Professional Challenges of Teachers – A Qualitative Study

Aleksandar Z. Milenković, Aleksandra S. Maksimović, Slađana B. Dimitrijević, Radojko V. Damjanović

Abstract


Through this qualitative study, we aimed to explore which aspects of educational work teachers perceive as very challenging and which competencies they consider significant for overcoming these challenges. Essay responses from the participants () were collected through Google Forms. Dominant themes identified included: regulations and pedagogical documentation; inclusive education; professional development of teachers. Participants described their activities and assessed their competencies related to these themes. It was found that nearly two-thirds of the respondents believe that regularly writing operational plans and lesson plans contributes to the effectiveness of teaching. On the other hand, some interviewed teachers emphasize that this time could be used more purposefully to improve teaching. Participants point out that they need more support from colleagues, parents, educational collaborators, and policymakers in implementing inclusive education. Additionally, surveyed teachers do not have a unanimous opinion on the adequacy of the offered professional development seminars to enhance their teaching practices. Through the conducted research, we gained a deeper insight into teachers’ perception of the challenges they face, the perceived importance of competencies relevant to overcoming these challenges, and the self-assessment of the development of these competencies among the research participants.

Keywords


challenges; competencies; pedagogical documentation; inclusive education; professional development of teachers

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References


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DOI: https://doi.org/10.51558/2490-3647.2024.9.1.737

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