translation studies. retrospective and prospective views

� additional language development, cognitive,
emotional and personal development;
� language structure;
� intercultural development;
� ICT;
� special needs, differentiation, early language
learning;
� teachers as researchers or as users of research;
Teacher knowledge and teacher learning has followed different
phases. We can describe them diachronically and labelling them at the
same time: a first phase, pre-1980, when the notion of ”mental activity” was
absent and the content and methodology of a teacher’s task existed in two
separate domains (university course and broad methodologies of language
teaching). In the years 1980-90, teachers came to be seen as decision-makers
on a behavioral process-product basis. The last ten years developed a
change as language teachers were understood as seeking to bring content
and methodology together.
Teaching is no longer viewed as art [2]. Principles, processes, skills,
behaviours, techniques, strategies, beliefs and attitudes represent a huge
impact on teaching and learning.
A wider and deeper knowledge base, drawing on interdisciplinary
connections is looked for. If we are trying to identify, models, we can
accept the specialists’ conclusion about three models in language teaching:
the craft model, the theory-practice model, and the reflective model. What
different authors admit [3] is the shift from product-oriented theories to
process-oriented theories of learning, teaching and teacher learning. There is
also a change of focus from methods to methodology. When turning towards
the construction of teaching, there are two levels:a micro-level where the
key question is the class time and how decisions are made there and a
macro-level where the object is multilayered: trends in textbooks, notions of
change and innovation.
VI. On functional objectives
Specified competences, relating to the practice of teaching, represent
a checklist of specific functional objectives.
Competences can reflect an open and de-mytifying process of
negotiating and sharing what teachers should know and be able to do.
Nevertheless, good language teaching is a highly complex activity which
cannot be reduced to a checklist of observable components.
Before deciding when a student teacher teaches competently, we
believe that decision-making factors (in Romania as well) should work on,
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