Monica Mihaela Maer Matei, Cristina Mocanu and Ana-Maria Zamfir
 Arum, R., and Shavit, Y. (1995). Vocationaleducation and the transition of men and women from school to work, Sociology of Education , 68, 187-204.
 Atkinson, E. J., & Therneau, T. M. (2000). An introduction to recursive partitioning using the RPART routines. Rochester: Mayo Foundation.
 Bishop, J., & Mane, F. (2004). The impacts of career-technical education on high school labor market success, Economics of Education Review , 23, 381-402
 Breiman L., Friedman J. H., Olshen R. A., and Stone, C. J. (1984
Auftrag des Staatssekretariats fur Bildung, Forschung und Innovation SBFI. Zurich: SMM.
Salvisberg, Alexander, and Stefan Sacchi. 2014. Labour Market Prospects of Swiss Career Entrants after Completion of VocationalEducation and Training. European Societies 16(2): 255-274.
Scherer, Stefani. 2004. Stepping-Stones or Traps? The Consequences of Labour Market Entry Positions on Future Careers in West Germany, Great Britain and Italy. Work, Employment and Society 18: 369-394.
Sengenberger, Werner. 1979. Zur Dynamik der
 Stephen L. Yelon, Learning System Design, McGraw- Hill, USA 1974.
 Stojana E., Przygotowanie modułowego programu szkolenia zawodowego w systemie MES [Preparing a modular vocationaleducation in the MES system] , Pedagogika pracy nr 35, Warszawa 1999.
 Symela K., Poradnik metodyczny dla autorów modułowych programów szkolenia Zawodowego [Methodological guide for the authors of modular curricula] , MGiP, Warszawa 2004.
 Symela K., Kształcenie i szkolenie modułowe dla runku pracy [Modular education and training for the job market
Education, 31(1), 46-68.
del Mar, V. (2011). Introducing UNESCOís technical vocationaleducation and training (TVET) denition and strategy. http://www.uis.unesco.org/StatisticalCapacityBuilding/Workshop%20Documents/Education%20workshop%20dox/2011_Vina%20del%20Mar/English%20documents/10TVET_UNESCO_OREALC_EN.pdf
Fullan, M. (2007). The new meaning of educational change (4th ed.). New York and London: Teachers College Press.
Hsieh, H., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health
The article examines the main approaches to content, forms and methods of training future teachers of vocational education in Europe. It has been found that the structure and content according to national traditions and European standards have led to success of European vocational education. It has been proved that training is practiceoriented, has a solid fundamental basis and is interdisciplinary, effectively contributes to the forming of a professional outlook. We have identified common trends in training teachers of vocational education: flexible training programs based on a broad concept of competence and establishment of closer links between education institutions and research laboratories; greater attention to quality control through a large diversity in the education content; increasing autonomy of education institutions that widens their perspectives, obligatory research and innovation projects within training of future vocational education teachers, diversity of forms and methods of professional training that develops creative innovative thinking, the importance of using ICTs in the training. All these aspects prove innovative nature of European education and great opportunities for training future vocational education teachers′ readiness for creative professional activity.
The problem of the preparedness formation of future teachers of vocational training to the professional adaptation under conditions of globalization processes in society is considered. The analysis of scientific and educational literature devoted to the study of occupational adaptation and preparedness formation of specialists to it is carried out. Different approaches to the interpretation of the term “adaptation” of the various sciences positions as in in our country and foreign scientific literature are analyzed. It is determined that the professional adaptation is the process of joining a young vocational education teacher in a new social environment in the system of interpersonal relations of particular staff, during which it is taking place the standards of thinking and behavior production in terms of values system and behavioral norms of the staff; readiness for occupational adaptation as one of the essential parameters of professional and social maturity of a person is the particular bound, which characterizes the internal readiness of a man to the qualitative changes.
. The International Review of Research in Open and Distributed Learning, 6 (1).
17. Jacobs, L., & DeWet, C. (2013). Evaluation of the VocationalEducation Orientation Programme (VEOP) at a University in South Africa. The International Review of Research in Open and Distributed Learning, 14 (4), 68-89.
18. Jung, Ι. (2012). Asian learners’ perception of quality in distance education and gender differences. The International Review in Open and Distributed Learning, 13 (2), 1-25.
19. Kear, K., Rosewell, J., & Keith, W. (2012). Social networking and
rural policy, Edinburgh: Scottish Office Central Research Unit.
CEDEFOP, 2009a: Annual Report 2008, Luxembourg: Office for Official Publications of the European Communities.
CEDEFOP, 2009b: Continuity, consolidation and change. Towards a European Era of vocationaleducation and training, Luxembourg: Office for Official Publications of the European Communities.
Council of Europe, 2002: Council Resolution on the 19th December 2002 regarding the promotion of enhanced European cooperation in VET (2003/C 13
Ulrike Stefanie Foerster-Pastor Foerster-Metz, Nina Golowko, Christian Richard Hell and Katrin Marquardt
innovation. Research Policy , 40 (5), 650–663. https://doi.org/10.1016/j.respol.2011.01.009
Gross, M. A. ;, & Guerrero, L. K. (2000). Managing conflict appropriately and effectively: An application of . International Journal of Conflict Management (Vol. 11). Retrieved from https://search-proquest-com.am.e-nformation.ro/central/docview/199036514/fulltextPDF/95AD72924AA942B4PQ/1?accountid=136549
Ivan, M., & Albu, R. G. (2014). a New Model of VocationalEducation and Training in Brasov County. Bulletin of the Transilvania University of Brasov. Economic
EUROSTAT: European Social Statistics. In: Continuing Vocational Training Survey (CVTS2), Luxemburg, 2002.
FIELD, S. - KUCZERA, M. et al.: Learning for Jobs. Synthetic report of the OECD. In: Reviews of VocationalEducation and Training. OECD, 2010.
FORRESTER, K. et al.: Workplace learning, Avebury. Aldershot, 1995.
KEEP, E.: Missing, Presumed Skilled: Training Policy in the UK, In: SIEMENSKI, R. - ZELDIN, D.: Adult learner: Education and Training. London: Open University and Routledge, 1993.
KEZDI, G.: Not