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The paper A systemic-interactionist model to design a competency-based curriculum presents a theoretical model for the competence development in school. Various definitions of concepts have been suggested: competence, curriculum design, cognitive content, actional content and attitudinal content.Regarding the term of competence, although it is increasingly vehiculated today in specialty literature, but also in educational practice, there is no widely accepted definition of it, considered to be a reference in education. Therefore, there is a great variety of perspectives to define competence which may lead to the risk of confusion among experts, responsible for the design of educational programs based on training and competence development, but also among practitioners, those who implement competency-based training programs.The paper represent a plea for designing a competency-based curriculum and for a new and challenging approach, which highlights the need of a deep reconsideration of the curriculum, in order to adapt it to the actual paradigms of educational sciences and of the new educational realities.

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The paper aims to achieving an exploratory and correlational study between independent learning and reflective thinking of the future teachers. For the substantiation of this study, analysis of the specialized literature were made. The independent learning involves a high level of self-awareness, the development of cognitive and metacognitive abilities and, in the same time, it involves the self-regulating personal effort to learn (Ștefan, 2010). Reflective thinking, on the other hand, has benefits for learning as it assists in integrating theory with practice, promotes intellectual growth because it is cyclical rather than linear, develops skills that makes students more confident, more independent and fosters responsibility and accountability (Kuiper and Pesut, 2004). Thus, basing on the theoretical data as mentioned above, the aim of this study is to identify the level of the development of independent learning and of the reflective thinking of students, as future teachers. Also, we identify existing correlations between independent learning and reflective thinking. The sample of subjects involved in this study is comprised of students in pre-service teacher education (N=212), which are studying the program for teacher training (I-st year). To measure independent learning we used the shortened version of the AILI questionnaire (Elshout-Mohr, Van Daalen-Kapteijns, & Meijer, 2004). On the other hand, reflective thinking was measured by QRT questionnaire (Questionnaire for reflective thinking, Kember et al., 2000). Data obtained were statistically descriptive analyzed by calculating means, and Pearson r correlation coefficient.

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