The necessity for guiding pupils to the teaching career

studentBeing a teacher means above all “art”. Apparently a simple, banal profession, it is not everyone’s reach. Preparing to teach, to teach others how to learn is a never-ending work that involves much patience, many moments of uncertainty, discouragement and many hours of study.

However, at the end of this road you can expect many joy and satisfaction. Delia Palade, psychologist, pedagogue Teaching to teacher career involves guiding pupils to the teaching profession. In order to highlight the role of pupils’ guidance in teaching, it is necessary initially to highlight succinct the essence of the use of the career guidance term.

As a result of scientific documentation, we can say that in the course of evolution the concept of professional orientation/career guidance has had certain routes that each country has outlined depending on certain factors. Thus, it is worth mentioning that it was the American scientific school that launched the term “vocational guidance”, which later changed the essence of the process and evolved into career guidance, career planning.

The French Science School has launched the term vocational guidance, which, with the intensification of the diversification phenomenon of education, evolves into school orientation and professional orientation. At the moment, in many countries around the world, the concept of school orientation / professional orientation is most commonly used. O. Dandara has replaced the syntax of school and professional orientation with the concept of career guidance. In the researcher’s view, career guidance consists of a system of educational actions based on methodological milestones that the teacher is using out to support the disciple in the planning career process [2, p.53].

O. Dandara’s theory of career guidance / planning need is a recent theory launched in Republic of Moldova. This theory is based on the idea that the need for education is a social need and this need is determined by the social environment. For educational content to be achieved and to achieve certain ends, the actors of the educational process will be mobilized by the need of education [2, p. 148].

A. Dabija points out that regardless of the syntagms that reflect the process of supporting young generations in vocational decisions, career counseling will remain part of them, and counseling services have a considerable weight in the career guidance process [1, p.14].

Starting from this, we emphasize the use of career guidance and guidance in teaching career, concepts that reflect an ongoing process within the limits of a person’s conscious life. Career guidance as a type of professional guidance, and as a way of capitalizing on personal potential and skills, is now the subject of new systematic approaches. In a narrow sense, guiding in pupils’ teaching career is a process of identifying the predispositions for this profession.

The profession of educator / teacher is complex and noble through the mission that it has to accomplish: the formation of socially integrable, autonomous personalities with critical and creative thinking capabilities, with a genuine moral profile and highly professionalism. If we were to highlight the social importance of the teaching profession, this is huge.

Viewed from the perspective of the profound transformation of the personality, the development of the intellectual, physical and sociomoral substance of the educated – this profession in the contemporary society is not among the most demanded, but it is not even among the most avoided ones. The current society has also brought about changes within the educational system, changes that give a new dimension to the role and status of the teaching staff.

V. Mandacanu mentions that the teacher represents the public authority, as a representative of the state, a transmitter of knowledge and educator, an assessor of competences, a partner for the parents in educational task, a member of the teaching council, a colleague, and in order to fulfill his mission, he has to observe and evaluate, the willingness to receive suggestions, the attitude to organize and direct the training process.

The social status of the teacher in contemporary society seems to be the status of the middle class. Intellectual Profession does not give the holder power or considerable incomes. The teaching career confers prestige and satisfaction, vocation being the most grounded argument in the practice of this profession [3, p.246].

Returning to the idea that the main needs of modern education are the need for highly qualified teachers, we draw attention to the fact that the future of the school, the future of our children and society as a whole depends also on who will come to school as a teacher. Most of the time, preuniversity education institutions are not guided to the didactic profession, and for these reasons the teaching profession is embraced by pupils with little potential, and perhaps a very small percentage of those who have a predisposition to this profession or even a pedagogical vocation. In the Republic of Moldova, we can see that this status can be conveyed and that a small part of the pupils choosing this profession come from the family of teachers.

Among the students who have enrolled in the pedagogical specialties are also students who have happened by chance, without taking into account their vocation, and who do not have the intention in the future to act as a teacher.

Guiding the pupils’ teaching career is at present a possible condition for the future provision of higher education institutions with a pedagogical profile in the Republic of Moldova, with students who would embrace the teaching profession. We mention that career guidance appears at a certain stage of personality development and becomes an important activity in the development of human personality.

Career guidance can be done in different professional sectors and, depending on the specifics of the field, are differentiated from one another. Russian researcher E. A. Klimov has developed the scheme of such characteristics, among which the object of the teaching profession is man, but the subject of this profession is the activities related to his development, education and professional training [7].

Researcher K. D. Ushinsky argues that the schooling stage of teacher education does not only mean the development of sustainable professional interest in the professorship, but also the formation of pedagogical skills, the acquisition of teaching experience. Moreover, psychological and pedagogical knowledge are necessary for all people, regardless of the type of activity for self-education, productive interaction with other people, for the efficient implementation of the educational function of the family. Pedagogical and psychological knowledge are efficient and constructive.

