Abstract
The purpose of this study is that of delineating and analyzing the framework for the training of Romanian mother-tongue teachers starting from the distinction between various levels of performing their training. The contemporary educational, cultural, economic, and political context (national as well as international) has imposed a new view upon the issue of teaching Romanian as mother tongue. Thus, we build the theoretical body of the paper on the following premises: a) the definition of the concepts of mother tongue and training of mother-tongue teachers; b) the analysis of the context of achieving their training in the communist and post-communist period in Romania; c) the reforming changes from theory to practice. The approach to this issue will be continued through exploratory studies focused on the identification of the change areas of the initial training programmes for forming mother-tongue teachers. The scope of these areas ranges from the innovation of curricular areas, to curricular policies and training specialists.
Key words: educational reform, mother-tongue teachers, teacher education