NASTAVNICI KAO STRUČNЈACI ZA UČENЈE – IZMEĐU NASTAVNE FILOZOFIJE I REFLEKSIVNE PRAKSE
TEACHERS AS LEARNING EXPERTS – BETWEEN PHILOSOPHY OF TEACHING AND REFLEXIVE PRACTICE

Summary/Abstract: The aim of this paper is to present critical and contemporary approaches to studying the characteristics, personality and competencies of teachers, as well as current concepts important for the professional development of teachers and the quality of teaching: teaching philosophy and reflexive practice. In contemporary education teachers are expected to be “learning experts” instead of transmitters of the prescribed content and the primary carriers of the development of a modern curriculum, which instead of the content, focuses on the outcomes, standards, subjects and interpersonal competencies that learners need to acquire and develop during their education at all levels. In order to succeed in this, it is necessary for teachers to remain (or become) self-regulated, reflexive practitioners, making them experts in their own learning and learning of their students. In doing so, they should be guided by a system of beliefs, values and attitudes about what constitutes good teaching, which could be called “philosophy of teaching” and which the teacher needs to realize. This paper presents one of the ways to define the teacher’s own philosophy of teaching, proposed by Korn and Sikorski, as well as a “portrait” of a teacher who is a reflexive practitioner. It concludes with a review of the difficulties as well as of the numerous external and internal factors on which a teacher can rely in becoming or remaining a learning expert.

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