They are used not only in perspective, but to a large extent – immediately after purchase. These concern both the educational subject and the circle of people with whom it communicates [5]. If we were to make a transposition of the idea supported by K. D. Ushinsky then mentions that in the Republic of Moldova, psychology and pedagogy as academic subjects are not taught at school.

This underlines the importance of psychological and pedagogical training of students as a training of pre-professional skills and guidance to the teaching career. For example, by analyzing the literature, we reveal the nature and structure of pedagogical orientation, among which we highlight three approaches: the emotional-valuable attitude for the teaching profession, the predisposition towards those activities that embody the specifics of the teaching profession; the significant and individual professional qualities of the teacher’s personality; Reflective guidance of the personality development of the learner [7]. Researchers V. N Golubev, A. A Derkach, T. V. Dimitrenko considers one of the indicators of teaching to the didactic career – the positive attitude towards the teaching activities, or the predilection and the desire to accomplish these activities – L. B. Spirin, M. A. Stepinski, G. A. Tomilova, M. L. Frumkin [10].

N. V. Kuzmina believes that by pedagogical orientation is meant the interest and love for the didactic profession, the awareness of the difficulties encountered during the didactic activities, the need to get involved in pedagogical activities, the tendency to possess the pedagogical skills. The limited significance of teaching to the teaching career is it characterized as a positive attitude towards educational activities, or as a inclination / desire to engage in teaching [8].

L. M. Ahmedzyanova emphasizes that the essence of teaching in the teaching career is to identify pedagogical vocation and its structure includes the following components: unconscious attraction to educational activities; awareness of the educational object and its content; inclination for pedagogical activity and the desire to achieve them. The author argues that the most important reason for choosing the pedagogical profession is the need for self-reliance in this profession [6].

N. D. Levitov defines pedagogical orientation as the identification of human personality traits that occupy an important place in the character structure and stands out as an individual manifestation and typical originality of the given person. A more general aspect of the essence of pedagogical orientation is supported by L. M. Mitin emphasizing that pedagogical guidance is one of the integral characteristics of teaching staff in teaching, together with teaching skills and emotional flexibility [9].

V. A. Slastenin believes that guidance in the teaching career includes the following components: interest and love for children as a reflection of the need to achieve educational activities; psycho-pedagogical vigilance and observation ability (predictive power); pedagogical tact; organizational skills; insistence, persistence, intentionality, sociability, justice, self-control, self-esteem; pre-professional skills [7]. In a national context, the social non-recognition of the teaching profession by members of the community and other problems in the country’s education system make the national education system face a shortage of teachers who, according to a draft government decision ” Concerning the training of the educational institutions for the 2015-2016 year of study, displayed for public consultations “, it consisted of 1063 teachers [4].

This data outlines the necessity and the timeliness of a research to guide the teaching career of pupils for the teaching career, considered to be a new field of research for our country, and quite necessary. For instance, students in pre-university education, in certain psycho-pedagogical conditions, which would have the purpose of raising the interest and motivation for the didactic career, one of the factors in choosing the profession, would choose the didactic profession.

Another issue that directly concerns our research is that some of the teachers already working in the field have a low level of motivation and commitment to the highest level of this profession and this is to a certain extent and the motivation of students to choose the teacher profession. Given that our society is in a process of continuous change, the teacher’s personality and status should rise to maximum odds.

A teacher is the one who forms, educates and develops the personalities of the young generation and professionally trains in the academic environment in accordance with the requirements of society. In contemporary education, the teacher has an increasingly important role, he is the foundation of human personality formation, which directs the path of its development. By guiding pupils to the teaching profession, those pupils who have a predisposition to this profession would be highlighted and in the future could engage dedicated and devoted teachers in this field.


1. Dabija, A. Strategii de consiliere a studenţilor pentru cariera profesională.Chişinău: CEP USM, 2017. 160 p.
2. Dandara, O. Ghidarea şi proiectarea carierei în contextul educaţiei permanente. Chişinău: CEP USM, 2012. 230 p.
3. Mândâcanu, V. Arta de a deveni şi de a fi pedagog. Chişinău: Pontos, 2016. 808 p. p.246
4. Ministerul Educaţiei al Republicii Moldova. Disponibil:
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7. Ерин, В. В. Сущность профессионально-педагогической направленности личности. Disponibil
8. Кузьмина, Н. В. Профессионализм личности преподавателя и мастера производственного обучения. Москва, 1990.
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10. Общая характеристика педагогической деятельности. Disponibil

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