CONSIDERATIONS ON FORMING DIDACTIC SKILLS IN THE STUDENTS OF THE

FACULTY OF SPORTS AND PHYSICAL EDUCATION OF GALATI, ROMANIA

First A. Mircea Dragu, Second B. Corina Dobrota
Abstract Starting from the premise that the number of people possessing vocation is relatively low within the population
and that their role is indispensable in the social progress as a whole, it is justly remarked that educators are crucial in the
process of discovering and aiding vocations, which is first and foremost a duty towards the national culture. Irrespective of
the typology approached, the interest lies on authenticity. The unauthentic personality is defined by a lack of educational
values or by the promotion of particular values that are seen as universal in significance. Universal education is confronted
today by a series of demands, most of which originate in an unauthentic appropriation of spiritual values.
Index Terms didactic skills , democracy, personality, model.

1 INTRODUCTION

he informational explosion as well as the

mutations in the field of science and culture
are apparent nowadays in all the aspects of
society. Elaborating the training strategy for
specialists, who have the mission of
implementing their creative and professional
capacities in the new social and economic
circumstances, is a fundamental and modern
issue, as in the past few years the demands
on the specialist have changed drastically
and have acquired a novel qualitative
character.
Under these circumstances,
higher education in sports and physical
education could not have remained
untouched, the effects of these recent
phenomena being manifest on various levels.
Starting in the academic year 2005/2006,
following the guidelines of the Education
Ministry, the institutions of higher education
have implemented the structure of the
university education system organised in 3
cycles:
a. the licence cycle lasting 3 years, 6
semesters, 4500 conventional hours, 180
credit points (ECTS) with three specialisation
directions:
- sports and physical education,
- kinetotherapy and special motiveness,
-sports and motive performance.
b. the masters cycle after obtaining the
licence diploma, lasting 2 years, 4 semesters,
120 credit points (ECTS);

F.A. Mircea Dragu is an associate professor, Ph.D at

the Sports and Physical Education Faculty, Dunarea
de Jos University of Galati, 63 Garii Street, Romania.
E-mail: dl_mircea_dragu@ yahoo.com.
S.B. Corina Dobrota is with the Department of
Applied Modern Languages, Faculty of Letters,

Dunarea de Jos University of Galati, 47 Domneasca

Street, Galati. E-mail: corina.dobrota@ugal.ro.

c. the doctoral cycle after obtaining the

Masters diploma lasting 3 years and 6
semesters.
Nowadays we are dealing with an academic
system of learning made up of the following
components: students,
teaching staff,
science (knowledge), assessment and action,
which are interrelated . It may be remarked
that at present there are two important
sources
for
student
formation:
acquisition/information obtained as a result of
experience and specific scientific research;
knowledge acquired as a result of the
progress of science and technology having a
direct or indirect connection to our field of
study.
The complexity of the approach, which
demands the adaptation/ reorientation of
academics in sports and physical education,
is enriched by the actual experience of the
students, future specialists in sports and
physical education, connected to their desire
to actively participate in the processes of
their formation and assessment; the realities
in todays Romanian higher education system
determines their formation and imposition as
trained specialists in the field.
But the democratisation of education
presupposes an adjustement in what regards
the formation of the teachers personality,
representing a principle of education policy
focusing on equalizing the chances of
academic success in the conditions of quality
instruction. In keeping with this issue,
S.Cristea [2000] envisages a certain
availability of the system towards answering
the vital necessities of the postmodern
society. A free democratic academic system
should start from the modalities it may use to
create and develop the personality of the
educated.
Academic
democratisation
and
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humanisation can only be achieved by

