Schimbări educaţionale necesare pentru rezultate PISA mai bune
Educational Changes Needed for Better Pisa Results

Summary/Abstract: We have learned a great deal both as teachers and as teacher educators spending time in real classrooms with real students. Literacy is key to success in school and throughout life and our point of view is constructed in this profession on the true that “all teachers are teachers of reading”. At the end of compulsory schooling, a quarter of European adolescents do not meet the minimal standards in reading literacy required for life-long learning and a satisfactory private and professional life (cf. PISA-surveys) despite many of us have spent a significant amount of our professional lives helping teachers help adolescents read more and read better. We challenged that assumption in all our previous studies, but now, having altered our thinking to accept that reading, writing, speaking, listening and viewing are all ways that humans learn. As such, every teacher needs to use instructional routines and strategies that allow students to engage in all of these literacy processes, especially to use new kind of interdisciplinary and transdisciplinary items of evaluation, such as PISA implying brochures. The definition and the components of literacy competences in this study have been taken from the classrooms we have been privileged to be a part of. Although this change might seem minor or simply semantic, it represents a conceptual shift from “teaching reading” to using the vast knowledge base about literacy developed in USA and Canada priority, but now in Europe to.

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