Informal education and professional development of teachers

Abstract

The time we live in is characterized by rapid and continuous changes. Knowledge acquired ten years ago is no longer enough for individual, but skills such as critical thinking and the ability to learn throughout entire life are required. Based on the analysis of available literature this paper aims to point out the importance of non-formal education for the further professional development of teachers. In this context, one of the tasks of this paper is to present the concept and characteristics of informal education, as well as the importance given to informal education for lifelong learning. Starting from the premise that changes in society require changes in education and influence the changed role of the teacher, the second part of this paper is focused on the study of the teaching profession. In this context, referred to the competences and new roles of teachers are mentioned with special focus on professional development of teachers, as well as the importance of active learning. In conclusion, the paper highlights the importance of major changes in the education system and the demands that are placed in front of schools and teachers, and they were formed in the context of a paradigm of the knowledge society.

Vreme u kojem živimo karakterišu brze i stalne promene. Čoveku više nisu dovoljna znanja koja je stekao pre deset godina, već veštine kao što su kritičko mišljenje i sposobnost da uči tokom celog života. Ovaj rad ima za cilj da na osnovu analize dostupne literature ukaže na važnost informalnog obrazovanja za dalji profesionalni razvoj nastavnika. U tom kontekstu jedan od zadataka rada je predstavljanje pojma i karakteristika informalnog obrazovanja, kao i značaja koji se pridaje informalnom obrazovanju za doživotno učenje. Polazeći od stava da promene u društvu zahtevaju promene u obrazovanju i utiču na izmenjene uloge nastavnika, drugi deo rada usmeren je na proučavanje nastavničke profesije. U tom kontekstu navode se kompetencije i nove uloge nastavnika sa posebnom usmerenošću na profesionalni razvoj nastavnika, kao i značaj aktivnog učenja. U zaključku rada ističe se značaj velikih promena u obrazovnom sistemu i zahtevima koji se postavljaju pred školu i nastavnika, a nastali su u okviru isticanja paradigme društva znanja.