1 University of Novi Sad, Faculty of Economics Subotica (SERBIA)
2 College of Applied Professional Studies, Vranje (SERBIA)
3 University Edukons, Faculty of Business Economics, Sremska Kamenica (SERBIA)
4 Republic of Serbia, Ministry of State Administration and Local Self-Government, Beograd (SERBIA)
About this paper:
Appears in: INTED2020 Proceedings
Publication year: 2020
Pages: 7774-7780
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.2123
Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain
The efficiency of a system of education greatly depends on the quality of its teachers. Innovations are a necessary condition for social development, new scientific knowledge is a necessary condition for innovations and scientific research is a necessary condition for gaining new scientific knowledge. The reform of teacher education in the EU and in the countries of South Eastern Europe countries is necessary. Compliant synergy of universities, despite national and regional differences, there is a trend to urge the harmonization and standardization for system of education, economy and state government, which implicitly includes the teacher education. The aim is to harmonize the system of university studies, which also includes teacher training systems for innovative and sustainable, progressive development.

In the paper authors will analyze the following elements:
duration and/or level of initial teacher education; the curriculum of initial education (relationship between specialized courses necessary to acquire competence in a particular school subject); access to initial teacher training and selection criteria, and the organization, legislation and content of in-service teacher training with descriptive statistical analysis and DEA method.
Findings: Weather gradual or thorough, innovation can regard the following: change of product, change of process – way of performance (“process innovation”), change in context in which the knowledge have been introduced (“position innovation”). This analysis will show whether there are common trends in teacher education in Europe, what the basic differences are in the systems of particular countries and/or regions, what historical, political and cultural reasons may underlie them. It should enable an understanding of the common and specific unresolved issues, dilemmas and controversies.

Research limitations/implications:
New knowledge is the main driver of innovation and innovation is what generates development. Compliant synergy of universities, industry and state government is an important condition for innovative and sustainable, progressive socioeconomic development. Cultural and creative industries not only drive growth through creating values but they also become key elements of the innovative system; their main importance lies not only in the contribution to the economic value but also in the way they encourage the creation of new ideas or technologies and transformative changes.

Originality/Value of paper:
There are objections to this approach believes that knowledge is understood as a central reference point for action in institutional strategies of change and innovation – institutions have been transformed into an “epistemic area”. Raising the issue of rationality presented through today's policies and strategies for higher education therefore means “mapping” the epistemic area of today's university, says Weber and applies the methodology of discourse analysis with the aim of deconstructing these ways of rationality. Typically, and despite all the political declarations from the world-wide, down to the national level, stressing the importance and relevance of strengthening the international and intercultural orientation of teacher training, the institutionalization of such units is limited to a number of small supplementary courses, some model projects and some specialized offers in the context of in-service-training.
Knowledge, science studies, innovations, DEA method.