<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Migena   Alimehmeti</style></author><author><style face="normal" font="default" size="100%">Leonard   Danglli</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CRITERIA RELATED TO PROCESSES OF TEACHERS’ SUCCESSFUL PROFESSIONAL DEVELOPMENT AND QUALIFICATION IMPROVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">long term process</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">self-evaluation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419346167.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">51</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It is necessary for teachers to develop professionally and deal with problem situations. However, that will be done by changing the teaching models, in close cooperation and support by the institutions which are completely specialized in terms of inclusion. In this conceptual context, reforms in the field of teacher professional development in different countries, including Albania, are being implemented. To make this concept as clear as possible, this study makes use of various theoretical sources, such as theoretical attitudes by numerous scholars, conclusions and field studies carried out by different international entities in the field of education, including various publications by EU. To provide an accurate picture of the situation in Albania with regard to this issue, this study refers to data extracted from the regulations of the Albanian Ministry of Education, data from annual reports of the institutions on educational development, as well as data from questionnaires with teachers of different levels and seniority.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-17</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Valentin Cosmin  Blândul</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">APPLICATIONS OF INTERACTIVE DIDACTIC EVALUATION IN PRE–ACADEMIC LEARNING SYSTEM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">didactic interactive evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">educational system</style></keyword><keyword><style  face="normal" font="default" size="100%">self-evaluation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399914030.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The interactive didactic assessment (self-assessment / inter-assessment) is an extremely actual issue in which many teachers and specialists in education are interested. The interactive didactic assessment is defined as being that kind of control and examination activity in which the pupil/student has the possibility to appreciate both his/her knowledge and the knowledge of his colleagues, while the teacher’s intervention is more like a prompt and systematic support given to the students in order to impose a formative character to the process. The most important strategies, which can be used in the didactic assessment, are: self-grading, self-correction, the method of the objective appreciation of the personality, and so on.
The hypothesis of this research is that the use of some interactive strategies of the above mentioned types in the process of didactic assessment would lead to an obvious improvement /optimization of both school and personal performance of students. The lot of students belong to the secondary schools and high-schools from Bihor county and the work technique consisted of the three basic stages of the traditional experiment: the pre-testing ( didactic tests were given to the experimental and control lots), the experimental intervention (some strategies of self-assessment/ inter-assessment are used for the experimental lot) and the post-test stage (a new didactic test is given to both lots). The results obtained in this experiment show that the classes in which the interactive didactic assessment was used, the students’ grades at the disciplines included in this experiment significantly improved, fact that confirms the general hypothesis.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">10-15</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Darinka  Sikosek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENT SELF-EVALUATION OF CO-LECTURE ACTIVITIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">self-evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">student autonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">students-colecturers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393669019.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article argues a greater stress to student-centered, active-learning approaches in teacher education beginning already in lectures by the subjects of DCEM methodological module. Our approach in increasing lecture's activity of students is involving them as teacher's co-lecturers. In order to monitor the efficiency and quality improvement of their outcomes-teacher's activities, we make use of the students'-co-lecturers, as well as students-listeners feedback, which continuously takes place at the end of a program of specific curricular units. Students self – reflections are confronted with techer's trainer noticings. Some significant findings are interpreted in compliance with teacher competences. CO-lecture's activities are valued regarding to optional AADIDG didactic pinciples. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">116-122</style></section></record></records></xml>