Moving towards Practice-Oriented and Research-Based Teacher Education: Challenges of Kosovo and Albania

Abstract

The article analyzes the current status, development trends and challenges of teacher education in Kosovo and Albania in their efforts to be aligned with current trends of a more research-based, practice and skills oriented teacher education system. The article compares the provision of pre-service teacher education and draws conclusions related to future development trends of the two countries as they aim to meet the best international standards and practices in shaping pre-service teacher education from a research-based and practice orientation. This article is based primarily on findings from desk research conducted at public universities in Kosovo and Albania, more specifically analyzing the university curricula and other documents related to the provision of teacher education courses. In addition, the research involves the analysis of work completed and documents produced as a result of the 2009-2011 Trans-European Mobility Program for University Studies (TEMPUS) Project “Development of Master Study Programs in Education” (DEMED). The article outlines the similarities and differences of teacher education systems in Kosovo and Albania and emphasizes the need for small countries to co-operate on joint reform that leads to wider regional impact and facilitates mobility of staff and students. Identifying common goals is thus important. The two priority goals for these two countries are: development of practice and research-based teacher education. Conclusions are presented with the intent of findings being extrapolated to similar small, developing countries.

Chemistry Education in Kosovo: Issues, Challenges and Time for Action

“…With the establishment of the Faculty of Education in 2002, the latter took over responsibility for teacher preparation, including that of chemistry teachers for lower secondary education (7 th , 8 th and 9 th grade), offering four-year bachelor studies with 240 ECTS credits. Upper secondary chemistry teachers were prepared at the Department of Chemistry of the Faculty of Natural Science and Mathematics (FNSM) at the University of Prishtina, which offered a four-year programme (Vula, Saqipi, Kraja, & Mita, 2012).…”

“…The subject teacher preparation gaps created due to the lack of CK, PCK and general PK were evident and were discussed among education stakeholders, who called for immediate reforms. According to Vula et al (2012), universities faced countless issues in pre-service teacher education, primarily in terms of curricula, teaching methodology, pedagogy, teaching practice and research. Since the Kosovo education system lacked national standards, different curricula offered by different universities have significant pedagogical differences.…”

Transforming Higher Education Culture: Teacher Education in Kosovo

“…The concept of teaching as a profession was missing from the preservice teacher-training curriculum (OECD, 2001; Vula et al, 2012). In order to move to a learner-centered, competence-based model of education, and develop an appropriate higher education curriculum, both the Ministry and the senior management in the Faculty recognized that a change was needed in the culture of teacher educators.…”