Preliminary communication
Promotion of teachers to higher ranks from the perspective of expert teachers
Irena Klasnić
; Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia
*
Marina Đuranović
; Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia
Tomislava Vidić
; Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia
* Corresponding author.
Abstract
Expertise in the field of pedagogy began to be more thoroughly researched at the end of the last and the beginning of this century. It has been observed that expert teachers possess a range of characteristics that enhance the quality of educational system. Flexibility, analytical thinking, a strong understanding of abstract concepts, attention to detail, and better problem solving and decision-making strategies are among the traits of expert teachers. Through continuous work on their own professional development, teachers achieve excellence in their field and become experts, demonstrating their expertise, among other ways, through advancement to higher professional ranks. The aim of this research was to explore the experiences of expert teachers regarding professional advancement and their role within the educational system. A qualitative study was conducted using a focus group. Data were collected through semi-structured interviews with eight female teachers who had attained the titles of teacher advisor or teacher excellent advisor. The findings indicate that there are numerous challenges in the process of professional advancement into higher ranks for teachers and that expert teachers often represent an underutilized potential within the educational system.
Keywords
experts; teacher excellent advisor; professional advancement; advisor; teachers
Hrčak ID:
335179
URI
Publication date:
30.7.2025.
Visits: 235 *