Abstract
It is necessary for teachers to develop professionally and deal with problem situations. However, that will be done by changing the teaching models, in close cooperation and support by the institutions which are completely specialized in terms of inclusion. In this conceptual context, reforms in the field of teacher professional development in different countries, including Albania, are being implemented. To make this concept as clear as possible, this study makes use of various theoretical sources, such as theoretical attitudes by numerous scholars, conclusions and field studies carried out by different international entities in the field of education, including various publications by EU. To provide an accurate picture of the situation in Albania with regard to this issue, this study refers to data extracted from the regulations of the Albanian Ministry of Education, data from annual reports of the institutions on educational development, as well as data from questionnaires with teachers of different levels and seniority. Key words: long term process, professional development, self-evaluation, teacher skills.
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