THE INCLUSIVE TEACHER - ALTERNATIVE ROUTES FOR TEACHER IN THE FIELD OF INCLUSIVE EDUCATION. A ROMANIAN PERSPECTIVE

To respond to the needs of all students, teachers must have access to a highly qualitative teaching training system that will allow them to get access to the most important and relevant information in the field of education. It is also important for future teachers to receive the proper practicum experience that will prepare them to become the 21st century teachers. But, in order to be ready to face inclusion in the classroom, teachers must receive the proper training so that they are prepared to teach in an inclusive environment. All teachers must held a set of specific skills, teaching methods and tools so that they become able to provide children with a qualitative learning experience, that has as a main goal to value classroom diversity. That is why, we assume it is necessary to rethink the entire teacher training system in order that all teachers, regarding their specialization, to be properly trained in order to face inclusion in the classroom. The aim of this paper is to briefly present some alternative routes into the initial teacher training and continuing professional development at national level, underlining the advantages and limitation of each proposal according to the Romanian national legislation.