EVALUATIVE MODEL FOR CERTIFYING THE COMPETENCES FOR THE TEACHING PROFESSION

Abstract

The main purpose of the study consists in highlighting the valences and limitations of the evaluative model centred on the teaching portfolio used to certify the initial training of prospective teachers. From a theoretical perspective, the study provides an overview of the research conducted in the American and European space regarding the use of the portfolio in university, especially in the initial and continuous training of teachers. The applicative research aimed at two main objectives: a) highlighting the correlation between the performances obtained by the students during the initial training programme from the Teacher Training Department and the performances obtained in the competence certification exam (the teaching portfolio); b) identifying relevant differences between the marks obtained by the graduates of the 1st level of studies (bachelor’s degree) and the graduates of the 2nd level of studies (thoroughness) in the exam for certifying their competences based on the didactic portfolio. The results obtained confirm the hypotheses of the research and validate the role of the evaluation portfolio in certifying the graduates’ professional competences.