differentiating
the
instructional
and
educational startegies according to the
peculiarities of the educated.
2 HUMAN VALUES IN THE ACADEMIC SPACE
According to Lincolns formula, democracy
is governing the people by the people. The
Greeks have invented political democracy
according to which all the citizens in the polis
participated in the debates bearing on them
(the slaves did not take part, although they
were considered citizens). Democracy
represents an interesting type of society,
which may be defined as an ethos and a way
of life. In the same vein, S.Cristea [2000]
stated that the democracy of learning as a
principle of education policy has been
consistently promoted in the last few
decades, especially in the main documents of
international law, adopted at various levels.
Democratisation is one of the reform
principles centering on the equality of
chances in academic success, under the
circumstances of quality learning (not only for
certain social strata, but at all levels).
Education for democracy evinces the fact
that democratic values are a must in order to
exert the fundamental human rights and
liberties. It presupposes the access to a
democratic culture consisting in a set of
beliefs, attitudes, values and norms meant to
support the participation in improving the
quality of life. As long as the purposes and
objectives of education are imposed from
outside the school (not taking into account
the human factor in pedagogy), the pretenses
of democratisation and humanisation,
centering on the pupil/ student remain an
unattainable objective. Regarding the issues
confronting the world at large at the
beginning of the new millenium (increased
rate of criminality, terrorism, corruption, the
danger of human extinction), V.Mndcanu
[2001] opines that man has invented all sorts
of ideals and concepts in order to support his
antihuman behaviour. Thus, humanity has
reach the threshold of choosing between to
be or not to be. In these conditions, it is
necessary to rethink the model of teacher
personality from the perspective of his
spiritual dimension. In the context of
education democratisation it is compulsory
that the model embodied by the teacher be in
accordance with the concepts of the true,
good, beautiful, just and free. One of the
positive transformations that have recently
taken place in our society is that man has the
possibility to think, speak and act freely and

relate to the fundamental values allowing

education in the spirit of cultural pluralism. It
is high time we all turned towards
intercultural ethics allowing the training of
future citizens for a harmonious life in
multicultural societies.
It is to be remarked that in order to put
together the role model of a teacher it is
necessary to go back to our moral and
spiritual sources and to open up towards
pluralism in the social and cultural relations.
Likewise, it is necessary to remodel the
values of the educational ideal of modern
society, in order to align it to the needs of
interculturality and axiological education.
Any professionalisation model is in sink with
the social changes inside and outside school,
and the reform of the training of the teaching
staff, which is affecting all education systems,
has become a priority in educational policies.
C.Cuco underlines the most viable answer
that education can offer to cultural
democratisation: the access to autonomy and
axiological competence from the part of the
educated, as he opines that under the
circumstances of value democratisation,
axiological comptence resides not only in the
ability to accurately discriminate values, but
also in the operative implementation of grids
and axiological benchmarks according to
which the various cultural products may be
assessed (...). We should have the courage
of axiological autonomy, as it constitutes the
vector of our spiritual freedom [7, 2000,
p.46].
Among the values centred on the academic
space, P.Andrei identifies: human love,
justice for students and freedom. Freedom is
intended as regarding the freedom of the
teacher to teach the scientific truths without
being confined by the conception of some
authority (...), the conscience and science
freedom of the teacher [1, p.209].
Freedom, correctly understood, presupposes
an inner axiological hierarchy, the finding of
each individuals calling, a certain discipline.
Understanding ones own calling, i.e.
vocation, is no easy task. C.Narly [1995]
observed that it means the painstaking
apprenticeship to conformist values, i.e.
consecrated values acknowledged by the
society, validated and assimilated by the
universal and national culture. Each
individual, according to C.Narly, is endowed
with the instinct of perfectibility; he requires
his own fulfillment. The man is not just a
body, but something more: teaching skill,
divine spark, reason and the love of truth
generosity, humanity, beauty and good
[p.216]. From the point of view of the creation

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of values, the teachers personality may be

conceived of from a threefold perspective:
- openness towards the exterior, receptivity
to everything around them;
- internal processing of the data obtained;
- the final result, the expression, the
productivity of personality in relation to the
demands of the society development [8,
p.224-225].
It is imperative that the educator become a
role model. That is why the teacher should
adhere to genuine values, to impart
knowledge and shape his students in the
spirit of genuine values, to better himself, to
create starting from these values. Even if
these operations are difficult to measure,
they are possible and really useful. The
teacher should regain his function of cultural
model he once held; he cannot remain
indifferent as he has a vocation and a
mission to accomplish. It has been said that
the university teacher is a personality of high
competence and scientific stance, a good
consultant in any speciality issue, a
researcher with a rich experience of
theoretical and empirical investigation, and
last but not least, the possessor of a huge
educational arsenal for the future specialists
in the field (...). Its style of being serves as
model and teaching resource for the didactic
behaviour [11, p.166].
We agree to the idea according to which the
educator, in order to become a cultural
model, has to identify with the cultural and
educational ideal, actually living by its values.
An educator who is not capable of this
identification had better retire.
Investing in people is the most efficient, that
is why the investments in forming and
improving the teaching staff can no longer be
delayed. In order to attain the educational
objectives, teachers should find the meaning
of these objectives, as well as fully
acknowledge their value. This is the only way
to manage valuable changes in the behaviour
of the educated, i.e. by educating for and
through values.
In the broadest acception, the term
personality designates the human being
considered in his social exigency and cultural
endowment. According to certain authors, the
quality of personality is manifest in the
concept of value, as the ability to actively
accumulate fundamental values created by
the mankind, the ability to consciously and
effectively adjust reality to the profit of
mankind bestows value upon the individual
and consecrates him as a personality [11,
p.279].

