Understanding the Context of Teacher Professionalism in Education Systems Undergoing Transition – Kosovo Case

Abstract

This qualitative case study examines teacher professionalism in Kosovo in light of its rapidly developing education system. The study involves 14 teachers at the beginning of their careers (1-7 years of experience) examining teacher thinking against the evolving stages of teacher professionalism, namely pre-professionalism, autonomous professionalism, collegial professionalism and post-professionalism. The study reveals that Kosovo teachers reflect strong dominance of pre- professionalism and autonomous professionalism while they demonstrate a weaker reflection of collegial and post- professional aspects of teachers’ work. It provides insights for viewing teacher professionalism within a contextual frame including dimensions such as education context, historical as well as cultural background elements. The study concludes that changing teaching and learning practices in an evolving education system requires a culture of addressing external demands placed on teachers’ work, processes that enable teachers to understand their role and expectations through developing communities of practice and collegiality.