Teacher Education in North Macedonia: Reforms, Standardisation, and Creating Communities of Lifelong Learners

Joshevska, M. and Underwood, J. (2022) Teacher Education in North Macedonia: Reforms, Standardisation, and Creating Communities of Lifelong Learners. In: Kowalczuk-Waledziak, M., Valeeza, R. A., Sablic, M. and Menter, I. (eds.) The Palgrave Handbook of Teacher Education in Central and Eastern Europe :. London: Palgrave Macmilan. pp. 243-267.

Joshevska_Underwood_Palgrave_2023_Teacher_Education_in_North_Macedonia_reforms_standardization_and_creatin ... (455kB)

Item Type:	Book Section
Abstract:	This chapter starts by presenting and exploring the historical changes in North Macedonia’s teacher education system since 1990, before linking these forward to the legacies they have left today. It identifies how teachers in the past were trained to be sources of information, but have now become facilitators in the processes of creating knowledge and developing skills. We argue that this current, broader role of the teacher means that there is now a need for more deliberate investment in teachers’ self-improvement. We conclude by suggesting that support for teachers that affirms, builds communities, and enables autonomy could be the most productive next step for improving teacher quality in North Macedonia.
Uncontrolled Keywords:	/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Creators:	Joshevska, Majda and Underwood, James
Editors:	Kowalczuk-Waledziak, Marta, Valeeza, Roza A, Sablic, Marija and Menter, Ian
Publisher:	Palgrave Macmilan
Date:	25 November 2022
Date Type:	Publication
Page Range:	pp. 243-267
Title of Book:	The Palgrave Handbook of Teacher Education in Central and Eastern Europe :
Place of Publication:	London
Number of Pages:	25
Language:	English
ISBN:	978-3-031-09514-6
DOI:	https://doi.org/10.1007/978-3-031-09515-3_11
Status:	Published / Disseminated
Refereed:	Yes
Related URLs:	https://link.springer.com/book/10.1007/9... https://pure.northampton.ac.uk/en/public...
URI:	http://nectar.northampton.ac.uk/id/eprint/17964

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