In order to be seen as a personality, humans

have to represent a value, stand out in a
certain manner. The concept of genuine
personality in a contemporary sense implies,
according to P.P.Neveanu, two decisive
requirements:
to be acknowledged as a value, as an
individuality bringing a valuable contribution
to community life;
to have the conscience of ones own value.
For E.Spragner, the 6 types of values does
not generate real human types, but they are
only
schemes of comprehensibility by
means of which one may understand the
manner in which an individual gets more or
less close to these directions-values. Thus,
the 6 ideal types are as follows [apud 7,
2000,p.30]:
- the theoretical type (aims primarily at
uncovering the truth );
- the economic type (is interested in what is
useful);
- the aesthetic type (has as supreme value
form and harmony);
- the social type (is supremely interested in
the love towards people);
- the political type ( is mainly interested in
power );
- the religious type (shows an extreme
interest in unity as the supreme value).
On the other hand, the typology of E.Fromm
[apud 14, p. 333] is based on social and
economic criteria:
the productive type (represents the
individuals having a natural communion with
the world, by means of work, judgement and
affectivity);
the unproductive type (characterises a
society in full process of alienation).
By studying the manner in which the
individual reacts and adapts to the social
environment, W.I.Thomas [apud 14, p.334]
has analysed the following types of human
being:
the bohemian (the human type who does
not find its basis and criteria within himself,
being devoid of inner stability; oriented
towards the outside, permanently subject to
fluctuations in the environment);
the fitilist (it is oriented outwards, but he
fanatically clings to traditions, whih may
eventually become the whole scheme of his
life structure);
the creator (manages to find in himself
enough strength of stable balance necessary
in the formation of a framework of active
action, favourable to the development of
personality).

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D.Asubel and F.Robinson dwell upon 3

behaviour structures which are relevant in the
didactic activity:
- structure A affection, understanding and
friendship;
- structure B responsibility, methodical spirit
and systematic actions;
- structure C simulation capacity,
imagination and enthusiasm [13, p.536].
From the point of view of environment
adaptation, the sociologist R.K.Merton [apud
14,
p.334
proposed
the
following
classification of personality types:
the conformist type (reacts according to
already established models, and belongs to a
stable
society
which
is
culturally
consolidated);
the inovative type (manifested by the
propensity towards any means to attain a
twofold purpose: wealth and power);
the evasive type (defines the attitudinal state
of individuals for whom the pressure of
norms, objectives and social conventions
becomes unbearable);
the rebellious type (specific to individuals
who refuse both the objectives and the
means of the present society, under the sign
of revolt and the desire for a new social and
axiological system).
Irrespective of the typology chosen, the
relevant issue relates to authenticity. The
non-authetic personality is defined by a lack
of educational values or promotes peculiar
values which are defended as if they were
universal. In order to defeat this lack of
authenticity it is necessary to rethink the
value of the spiritual dimension. Universal
education is being confronted with a number
of requirements, most of which derive from
an unauthentic appropriation of spiritual
values. So, in order to gain authenticity, the
teacher should re-evaluate his spiritual
reference points.
P.P.Negulescu [1971] explains the present
society crisis by an increase in egocentrism,
and his solution was centred on the
improvement of human nature. Similarly,
N.Bagdasar [apud 15, 1990], believed that
human nature holds the blame, as man is
incapable of assimilating all the spiritual
values at once.
T.Vianu [1982] considered that this is due to
isolation and conflict of values, and the fact
that people exclusively live certain values; as
a solution he proposed the resolidarisation of
values.
The philosopher C.Rdulescu-Motru stated
that the personality contains a purely
biological part, dependent on the entire
universe, and a spiritual part, dependent on

the history of the entire humankind culture;

