Dimensions of Subject Knowledge and Their Perceived Significance for Teachers in Romania

Knowing the content of matter one is teaching seems to be an implicit requirement. There are, however, some nuances between learning, understanding, needing reproduce information exactly or adapt it. In this quantitative study, we tried assess teachers’ perceptions on issue based their professional experience. Thus, highlight which aspects knowledge are important and valued in direct experience with pupils how these reflected evaluations competitions organised institutionally for teacher tenure. The sample consists 1154 Romanian teachers pre-university education, national representativeness a proportional distribution per country region. main motivation study need support educational policies find appropriate evaluation formulas candidates accordance concrete requirements profession, as shown work students. This approach could encourage better prepare both qualification exam develop skills needed engage improve classroom more realistic way, adjusted conditions. results research invite us consider importance evaluating needs.