2014

Saqipi, Blerim

This case study examines the development of teacher identity and professionalism in the midst of large-scale education reform in the Republic of Kosovo - the newest state in Europe, which has gone through a recent war and is aspiring European Union integration. Utilizing principles of socio-cultural theory alongside theoretical perspectives on teacher professionalism, teacher identity and school change, the study reveals that the dominating features of teacher professionalism as currently produced in Kosovo are (i) the orientation to resources, (ii) didactical view of teacher role and tasks, and (iii) the feeling of being an isolated professional. The study, however, suggests that the framework for analysing teacher policy environment should be seen as multidimensional and dynamic in view of increasing demands for teacher professionalism, the evolving education context, and broader historical and cultural background. The uniform models of developing teacher professionalism - though global practices and trends can provide valuable development input - should yet be considered with care by adopting the 'what works here' approach to education policy making. Developing education systems need to manage external influences and lessons from elsewhere deriving as a result of interaction with global practices and standards. The study suggests that transition towards desired teacher professionalism is best managed through a phased approach raising the need for conceiving a zone of proximal development (ZPD). Introducing a ZPD as a transformation zone implies the need to reconceptualise the nature and purpose of teacher professional development as a tool to facilitate translation of education policy into school practice, namely ensure teachers' socialization into their own personal practical theory and teacher related policies. The transformation processes should lead into an extended zone of proximal development - the desired target – whereby teacher professionalism is characterized as reflective collegiality and schools function as learning organizations.