therefore, the physical and mental part
intertwine in it in the most intricate ways[16,
p.546]. It follows that in his conception,
personality in its quality of psychosphere, of
quintessence of the entire universe
comprises cosmic, biological, social, cultural,
spiritual elements. Thus, personality is
analysed in its entirety, as a network of
relationships, a synthesis of the development
of the universe, as an integrating factor of the
universe. Starting from the premise that the
number of people of true calling is relatively
low among the population and that their role
is indispensible for the social progress as a
whole, Rdulescu-Motru justly remarked from
a pedagogical point of view the duty of
educators to discover and support vocations,
a duty towards the national culture, and also
towards the culture of the entire mankind
[16, p.77].
C.Rdulescu-Motru
stated
that
we
imperatively need elite teachers, genuine
scientists, while E.Cioran said that a life that
cannot surpass its normal limitations is
worthless. It is to be remarked that there is a
clear difference between a deep spiritual life
and the futile games of intelligence: the
fecundity of spiritual life is in direct relation to
its
complex dramatism,
its
intimate
contradictions, which all arise from the
deepest subjectivity [16, p.106]. Is it really
true that the individuals destiny, which is
flexible,
with
multiple
transformation
possibilities, cannot positively impact upon
the considerations of the future?
We consider that it is of tremendous
importance to have the vocation of teaching
in this line of work: if the spirit shows up
there where the flame of life flickers, for the
human being this is not just an occasion of
pure questioning, but a return to the sense of
his concrete being [5, 1990, p.59].
Through spirit, as logical attitude, man can
shape himself; through spiritualisation, as a
continous appropriation of the outside world,
he will always aim at cultivating personality.
We can all see that morality, the aesthetic
sense, and especially the sense of the
sacred have come to be completely
neglected. That is why the modern man
becomes spiritually blind, mutilated, crippled.
This handicap prevents him from becoming a
genuinly
construtive
element
at
a
professional, social and individual level.
Kotarbinski mentions that uttering the truth is
very important in the education of the
educators itself and it is extremely dangerous
to have anything to do with a system that
might lead to negating the moral demand and

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compell the educator to not tell the truth [8,

1970, p.157].
The spirituality of the personality, seen from
an axiological perspective, consists of
manifesting the social vitues based on
genuine values. All the members of the
teaching staff, particularly the university
teacher, should reform their mentality, as this
is the only way to fulfill themselves and
others as spiritual beings.
Max Weber included in the sociological
language the term charisma to designate the
specific power to postulate and exert
authority over others. There are 4 types of
charisma and charismatic personalities, but
they are all united by their religious feature.
In terms of sociological language, Weber
distinguished between personal charisma,
due to personal titles, and function charisma.
Although
the
function
charisma
is
uncontested in the history of religious groups,
it is more often than not of utmost importance
in the teaching field too.
On the basis of the relationship between the
style of the teacher and his function of a role
model, researchers have identified a variable
number of educational styles, differentiated
according to the learning tasks, academic
cycle,
group
configuration,
subject
peculiarities or the teachers personality [7,
2002, p. 117].
The democratisation of the social life
presupposes an influx of pseudo-cultural
products, outside the standards of value:
products, behaviours, ideas will be
constantly proposed to us, although they
have nothing to do with the concepts of
beauty, good, truth [7, 2000, p.46]. That is
why it is desirable for the teacher, in his
quality of carrier, transmitter and creator of
values, to re-evaluate his own spritual
reference points in order to promote in school
the human values which potentially exist in all
media and communities. Building an
axiological reference network able to
singularize general values thus becomes a
priority, and by establishing personal
relations to it the teacher may become a role
model. The performance of professional
activity is conditioned by the teachers
personal qualities: pedagogical tact, selfcontrol, patience and other volitional
qualities. The issues of the quality of
specialist training in the institutions of higher
education comprise a number of problems
related to the search for effective selection
methods in the assessment indices for the
professional training of specialists in their
future activity on the labour market.
Actualising the issue of professional learning

and specialist competence in the field of

sports and physical education raises the
standards in the training of our students.
The nature of appropriating knowledge at the
academic level is interactive in character, as
the student actively contributes to the
shaping of his personality, enlarging his
horizon, and the universe of knowledge,
assessment and action, in close collaboration
with his teachers, keeping into account the
natural and social conditions, as well as the
genetic inheritance. Academic learning is
characterised by the fact that students are
placed in various didactic situations, which
allow building their knowledge, assessment
and structured practical action systems.
Success in university instruction is influenced
by the didactic situations which allow
students to go through the processes of
knowledge, assessment and action that are
proper to them.
2 CHARACTERISTICS OF THE CURRICULUM
SPORTS AND PHYSICAL EDUCATION

