results have been published in 15 scientific papers.

The field of study refers to general pedagogy and it approaches formal adult education in from a particular perspective – lifelong learning of teachers / in-service teacher training.

The aim of the research consists in to optimize teacher professionalisation by integrating, in the process of continuous training, a psycho-pedagogical model adapted to the knowledge-based society and centered on the individual needs of professional development. The objectives of the research: designing a conceptual theoretical and methodological framework for the implementation of professional development programme in accordance with the psycho-pedagogical norms and with the trends in the evolution of society; identifying the general conditions and individual factors which influence the efficiency of teachers’ professional development process; experimenting an alternative model of teachers professional development and training oriented towards the fulfilment of individual needs; designing a reference pedagogical model for organizing in-service teacher training through blended-learning.

The scientific novelty and originality consist of the conceptual references that help fit the teachers’ professional development conform with the framework of the adult education process, and of the pedagogical analysis of the blended-learning system approached as an alternative solution to capitalize on individual professional development needs.

The scientific issue that has been solved: Fixing the psycho-pedagogical benchmarks and the steps for unfolding training programs in a mixed system, with adaptation to the specific knowledge based society by capitalization social needs and individual professional development, multimedia learning technologies and scientific rules of psycho-pedagogical nature.

The theoretical significance of the research consists in the presenting and argumentating the peculiarities of the process of continuous teacher training in the knowledge society and in analysis of the factors which contribute to an improved efficiency of lifelong learning and in approaching those factors as the keystones / fundamental elements of the blended-learning system.

Practical value of the research is highlighted by the presentation and substantiation of a relevant example model of implementing the blended-learning system, which can be studied – critically and prospectively – by comparison to other models.

The implementation of the scientific results. The proposed research tools and investigative strategy have been used with groups of teachers working in the following secondary schools: “Alexei Mateevici” High school, Şoldăneşti and “Onisifor Ghibu” High school Orhei – Republic of Moldova; Galati Teacher Training Centre, “Virgil Madgearu” Economic High school, “Traian Vuia” Technical High school and “Traian” Technical High school – Galati, Romania.