Cumulative Development Of Educational Research And Innovation Competences In The Training Of Primary And Pre-School Education Teachers

The article analyses, from multiple perspectives, the problem of developing the educational research and innovation competences of the future primary and pre-school education teachers, with a view to the integral development of the training dimensions. Our previous research and papers in the field of educational curriculum and the development of professional and transversal competences represent a consistent conceptual basis and a useful platform for curricular representations and concepts, which have been capitalized in the issue of reflections, hypotheses and in the development of the theoretical framework of the problem. Starting from an analysis of the categories of professional and transversal competences formulated in methodological guides and institutional documents, we appreciated the legitimacy and the opportunity of explicitly introducing the educational research and innovation competences in the competence profile of the primary and pre-school education teacher. Our analyses reveal the possibilities of deriving and operationalizing these categories of competences, their ability to legitimize specific curricular structures, which will facilitate the development of the reflective-investigative-innovative dimension of the primary and pre-school education teacher. Also, our theoretical approaches converge towards asserting the comprehensiveness of the educational research and innovation competences, illustrated in a taxonomic system and it constitutes the support for further empirical and experimental research.