IN

The university curriculum as an educational

project which defines the following: the
purposes and objectives of an educational
action, the ways, means and activities used
in order to attain the proposed objectives,
methods and instruments of assessing the
actions, is actualised in curricular documents:
syllabus, curricula (subject chart), manuals,
methodical guides and materials, ideas
evinced by the authors.
The educational process taking place within
the Faculty of Sports and Physical Education
at the Dunareade Jos University of Galati
falls within the scope of this curricular reform.
At the basis of deciding upon the contents of
the higher education at the Faculty of Sports
and Physical Education, illustrated in the
syllabi and curricula, there is the compatibility
of the Romanian university curricula with
unanimously accepted European models
(Table 1).
TABLE 1
THE RELATION BETWEEN THE NUMBER OF
CREDITS AND THE NUMBER OF HOURS
Study field

Total
Total
number of number of
credits
conventional
hours

Sports and
physical
education

180
4500
60 per year

Total
number of
conventional
hours per
year
1500

Total
number of
conventional
hours per
week
53.57

Weekly
number of
conventional
hours
21

The main objective of the study field is the

quality of the higher learning in the field of

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physical education, materialised in specific

standards. The clarification of national
quality standards has been placed at the
basis of elaborating syllabi, aiming towards
the capacity of integrating into the system the
future specialist, the holder of a degree in
Sports and Physical Education.
Within the plans additional to the activities
scheduled in order to train and evaluate
knowledge, a central place is held by the
assessment of these activities. This
evaluation has endeavoured to assess the
effort of the students for education, quantified
by means of credits (work load) and their
knowledge (quantified by grades).
The initial training of the students takes place
according to the Curriculum structured into:
-compulsory subjects: fundamental,
specialised, complementary, practical
activities;
-optional subjects: compressed into groups of
options with the necessary requirements;
-elective subjects.
It has to be mentioned that in 1995 the
Department for the Training of the Teaching
Staff was founded, and 1999 a new
curriculum was adopted, aimed at training
students to become teachers, on the basis of
a distict and autonomous curriculum, different
from the academic formation curriculum, but
tributary to a unitary national curriculum.
The other curricular document shaping the
instructional and evaluative process within
our Faculty is called the Syllabus the
Subject Chart, which includes:
-the name of the subject, and its appointed
teachers;
-the forms of organisation: course, practical
classes, seminars;
-the number of hours alloted to each subject
each week/semester;
-the number of alloted credits;
-the
instructive educational objectives,
competences;
-the contents;
-the requirements of the subject;
-forms of evaluation;
-bibliography.
The subjects in the curriculum are grouped
into compulsory and optional, both creating
the profile of the student in Sports and
Physical Education.
The compulsory subjects comprise the
following categories:
-theoretical subjects which include:
a. medical and biological subjects (anatomy
and biomechanics, the general physiology of
physical effort),
b. humanities (sociology, the psychology of
sports and physical education, foreign

languages) each being assigned a certain

number of courses and/or seminars during 2
semesters in the first year;
c. specialised subjects include sports
subjects practised in the first, second and
third year of study, i.e. athletics, gymnastics,
judo, football, artistic gymnastics, movement
games, alpine skiing and practical activity in
tourism in the first year, volleyball, basketbal,
handball, field tennis, swimming and practical
activity in rowing in the second year, and
wrestling, skating, aerobics and advanced
training in a sports field in the third year;
- practical and methodological subjects
(speciality subjects).
Statistically speaking, out of the total number
of physical education hours 1764, the total
number of speciality subjects hours is 21 per
week: 830 theoretical and 934 practical,
which appears to be a satisfactory proportion
in keeping with the actual training of future
specialists in the field.
In the direction of achieving competences
and abilities, according to the final standards
of performance in our field, it is imperative,
from an objective point of view, to restructure
the objectives and contents in order to
change the curriculum by focusing on
competences. This involves:
-precedence of the purpose of the
educational process,
-concord between objectives and contents,
-a functional relation between objectives and
contents,
-integration of evaluation in the structure of
the curriculum documents as a strategy of
adjustment and self-tuning,
-adaptability of the system to various
alternatives,
-individualisation of education.
In the syllabus, the contents on subjects and
activities have to become, in relation to the
possible and necessary acquisitions, the
vehicles of formation for theoretical and
practical
methodical
competences,
necessary attitudes and behaviours, which
are rational at a higher level. The novel
curricular vision applied to the elaboration of
analytical syllabi determines a better
orientation of the teacher in relation to the
formation objectives, which are focused on:
- knowledge competences,
- competences of applying the knowledge in
constantly changing conditions,
- competences of using all knowledge in
relation to the others, in a social context, for
the use of the community.
Possessing such a culture, the university
teaching staff may well manage, in our
opinion, to form a close relationship with their

