摘要：AbstractAll the recent changes made in the European education system - and also in the Romanian one - claim from the teaching staff to be actively involved in specificlifelong learningactions. On the other hand, schools must proceed to a clear self-assessment of their educational offer, and also to assess the extent on meeting new challenges and identifying the actual training needs.However, for designing effective training programs, it must accurately be assessed the real in-service teachers’ training needs. In this respect, the training needs analysis helps on determining the proper ways that can enhance the teachers’ professional development, schools performances and quality assurance standards. This paper presents the main results of the training needs analysis performed in the frame of the FP7 European Research Project “PROFILES - Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science” (code: 5.2.2.1-SiS-2010- 2.2.1-266589), with the view to illustrate an accurate image of the actual professional level of Science teachers, but also to consider the conclusions of analysis as a basis for designing a specific training program that targets to improve the teaching activities, through promotingreflection-oriented teaching,pedagogical and scientific competences,Inquiry-based Science Education(IBSE) and other related approaches which can be implemented in the educational environment.
