TEACHERS' PERCEPTIONS ABOUT ONE'S OWN PROCESS OF LEARNING AND ABOUT STUDENT'S LEARNING

The paper presents an ongoing interest of various institutions in analyzing the Romanian teachers' perceptions, conceptions and beliefs about learning. It revisits three recent researches in the field, in order to identify the ways teachers "see" their role on a continuum from the role of teacher as an inspirator, facilitator of learning process to the role as direct provider of learning techniques to students. The data has been collected using focus group method and surveys. The research has revealed that in terms of teaching and assessment methodologies, at least on a declarative level, the teachers seem to leave behind the knowledge-based perspective in favor of reflecting on learning environments factors that could foster or infringe the development of student competences. Generally, research lead to a composite image of what "teaching for learning/learning to learn" should mean into practice.