Abstract:

The creation of a modern educational policy is inconcievable without the honouring of professionals in primary and early care education. They are acknowledged as the key factors in the promotion of a Europe of knowledge in a sociocultural educational context.
They are the ones who, with the strength of their professionality, make a significant contribution to preparing the future citizens of a united Europe, to their development and furtherance of their capabilities in responding to the challenges of a society of knowledge, to their active participation in this society and independent lifelong learning. ("Education & Training 2010" the Success of the Lisbon Strategy Hinges on Urgent Reforms). Following this line of thought, the European space for the education of professionals in primary and early childhood care and education is established, with the advocation of defining professionalism in a European dimension. The tendency is to provide every teacher and educator unrestrained admission to every classroom and educational group within the countries of united Europe.
A Croatian teacher and educator attains European professionalism and becomes a citizen of a knowledge-based Europe only with his education. Thus it must not be restricted to a practice of educating only within national borders. Life in the multicultural environment of united Europe is the destiny of the Croatian teacher and educator of the 21st century. This is why they should be qualified to attain a professional and personal lifestyle according to which he will perceive diversity as a virtue, develop a high level of tolerance towards differences and promote the provision of equal chances for all with his actions.
The main goal of this paper is analyzing and problematizing some questions about conceptualization of Croatian educational system in the context of reflections of current educational EU politics on primary teachers' education.

Keywords:

EU politics, Harmonization, European professionalism, Teachers Education.