The reform of the Romanian system of initial and in-service teacher education is facing similar pressures to those experienced by other European countries' teacher education systems. In particular, the drive towards greater professionalization of teaching careers and university training for teachers. In Romania this process has vacillated between continuity and change, following a path marked by hesitations, recurrences, even temporary renunciation, and important acquisitions. At present, the new institutions that have assumed the role of initial teacher training for primary school and preschool, seem to be evolving irreversibly, in accordance with European institutional practices and structures and with the Bologna Process. The system of in-service training for primary school and preschool has undergone serious reconsideration in recent years. The quality of this process is ensured by a strategy that regulates the existence of a free market for educational services, by the adoption of a transferable credits system, and by the establishment of standards for in-service training programs.
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