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students, gain their respect and therefore the

formative effect of their work will be
potentiated.
Of course, some would justifiably wonder if
the efforts of being a good educator, devoted
to its educational mission, might possibly
lead to a low outcome in regard to creativity
in the various research activities, i.e. an
obstacle in his individual evolution.

of university activities, we will be able to

completely manifest our personality, evolving
from a spiritual point of view, fulfilling the task
of forming educators in sports and physical
education, and thus bring our contribution to
the evolution of the Romanian society.

REFERENCES
4 CONCLUSIONS
Thus, one may conclude that a deep
knowledge of the data relative to work
formations, the modalities and talent in
passing knowledge on to the students will
have a beneficial effect on acquiring the
necessary skills in their formation as future
specialists in their field. The method of
actively involving the students of our faculty
in the educational and instructive process is
extremely important in the manner in which
they are to approach as teachers the whole
of
knowledge
and
organisational,
constructive, communicative, motive skills
necessary for the effective course of the
lessons in the schools where they will be
employed.
At the same time, it has to be stressed that
helping, protecting and supporting student
development holds a central position in the
system of prosocial behaviours, where man
is the supreme social value.
The presence of the intention to support
social values is compulsory. The support in a
genuine personal and social transition
presupposes the following:
-the ability to select our own values;
-the ability to place them in relation to the
values of the others;
-the ability to initiate a dialogue on different
values in order to analyse them in depth;
-the ability to put into practice various
practices based on our values ;
-the ability to change or remodel our practice/
ethics according to genuine values.
Educational policy only takes effect by its
relation to the teachers personality. The
young are constantly looking for role models
in their immediate environment, and if
sometimes they refuse to take their teachers
as models, they do that not because they do
not need them, but because they do not
perceive their teachers as models. When the
young cannot find the role models they want,
they resort to whatever comes in handy. It is
our opinion that by considering the
pedagogical side as fundamental, without
excluding, but fully manifesting strong,
systematic interrelations with the other types

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P. Andrei, Opere sociologice, vol II, Bucuresti: Editura

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L. Antonesei, O introducere n pedagogie.

Dimensiunile axiologice i transmitere ale educaiei,
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D. Asubel, F. Robinson, nvarea n coal. O

introducere n psihologia pedagogic, Bucuresti:
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[4]

E Cioran, Pe culmile
Humanitas, 1990.

[5]

E. Cioran, Cartea amgirilor, Bucuresti: Humanitas,

1991.

[6]

C. Cuco, Educaia. Dimensiuni

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Kotarbinski,
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PUF, 1965.

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Lyceum, 2001.

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Editura Academiei Romane, 1971.

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Craiova: Tipografia Universitii din Craiova, 1999.

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First A. Mircea Dragu Born 21 July, 1950. Married, one

child. Studies summarized: 1973- Faculty of Physical
Education and Sport, Galati: 1999- doctoral studies, the
National Institute of Physical Education and Sports,
Kishinew, Moldova. Current place of work: The Faculty of
Sports and Physical Education Galati, the Department of
Movement Games. Publications: 9 books, 45 paper at
conferences, 40 papers in professional journals.
Second B. Corina Dobrot Born 2 April, 1974. Studies

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IASK PROCEEDINGS

summarized: 1997- The Faculty of Letters, Dunarea de

Jos University of Galati, 1999- Masters diploma in
Translation and Interpreting, Dunarea de Jos University
of Galati, 2007- Ph.D in Philology, Contrastive Studies,

Al.I.Cuza University, Iasi, Romania. Publications: 54

papers in national and international journals and
magazines.

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