Is Our Professional Identity Reflected in the European Documents on Education?

Abstract

This paper discusses the importance of beliefs and attitudes of individual teachers at national level in the context of system reforms and the way they converge with the common European education and professional identity proposed in the European documents. It argues that the success and the efficiency of systemic reforms in TE depend not only on the tradition of the systems to be reformed but also on the readiness and the ability of individuals to identify themselves with the need for reform and the values and norms proposed, as beliefs are closely linked to values, views of the world and individuals’ self-perceived roles.