Abstract:

Modern schools no longer represent institutions for knowledge transfer. They are trying to build and operate as learning communities directed towards the constant search for pathways to improve student's achievements. This assumes a permanent reflexive and research approach to the analysis of educational practices of all teachers in a school, which is systematically ensured by self-assessment. In Croatia, as in most European countries, school self-assessment is a legally prescribed obligation, provided by the national quality assurance system. One of the quality categories is the continuing professional development of teachers.

The discussion in this paper starts with the assumption that continuing professional development of teachers, which can take place individually or collectively, within or outside the school, contributes to the development of its learning culture and creates and shapes the learning community.

The aim of the paper is to identify the factors affecting quality in continuing professional development of teachers for an effective and sustainable improvement of teaching competencies in purpose of enabling student development and achievement. Quality factors of continuing professional development are analyzed based on theoretical considerations and results of researches conducted in Croatia and abroad and relate, among others, to the teacher's satisfaction, time, duration and place of maintenance, contents, forms of learning, participants and perceived support and obstacles for participation in continuing professional development.

The research results point to a conclusion that emphasizes the need for permanent encouragement and support of primarily collaborative and reflexive learning based on the needs of the development of teaching competencies and schools.

Keywords:

Continuing professional development, learning community, quality, teacher.