| Abstrakt: |
Teaching practice represented a fundamental discipline of the pre-service teacher training curriculum both before and after the implementation of the Bologna process in Romanian higher education. The data presented in this paper were collected in an extensive research referring to the implications of the Bologna Process on pre-service teacher training in the opinion of all the actors involved in this process (university teachers, students, secondary and high school teachers). In the present paper, we will approach teaching practice as a key factor of pre-service teacher training and we will analyze it as strength, but also as weakness, as quality benchmark, but also as improvable aspect of pre-service teacher training. At the end of our paper we will advance several proposals meant to improve the quality of actual/future teaching practice. [ABSTRACT FROM AUTHOR] |
