摘要：AbstractA student willing to develop personally and professionally, subject to the teacher's training and educational actions, then becomes aware of his own potentialities, of the demands and development trends in society; he designs, carries out, evaluates and adjusts those actions ensuring his personal development. He discovers the mechanisms and the path of his own learning, formulates personal goals, acquires and uses self-teaching and self-training methods fit for such goals, evaluates and valorises his own acquisitions. Communicating with his teacher and colleagues, a student gets information, clarifies, deepens, consolidates, systemizes, checks his own ideas and views, improves his strategies for approaching reality, develops his cognitive attitudes. The goals of our study were to: identify the goals of self-training and the basic criteria in their formulation; analyse the progress of these goals throughout the surveys; identify self-education and self-training methods used by the student; identify the underlying reasons of self-teaching and self-training. Regarding the surveyed sample, we found, among others, that: social needs are very important in establishing the reasons of self-teaching; self-training is directed toward all dimensions of personality, professional competences, creativity and communication prevailing; self-assessment becomes increasingly objective.
