THE PROFESSIONAL IDENTITY OF CLASS TEACHERS SEEN THROUGH THE REFORMS IN PRIMARY AND HIGHER EDUCATION IN THE REPUBLIC OF MACEDONIA

Abstract

The paper presents an analysis of the contemporary educational and professional identity of class teachers in Macedonia that is created by the recent reforms in primary and higher education. The main thesis is that the implementation of the nine-year elementary education and the Bologna reform has a direct impact on the education of class teachers and opens more questions relating to their education, competencies and status. Attention is mainly focused on the challenges that the initial education of class teachers if facing with. Several inconsistencies and mismatches are indicated and discussed, concerning diplomas and titles that students gain by completing the appropriate faculty, status and competences of the profiles who may work as class teachers, as well as institutional and program setting of the education of class teachers in Macedonia. The paper also provides a brief comparative overview of the education of class teachers before and after the implementation of the Bologna system of work, regarding the duration of the studies, the study program and the organization and realization of the teaching process at different faculties that prepare future class teachers.