摘要：AbstractThis qualitative case study examines teacher professionalism in Kosovo in light of its rapidly developing education system. The study involves 14 teachers at the beginning of their careers (1-7 years of experience) examining teacher thinking against the evolving stages of teacher professionalism, namely pre-professionalism, autonomous professionalism, collegial professionalism and post-professionalism. The study reveals that Kosovo teachers reflect strong dominance of pre- professionalism and autonomous professionalism while they demonstrate a weaker reflection of collegial and post- professional aspects of teachers’ work. It provides insights for viewing teacher professionalism within a contextual frame including dimensions such as education context, historical as well as cultural background elements. The study concludes that changing teaching and learning practices in an evolving education system requires a culture of addressing external demands placed on teachers’ work, processes that enable teachers to understand their role and expectations through developing communities of practice and collegiality.
