Didactic Master's as an Ideal Model for Teacher Training

Our study constructs the didactic master’s degree as an ideal model for teacher training. The solution we have in mind capitalizes on the epistemological resources offered by the concept of „ideal-type” (Max Weber) which allows: the methodical choice „between confused terms and clear terms”; reducing the many variables of the problem to a validated and fixed common denominator: denotative (the name teaching master’s, not master’s in educational sciences), normative (respecting the principles of curriculum design), pragmatic (focusing on the basic curriculum necessary for the initial training of teachers for secondary secondary education and the developed curriculum – which extends and deepens the training at the teaching master’s level – necessary for the training of teachers for secondary high school and professional education and for higher, university education). The two curricular constructions (basic – developed) reflect and focus: a) the unity and continuity of the complex process of teacher training for all levels and educational disciplines; b) the pedagogical culture necessary for all teachers, from all levels and educational disciplines, supported and consolidated at the level: general (fundamental pedagogical sciences: general theory of education, general theory of instruction/general didactics; general theory of the curriculum), specific ( pedagogical sciences built intradisciplinary and interdisciplinary) and concrete (didactics of different educational disciplines; pedagogical practice of observing and carrying out activities, in accordance with the roles of the teacher: mathematics teacher, etc.; teacher-conductor, teacher who organizes non-formal education activities, etc.).