The work/occupation standard of the profession teacher for pre-school and primary-school is based on a set of competences made up of six professional competences, three transversal competences, level descriptors and minimal performance standards for competence evaluation. This set of competences is useful for each teacher in the process of elaborating personal projects regarding their professional training and self-evaluating personal performance.The purpose of the study is to investigate the role of acquiring transversal competences in forming the competences profile of the educational sciences specialist, who teaches in pre-school and primary-school

The research–teaching nexus in higher education has been strongly discussed and debated, especially when it comes to developing research competence and introducing evidence-based practice into the master’s degree curricula for Educational Sciences and Engineering Sciences. Previous systematic reviews have summarised the manner in which research is taught in higher education, and revealed that there is a lack of cross-disciplinary comparative analysis in research–pedagogy in various scientific disciplines, as well as in assessing and measuring the development of research competence (RC) at the level of higher education. To provide a comprehensive picture of the RC development and of the teaching RC, a scoping review (SCR) methodology was performed. For the purpose of the present study, a total of 33 research articles were analysed to investigate RC development in Engineering and in Social Sciences. RC is regarded as a core competence in Engineering Sciences, while in Educational Sciences, it is not yet a standardised concept. Despite differences in Social and Engineering studies, the review revealed some common aspects concerning RC modelling, based on specific key skills that students are supposed to acquire at the master’s degree level. This SCR draws our attention to the complex process of RC development as a long process requiring practice and activities implemented throughout the entire higher education process, regardless of scientific field.

The concept of educational organizational climate relates to the relational, social, psychological, affective, intellectual, cultural and moral environment that characterizes educational/teaching and managerial activity at the level of a school organization. This study is based on the theory of planned behavior framework in measuring preschool teachers’ intentional integrative–qualitative behaviors and Marzano’s Model of Teaching Effectiveness. The Marzano Model outlines educational strategies and gives teachers and administrators tools to help teachers become more effective. A sample of 200 valid responses was gathered in an online investigation that targeted preschool educators from Romania. Marzano’s Model of Teaching Effectiveness is an evaluation tool used to measure the success of highly effective teachers, which is further utilized in this study to measure preschool teachers’ effectiveness in relation to intentional integrative–qualitative behaviors. The integrative–qualitative intentional behaviors are measured with the IQIB scale. This research assumes collegiality and professionalism as independent variables and interrogates preschool teachers’ behavioral intention toward adopting integrative–qualitative behaviors through the sequential mediators of Planning and Preparing, Reflecting on Teaching and Classroom Strategies and Behaviors from a top-down perspective. The results revealed a significant indirect effect of Collegiality and Professionalism on preschool teachers’ behavioral intention toward adopting intentional integrative–qualitative behaviors through the sequential mediators Planning and Preparing, Reflecting on Teaching and Classroom Strategies and Behaviors, confirming our hypothesis. Discussion and implications are offered from a top-down sustainable educational management perspective.

The purpose of the study is to identify the periods in the university year in which students allocate most hours to independent learning activities; the number of hours by week allocated, on the average, to individual study activities for doing drafting reports, making projects or deepening courses: during the semester, in the periods preceding partial exams, in final examination periods.The present paper presents the results of a study run in the University of Pitesti. The conclusions further to the research provide relevant data for improving the time management for students in order to achieve the best performances